Compensatory Skills: Essential Considerations for
Description: Compensatory Skills: Essential Considerations for Learning Ellen Cadigan Mazel, M.Ed., CTVI Concord Area Special Education Collaborative (CASE) 1 Cover slide Brains Job Gather information Interpret information Respond to information 2
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slide1. Compensatory Skills:
Essential Considerations for Learning
Ellen Cadigan Mazel, M.Ed., CTVI
Concord Area Special Education Collaborative (CASE) 1 Cover slide<br>
slide2. Brain’s Job Gather information
Interpret information
Respond to information 2<br>
slide3. Homunculus More neurons are dedicated to certain regions 3<br>
slide4. Near Senses: Touch, Taste and Smell
Distance Senses: Vision and Hearing 4 senses<br>
slide5. Why Consider Compensatory Skills? To capitalize on strengths
To support and build skills in weak areas 5<br>
slide6. Understand how that sense develops in children.
Assess how the child uses these senses.
Think about strategies to support learning with these senses. 6 Why consider, continued<br>
slide7. Vision Vision rules the brain 7<br>
slide8. How Vision Develops Birth:
Sees black, white and gray
8-12 inches
At 1 week:
Sees red, orange, yellow and green
20/400
Turns to look at light 8<br>
slide9. How Vision Develops At 2-3 months:
Eye contact
Sharper acuity
Eyes work together
Follows object
Shifts gaze 9<br>
slide10. How Vision Develops At 4-6 months:
Watching own hands
Depth perception develops
20/25
Reaching
Recognizes things at a distance. 10<br>
slide11. How Vision Develops At 7-10 months:
Reaches to smaller things
Interested in pictures
Recognizes partially hidden things
Coordinated vision and movement
Better eye hand and eye foot
Judges distances better 11<br>
slide12. How Vision Develops At 12 months:
Recognizes pictures
Anticipates adult’s attention
Nearly adult vision skills 12<br>
slide13. Visual Impairment Limits: Object understanding
Relationship between objects
Object permanence
Cause and effect
Spatial relationships
Concept development 13<br>
slide14. Visual Impairment Communication (facial expressions, gestures, body language) Confused pronouns.
Eye contact limits interactions
Gross motor development
Fine motor development
Bonding
Passive 14<br>
slide15. Assessing Vision Ophthalmologist/ Low vision clinic
Certified Teacher of Students with Visual Impairments
Functional vision assessment
Cortical visual assessment
Learning Media Assessment
Interpret eye reports 15<br>
slide16. Improving Visual Experiences For children with visual impairments:
Early diagnosis of visual problems
Early correction
Early intervention 16<br>
slide17. Improving Visual Experiences Improved lighting
Reduced glare
Best distance and placement
Higher contrast
Larger sizes
Real objects in natural routines
Time for visual exploration 17<br>
slide18. Strategies: Vision: Cortical Highlighting color
Movement
Familiar
Best distance
Low complexity (visual, auditory, positional)
Backlighted
Control light
Increased time to look, recognize and reach 18<br>
slide19. Questions? 19<br>
slide20. How Hearing Develops Neural pathways for hearing develop early in utero.
Babies have been listening for about 12 weeks when they are born. 20<br>
slide21. How Hearing Develops Hearing improves over time with full skills at adolescence.
Frequency sensitivity: high frequencies are better until the second year.
Sound localization: horizontal sounds are understood better, not good locating vertical sounds until 6 months old. This improves until the child is 7 years old. 21<br>
slide22. How Hearing Develops Hearing Skills:
Threshold: Babies are hard of hearing until about 6 months and improve gradually until puberty.
Temporal resolution; babies need more time between sounds for understanding.
Discriminating sound from background: poor in infancy and young childhood. 22<br>
slide23. Hearing A child who is sighted hears the world, turns and visually connects the sound with its sound source.
A child who is visually impaired hears the sounds but often lacks the understanding of the sound’s direction or source. 23<br>
slide24. Hearing and Music Young children love music.
The brain favors music.
Music skills are in both hemispheres of the brain. 24<br>
slide25. Assessing Hearing Get hearing tested.
Assess reaction to language and speech.
Do they alert to familiar voices or music?
Assess reactions to environmental sounds. 25<br>
slide26. Assessing Hearing What types of sound cause a reaction?
Are there sound preferences?
Is reaction better in quieter environments?
Is the sound direction important?
How long does the sound need to last before you see the reaction? 26<br>
slide27. Strategies: Hearing Bring the sound to them.
Bring them to the sound.
Allow them to create sounds and music.
Use music and predictable books. 27<br>
slide28. Strategies: Hearing Speak to a child at eye level.
Slow down your speech with more space between words and directions.
Label sounds.
Teach in a quieter environment.
Address the child by name before the message.
Identify yourself. 28<br>
slide29. Questions? 29<br>
slide30. Hearing Fire truck! 30<br>
slide31. How Smell Develops Well developed in utero and immediately useful at birth
Hardwired to the amygdala: (brain for emotions and memory).
Learning tied to the amygdala lasts much longer. 31<br>
slide32. Smell and memory You can store some 10,000 different smells in your "scent memory."
Certain smells will invoke specific memories in people.
Remember… 32<br>
slide33. Smell and memory Primary learning channel linked to memory between birth and age 15. 33<br>
slide34. Connections: Smell and Taste These senses are highly connected. 34<br>
slide35. Interactions Smell and taste:
Tongue only detects sweetness, sour, bitter and saltiness.
The nose can detect a large number of subtle variations. 35<br>
slide36. 36<br>
slide37. Taste Well developed at birth.
Taste input causes salivation, tongue movements and swallowing.
Important for emotional development; fats and sweets calm, improve attention and help babies sleep. 37<br>
slide38. How the Sense of Taste Develops The child has been tasting amniotic fluid.
They prefer sweet tastes.
Up to 20 exposures before accepting newer. 38<br>
slide39. Assessing the Sense of Smell/Taste Does child have a favorite food?
Does the child turn away from a filled spoon?
Do you see the child sniff objects and foods? 39<br>
slide40. TRY THIS AT HOME:
JELLY BELLY BEAN 40<br>
slide41. Strategies: Using Smell/Taste Identify and name smells.
Allow time for the child to smell.
Embed smell into instruction.
Use real objects in real experiences. 41<br>
slide42. Food Avoidance Children with visual impairments are often picky eaters.
They dislike new foods.
Textures are difficult. 42<br>
slide43. Questions? 43<br>
slide44. How Sense of Touch Develops Pushing, pulling and touching in utero (full term babies).
Not well developed at birth.
Understanding and discrimination builds with experience. 44<br>
slide45. How Sense of Touch Develops Passive: being touched until 4 months
Reaching to the environment begins: active touch exploration
At eight months, can identify a familiar object without seeing it 45<br>
slide46. Touch Touch is really four abilities with four different pathways:
Skin sensation (I’m touching. I’m being touched.)
Temperature
Pain
Proprioception (sense of movement and position) 46<br>
slide47. Assessing Touch Moves to pain
Moves the part of the body touched
Moves to the touch cue
Shows distinct materials they like and dislike
Fully explores textures with mouth
Fully explores objects with hands 47<br>
slide48. Assessing Touch Reaction to light pressure/deep pressure
Reactions to different temperatures
Reaction to movement
Reaction to the sensitive touch areas: palm, on the fingers, or around the mouth 48<br>
slide49. Strategies: Using Touch Active Learning
Increase access to materials at all times
Littleroom, sensory vests, attribute trays 49<br>
slide50. Touch Allow mouthing
Hand under hand exploration
Increased exploration time.
Touch cues
Allow full touch without hand splints 50<br>
slide51. Questions? 51<br>
slide52. Sensory Channels Give the child materials.
What do they do?
What self body play? 52<br>
slide53. Bringing it together Using senses is important but they must be used together, built into meaningful constructs for true understanding and meaning. 53<br>
slide54. Compensatory Skills:
Essential Considerations
The End
Ellen Cadigan Mazel, M.Ed.,CTVI
Concord Area Special Education Collaborative (CASE)
mazels@verizon.net 54<br>
Essential Considerations for Learning
Ellen Cadigan Mazel, M.Ed., CTVI
Concord Area Special Education Collaborative (CASE) 1 Cover slide<br>
slide2. Brain’s Job Gather information
Interpret information
Respond to information 2<br>
slide3. Homunculus More neurons are dedicated to certain regions 3<br>
slide4. Near Senses: Touch, Taste and Smell
Distance Senses: Vision and Hearing 4 senses<br>
slide5. Why Consider Compensatory Skills? To capitalize on strengths
To support and build skills in weak areas 5<br>
slide6. Understand how that sense develops in children.
Assess how the child uses these senses.
Think about strategies to support learning with these senses. 6 Why consider, continued<br>
slide7. Vision Vision rules the brain 7<br>
slide8. How Vision Develops Birth:
Sees black, white and gray
8-12 inches
At 1 week:
Sees red, orange, yellow and green
20/400
Turns to look at light 8<br>
slide9. How Vision Develops At 2-3 months:
Eye contact
Sharper acuity
Eyes work together
Follows object
Shifts gaze 9<br>
slide10. How Vision Develops At 4-6 months:
Watching own hands
Depth perception develops
20/25
Reaching
Recognizes things at a distance. 10<br>
slide11. How Vision Develops At 7-10 months:
Reaches to smaller things
Interested in pictures
Recognizes partially hidden things
Coordinated vision and movement
Better eye hand and eye foot
Judges distances better 11<br>
slide12. How Vision Develops At 12 months:
Recognizes pictures
Anticipates adult’s attention
Nearly adult vision skills 12<br>
slide13. Visual Impairment Limits: Object understanding
Relationship between objects
Object permanence
Cause and effect
Spatial relationships
Concept development 13<br>
slide14. Visual Impairment Communication (facial expressions, gestures, body language) Confused pronouns.
Eye contact limits interactions
Gross motor development
Fine motor development
Bonding
Passive 14<br>
slide15. Assessing Vision Ophthalmologist/ Low vision clinic
Certified Teacher of Students with Visual Impairments
Functional vision assessment
Cortical visual assessment
Learning Media Assessment
Interpret eye reports 15<br>
slide16. Improving Visual Experiences For children with visual impairments:
Early diagnosis of visual problems
Early correction
Early intervention 16<br>
slide17. Improving Visual Experiences Improved lighting
Reduced glare
Best distance and placement
Higher contrast
Larger sizes
Real objects in natural routines
Time for visual exploration 17<br>
slide18. Strategies: Vision: Cortical Highlighting color
Movement
Familiar
Best distance
Low complexity (visual, auditory, positional)
Backlighted
Control light
Increased time to look, recognize and reach 18<br>
slide19. Questions? 19<br>
slide20. How Hearing Develops Neural pathways for hearing develop early in utero.
Babies have been listening for about 12 weeks when they are born. 20<br>
slide21. How Hearing Develops Hearing improves over time with full skills at adolescence.
Frequency sensitivity: high frequencies are better until the second year.
Sound localization: horizontal sounds are understood better, not good locating vertical sounds until 6 months old. This improves until the child is 7 years old. 21<br>
slide22. How Hearing Develops Hearing Skills:
Threshold: Babies are hard of hearing until about 6 months and improve gradually until puberty.
Temporal resolution; babies need more time between sounds for understanding.
Discriminating sound from background: poor in infancy and young childhood. 22<br>
slide23. Hearing A child who is sighted hears the world, turns and visually connects the sound with its sound source.
A child who is visually impaired hears the sounds but often lacks the understanding of the sound’s direction or source. 23<br>
slide24. Hearing and Music Young children love music.
The brain favors music.
Music skills are in both hemispheres of the brain. 24<br>
slide25. Assessing Hearing Get hearing tested.
Assess reaction to language and speech.
Do they alert to familiar voices or music?
Assess reactions to environmental sounds. 25<br>
slide26. Assessing Hearing What types of sound cause a reaction?
Are there sound preferences?
Is reaction better in quieter environments?
Is the sound direction important?
How long does the sound need to last before you see the reaction? 26<br>
slide27. Strategies: Hearing Bring the sound to them.
Bring them to the sound.
Allow them to create sounds and music.
Use music and predictable books. 27<br>
slide28. Strategies: Hearing Speak to a child at eye level.
Slow down your speech with more space between words and directions.
Label sounds.
Teach in a quieter environment.
Address the child by name before the message.
Identify yourself. 28<br>
slide29. Questions? 29<br>
slide30. Hearing Fire truck! 30<br>
slide31. How Smell Develops Well developed in utero and immediately useful at birth
Hardwired to the amygdala: (brain for emotions and memory).
Learning tied to the amygdala lasts much longer. 31<br>
slide32. Smell and memory You can store some 10,000 different smells in your "scent memory."
Certain smells will invoke specific memories in people.
Remember… 32<br>
slide33. Smell and memory Primary learning channel linked to memory between birth and age 15. 33<br>
slide34. Connections: Smell and Taste These senses are highly connected. 34<br>
slide35. Interactions Smell and taste:
Tongue only detects sweetness, sour, bitter and saltiness.
The nose can detect a large number of subtle variations. 35<br>
slide36. 36<br>
slide37. Taste Well developed at birth.
Taste input causes salivation, tongue movements and swallowing.
Important for emotional development; fats and sweets calm, improve attention and help babies sleep. 37<br>
slide38. How the Sense of Taste Develops The child has been tasting amniotic fluid.
They prefer sweet tastes.
Up to 20 exposures before accepting newer. 38<br>
slide39. Assessing the Sense of Smell/Taste Does child have a favorite food?
Does the child turn away from a filled spoon?
Do you see the child sniff objects and foods? 39<br>
slide40. TRY THIS AT HOME:
JELLY BELLY BEAN 40<br>
slide41. Strategies: Using Smell/Taste Identify and name smells.
Allow time for the child to smell.
Embed smell into instruction.
Use real objects in real experiences. 41<br>
slide42. Food Avoidance Children with visual impairments are often picky eaters.
They dislike new foods.
Textures are difficult. 42<br>
slide43. Questions? 43<br>
slide44. How Sense of Touch Develops Pushing, pulling and touching in utero (full term babies).
Not well developed at birth.
Understanding and discrimination builds with experience. 44<br>
slide45. How Sense of Touch Develops Passive: being touched until 4 months
Reaching to the environment begins: active touch exploration
At eight months, can identify a familiar object without seeing it 45<br>
slide46. Touch Touch is really four abilities with four different pathways:
Skin sensation (I’m touching. I’m being touched.)
Temperature
Pain
Proprioception (sense of movement and position) 46<br>
slide47. Assessing Touch Moves to pain
Moves the part of the body touched
Moves to the touch cue
Shows distinct materials they like and dislike
Fully explores textures with mouth
Fully explores objects with hands 47<br>
slide48. Assessing Touch Reaction to light pressure/deep pressure
Reactions to different temperatures
Reaction to movement
Reaction to the sensitive touch areas: palm, on the fingers, or around the mouth 48<br>
slide49. Strategies: Using Touch Active Learning
Increase access to materials at all times
Littleroom, sensory vests, attribute trays 49<br>
slide50. Touch Allow mouthing
Hand under hand exploration
Increased exploration time.
Touch cues
Allow full touch without hand splints 50<br>
slide51. Questions? 51<br>
slide52. Sensory Channels Give the child materials.
What do they do?
What self body play? 52<br>
slide53. Bringing it together Using senses is important but they must be used together, built into meaningful constructs for true understanding and meaning. 53<br>
slide54. Compensatory Skills:
Essential Considerations
The End
Ellen Cadigan Mazel, M.Ed.,CTVI
Concord Area Special Education Collaborative (CASE)
mazels@verizon.net 54<br>