Students with visual impairments, along with students with other sensory impairments, often perceive information inaccurately or seek addition sensory input in order to focus or calm themselves. Poor sensory processing can make it difficult for a student to perform functional and academic tasks.
Students behaviors can provide clues to sensory-processing problems. Students may react too much (hyper-) or too little (hypo-) to various sensations. The goal is to provide an environment that will help the student become better at interpreting and organizing sensory information. The first step is to identify the type of sensory information the student is seeking. In general, students who react too little need an alerting program, while those who react too much to stimuli need an calming environment.
Tactual Input
Tactual is the information received by touch including sensitivity to light touch, pressure, pain, and temperature. Activities that involve a firm, sustained touch tend to help sooth and calm students while activities involving light and brisk touching of body parts are more alerting. Many students may resist getting their hands dirty or touching a variety of materials. Encourage gradual exposure to a variety of textures and messy experiences with the goal of lengthening the experience and range of textures the student will touch and explore. Other students may appear lethargic or desire to touch everything. Perform alerting activities for the student such as tickling the arms or back and neck to alert the child. Encourage the student to wash their face and dry it to help alert them.
Possible activities to help the student who seeks tactual input include: twirling hair, drumming fingers, rubbing various fabrics, fidget toys to stretch, wiggle and twist, hugs, playing with textures (sand, rice, beans, shaving cream, finger paint, pudding, whipped cream, play-doh, clay, theraputty, or goop) or hiding objects in textures, hand massages, or hold toys or massagers that vibrate.
Proprioceptive Input
Proprioceptive is the information about the relative positions of parts of the body. This information comes through sensations arising in the muscles, joints, ligaments, and receptors associated with the bones. Consider giving the student a medium to heavy weight backpack to wear while walking.
Possible activities to help the student who seeks tactual input include: snuggling in quilts, sitting in a beanbag chair, cracking knuckles, jiggling/crossing legs, sitting on legs, heavy work load activities, pushing, pulling, tug-o-war, wall pushes, and monkey bars, take a "power walk", wheelbarrow walk, crawl or climb, or do wall push-ups. Consider placing a beanbag chair in a quiet area for the student to use.
Visual Input
Visual is the information received through the eyes. Visual input that is bland or monotonous tend to be calming. Students that seek a calm environment may benefit from dimming the lights or working in a cubicle or corralled area. Visual input that is bright and high in contrast or reflective tends to be alerting. These students may prefer video games, neon colors and fluorescent lights.
Possible activities to help the student who seeks visual input include: gazing at painted fingernails, and rings; flipping through magazines; watch fish in fish tank; watch "oil and water" toys. Minimize visual clutter as they can be visually distracting and may add to disorganization.
Gustatory Input
Gustatory is the information received through the tongue/lips. Closely tied to the sense of smell. Possible activities to help the student who seeks gustatory input include: chewing flavored toothpicks, sucking on candy (sour will alert), chewing gum, drink a milkshake, crunch or suck on ice pieces, chew on coffee swizzle sticks, take slow deep breathes. The student can also be encouraged to suck, swallow and breathe in coordination to self regulate, calm and focus.
Auditory Input
Auditory is the information received through the ears. Sounds that are rhythmic, soft, and constant are calming. Sounds that are loud and variable are alerting. For a student who is easily distracted by loud noises, use soft and calm talking to focus the students attention. Play soft music in the background to calm the student or allow them to wear ear protectors or headphones to buffer the noise.
Possible activities to help the student who seeks auditory input include: humming of a humidifier, soft whir of a fan or whistling, tapping a pencil on a surface, playing background music or music on an ipod or other music recording device. Consider placing a plush area rug or soft carpet in a quiet area of the room where the student can go to retreat.
Vestibular Input
Vestibular is the information received through receptors in the inner ear that enables us to detect motion, especially acceleration and deceleration. Closely tied to the visual system. Slow, repetitive, rhythmic activities along with heavy work with sustained muscle tension tend to be soothing and calming while activities that involve moving quickly, spinning, and changing direction, speed, or body position tend to be more alerting. For the student who cannot sit still in their chair or frequently rocks in the chair, encourage frequent changes in position by having the student complete small errands. Consider having a rocking chair available or allow the student to sit on a large therapy ball.
Possible activities to help the student who seeks vestibular input include: rocking in chairs, complete work while sitting on a therapy ball, twist on bar stools or office chair, swing, move on a scooter board, roll on floor, balance on a balance board, jump on a trampoline, carrying a heavy box, or pushing a lunch cart, sliding board play, roll on floor to target, bounce on ball, or dance to music. Consider hanging a hammock, swinging chair or porch swing in an area where the student can go to relax.
Olfactory Input
Olfactory is the information received through the nose. Examples of soothing smells include vanilla and baked bread. Distinctive smells tend to be more alerting such as lemon and peppermint.
Possible activities to help the student who seeks olfactory input include: wear perfume or body spray, provide scratch and sniff stickers, or use pleasant room sprays. Avoid aversive smells if the student is nauseated by smells and keep the student away from smells that negatively affect them.
Calming Strategies
If the student is hyper-aroused or shows an increased activity level, the following activities may help calm the student down:
Designate an area that the student can hide out (a quite, secluded area such as under a blanket, in a beanbag chair, under a table or in a quiet corner of the room).
Play soothing music
Heavy work (within reason) can calm a student.
Encourage the student to use a rocking chair or vibrating pillow.
Material Suggestions...
Sensory Learning Kit This kit, available from APH, is for use in the development of skills for learners with the most significant challenges. It contains sensory items to increase curiosity and develop skills. My favorite item in this kit is by far the Power Select. It allows the user to connect a switch to activate items plugged into the device. You can adjust the settings to adjust the time the item is activated to meet the student's unique needs.
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TVI's Guide to Teaching the ECC: An Activities Based Curriculum for Teaching Students who are Blind or Visually Impaired
$50.00
Written specifically for fellow itinerant Teachers of Students with Visual Impairments (TVI’s), this book consists of over 400 activities and topic areas of discussion for instructing students in the Expanded Core Curriculum. The activities are age-neutral and multi-sensory and therefore can meet the needs of the broad range of students served on an itinerant caseload serving. The activities can be individualized to the students various learning modalities and scaffold in order to challenge students but ensure success. Select those activities that align with the student’s learning objects based on the student’s unique visual needs and academic and developmental level.
The core activities listed in the Activity section can be adapted to each thematic unit. These include:
Object Characteristic Activities
Quantity & Number Concepts
Time Concept Activities
Environment & Job Awareness Activities
Listening Skills Activities
Reading Foundation Activities
Reading Fluency Activities
Braille Basics Activities
Writing Activities
Tactual Efficiency Activities
Developing Skillful Hands Activities
Visual Efficiency Activities
Optical Device Instruction Activities
Recipe Activities
In addition to the core activity areas, each of the 32 Thematic Units incorporates additional unique ECC concepts and skills providing you with a years’ worth of activities. These units are cyclical and can be used repeatedly to help students build on prior knowledge and develop a deeper understanding of concepts. Each unit includes suggestions for activity adaptation associated with the unit. These include lists of objects, possible community based experiences, environmental print, poems, children & young reader books, children's songs, pop culture songs, movies, and websites.
Unique Concepts within the Units include:
Self Advocacy Activities (e.g. advocating for safe classroom, presenting to class on visual impairment, requesting help and more)
Social Skills Activities (e.g. Being bullied or teased, giving and receiving compliments, body language, "I" messages when upset and more)
Recreation & Leisure Activities (e.g. exploring interest areas, getting involved in clubs and sports, playing games, and more)
O&M Support Activities (e.g. Suggestions for community based experiences, dog guide information, locations in the school, bioptics, ride sharing, traffic signs, and more)
Independent Living Skill Activities (e.g. chores, being responsible, using tools, recipe suggestions, hygiene, staying healthy, labeling foods and products, and more)
Sensory Efficiency Activities (e.g. unique sensory experiences related to the unit, unique optical device activities, and more)
Compensatory Activities (e.g. organizing materials, study habits, and many unique concepts related to the unit)
Career & Vocational Activities (e.g. job awareness, completing applications, job task suggestions, and more)
Although the intended audience of this resource is fellow Teachers of Students with Visual Impairments, special education teachers may find these activities beneficial to the students in their classrooms as the activities are multisensory and include life skills and concepts needed by all students. This resource, however, is not intended to take the place of a Teacher of Students with Visual Impairments (TVI). Readers are advised to consult their own TVI’s regarding instruction in the ECC and the unique visual needs of the student’s served in their programs.
Note: This curriculum is a digital pdf download. Once you make your purchase you will be directed to an order confirmation page where you will find the download link. This download will also be included on the receipt sent to the email address you provide. The pdf download can be found directly under the order number.
Each download is intended for single instructor use per copyright. Thank you for helping me preserve the content and not distributing copies to third parties.
Product details
Digital pdf download: 364 pages (11 pt font)
Publisher: Teaching Students with Visual Impairments
Visual Efficiency & Magnifier Fluency Grab & Go ECC Supplements
$20.00
This workbook is a pdf download that can be printed on demand for use with students. It contains five different types of worksheets for developing visual motor skills and near magnifier fluency skills particularly with the use of a video magnifier. As a supplement to the TVI’s Guide to the ECC, the worksheets correspond to each of the 32 ECC Thematic units. The worksheets, along with a list of environmental print for each thematic unit, are designed to help students refine their visual motor skills while reinforcing ECC concepts presented in the thematic units.
Visual Efficiency & Near Magnifier Fluency Worksheet Details:
Digital pdf download: 210 pages
Publisher: Teaching Students with Visual Impairments
