VISION by vivi07

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									VISION

HOW DOES VISION LOSS AFFECT BEHAVIOR?

IMPACT OF VISION LOSS
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THE VISUAL SENSE HELPS TO
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Inform (what is happening over there?) Locate (Where am I? Where are others?) Instruct (How do I stand? Sit? Gain notice?) Motivate (How do I get what I want?) Anticipate (What happens next?)

DISTANT SENSES
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VISION HEARING THESE SENSES ALLOW A PERSON TO ACCESS OBJECTS AND INFORMATION THAT ARE NOT IN DIRECT CONTACT WITH THE BODY

BLINDNESS
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80% of blindness is treatable/preventable Leading causes: cataract, trachoma (infection of the cornea), nutritional deficiencies, refractive errors Preventable blindness is caused by trauma, diet, environment & infections

VISION FOR COMMUNICATION
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IN ORDER TO LEARN LANGUAGE, CHILDREN WHO ARE DEAFBLIND MUST DEPEND UPON OTHERS TO MAKE LANGUAGE ACCESSIBLE TO THEM.
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BARBARA MILES

CHALLENGES
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HOW TO MAKE SENSE OF THE ENVIRONMENT HOW TO COMMUNICATE MEANINGFULLY WITH FAMILY AND OTHERS HOW TO MOVE ABOUT THE ENVIRONMENT INDEPENDENTLY

ETIOLOGY
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GENETIC DISEASE SYNDROME PREMATURITY

ASSESSMENT OF VISION
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OPTHOMOLOGICAL FUNCTIONAL
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CLASSROOM CHECKLIST

ASSESSMENT OF COGNITION: STAGE 1, OBJECT CONCEPT
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DEAF – Attach cup with plastic chain to arm of high chair & reinforce process for retrieving cup. Child grabs chain/looks. Adult models MORE – When child signs MORE as a request, adult models acknowledgement: YOU WANT MORE

VARIATIONS OF LANGUAGE INPUT
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MORE YOU WANT MORE MORE MILK WANT MORE MILK WANT DRINK MILK

VARIATIONS OF REQUEST OR RESPONSE
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YES (NONVERBAL OR VERBAL) MORE MILK DRINK WHEN CHILD INITIATES, ADULT COMMENTS AND EXPANDS

ADAPTATIONS FOR A CHILD WHO IS DEAFBLIND
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CHOOSE THE MOST SALIENT SIGN FOR STAGE I INPUT:
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WANT RATHER THAN MORE DRINK RATHER THAN MILK

PROGRESSION FROM STAGE I TO STAGE II
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WANT WANT + DRINK WANT + DRINK + MILK

MODEL FROM THE CHILD’S PERSPECTIVE UNTIL STAGE III IS ACHIEVED

HOLOPHRASTIC WORDS
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―KINGO‖
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BLAME SHARE WHERE IS HE?

ENVIRONMENTAL CONSIDERATIONS
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AMOUNT AND QUALITY OF LIGHT BEST DISTANCE FROM VISUAL TARGET BEST SIGNING PLACEMENT CAN CHILD SHIFT GAZE? IS BACKGROUND DISTRACTING? (VISUAL CLUTTER)

USE OF PICTURES
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ENLARGED PHOTOS LINE DRAWINGS (BLACK AND WHITE) RAISED SURFACE, MAT FINISH RAISED LINES

VICARIOUS LEARNING
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REPEATED, MEANINGFUL EXPERIENCES WITH PEOPLE AND OBJECTS DAILY NATURAL ROUTINE SALIENT ACTIVITIES

COGNITIVE HIERARCHY
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REAL OBJECTS OBJECT AS SYMBOL GRADUAL MOVE FROM 3-D TO 2-D LARGE PRINT (BRAILLE EXPOSURE?)

MENTAL MAPPING
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ENVIRONMENTAL AWARENESS BODY AWARENESS, MOVEMENT CONCEPT DEVELOPMENT SOCIAL AWARENESS

PRIMARY GOALS
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INDEPENDENT COMMUNICATION INDEPENDENT MOBILITY USE OF INTERPRETERS, AIDES, ASSISTIVE DEVICES

ENVIRONMENTAL SUPPORT
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―CHANGING THE ENVIRONMENT TO INCREASE MOVEMENT AND EXPLORATION AT AN EARLIER AGE WILL ENHANCE ALL ASPECTS OF A CHILD’S DEVELOPMENT, INCLUDING EMERGENT LITERACY.‖
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J.M. STRATTON (1996) JVIB

TEACHER’S ROLE
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CREATE A SAFE, PREDICTABLE ENVIROMENT WITH MEANINGFUL SPACES ENCOURAGE HAND ACTIVITY FOR EXPLORATION AND COMMUNICATION ALLOW STUDENTS TO ACT, NOT BE ACTED UPON OBSERVE EACH CHILD OBJECTIVELY

OBSERVATION
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―AIR FORCE COLONEL JOHN BOYD;S TERM ―OODA LOOP‖ STATES THAT SUCCESS IS A MATTER OF OBSERVING, ORIENTING, DECIDING, AND ACTING FASTER THAN THE OPPONENT.‖
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BOYER, P. (2003) THE NEW WAR MACHINE. NEW YORKER, JUNE 30, P. 55-71.

DECISION MAKING
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1. EMOTIONAL REACTION 2. JUDGMENT AND EMOTION 3. JUDGEMENT TEMPERS EMOTION 4. OBJECTIVE CONSIDERATION OF OPTIONS 5. DECISION

PROCESS
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MAKE THE PROCESS CLEAR
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TASK ANALYSIS WHAT ARE THE SMALL, INCREMENTAL STEPS THAT ARE REQUIRED TO COMPLETE A TASK? BREAKDOWN OF THE PRELIMINARY STEPS FOR EACH TASK, FOR EACH CHILD FAMILY INVOLVEMENT FOR CARRY-OVER

PRODUCT
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REQUEST OR RESPONSE BASED ON CLEAR KNOWLEDGE OF THE PROCESS

ASL COMMUNICATION OPTIONS
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CHILD’S HAND UNDER ADULT’S HAND CHILD’S HAND OVER ADULT’S HAND FINGERSPELLING INDEPENDENT INITIATION OF SIGNED COMMUNICATION
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ATTENTION GETTING EXPRESSIVE RECEPTIVE

ORAL COMMUNICATION OPTIONS
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TADOMA SPEECH -- VIBROTACTILE SUPPORT AUDITORY AMPLIFICATION COCHLEAR IMPLANT

STEPS TOWARD MOBILITY
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VARY THE CARRY BODY TO BODY CONTACT BACK STRENGTHENING ROLLING OVER CRAWLING, CREEPING, SCOOTING SITTING WITH SUPPORT—BALANCE REACHING

INDEPENDENT MOBILITY
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STANDING WALKING WITH ADULT SUPPORT WALKING WITH OTHER SUPPORT
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CRUISING WALKER, CANE SIGHTED GUIDE

TERMS
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CO-ACTIVE MOVEMENT ANTICIPATORY SET PURPOSEFUL MOVEMENT


								
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