little peanuts center presentation
DESCRIPTION
TRANSCRIPT
LITTLE PEANUTS
CENTER
Practices and
Environments
Addressing
Needs
Unique
To
Sensory impairment
WisconsinCenter
ForThe
BlindAnd
VisuallyImpaired
Welcome to this picture-tour of the
Little PEANUTS Center
The LPC is located on the campus of the Wisconsin Center for the Blind and Visually
Impaired
1700 W. State St
Janesville, WI 53546
To set up a visit, contact:
Mary Tellefson 608.758.6147 or
START-UP Started with $48,000 ARRA Grant Purpose: Create a demonstration model of
best practice designs, programs and curriculum that meet the developmental and diverse learning needs of all children B-6, especially those with sensory impairment.
WCBVI funded: structural and building changes HOPSA track, tactile wall, flooring, paint, cabinets
THE ARRA GRANT PROVIDED:• Research of best practice models in B-3
curriculum, including travel costs• Hiring OT/PT, Assistive Technology
coordinator, tactile artist.• Stipends for B-3 families and
teams/professionals attending training: VIISA, Spatiotemporal Development Workshop and Sensory Symposia.
• Purchasing of assistive technology and resources for loan library
• Materials, toys, therapy equipment for activity areas
• Active Learning resources and equipment
OUTCOMES Model environments to show strategies,
accommodations that facilitate development Model practices that facilitate development Model curriculum Hold a Sensory Symposium for children,
parents and B-3 teams to learn strategies that facilitate development (May 21, 2011)
Show environmental features/characteristics that facilitate development
Be on-going resource to B-3 and School Districts to demonstrate practices and environments that facilitate development Offer child specific workshops
Provide trainings (VIISA, In-SIGHT, Spatiotemporal Development)
Build capacity in designs and use: play groups, toddler groups, individualized workshops
Currently not available
OUTCOMES FOR CHILDREN As a result of the collaboration between
parents and professionals, the unique developmental needs of each child will be identified: Children will progress at a more efficient rate due
to the appropriate modifications, compensatory strategies and accommodations made in the home, school and community.
Children will benefit from the calm confidence their parent gain specifically in regard to meeting their child’s needs.
FAMILY AND TEAM OUTCOMES
Teams will leave the sensory symposium, workshops or on-site visits with a greater overall understanding of the developmental characteristics and needs of children who are blind or visually impaired: Sensory systems and their role in movement and
development Role of vision in development and leave with
specific visual and non-visual practices and strategies
Appreciate the role of the environment in development and experience a model environment
Know specific environmental modifications Have hands on experience with a variety of toys
and practices that appeal to a variety of sensory systems
Have access to applicable developmental resources in the WCBVI resource center
WELCOME TO THE LITTLE PEANUTS CENTER
ENVIRONMENTS THAT FACILITATE DEVELOPMENT
Are patterned and predictable. Use defined spaces for specific activities. Visually augment the environment using color,
contrast, placement and position. Tactually augment the environment using
landmarks of interesting and various textures. Lay out the environment to facilitate
independent movement, route planning, sequencing and cognitive mapping using visual and non-visual clues.
Promote multisensory access to the environment and environmental information through intentional placement of curricular and enrichment content.
Provide multisensory clues, landmarks and objects to encourage, motivate and reward independent exploration.
Adapt the environment to meet the needs of all children in accordance with the Wisconsin Model Early Learning Program standards (alignment document available)
Highlight environmental features
that build concepts. Support print, braille and object literacy and
emergent literacy skills. Define space to facilitate familiarization and
orientation. Facilitate independence and problem solving.
Support early O&M skills: defined routes, squaring off, sequencing, use of landmarks, early cane instruction, on-body and off-body trailing.
Facilitate child-directed activity or “active learning” in which children learn from their own movement and initiation.(Go-Go room = active learning corner on wood floor for resonance; HOPSA dress/track with tactile wall.)
Supports children in every level of spatiotemporal development
LEVELS OF SPATIOTEMPORAL DEVELOPMENT
1. Body space in the present moment
2. Reach space in proximal time
3. Moving through proximal space and time
4. Moving through cognitive space in extended time
5. Imagining action in distant time
“proximal” = immediate past and future
GETTING STARTED ON THE ENVIRONMENT WITH PAINTER’S TAPE
PATTERNED AND PREDICTABLEUSE OF COLOR-VISUAL CUES
LOW LUSTER PAINT TO CONTROL GLAREMEANINGFUL CONTRAST-SALIENT FEATURES
BLUE LINE FOR TRICYCLE LANES AND “WALKING ON A LINE”RED TILE TO INDICATE TURNS AND CORNERS
YELLOW IN FRONT OF DOORWAYS
THE DIFFERENCE BETWEEN THIS ENVIRONMENT AND MOST EC CLASSROOMS IS THAT IN A TYPICAL EC CLASSROOM, ALL THE LEARNING CENTERS ARE AGAINST THE WALL WITH OPEN SPACE IN THE MIDDLE. FOR BLIND KIDS, THE WALLS ARE LEFT UNCLUTTERED AND ACCESSIBLE FOR TRAILING TO ENCOURAGE INDEPENDENT ROUTE TRAVEL. THIS IS WHERE AN UNDERSTANDING OF SPATIOTEMPORAL DEVELOPMENT COMES IN HANDY. WHEN CHILDREN REACH THE LEVEL OF MOVEMENT THROUGH PROXIMAL SPACE AND TIME THE ENVIRONMENTAL SET UP IS CRUCIAL TO GIVE KIDS A STARTING POINT (ANCHOR) BECAUSE OF THE SEQUENCE OF LEARNING ABOUT SPACE RELATIVE TO ONE’S OWN BODY.
ENTRY WAYVISUAL INTEREST
YELLOW TILE AT ALL DOORWAYS
EXAMPLES OF DEFINING SPACES USING COLORED DUCT TAPE AND CHAIR PADS
CLEAR PATHS THAT LEAD TO ACTIVITY AREAS COLOR CONTRAST
TRANSITION STRIP FOR ON-BODY TACTILE TRAILING; CANE; SQUARE TABLE FOR ORIENTATION IN SPACE
AND SQUARING OFF
WALL ART AT CHILD LEVEL PROVIDES: VISUAL/TACTILE INTEREST
LANDMARKS FOR SEQUENCING AND INCREASING SPACE AND TIME CONCEPTS: OBSERVE THE PRESENT; ANTICIPATE THE FUTURE; REMEMBER
THE PAST LANDMARKS FOR ROUTE TRAVEL; CHANGE LINE OF DIRECTIONOPPORTUNITY FOR ENRICHMENT OR CURRICULAR INFO/THEMES
THE “GO-GO” ROOM FEATURES LIGHT BLUE WALLS; DARK BLUE ON THE UNDERSIDE OF SOFFIT TO REDUCE GLARE FROM WINDOW
GROSS MOTOR, VESTIBULAR, PROPRIOCEPTIVE PLAYSENSORY EXPERIENCES AND INTEGRATION
SENSORY DIETS
MORE WALL ARTTHE BASKET’S SURPRISE = CHANGING, CURIOSITY
EASILY REPLACED WHEN NEEDED, VELCROED ON WALL
HIGHLIGHT ENVIRONMENTAL FEATURES THAT BUILD CONCEPTS:
EACH DOOR HAS DIFFERENT TYPE OF HANDLE TO TEACH CONCEPT OF “DOOR HANDLES”
MORE THAN ONE WAY TO GET A DRINK: CONCEPTWATER FOUNTAIN AND CLOCK ARE LOW; BLUE BACKGROUND
HIGHLIGHTS WATER SITE.
LOTS OF WAYS TO SIT: CONCEPT
Note seating appropriate for each level of spatiotemporal development.
DEFINED SPACES: TENT, RUGSORGANIZED STORAGE
STORAGE CABINET EASILY ARRANGED FOR TRAILING
VISUALLY ENHANCED DEFINITION OF SPACEGOTTA LOVE COLORED DUCT TAPE
MORE ORGANIZING AND DEFINING USEABLE SPACETOY ORGANIZERS ACCESSIBLE TO KIDS
BOOK BOXES
TRYING DIFFERENT LAYOUTS TO MEET NEEDS OF SENSORY SYMPOSIUM
READY FOR EC
TO THE BEACH HOUSE
TACTILE MURAL SIGHTED CHILDREN GAIN CURRICULAR AND ENRICHMENT INFORMATION FROM THE ENVIRONMENT
EQUAL ACCESS! THE CANE IS 3-D; CROCKS BECAUSE CHILDREN WILL CHANGE INTO CROCKS WHEN THEY COME INTO THE BEACH HOUSE (TO PRACTICE DLS, FINE MOTOR SKILLS)
SCREEN DOOR BECAUSE THERE ARE MANY KINDS OF DOORS
BEACH HOUSE FOR SAND/WATER PLAYSAND, BOAT AND SUN ARE TACTILEHOW TO TEACH A “HORIZON” LINE?
SAND, BOAT, PLANTS AND SHELLS ARE TACTILE
TOOLS ARE AVAILABLE FOR SAND AND WATER PLAYTOOL USAGE AND HAND SKILLS ARE AREAS OF
DEVELOPMENT AFFECTED BY VI/BL
LOBSTER, PLANTS AND PELICAN FEATHERS ARE TACTILEWHALE SPOUT GLITTERS
STAR FISH STRATEGICALLY PLACED FOR SQUARING OFF
CHICKEN FEATHERS CAN BE REPLACED IF NEEDED
GREAT WHITE HERON
CHAIR AND FLOOR DRAIN/SINK FOR MESSY FOOT PLAYTHE BOAT FEATURES THE NAME OF THE ARTIST:
KARI JAMISONSAILS ARE FABRIC
CROSS OVER TO THE MATCHING STAR FISH TO FIND BENCH AND CROCKS (BEACH FOOT-WEAR)
Specific routes set up in Beach House
LOBSTER, PLANTS AND PELICAN FEATHERS ARE TACTILEWHALE SPOUT GLITTERS
STAR FISH STRATEGICALLY PLACED FOR SQUARING OFF
GO-GO ROOMAREA TO SET UP MOTOR ROUTES
TEACH SPATIAL CONCEPTS THROUGH MOTOR MOVEMENTACTIVE LEARNING AREAS FEATURE WOOD FLOORS FOR BETTER
RESONANCE
ENVIRONMENT IS CONDUCIVE TO EARLY USE OF THE CANE AND TRAILING
EVEY FINDS THE GO-GO ROOM
HOPSA DRESS WITH 20 FOOT TRACKTACTILE WALL FOR EXPLORATION
BLACK/WHITE PANELS TO INCREASE CONTRAST
CARPET STRIPS CAN BE USED FOR TACTILE TRAIL
GETTING SUITED UP
PRACTICES THAT FACILITATE DEVELOPMENT
Use hand-under-hand rather than hand-over-hand instruction
Pair senses together to form accurate concepts Understand the role of vision in development Understand and use visual and non-visual
strategies for motivation Include multiple hands-on experiences with real
objects Use real objects with multisensory dimensions as
toys Teach in a “part–to-whole” rather than “whole –to-
part” progression
PRACTICES THAT FACILITATE DEVELOPMENT
Know that strategies that support learning for a child with a cortical visual impairment different from those for a child with an ocular visual impairment
Consider age-appropriate early cane instruction using parents as models
Teach children they are whole blind people rather than defective sighted people
Conduct a sunglass evaluation Conduct a functional vision evaluation Uses a calendar system approach to support
communication and spatiotemporal development
AREA FOR VISION DEVELOPMENT AND CVI GOALS
PRACTICES THAT FACILITATE DEVELOPMENT
Understands the role of the visual system in sensory integration and provides alternative approaches and therapies to support sensory development
Links object cues with specific activities and locations
Resists constant and irrelevant sound sources Uses optimal positioning for vision/hand use Uses authentic experiences to build concepts Provides a “surprise-free” environment
Sunglasses, functional vision eval, early cane instruction; simple calendar system
CURRICULUM THAT FACILITATES DEVELOPMENT
Understands the role of the hands for leaning about the world and eventual literacy
Uses a tactile curriculum to ensure sequential skill development
Uses best practice recommendations from the field of visual impairment
Integrates the expanded Core Curriculum and Wisconsin Model Early Learning Standards into daily programming
Understands the role of vision development and learning and provides visual and non-visual adaptations, strategies and accommodations
CURRICULUM THAT FACILITATES DEVELOPMENT
Provides more opportunities for the development of the auditory skills that support learning and echolocation
Uses strategies that facilitate the development of space and time concepts (spatiotemporal development) in ever increasing spans relevant to the child
Understands that blind children need more tactile exploration, touch and manipulation of objects than sighted children
Understands that children learn best from their own self-monitored movement and that touch is the integrating sense when vision is unavailable
PUSH TOYS FOR O&M DEVELOPMENT
USING METAL CONTAINERS FOR THEIR SOUND AND RESONANCE
ALL WHO ENTER: RING THE CHIMES TO ANNOUNCE:“I’M HERE…CELEBRATE ME”
NON-VERBAL ANNOUNCEMENTUSE OF SENSORY CUE
MONITORING WHO IS IN THE ENVIRONMENT
OBSERVATION IN THE PRESENT MOMENT IS FIRST
STEP IN LEARNING TO SEQUENCE. SEQUENCING SKILLS ARE PART OF THE
MATH/SCIENCE STANDARD. HERE, IS TAUGHT IN A
FUNCTIONAL, RELEVANT WAY BECAUSE THE ENVIRONMENT IS SET UP TO FACILITATE THE DEVELOPMENT OF TIME AND
SPACE CONCEPTS. IS CONCRETE BECAUSE OF THE
ON-BODY CONTACT.
FINDING A SURPRISETHE OBJECT IN THE BASKET CAN BE CHANGED OUT. IT
CAN BE THEME RELATED, SENSORY RELATED, A FAVORITE OBJECT OR A SUPRISE
THE REAL TESTEXPLORING THE SAND CASTLE
SENSORY SYMPOSIUM WHERE ENVIRONMENT AND PRACTICES INTERSECT
Next: Photos of kids from Sensory symposium interacting with environment
WATER PLAYOT, JENNY AND CHILD, MARISSA @ SENSORY SYMPOSIUM
MARISSA IS WEARING A CLACKER-BRACELET TO BRING AUDITORY/VISUAL ATTENTION TO WHERE HER HANDS ARE IN SPACE.
LISTENING TO THE FROG (SOUND LOCALIZATION)FIND IT!
EVEY EXPLORES THE NUMBERS WHICH ARE AT HER LEVEL.NUMBERS HAVE BRAILLE, # OF BUTTONS, GOOD CONTRAST
COUNTING THE BUTTONS
MIRROR IS A LANDMARK FOR ROUTE TRAVELSQUARE OFF AND CROSS THE HALL TO FIND THE CHIMES
THE ALLIGATOR HAS A POCKET IN WHICH TACTILE SURPRISES CAN BE FOUND (SIGHTED CHILDREN NEED ONLY LOOK AROUND THE ROOM TO FIND NEW AND INTERESTING
INFORMATION)
RING THE CHIMES TO ANNOUNCE YOUR ARRIVAL!FOR CHILDREN WHO DON’T HAVE LANGUAGE, ANNOUNCING ONESELF
PROVIDES AN OPPORTUNITY FOR INCREASING SENSE OF SELF. SIGHTED CHILDREN CAN SEE WHO COMES AND GOES IN THEIR
ENVIRONMENT (MONITORING; SOCIAL). IF EVERYONE WHO ENTERS OR LEAVES THE ROOM RINGS THE CHIMES, AND THE TEACHER EXPLAINS WHAT HAS HAPPENED = AUDITORY MONITORING OF
ENVIRONMENT
BLIND CHILDREN NEED EXPERIENCE WITH A VARIETY OF TOOLS. TRISH USES HAND UNDER HAND TO HELP EVEY USE A NET TO CATCH A FISH IN THE BEACH HOUSE POOL
WHOO-HOO! JUST WHAT WE DREAMED.
STRETCHES ON THE DRUM ARE INTERESTING TO JR BECAUSE EVERY MOVEMENT HE MAKES RESONATES THROUGH HIS WHOLE
BODY AND CAN BE HEARD/PERCEIVED.
EVEY MAKES HER OWN VIBRATION AND SOUND.TRIBAL SOUNDS DRUMS
ESCALANTE, UTAH; $1700
LEVI WORKS ON TOOL USAGE AND EYE/HAND COORDINATION.
MAE LOOKS AT A SHINY OBJECT ON THE TACTILE WALL. SHE HASN’T HAD MUCH EXPERIENCE IN AN UPRIGHT POSITION. PT, KIM, GIVES HER MINIMAL SUPPORT. THE HOPSA DRESS DOES THE REST.
SEATING FOR TASK PERFORMANCE: KAREN KANGAS, OTR/L SUGGESTS PUTTING CHILDREN IN A MORE UPRIGHT POSITION IN WHICH THEIR KNEES ARE LOWER THAN
THEIR HIPS, WITH FEET ASYMMETRICAL WHEN WORKING WITH HANDS AND EYES TOGETHER.
SENSORY-MOTOR EXPLORATION.
PARENTS LEARN ABOUT THE TEACHING CANE STRATEGY AND MAKE THE CHOICE TO CONTINUE MODELING FOR LEVI.
GOT MY OWN NOW
USE OF A STRETCHY PROVIDES PROPRIO INPUT TO BODY; CONTACT WITH ANCHOR; GIVES A SENSE OF CONNECTION TO OTHERS (CAN FEEL MOVEMENT OF OTHERS); DEFINES SPACE, KEEPS BALLS AND OBJECTS FROM RUNNING AWAY.
FINDING FROGS IN A BEAN TRAY
MAKING THE BRRUUMP IN A FROG SONG. HEAR THE LIVELY SOUNDS OF THE FROG IN YONDER POND, CRICK, CRICK CRICKETY CRICK, BRRRUUUMP. HAND SKILLS: GRASP, PULL, TIMING, RHYTHM, TURN TAKING
CALMING IN THE BALLS PROVIDES THE RIGHT SENSORY AROUSAL LEVEL TO ENGAGE IN A THE FINE MOTOR TASK
OF PRESSING THE KNOBS.
TRISH DEMONSTRATES HAND UNDER HAND TO ENGAGE CHILD ON THE RESONANCE BOARD TO PROMOTE
INDEPENDENT PLAY.
THE UMBRELLA IS MADE OF PLASTIC FABRIC AND IS 3-D. THE CHAIRS ARE FABRIC. EVEY IS EXPLORING THE CANE
THAT IS LEANING UP AGAINST THE CHAIR.
AS PART OF A MOTOR ROUTE, JUNIOR KNOCKS DOWN SOME BLOCKS. HE IS ASSISTED WITH SUPPORTED WALKING BY PT KIM. THE CARPET STRIP PROVIDES A TACTILE PATH.
COTA, MOLLY TAPS THE BLOCK TO PROVIDE A SOUND SOURCE FOR JUNIOR.
A SOUND-TOY IS ADDED TO SEE IF JR IS MOTIVATED TO PARTICIPATE IN THE ACTIVITY.
CAMDYN PLAYS WITH A VIBRATING TOY IN THE BALL BATH WITH OT, JENNY AND COTA, MOLLY.
MOLLY SUPPORTS MARISSA ON THE DRUM WHILE A B-3 SERVICE PROVIDER USES THE MALLET TO INTRODUCE
VIBRATION. TALK ABOUT A RESONANCE BOARD!
MOM IS INTRODUCING AN OBJECT CUE THAT WILL BE USED IN THE CALENDAR BOX TO REPRESENT TIME IN THE
BALL BATH.
THE RESPONSE WAS POSITIVE WHEN KIM INTRODUCED SOUND AND VIBRATION.
ACTIVE LEARNINGDURING THIS PRE-ARRANGED TOUR, MOM LEARNS TO USE HAND
UNDER HAND TO ENGAGE ACTIVE LEARNING.
TRYING A SWITCH FOR CAUSE/EFFECT. THE FROG SCARED HER AND SHE BEGAN TO CRY. OOPS.
DAD WANTS TO PLAY, TOO.
TRISH DEMONSTRATES THE LILLI NIELSON LITTLE ROOM WITH THE RESONANCE BOARD.
ALERT
TRYING THE HOPSA DRESS; REFLECTION IN MIRROR. FOR A CHILD WITH CVI, THE TACTILE WALL IS FOR TACTILE EXPLORATION; IS TOO BUSY TO
ENGAGE VISUAL SYSTEM UNLESS IN STAGE 3 OF ROMAN-LANTZY’S WORK.
TRISH DEMOS HOW TO USE THE LIGHT BOX TO ENGAGE EYE/HAND INTERACTION.
