“How Do I Reach My Child”:

Active Learning for Multiply-Disabled Children (developmentally 0-48 months)

  1. Introduction & Andy’s Story – reprint of CAPVI Article “How Do We Reach Our Son”
  2. Active Learningis a program developed for learners 0-4 years developmentally. It is specifically targeted to the blind and/or the multiply-handicapped population regardless of age.
  3. Developed by Dr. Lilli Nielsen, of Denmark. Dr. Nielsenhas over 40 years of experience with vision and multiple disabilities. She has authored 9 books, 20 articles in professional journals, developed a countless variety of perceptual aids, and has held over 200 trainings throughout the world. Considered the top expert and in education of children with multipledisabilities.She had 4 blind siblings which has given her a unique perspective on vision. She was a teacher and psychologist, her PhD was on spatial relations of congenitally blind infants.Retired,she continues to helpthe multiply-handicapped, and remains an eternal optimist.
  4. Active Learning programs can be found scattered throughout the country. The two major programs for Active Learning are at The Penrickton Center for the Blind for multiply handicapped children); andthe Texas School For the Blind featuring several Active Learning Classrooms and research articles online.
  5. Active Learning Introduction
  6. The Essential Active Learning Principal: To create environments that give feedback & support to the learner, so the learner can take action on their own initiative to learn.
  7. EVERYONE CAN LEARN (regardless of disability or age)
  8. Children learn by exploration and repetition – Active Learning creates this
  9. Hands Off – let them have control of their own hands!
  10. Observe – watch them play, don’t interrupt
  11. To Learn the child must have their own successes
  12. Simple Approach to Learning
  13. Research began by observing typical babies and toddlers
  14. Early Childhood Development – (lift your head before you can sit up)
  15. Observe/Assess developmental level – Functional Scheme Assessment (0 – 48 months)
  16. Strengths: existing skills, abilities, repertoire, preferences
  17. Weaknesses: vision loss, other disabilities, compensating mechanisms
  18. How do they explore: by seeing, touching, listening, tasting, smelling
  19. Do they repeat – on their own (without coaching).
  20. The adult is to provide favorable conditions, choices, patience, safety and increased and updated challenges that simulate the child at the right developmental and emotional level.
  21. Let the child play – (must be safe & supervised!)
  22. Provide learning environments for the child
  23. Let the child explore on their own in that environment
  24. Don’t interrupt (even with praise) - Let the child share their experiences and enthusiasm with the adults instead.
  25. Let them experiment, repeat and fail within the safe environment you have provided.
  26. Learning builds their knowledge and their confidence
  27. Let them find their own “right way” to do things and become more independent.
  28. Creating Active Learning Environments
  29. Objects–most can be found in your home or at a discount store. The objects need to be safe for the child with different sizes, shapes, textures, sounds, scents and temperatures for them to explore. Examples: pots, pans, frisbee, spoons, wooden/plastic/metal utensils, whisks, bells, balls, pasta, beans, brushes, plastic/metal plates and bowls, etc…
  30. Position Boards – items strung onto a board for child to play – hold board with clamps
  31. Little Room – Dr. Nielsen’s design has proper feedback, ventilation and sensory activities
  32. Resonance Boards – a special wood board resonating sound and vibrations (sitting on a drum)
  33. Other Equipment: HOPSA-dress, support bench, MFA Table, etc.
  34. Lilliworks Active Learning Foundation non-profit makes equipment