Playful O&M by gxdA9lh


									     Playful O&M
Maya Delgado Greenberg, M.A.,
  C.O.M.S., O&M Specialist
     How to incorporate:
• Thematic Units
• Music
• Storytelling
• Journaling
• Photo/tactile essays
• Movement
• And Dramatic play
Into your O&M lessons
   Why use a playful
approach to teach O&M?
Incorporates elements of ―best practice‖ in
• Uses anticipatory sets
• Builds in repetition & reinforcement
• Connects what is learned to previously
  mastered content
• Relates learning to students interests
• Uses multi-sensory learning strategies
   Why use the playful
Builds self esteem and the
  teacher/student relationship
• Plays to the child’s strengths
• Encourages bonding
• Builds a positive attitude about O&M
• Can involve the child’s family and
          Thematic units
•   Simple way to build in repetition
•   Fun for the students
•   Easily tied into classroom themes
•   SampleTheme: Farms and parks
    – O&M skill=Rural travel
    – Classroom topic=learning about plants and food
• SampleTheme: Safety skills
    – O&M skill=stranger safety
    – Classroom topic=learning about jobs of ―helping
      people‖ (i.e. police, firefighter, etc.)
• Can be used to teach
  –   Body parts
  –   Laterality
  –   Directionality
  –   Upper protective technique
  –   And much more
                            A student sings along with the upper
                            protective technique song

―Are we starting with the
left or right foot?‖
• Songs about the white cane
  – Reinforces the rules of the cane
  – Builds pride in O&M
  – Movement to the rhythm of the song
    builds muscle memory of cane sweeping
  – Can be used during travel to reinforce
    proper cane use
  Students sweeping their
canes to the tune of a white
         cane song
Marching songs are fun!
Music is a great teaching
• Preview or review skills
• Repetition and reinforcement
• Fun!
  – NOTE: you do not have to have strong
    music skills to incorporate music into
    your lessons
Reading short fiction books together whose main characters
  are visually impaired:
• Inspires pride
• Illustrates O&M concepts and techniques
• Can be used to demonstrate problem solving
• Can be used a cautionary tale
• Can be used to educate peers,
  family, and staff
• Is fun to do together!
Books featuring children with visual impairments
•     The Sound of Colors: A Journey of the Imagination by Jimmy Liao. In this breathtaking, evocative book, a young blind
      girl travels from one subway station to another while her imagination takes her to impossibly wonderful places. She
      swims with the dolphins and sunbathes on a whales back; flies through the air with the birds and travels to the station
      at the end of the world.

•    Night Search Chamberlain, Kate. Hollidaysburg, PA: Jason and Nordic, 1997. 32 p. Heather, who is blind, resists using
     her white cane until one night while camping her puppy wanders off. Heather tries to find the puppy. She finds a stick
     which helps, but she realizes that her white cane is a very valuable helper.

•    Mandy Sue Day Karim, Roberta. New York: Clarion, 1994. Unpaged. Using her senses of taste, hearing, touch, and smell,
     a blind girl enjoys a special day on the farm. Using rhythmic language, the author conveys the exuberance and
     excitement of Mandy’s day with her horse, Ben.

•    Listen for the Bus: David’s Story McMahon, Patricia. Honesdale, PA: Caroline House, 1995. Unpaged. A real life look at
     David, who is blind and hearing impaired, as he begins kindergarten. Photos show all parts of his day and also explain the
     signs he uses because of his deafness.

•    Sarah's Sleepover. Rodriguez, Bobbie. New York: Viking, 2000. Unpaged. When the lights go out while her cousins are
     spending the night, a young blind girl shows them what to do in the dark.

Out-of-Print, but you still might be able to find them….

Family of Owen M.: Off We Go to Learn Everyday Things About Orientation and Mobility Flaherty, Erin. Philadelphia, PA:
     Hill, 1997. Unpaged. "Learn everyday things about orientation and mobility" is the theme of this lighthearted, illustrated
     book about a blind boy named Owen M. and his family. A perfect tool to teach classmates, parents, and friends of blind
     children how O&M helps Owen travel around his house, in stores, and outside.

Travel Tales: A Mobility Storybook by Julia Halpern-Gold, Robin W. Adler, and Shelly Faust-Jones (Paperback - Nov 1988)
     This large print, paperback book, is geared for pre-school and early elementary students with visual impairments.
     Designed to reinforce different environmental concepts in which a child would travel, it features a boy named Elliot, who
     is blind. Elliot provides a positive role model for blind children as he travels through the supermarket, in the subway,
     around the block, all around the town.
• Can create stories
  –   As an anticipatory set
  –   To introduce vocabulary
  –   To foster interest
  –   As a cautionary tale
  –   As a review of previous lesson content
    Strategies for storytelling
•   Include your student as a character in the story
     – The protagonist
     – A teacher to another character
•   Use common literary elements (i.e. ―Once
    upon a time there was a young girl named
    Carla…One day she...The end!‖)
•   Keep a clear theme
•   Use props
     – Bus tickets, canes, clothing, etc.
•   Use sound effects-
     – have the student help make sound of door slamming, cane tapping, feet
     – use single switch devices or a tape of environmental sounds
•   Drama and conflict can make the story interesting, but is not
•   Keep it short and simple!
•   If you are up to it, use repetition and rhyming
         Dramatic play
• Can be a fun way to end a lesson
• Allows child to apply concepts from
• Helps child to anticipate what to do on
  trips, or to practice a new skill
• Allows for fun roleplaying—O&M
  instructor can be the child who isn’t using
  the cane right, student is the O&M
         Dramatic Play
Tips for doing dramatic play with a student
• Use props—bus ticket, canes, uniforms,
  shopping bags, etc
• Set a clear time limit at the beginning!
• Clearly define
  – Roles
  – Setting
  – What you are pretending to do
Then have fun!
   The Story of Henry: A
 cautionary tale of rebellion,
bananas, and street crossings
• Before trying something new with your student
  (i.e. a new travel environment), consider using
  storytelling to preview the new skill.
• After the story, create with the child a list of
  questions and vocabulary words
• The lists can be used to help the child to write a
  short story about the trip incorporating the new
• Alternatively, teacher can write a few paragraphs
  about the experience and have the child read and
  then answer comprehension questions
  Journaling for nonverbal
   students and emerging
• For nonverbal students, can use sound
  recordings, tactile objects, and photos to
  create a storybook
• For emerging readers/writers, have them
  dictate a story on tape
• Can dictate a story to the teacher to write
  in print or braille
• Use simple recording devices to record
  ―Home/School News‖
       Sample story
collaboratively written by
     elementary class.
• Can be used to help involve
• Helps students to apply concepts and
• Fosters pride as an author
      Movement and Routes
• It isn’t route travel, it is an exploration
  – Scavenger hunt for landmarks or locations
  – Contest or ―spy assignment‖ to find landmarks
  – Surprise awards for using O&M techniques on a
  – ―Busted using the cane‖ cards—get 5 and get a
Ideas from the audience
• What are your favorite playful O&M
  ideas? Resources?
          THE END
Thank you for coming…

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