Educating Students with Significant Disabilities Through Active Learning

1. Educating Students with Significant Disabilities Through Active Learning Mari Garza Education Service Center, Region 2 maricela.garza@esc2.us

2. Active Learning • Active Learning revolves around the learner being active. • Research based for all students • with • without disabilities • Research - Dr. Lilli Nielsen

3. 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

4. Dr. Lilli Nielsen • Second of seven • Four younger children were born blind • Preschool Teacher and Psychologist • National Institute to Blind and Partially Sighted Children and Youth

5. Dr. Lilli Nielsen • Research spatial relations with infants who are congenitally blind and has • Written several books and articles about educating children with visual impairments and multiple disabilities

6. Goals • Promote active interaction • Clear understanding of existing likes and dislikes • Current means of communication • Increase in communicative behaviors • Interactive relationship between the caregiver and the child

7. Beliefs • All young children learn through play • Encouraged to explore environment and objects • All learn by being active, rather than passive recipients of stimulation

8. Beliefs continued • Do not interrupt • Slow down • Control of her/his own hands

9. Principles of Active Learning • The essential active learning principal is - to create the environments that provide feedback and support the learner so that the learner can take action on their own initiative to learn.

10. Principles of Active Learning • May take a lot of trust to allow a child or challenged learner to be on their own and apparently not be accomplishing anything.

11. Principles of Active Learning • It also takes a very well tuned environmentso that this time is productive and not simply frustrating.

12. Principles of Active Learning • There is productive frustration and futile frustration.

13. Principles of Active Learning • 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.

14. Principles of Active Learning • In order to justify any appreciable level of frustration, one must make due diligence that the environment is optimally suited for learning for the challenged learner

15. Principles of Active Learning • 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

16. Recommendations • Observe the child • Provide more activities and objects similar to those he enjoys • Give opportunities to practice and/or to compare • Provide materials and activities slightly higher developmental level

17. FIELA Curriculum • Assessment based on multiple observations • Student interests • Fine motor, gross motor and interactive with a caregiver • Forms for documentation

18. Equipment • Little Room • Positioning Board • Resonance Board • Tipping Board • Scratch Board • Vest with Objects • FIELA Curriculum

20. Design Principles of Active Learning Equipment The basic principles involved in designing the Active Learning environments are: • Feedback • Support • Richness • Variety

21. Millie Smith • Former TVI • Employed at TSBVI • Now Employed by APH • Collaboration with Lilli Nielsen • Research trials based on experience with children with multiple impairments • Experience of those working with her from APH • Numerous articles on • assessment, documentation, and teaching MIVI

22. 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

23. Advantages • Assessment • Routines Addressing Biobehavioral States • Activities plus a list of materials needed for each activity • Forms to document Progress or regression • Research Based Program for Students with Visual Impairments

24. Advantages continued • Suggestions for other activities • Routine Based • Multiple opportunities through repetition • Routines • IEP Development • STAAR-Alt

25. 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

26. 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

27. Contact Information Mari Garza Educational Consultant maricela.garza@esc2.us 361-561-8539