D5 Related Concepts Flashcards
Lifeskills in O&M
Money, Cuing, Ordering and Purchases.
Problem Solving.
Interacting with People, requesting, accepting, declining.
Purchasing tickets. Using bus passes.
Phone usage, text messages, loading apps, magnifier, voice over.
Planning routes, travel.
What money organization skills could be incorporated into O&M instruction?
Bill folding and organization of currency
Paying for purchases in shop
Identify coins by size, texture and weight
Counting of coins to determine if have enough for purchase
Use bill identifier/app
Money safety
Counting coins
Contacting taxi/uber to determine cost of travel from point A to B
Purchasing bus ticket
What social skills could be incorporated into O&M instruction?
Hines break instruction,
Looking in direction of voice
Asking for and refusing assistance
Ambassador of the blind
Telephone usage to gain information.
Describe eye condition/functional vision
What time management skills could be incorporated into O&M instruction?
Bus timetables
Travel time on routes and intersections (time distance)
Prioritizing responsibilities
Planning route travel – how to schedule O&M strategies and lessons.
Instruction - Preschool, Primary, Secondary, Adult
Preschool… active play, self-initiated directed learning, facilitate and support learning, games, songs, reinforcement through natural play, motivational toys, consistent terminology.
Primary…different learning styles (directed, discovery, self-directed), forward/backward chaining, support positive behaviours.
Secondary…same as primary but more complex, problem solving and technology.
Adult …life goals, vocational, encouragement, feedback.
Preschool.
Sessions will be through active play. Play is the typical learning medium.
Finding ways to assess and allow learning to occur through self-initiated play should be supported.
Games and songs.
Positive reinforcement through natural improvement of activity that’s fun and playful.
Activities phased into more typical instructional daily routines as child ages. Real value of learning comes from opportunity to discover and create knowledge independently.
Important to allow child to direct own learning as much as possible.
Help child to understand how parts of an activity fit into the whole process and increase the probability that child will engage in appropriate behaviour.
Watch for signs of interest and facilitate learning.
The teaching component will introduce the child to the concept and allow them to completely explore it before asking them to do anything.
Motivation will often come from the attention and interaction with the adult and from behaviour strategies.
Use motivational toys, sounds and vibrations.
Use constant and consistent terminology to avoid confusion. So they can sort out how world organised.
4-11 Instructional Strategies.
Teacher directed learning.
Student initiated learning.
Student discovery learning.
Use of different learning styles.
Instructional prompting.
Simple hierarchy of prompts.
Task analysis.
Forward chaining.
Backward chaining.
Scaffolding.
Zone of proximal development.
Support positive behaviours and use creative ideas.
High School Strategies.
Same as for elementary but for appropriate age group based on individual ability and needs. More complex skills and environments, higher levels of thinking.
Using MapQuest (US free mapping online service) – for directions to destination.
Create veering challenge in each of 5 crossings.
ID job application sources and directions to job sites.
APS mini unit along a routes.
Given an address to locate an atypical/unfamiliar route, assess problem solving skills and how effective.
Adult Strategies.
Problem solving skills approach. Dx value of making mistakes and praise for willingness to try, regardless of outcome.
Encourage risk taking and praise on attempts.
Encourage to consider other options, not just a “first impulse”.
Work from strengths and improve weaker areas.
Plan problem solving learning experiences in a sequenced manner so the tasks.
are attainable and a challenge.
Get appropriate participation from the learner in the process.
Vocational Rehab and Employment.
Address if,
limited life experiences .
unusual gait or posture.
over protective family members.
restricted concept development or gaps.
Congenital and Adventitiously Blind
Congenital…part to whole learning, lots of alternative sensory input for conceptual development. VI person usually must rely on a part while processing and obtaining info about the whole. Majority of info examined by a child’s hands, info is specific, limited in size, gives virtually no info about the relative location. Each of parts remain separate and is COMS job to make the connections between the parts to make a whole.
Adventitiously… brings a lot of concepts from visual experience, deal with grief of loss. Understanding an entire concept first and then focusing on the details of the parts that constitute the whole.
Vision, vestibular and proprioceptive input to maintain awareness of the body movement. VI cannot watch their bodies move and see the results of the movement. The functioning of proprioceptive and vestibular system may also experience delays in movement.
The sequence of instruction for congenitally blind differs from adventitiously blind in that congenitally blind clients will require more task-specific learning, including motor, visual simulation, and concepts skills. Will need part to whole learning due to lack of incidental learning through observation.
People who loose vision later will have previewed the world and have a much better conceptual understanding of how the world fits together. Will experience grief as part of adaption to VI as opposed to congenitally blind.
The process by which VI kids learn concepts is kinesthetic and tactile exploration auditory and olfactory as well as gustatory and proprioceptive senses to recognize objects in the environments.
Sensory input and motor output determines the physical efficiency and effectiveness with which one performs a given task. Sensori-motor (cognitive theory 1) integration begins at birth and continues as children grow and interact with the environment.
Explain the impact of the following on the development of concepts in a person with visual impairment:
sensory integration
Vision together with vestibular and proprioceptive systems provides the feedback mechanism by which children develop a sensori-motor foundation. As a person moves the brain uses an interactive combination of vision, vestibular and proprioceptive input to maintain awareness of the body movement. VI cannot watch their bodies move and see the results of the movement. The functioning of proprioceptive and vestibular system may also experience delays in movement.
whole-to-part learning
Understanding an entire concept first and then focusing on the details of the parts that constitute the whole. Could be used to teach a a route as a whole but then take each step for the student to learn. VI person usually must rely on a part while processing and obtaining info about the whole. Majority of info examined by a child’s hands, info is specific, limited in size, gives virtually no info about the relative location. Each of parts remain separate and is COMS job to make the connections between the parts to make a whole.
incidental learning
Method in which sighted children achieve many of their developmental skills and learn about their world through observation. It’s not readily available for VI kids and they can’t learn through this method as easily, depending on their functional vision.
Body, Environment and Spatial Concepts
Body…parts, relationship, position, planes (transverse, sagittal, frontal), directions, movement.
Environment… features size, colour, shape and texture, slope, drop off
Spatial … egocentric (clockface), allocentric (cardinal), mental mapping, spatial updating. Travel time and measurement.
Body concepts
knowledge of parts of the body, their function and their spatial relationships to other parts of other body parts. Able to understand how to move in a particular direction and how to move their body and use appropriate body parts.
Body awareness – Understanding of body parts and names of those parts.
Body-part relationship – understanding of relationships between student and other people, objects, aka egocentric frame of reference.
Body to object relationships – understanding of relationships between the students
Directionality of body and parts – ability to move the body when given various positional terms such as right or left, forward and over.
Body planes – Theoretical divisions of the body into halves (left/right – sagittal) (top/bottom – transverse) (front/back – frontal).
Positional concepts of the body.
Environmental concepts.
size colour shape and texture of telephone poles, parking meters, and sidewalks and spatial regularities of features in built environments. Check out further, random very different.
Recognition of features within the travel route by concept mapping and spatial updates to enhance understanding of scenarios.
It’s the ability to know when there is a slope, drop off. stairs and different textures on the ground which can be used as landmarks (help with orientation and travelling in a particular path/route. And use it as clues to help with understanding/orientation.
Spatial concepts.
Understanding of spatial location of two or more objects relative to one another, such as positional terms (over, under behind) right and left, NSEW. Help with forming egocentric and allocentric frames of reference for orientation. Helps with math concepts and allows for route travel and planning.
Egocentric frame of reference – where info perceived, remembered and acted on from the perspective of the individual’s current location (self to object).
Allocentric frame of reference – traveler relates the locations of objects or places to one another, independent of one’s location (object to object).
