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Educating Students with Significant Disabilites Through Active Learning SPE 520 3/5/2013 Education Service Center, Region 2 Mari Garza 2 Educating Students with Significant Disabilites Through Active Learning Active Learning As the name implies, Active Learning revolves around the learner being active. Research based for all students with and without disabilities Research based for students with Visual Impairments by Dr. Lilli Nielsen Biobehavioral States State 1 - Deep Sleep State 2 - Intermediate Sleep State 3 - Active Sleep State 4 - Drowsiness State 5 - Quiet Awake State 6 - Active Awake State 7 - Fussy Awake State 8 - Mild Agitation State 9 - Uncontrollable Agitation Dr. Lilli Nielsen Second child of seven Had 4 younger siblings with blindnenss At7 years old, she was responsible taking care of her blind younger brother National Institute to Blind and Partially Sighted Children and Youth in Denmark since 1967 Trained as a preschool teacher and psychologist Performed research in the area of spatial relations with infants who are congenitally blind and has written several books and articles about educating children with visual impairments and multiple disabilities Goals Promote active interaction among caregivers, students, and service providers. Develop a clear understanding of the child’s existing likes and dislikes and current means of communication Increase the number of the child’s communicative behaviors Mari Garza Active Learning LIDS Conference 2012 3 Strengthening the interactive relationship between the caregiver and the child Beliefs All young children learn through play They need to be encouraged to explore their environment and objects in their environment That all very young children learn by being active, rather than passive recipients of stimulation Do not interrupt a child by talking when she is actively engaged in play Slow down, when interacting with a child Let the child have control of her/his own hands Principles of Active Learning This is the essential active learning principal - to create the environments that provide feedback and support the learner so that the learner can take action on their own initiative to learn. May take a lot of trust to allow a child or challenged learner to be on their own and apparently not be accomplishing anything. It also takes a very well tuned environment so that this time is productive and not simply frustrating. There is productive frustration and futile frustration. This is probably the most difficult aspect as a parent, teacher and/or caregiver to decide when frustration is a learning mode vs. a fiasco. In order to justify any appreciable level of frustration, one must make due diligence that the environment is optimally suited to learning for the challenged learner. This is where Dr. Nielsen's research has paid off. She has through the years seen so many children and older learners with severe disabilities and tried so many variations that she has identified some that work much better than others. Recommendations Observe the child. Provide the child with more activities and objects that are similar to those he enjoys Give the child opportunities to practice and/or to compare Mari Garza Active Learning LIDS Conference 2012 4 Provide a few materials and activities that are at a slightly higher developmental level to provide a challenge for the child, so he doesn't become bored FIELA Curriculum Assessment Based on multiple observations of students Addresses and focuses student interests Activities are fine motor, gross motor and interactive with a caregiver Provides forms for documentation of progress or regression Equipment Little Room Positioning Board Resonance Board Tipping Board Scratch Board Vest with Objects FIELA Curriculum Design Principles of Active Learning Equipment The basic principles involved in designing the Active Learning environments are: Feedback - The environment must supply strong responses in multiple modes (auditorily, tactually, visually) Support - The child must be supported so as not to be in pain, typically not bearing weight on their legs fully or even partially Richness- Related to feedback, the environment must be thick with objects so that minor actions are rewarded with feedback Variety - However rich and responsive the environment is, it must be changed periodically- probably more often than we are inclined to think Sensory Learning Kit American Printing House Product Revamped by Millie Smith and APH staff with collaboration with Lilli Nielsen Address Biobehavioral States Encourages use of all senses not just visual Mari Garza Active Learning LIDS Conference 2012 5 Millie Smith Former TVI Employed at TSBVI Now Employed by APH Updated Kit with some collaboration with Lilli Nielsen Updated Kit based on her immense experience working with children with multiple impairments as well as that experience of those working with her from APH Written numerous articles on assessment, documentation, and teaching of students with multiple impairments. Advantages Suggestions for other activities that may be developed Routine Based Multiple opportunities for learning through repetition of activities or routines Routines could be used during development of IEPs and STARR-Alt Questions – Comments "If the child is not learning the way you are teaching, then you must teach in the way the child learns" - Rita Dunn References Nielsen, Lilli. Space and Self, SIKON, 1992. Nielsen, Lilli. Are You Blind?, SIKON, 1990. Active Learning and the Exploration of Real Objects Stacy Shafer TSBVI See and Hear Newsletter Winter 2004 An Introduction to Dr. Lilli Nielsen’s Active Learning Stacy Shafer TSBVI See and Hear Newsletter Fall 2003 Nielsen, Lilli. "Environmental intervention for visually impaired preschool children with additional disabilities," VIP Newsletter, Vol. 8, No. 3. Nielsen, Lilli. "The blind child's ability to listen," VIP Newsletter, Vol. 10, No. 3. Nielsen, Lilli. "Active learning," VIP Newsletter, Vol. 10, No. 1. TSBVI Mari Garza Active Learning LIDS Conference 2012 6 Contact Information Mari Garza Educational Consultant [email protected] 361-561-8539 Mari Garza Active Learning LIDS Conference 2012