Key Strategies for Improving Outcomes
This unit provides information on effective intervention strategies for working with infants and toddlers with multiple disabilities, including those with combined vision and hearing loss.
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These slides cover responsive environments and Active Learning principles.
A young boy plays in a Little Room (0:31).
This video from Washington Sensory Disabilities Services features a young girl in an Active Learning space (2:17). [Note: Click on the "Videos" tab—it's the first video on the page.]
This series presents ideas for moving from assessment to IEP development to delivering instruction using an Active Learning approach (hosted by Penrickton Center for Blind Children, Perkins, and TSBVI).
This website presents an overview of Active Learning.
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These slides explain hand-under-hand technique.
This video from Washington Sensory Disabilities Services shows a provider using hand-under-hand with a young girl (2:20). [Note: Click on the "Videos" tab and scroll to the second-to-last video on the page.]
IN Training: Wait Time Transcript
Barbara Purvis talks about how children with deaf-blindness need more time to process information (1:31).
A provider shakes a pom-pom in front of a young boy and waits for him to respond (0:47).
This one-page form from Washington Sensory Disabilities Services gathers information about which sensory avenues are being used by a child during typical activities.
Complete the "Use of Sensory Channels" form for a student with whom you work. Based on the "observed behaviors" you listed on the form, think about what portion of the body might be the best to use to present novel information (e.g., feet, arm, leg, cheek, etc.).
Select a goal related to wait time or choice making from the IFSP of a child you know and determine how the goal could be worked on throughout the day and in multiple settings.