1. South Pacific Educators of the Vision Impaired Sydney January 2011 “Effectively Communicating the educational complexities for students with vision impairment and other disabilities” Shane Therese Doepel Assistant Principal – Vision Support Far Northern Networks North Coast Region

2. Importance of Vision for Learning and Development (all staff and visiting therapist invited) 1 Vision dominates our brain 2Importance of vision for sensory motor development 3Importance of self determination for self- esteem 4 Quality teaching – access to meaningful accessible learning environments 5 Active Learning Methodology and Classroom Application

3. There are over 30 areas in the brain. These areas are responsible for our being able to see the world

4. We are highly visual creatures. picture http://www.youtube.com/watch?v=nspVjwAnGb4&feature=related (how the eye works) http://www.youtube.com/watch?v=AuLR0kzfwBU&feature=related (light and neural activity of the brain) The visual cortex is just one visual area that enables us to see the world. Areas of the brain responsible for sight are still to be mapped and described. Two Examples: V4 is mainly concerned with the processing of colour MT in the middle temporal area is concerned mainly with seeing motion One is the Old system which includes the structure of the brain stem called the superior colliculus. The New Pathway goes to the visual cortex at the back of the brain – this does most of what we usually think of as vision conscious recognition.

5. Vision is responsible for 75% to 85% of all learning. Welch’s (1998) research suggests 88% of learning occurs through vision.

6. The sighted child is motivated to move towards objects, will catch sight of objects, grasp objects and have the visual input of seeing objects. Sighted children integrate sight with movement and cognition naturally. Sight is a crucial source of inspiration for the whole of the developmental process. When sight is lacking, special effort must be made to ensure that the child’s learning can advance as much as possible.

7. Babies’ first movements are reflexive. Primitive reflexes start our movements and start the development of muscle tone. (grasp, sucking, startle etc) These reflexes persist with C.P. and without sight Baby + Sight + Reflexes = Movement Baby + Sight + Movement = Cognitive and Language Development Early in life, movement, coordination and balance stalls without sight. http://www.youtube.com/watch?v=PTz-iVI2mf4&feature=related Youtube link to Moro Reflex http://www.youtube.com/watch?v=yWjHCK6qbHk &feature=related Youtube link to Daisy at the mirror

8. Example: In a normally developed child around the age of 2-4 months the innate grasping reflex falls away and is replaced by a conscious grasping and movement driven by sight; conscious movement develops to such a degree that the child becomes capable of active and spontaneous play.

9. It is harder for a child to develop skills if they are blind and have an intellectual impairment. These problems are magnified many times for each additional disability. The larger the number of disabilities the greater the child is at risk of not being able to develop their movement and mental capabilities. This can lead to behaviour patterns dominated by anxiety, abnormal reactions and self harm.

10. Active Learning Active Learning is ideal for those with visual and multiple disabilities, including developmental delay. The essential principal of Active Learning is to create an environment which provides maximum feedback to the learner. The learner is able to initiate, control and gain independence over their environment. We learn best by doing Active Learning has been shown to be highly effective for severely affected learners of all ages. Developed by Dr. Nielsen, a preschool teacher and psychologist, with her PhD thesis on spatial relations of congenitally blind infants.

12. Active Learning For Blind Students with multiple disabilities we look to create learning environments that are: - Accessible - Appropriate to their existing abilities – (look at what can they already do, display interest in, look at what skill they need to develop next) - Provide Independence - Variety of activities – variety of tactile and sensory input - Integrate the sense of touch - Provide opportunities to compare and contrast

14. Active Learning Resources The Fiela Curriculum Matches learning environments to students developmental levels. Developmental levels 0 to 48 months In 3 monthly increments up to 2 years. Then 6 monthly increments up to 4 years Activities Gross motor – green Fine motor – yellow Blue combination fine and gross motor AC- denotes Adult / Child Play

15. Active Learning Resources The Fiela Curriculum enables an individual learning program to be developed to match the child’s developmental level. To ensure environments meet the child’s needs, observe and assess developmental levels in the following areas: -Gross motor skills -Fine motor skills -Play skills -Communication -Daily living skills -Emotional development

17. Seeing the World

24. Essential Elements for Learning Quiet, allow the students a peaceful environment. The students rely mostly on their hearing to integrate the information they get from touch Talk to the students after they have finished their play. Don’t disturb them with lots of talk when they need to concentrate and explore their environment Blind students see with their hands Encourage the students to handle objects. Don’t grab their hand – their hands are their eyes. Allow Time – Let the student as much time as they need to explore their learning environment. Wait and listen / observe when they give signs they are finished.

25. Programming – Keeping everyone on the same page Following assessments and review meetings -Key program goals posted in class room -List activities and goals as part of the school-home communication book

26. The Gentle Art of Persuasion – How to argue effectively by Chester Porter QC Opening Skinner’s Box – Great Psychological Experiments of the Twentieth Century by Lauren Slater Primitive human psychology that persists?

27. Quality Teaching Quality Teaching has three dimensions that represent classroom practices that have been linked to improved student outcomes. These three dimensions are: 1. Intellectual quality. Intellectual quality refers to teaching focused on producing deep understanding of important, substantive concepts, skills and ideas. Such teaching treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning. 2. Quality Learning Environment. Teaching that establishes a high quality learning environment. Quality learning environment refers to teaching that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such teaching sets high and explicit expectations and develops positive relationships between teachers and students and among students. 3. Significance Generates significance by connecting students with the intellectual demands of their work. Significance refers to teaching that helps make learning more meaningful and important to students. Such teaching draws clear connections with students' prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing or cultural perspectives.

28. Active Learning Challenges of Implementing Active Learning at ####### Support Unit 1- space 2- access to equipment 3- integrating into daily routine 4- communication and coordination with teachers, support staff and therapists. Benefits 1- creating independent learners 2- reducing / eliminating self harm behaviours 3- developing communication skills 4- develop self-esteem for students

29. “Effectively Communicating the educational complexities for students with vision impairment and other disabilities” Ideally- Employ BBC World Service Documentaries to produce a 4 part series With David Attenborough as presenter

30. “Effectively Communicating the educational complexities for students with vision impairment and other disabilities” - Discuss the importance of vision for global development - Include all staff and if possible parents, school executive and departmental executive staff - Be informed and confident to persuade and argue effectively -provide resources – active learning Fiela Curriculum – Assessment Tool photos of ideas for activities, IEP examples – proformas – communication book proformas * Model setting up learning environments and get involved – work with the students * Really encourage and value staff’s contributions to developing quality learning environments http://www.youtube.com/watch?v=_OBlgSz8sSM&feature=related Youtube link to “Charlie bit my finger”

31. I would like to acknowledge the support and assistance of the staff of Narbethong School and Centenary High School in Brisbane. Also I would like to acknowledge the support and assistance of the North Coast Region- Northern Networks Vision Team