Supporting Learners with Visual & Multiple Impairments
Case Studies: Collaboration for Learner and Educator Growth
We are happy to have our first Case Study to share this month (All identifying information has been changed). Case studies were a foundation for growth for our team during our time consulting with Millie Smith in our district. Each month, our teachers were given a substitute for part of a day so our entire team could spend time reviewing a learner's progress from each of our Active Learning Classrooms. During this process, teachers gained deeper insight, and we all learned so much by analyzing the practices in different scenarios. This still is, by far, the best professional development our team has ever had!
We hope this case study will serve this purpose for you, and we hope you will consider sharing a case study with us as well!
Case Study: Meet Lauren
The team uses all of this data to draft goals for an upcoming IEP meeting.
The team is considering these goals based on their data:
Within 36 instructional weeks, the student will be able to independently initiate a minimum of three steps within a familiar functional routine with no more than one indirect cue needed over three consecutive data collection days.
Within 36 instructional weeks the student will read her daily object schedule from left to right by independently reaching into the “now” container, removing the object, and visually or physically engaging with the object in 3 out of 4 opportunities.
Within 36 instructional weeks, the student will complete a task by putting the object symbol in the finished container with no more than 2 physical cues at her elbow in 2 out of 4 opportunities.
Within 36 instructional weeks, when engaging in a structured explore routine with a partner, the student will participate by taking turns and/or making exchanges for 5 minutes for 3 out of 5 weekly opportunities.
Case Study Wrap Up
Our team would recommend creating an instructional routine involving tactile materials that she loves or that have similar qualities. A routine like this one could embed all of the new IEP goals into one routine. Motivating materials could be used with functional and exploration steps.
We are so thankful for the teachers who shared this with us and look forward to hearing of Lauren's progress. Do you have any recommendations to add? Email: firstname.lastname@example.org.
A Message from Millie
One at a time
I love case studies. Years ago, a friend told me the starfish story. Some of you know it. If you don’t, I will do my best to sum it up. A man is walking on the beach. He sees something in the sand in front of him. As he gets closer, he realizes it is hundreds of stranded starfish. He begins picking them up, one at a time, and throwing them back in the water. Another man walks up and says, “You are wasting your time. There are too many of them. The few you can save won’t make a difference.” The first man picks up a starfish, throws it into the water, and says, “It made a difference to that one.”
We need to celebrate all the ways we make a difference, not just the ones most valued on a system wide, policy driven level. Teachers, parents, paraprofessionals, related service specialists, cafeteria workers, custodians, bus drivers, care providers, extended family members, administrators, and all the other people who have the privilege of spending time with learners with severe disabilities on a daily basis know they are making a difference. When I hear them talk about something wonderful they saw happen with an individual learner, I celebrate. These people aren’t thinking about improved standardized test scores. They are celebrating the accomplishment of some skill that allows an individual they care about to live a more fulfilling life.
Please share this new resource with families! The ECC & Me has opened an Etsy shop with monthly themed boxes, and there is one specifically for sensorimotor learners! Boxes will include a book, objects, and resources for the learning partner.
Stacey Chambers, TVI
Angela Campbell, Adapted PE Teacher
Allison Clark, PT
Wendy Pray, Active Learning Teacher
Millie Smith, Consultant for Learners with Visual and Multiple Impairments
Tristan Pierce, American Printing House for the Blind
Contact Us: TheECCandMe@gmail.com