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Kimberly Tarasenko Center for Early Intervention on Deafness 1035 Grayson Berkeley, CA 94710

Individualizing Instruction for Children with Multiple Special Needs: Lessons from a Deaf-Blind Playgroup April 14, 2014 EHDI Conference Jacksonville, FL. Kimberly Tarasenko Center for Early Intervention on Deafness 1035 Grayson Berkeley, CA 94710 kimberly@ceid.org. Deaf-Blind Playgroup.

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Kimberly Tarasenko Center for Early Intervention on Deafness 1035 Grayson Berkeley, CA 94710

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  1. Individualizing Instruction for Children with Multiple Special Needs: Lessons from a Deaf-Blind PlaygroupApril 14, 2014EHDI ConferenceJacksonville, FL Kimberly Tarasenko Center for Early Intervention on Deafness 1035 Grayson Berkeley, CA 94710 kimberly@ceid.org

  2. Deaf-Blind Playgroup • Combined parent education and child socialization/education • Parent participation required; parent coaching model • Ages birth through 5 years old • Biweekly

  3. Individual special needs • Auditory abilities: from mild/moderate auditory learners to profoundly deaf tactile ASL users • Visual abilities: some loss of visual range to minimal light perception in one eye • Physical abilities: mobile children (walking/crawling) to severe cerebral palsy • Cognitive abilities: at age level to significantly delayed • Other considerations: health, feeding, seizures, languages, amplification, parent knowledge and skills

  4. Class Considerations • Circle time • Introductions • Transitions • Art/structured activities • Free play/Social Interactions • Goodbye

  5. Circle Time • Wait time • Object cues • Appropriate seating • With parents • Special equipment/positioning • Real objects for lesson/topic • Introductions

  6. Introductions • Pictures of classmates • High contrast backgrounds • Tactile cues • Greetings • Touching classmates, tactile greetings • Room arrangement/placement • Hello song • Tactile, visual, and auditory

  7. Hello Song

  8. Transitions • Songs: one tune for each activity for easier auditory identification • Visual cues: lights, signs • Object Cues • Circle Time • Art • Washing Hands • Outside • Clean Up

  9. Table Time Transition

  10. Art/Structured Activities • Open-ended accessible activity • Plan goals for each age range through one activity • Give materials to explore that are accessible to all, can create more complexity depending on level • Ex: Finger painting on textures, bath dramatic play, • Coach parents on what their child is learning (activity goals) and how to facilitate • Parents each participate with their own child

  11. Art Video

  12. Free Play/Social Interactions • Place children near each other, introduce them • Provide toys that will require/encourage interaction (swing, bells, switches) • Demonstrate to more advanced children how to interact • Adults facilitate interactions, plan ways for kids to interact

  13. Parallel Play

  14. Goodbye • Receiving line style • Goodbye song and home cue • Say goodbye to each person tactilely

  15. General guidelines for adaptations • Wait time! • Developmentally appropriate open-ended activities • Integrate auditory, visual, and tactile • Keep all visuals high contrast • Add tactile to everything • Use 1:1 aides

  16. Collaborations • State Deaf-Blind Services • School occupational therapist • Seating • Sensory needs • Developmental Pediatrician • Health needs • Child’s specialists (OT, PT, speech, vision, doctors, nutritionists, etc.)

  17. Inclusion vs. Special Class • Adapting vs. developing new materials • Materials for entire class OR • Special box of object cues for deaf-blind child • Why Inclusion • Language exposure • Peer imitation • Exposure to new activities and locations • Why special class • Parent support • Similar peers

  18. Successes so far • Parent satisfaction • Parent/child communication • Child interaction • Child comfort • Language

  19. Challenges • Health/attendance • Snack • Seating/positioning

  20. Questions?

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