Sensorimotor Spotlight
Supporting Learners with Visual & Multiple Impairments
Using Routines to Build Compensatory Skills
Compensatory Skills are the skills needed by a learner with a visual impairment in order to access the general curriculum.
These foundational skills include access to literacy, concept development, listening skills, and organizational concepts. For our learners with visual and severe disabilities, highly structured instructional routines give a context to achieve these critical skills.
Effective routines include:
- A motivating topic for the learner (based off the learner's Sensory Response Record)
- A clear beginning and end (use of object symbols, now and finished containers recommended)
- Steps for the learner's participation clearly defined and geared toward the learner's zone of proximal development
- Accommodations and supports explicitly indicated
- A consistent plan for implementation
Sometimes creating a highly structured instructional routine can seem like an overwhelming task. However, when we know that the research supports its effectiveness in achieving critical foundational compensatory skills, we know that developing and implementing these routines is well worth the effort.
Not sure where to start?
1. Start with the Sensory Response Record as a data gathering tool about what your learner loves and what skills they need to work on.
2. Collaborate with your team to script a great routine using this template.
3. Use the Sensory Learning Kit as a guide for your team on how to implement routines.
Using Anticipation Calendars to Build Time Concepts
By Wendy Pray, Active Learning Teacher
One of my favorite tools as an Active Learning teacher is a calendar system. When using the calendar you can easily cover IEP goals, reinforce object perception, and teach new vocabulary. For more advanced learners - concepts of time, days of the week, and numerous choices can be incorporated into their system. This is also a great visual for learners who are reluctant to work showing them that when “now” is complete we will move on to “next.” When paired with the “finished” container it helps reinforce a concrete beginning and end of routines and activities.
In my current classroom we focus the most on the Now/Next schedule with a finished container. This helps the learner understand what is happening right now and what will happen next. This is a great tool to reinforce previously learned objects and introduce the new ones.
With all new concepts it does take time and MUST be individualized to each learner. Many learners will need to begin with only the “now” container and then add a “finished.” It is best if the schedule can remain in the same place for mobile learners who can physically go and check it, but it should also be portable for those who are not mobile or for whom movement expends excess amounts of energy they will need to perform the task. This is a great tool that offers a lot of bang for your buck in a busy classroom and helps the learners navigate their day in a concrete way to set them and you up for success!
Motor Routines Supporting Concept Development
One of the best examples we have is the “Play” routine we implemented with Adam. Adam needed to be taught what to do with objects. We were able to utilize Adam’s highly preferred motivator, the classroom teacher, to teach Adam motor actions through imitation. Adam’s teacher modeled the motor action with each object in a consistent order. Over time we saw Adam imitating the actions and increasing the duration of interaction with each object. As Adam was able to engage with the objects for longer periods of time we noticed more engagement with specific objects such as the measuring cups. A functional routine was then created utilizing the measuring cups.
We were able to see a learner that did not actively engage with objects transition from Exploration to Functional level routines through supporting motor development. Adam was able to participate in higher level cognitive tasks such as tool usage because he was now able to perform the motor action automatically.
Stacey Chambers, TSVI
Millie Smith, Consultant for Learners with Visual and Multiple Impairments
Angela Campbell, Adapted PE Teacher
Allison Clark, PT
Wendy Pray, Active Learning Teacher
Tristan Pierce, American Printing House for the Blind
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