inclusion
6/22/2016
FOUNDATIONS FOR SOCIAL INTERACTIONS
2016 BEAT the HEAT Austin, TX
Early Learners with Visual Impairments and Additional Disabilities
Mindy Ely [email protected]
HOW IMPORTANT IS SOCIAL INTERACTION ?
INCLUSION NAEYC and DEC Joint position statement on Inclusion “The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential.”
1
6/22/2016
INCLUSION NAEYC and DEC Joint position statement on Inclusion “The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential.”
INCLUSION NAEYC and DEC Joint position statement on Inclusion “The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential.”
INCLUSION NAEYC and DEC Joint position statement on Inclusion “The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential.”
2
6/22/2016
INCLUSION NAEYC and DEC Joint position statement on Inclusion “The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential.”
BUILDING COMMUNIT Y
WHAT IS REQUIRED? Motivation to engage
Skills to enter play
Skills to engage and sustain
3
6/22/2016
RESEARCH SHOWS PRESCHOOL CHILDREN WITH VI PLAY ALONE Engagement with materials is nonfunctional or exploratory Troster & Brambring, 1994 Skeller, Rosenblum, & Jager, 1997 Hughes, Dote-Kwan, & Dolendo, 1998
Rarely Engage peers or respond to peer initiations Crocker & Orr, 1996 Preisler & Palmer, 1989
Skills for play are limited Crocker & Orr, 1996 Preisler & Palmer, 1989 Skeller, Rosenblum, & Jager, 1997
STUDIES OF PRACTICES TO OVERCOMING THE DEFICITS Cooperative Play D’Allura, 2002
Background Experience Celeste, 2006, 2007, 2010
AN ORGANIZED APPROACH Survey of research in early childhood and in field of vision Organizational Strategy Motivation to Engage Entrance Skills Building Relationships
Consider application for visually impaired to determine direction for future research.
4
6/22/2016
MOTIVATION TO ENGAGE Environment (Materials) Consider perspective without vision – model/imitation is missing Intrinsic Enjoyment (Troster & Brambring, 1994) Knowledge of toy options Knowledge of how to use materials
Peers Excitement for Peers (Kekelis, 1997) Familiarity (D’Allura, 2002) Theory of Mind (Brambring & Asbrock, 2010) Purpose (Erin, 1990)
MOTIVATION TO ENGAGE Consider the dif ference between early intervention and preschool.
ACTIVIT Y: MOTIVATION OF MATERIALS Choose one center in your preschool classroom List 5 different materials/acitivities in that center that might be interesting to a student with a visual impairment Are they visually/tactually interesting? What adaptations could you make? What materials might you add?
5
6/22/2016
MOTIVATION TO ENGAGE Strategies for Consideration
Build Familiarity with materials, peers, environment Find avenues to provide reminders of play options Consider the fun factor Consider needed adult support for modeling and coaching Build awareness of another’s perspective (can this be done?) Build awareness of purpose for play/friendship (can this be done?)
BRAIN STORMING ACTIVIT Y
In a small group, record avenues to motivate engagement using the given strategies. When instructed, move to a new group and build on brainstormed ideas.
ENTRANCE SKILLS Good Entry Tactics Communication Considerations Environmental Considerations
6
6/22/2016
ENTRANCE SKILLS Good Entry Tactics Wait and Hover Mimicking Group-oriented statements
Communication Considerations Environmental Considerations
ENTRANCE SKILLS Good Entry Tactics Communication Considerations
Direct toward a specific listener Talk to both potential playmates Make relevant statements Respond to statements Provide alternative ideas (open-ended) Good/bad communication is self-perpetuating
Environmental Considerations
SELF‐PERPETUATING CYCLE
Reinforces
Good Social Skills
Being Accepted
Leads To -Hazen & Black, 1989
7
6/22/2016
SELF‐PERPETUATING CYCLE
Reinforces
Poor Social Skills
Being Rejected
Leads To -Hazen & Black, 1989
ENTRANCE SKILLS Good Entry Tactics Communication Considerations Environmental Considerations Same-gender Relationships Prior Play Experience Peer Familiarity
ENTRANCE SKILLS Good Entry Tactics Wait and Hover Mimicking Group-oriented statements (Dodge & Schludt, 1983; Putallaz & Palmer, 1981; Ramsey & Lasquade, 1996)
Strategies
Can we teach this? Suggestions for overcoming hurdle of vision loss? Beilinson & Olswang, 2003 You Can’t Say, You Can’t Play (Gussin Paley, 1992; Harrist & Bradley, 2003)
8
6/22/2016
ENTRANCE SKILLS
Communication Considerations
Direct toward a specific listener Talk to both potential playmates Make relevant statements Respond to statements Provide alternative ideas (open-ended) Good/bad communication is self-perpetuating
Strategies Teach entrance scripts Practice good communication skills
ENTRANCE SKILLS
Environmental Considerations Same-gender Relationships Prior Play Experience Peer Familiarity
Strategies Can we provide? Offer practice with peer communication Small group play (cooperative play)
SUSTAINED PLAY Knowledge of Typical Play Skills Interactional Skills Contingent Conversation Skills
9
6/22/2016
SUSTAINED PLAY Knowledge of Typical Play Skills HOW to play HOW to use materials Ability to add to play scheme
Strategies Small Groups Triadic Strategies Plan, Do, Review (High Scope)
SUSTAINED PLAY Interactional Skills
Turn-Taking Adding to play (Give and Take) Cooperation Curiosity Self-regulation Consideration of others/Manners Other children need some awareness of vision loss
Strategies
Cooperative Play (D’Allura, 2002) Making Friends Program (Favazza, Ostrosky, & Mouzourou, 2016) Transdisciplinary Play-Based Assessment (Linder, 1993) Stay, Play, Talk (Buddy Skills)
SUSTAINED PLAY Contingent Conversation Skills
On-topic Turn-taking Perspective Anticipation Empathy
Strategies Keys to Play (Nelson et al., 2007) Practice with peer communication
You Me You
10
6/22/2016
ACTIVIT Y: COOPERATIVE PLAY Consider your students. Work as a group to help one another with creativity. Create 5 dif ferent activities that you could facilitate that would promote cooperative play
PEER-INTERACTION CHECKLIST Allows you to think through child’s current skills and where you might want to focus future ef forts. Not meant to be an evaluation
My life is ‘a chronicle of friendship.’ My friends – all those about mecreate my world anew each day. Without their loving care, all the courage I could summon would not suffice to keep my heart strong for life. When I recollect the treasure of friendship that has been bestowed upon me I withdraw all charges against life. If much has been denied me, much, very much has been given. So long as the memory of certain beloved friends lives in my heart I shall say that life is good. Hellen Keller, 1930
11
6/22/2016
References Beilinson, J., & Olswang, L. (2003). Facilitating peer-group entry in kindergarteners with impairments in social communication. Language, Speech, and Hearing Services in Schools, 34, 154–166. Brambring, M., & Asbrock, D. (2010). Validity of false belief tasks in blind children. Journal of Autism and Developmental Disorders, 40, 1471–1484. Celeste, M. (2006). Play behaviors and social interactions of a child who is blind: In theory and practice. Journal of Visual Impairments and Blindness, 100, 75-90. Celeste, M., & Grum, D. (2010). Social integration of children with visual impairment: A developmental model. Elementary Education Online, 9(1), 11-22. Crocker, A.D., & Orr, R.R. (1996). Social behaviors of children with visual impairments enrolled in preschool programs. Exceptional Children, 62, 451-461. D’Allura, T. (2002). Enhancing the social interaction skills of preschoolers with visual impairments. Journal of Visual Impairment & Blindness, 96, 576-584.
References Continued, Dale, N., & Salt, A. (2008). Social identity, autism and visual impairment (vi) in the early years. British Journal of Visual Impairment, 26, 135-146. DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute. Dote-Kwan, J., Hughes, M., & Dolendo, J. (1998). A close look at the cognitive play of preschoolers with visual impairments in the home. Exceptional Children, 64. Erin, J. (1990). Language samples from visually impaired four- and five-year-olds. Journal of Communication Disorders, 13(2), 181-191. Favazza, P., Ostrosky, M., Mouzourou, C. (2016). The making friends program: Supporting acceptance in your K-2 classroom. Baltimore: Paul H. Brookes Publishing Co. Ferguson, R., & Buultjens, M. (1995). The play behaviour of young blind children and its relationship to developmental stages. British Journal of Visual Impairment, 13, 100-107.
References Continued, Gussin Paley, V. (1992). You can’t say you can’t play. Cambridge, MA: Harvard University Press. Harrist, A. W., & Bradley, K. D. (2003). You can't say you can't play: Intervening in the process of social exclusion in the kindergarten classroom. Early Childhood Research Quarterly, 19, 185205. Hoben, M., & Lindstrom, V. (1980). Evidence of isolation in the mainstream. Journal of Visual Impairment & Blindness, 74, 289-292. Kekelis, L. (1997). A field study of a blind preschooler. In S. Sacks, L. Kekelis, & R. Gaylord-Ross (Eds.), The development of social skills by blind and visually impaired students (pp. 39-58). New York: AFB Press. Linder, T. (1993). Transdisciplinary Play-Based Assessment: A functional approach to working with young children. Baltimore: Paul H. Brookes Publishing Co. MacCuspie, P. A. (1996). The social acceptance of children with disabilities: from tolerance to inclusion. Halifax, Nova Scotia, Canada: Atlantic Provinces Special Education Authority. McGaha, C., & Farran, D. (2001). Interactions in an inclusive classroom: The effects of visual status and setting. Journal of Visual Impairment & Blindness, 95, 80-94.
12
6/22/2016
References Continued, Nelson, C., McDonnell, A., Johnston, S., Compton, A., & Nelson, A. (2007). Keys to play: A strategy to increase the social interactions of young children with autism and their typically developing peers, Education and Training in Developmental Disabilities, 42, 165-181. Parsons, S. (1986). Function of play in low vision children (part 2): Emerging patterns of behavior. Journal of Visual Impairment & Blindness, 80, 777-784. Preisler, G., & Palmer, C. (1989). Thoughts from Sweden: The blind child at nursery school with sighted children. Child: Care, Health and Development, 15, 45-52. Ramsey P., & Lasquade C. (1996). Preschool children’s entry attempts. Journal of Applied Developmental Psychology, 17(1), 135-150. Schneekloth, L. (1989). Play environments for visually impaired children. Journal of Visual Impairment & Blindness, 83, 196-201. Skellenger, A., Rosenblum, L., & Jager, B. (1997). Behaviors of preschoolers with visual impairments in indoor play settings. . Journal of Visual Impairment & Blindness, 91(6), 519530. Troster, H., & Brambring, M. (1994). The play behavior and play materials of blind and sighted infants and preschoolers. Journal of Visual Impairment & Blindness, 88, 421-432.
13
FOUNDATIONS FOR SOCIAL INTERACTIONS
2016 BEAT the HEAT Austin, TX
Early Learners with Visual Impairments and Additional Disabilities
Mindy Ely [email protected]
HOW IMPORTANT IS SOCIAL INTERACTION ?
INCLUSION NAEYC and DEC Joint position statement on Inclusion “The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential.”
1
6/22/2016
INCLUSION NAEYC and DEC Joint position statement on Inclusion “The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential.”
INCLUSION NAEYC and DEC Joint position statement on Inclusion “The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential.”
INCLUSION NAEYC and DEC Joint position statement on Inclusion “The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential.”
2
6/22/2016
INCLUSION NAEYC and DEC Joint position statement on Inclusion “The desired results of inclusive experiences for children with and without disabilities and their families include a sense of belonging and membership, positive social relationships and friendships, and development and learning to reach their full potential.”
BUILDING COMMUNIT Y
WHAT IS REQUIRED? Motivation to engage
Skills to enter play
Skills to engage and sustain
3
6/22/2016
RESEARCH SHOWS PRESCHOOL CHILDREN WITH VI PLAY ALONE Engagement with materials is nonfunctional or exploratory Troster & Brambring, 1994 Skeller, Rosenblum, & Jager, 1997 Hughes, Dote-Kwan, & Dolendo, 1998
Rarely Engage peers or respond to peer initiations Crocker & Orr, 1996 Preisler & Palmer, 1989
Skills for play are limited Crocker & Orr, 1996 Preisler & Palmer, 1989 Skeller, Rosenblum, & Jager, 1997
STUDIES OF PRACTICES TO OVERCOMING THE DEFICITS Cooperative Play D’Allura, 2002
Background Experience Celeste, 2006, 2007, 2010
AN ORGANIZED APPROACH Survey of research in early childhood and in field of vision Organizational Strategy Motivation to Engage Entrance Skills Building Relationships
Consider application for visually impaired to determine direction for future research.
4
6/22/2016
MOTIVATION TO ENGAGE Environment (Materials) Consider perspective without vision – model/imitation is missing Intrinsic Enjoyment (Troster & Brambring, 1994) Knowledge of toy options Knowledge of how to use materials
Peers Excitement for Peers (Kekelis, 1997) Familiarity (D’Allura, 2002) Theory of Mind (Brambring & Asbrock, 2010) Purpose (Erin, 1990)
MOTIVATION TO ENGAGE Consider the dif ference between early intervention and preschool.
ACTIVIT Y: MOTIVATION OF MATERIALS Choose one center in your preschool classroom List 5 different materials/acitivities in that center that might be interesting to a student with a visual impairment Are they visually/tactually interesting? What adaptations could you make? What materials might you add?
5
6/22/2016
MOTIVATION TO ENGAGE Strategies for Consideration
Build Familiarity with materials, peers, environment Find avenues to provide reminders of play options Consider the fun factor Consider needed adult support for modeling and coaching Build awareness of another’s perspective (can this be done?) Build awareness of purpose for play/friendship (can this be done?)
BRAIN STORMING ACTIVIT Y
In a small group, record avenues to motivate engagement using the given strategies. When instructed, move to a new group and build on brainstormed ideas.
ENTRANCE SKILLS Good Entry Tactics Communication Considerations Environmental Considerations
6
6/22/2016
ENTRANCE SKILLS Good Entry Tactics Wait and Hover Mimicking Group-oriented statements
Communication Considerations Environmental Considerations
ENTRANCE SKILLS Good Entry Tactics Communication Considerations
Direct toward a specific listener Talk to both potential playmates Make relevant statements Respond to statements Provide alternative ideas (open-ended) Good/bad communication is self-perpetuating
Environmental Considerations
SELF‐PERPETUATING CYCLE
Reinforces
Good Social Skills
Being Accepted
Leads To -Hazen & Black, 1989
7
6/22/2016
SELF‐PERPETUATING CYCLE
Reinforces
Poor Social Skills
Being Rejected
Leads To -Hazen & Black, 1989
ENTRANCE SKILLS Good Entry Tactics Communication Considerations Environmental Considerations Same-gender Relationships Prior Play Experience Peer Familiarity
ENTRANCE SKILLS Good Entry Tactics Wait and Hover Mimicking Group-oriented statements (Dodge & Schludt, 1983; Putallaz & Palmer, 1981; Ramsey & Lasquade, 1996)
Strategies
Can we teach this? Suggestions for overcoming hurdle of vision loss? Beilinson & Olswang, 2003 You Can’t Say, You Can’t Play (Gussin Paley, 1992; Harrist & Bradley, 2003)
8
6/22/2016
ENTRANCE SKILLS
Communication Considerations
Direct toward a specific listener Talk to both potential playmates Make relevant statements Respond to statements Provide alternative ideas (open-ended) Good/bad communication is self-perpetuating
Strategies Teach entrance scripts Practice good communication skills
ENTRANCE SKILLS
Environmental Considerations Same-gender Relationships Prior Play Experience Peer Familiarity
Strategies Can we provide? Offer practice with peer communication Small group play (cooperative play)
SUSTAINED PLAY Knowledge of Typical Play Skills Interactional Skills Contingent Conversation Skills
9
6/22/2016
SUSTAINED PLAY Knowledge of Typical Play Skills HOW to play HOW to use materials Ability to add to play scheme
Strategies Small Groups Triadic Strategies Plan, Do, Review (High Scope)
SUSTAINED PLAY Interactional Skills
Turn-Taking Adding to play (Give and Take) Cooperation Curiosity Self-regulation Consideration of others/Manners Other children need some awareness of vision loss
Strategies
Cooperative Play (D’Allura, 2002) Making Friends Program (Favazza, Ostrosky, & Mouzourou, 2016) Transdisciplinary Play-Based Assessment (Linder, 1993) Stay, Play, Talk (Buddy Skills)
SUSTAINED PLAY Contingent Conversation Skills
On-topic Turn-taking Perspective Anticipation Empathy
Strategies Keys to Play (Nelson et al., 2007) Practice with peer communication
You Me You
10
6/22/2016
ACTIVIT Y: COOPERATIVE PLAY Consider your students. Work as a group to help one another with creativity. Create 5 dif ferent activities that you could facilitate that would promote cooperative play
PEER-INTERACTION CHECKLIST Allows you to think through child’s current skills and where you might want to focus future ef forts. Not meant to be an evaluation
My life is ‘a chronicle of friendship.’ My friends – all those about mecreate my world anew each day. Without their loving care, all the courage I could summon would not suffice to keep my heart strong for life. When I recollect the treasure of friendship that has been bestowed upon me I withdraw all charges against life. If much has been denied me, much, very much has been given. So long as the memory of certain beloved friends lives in my heart I shall say that life is good. Hellen Keller, 1930
11
6/22/2016
References Beilinson, J., & Olswang, L. (2003). Facilitating peer-group entry in kindergarteners with impairments in social communication. Language, Speech, and Hearing Services in Schools, 34, 154–166. Brambring, M., & Asbrock, D. (2010). Validity of false belief tasks in blind children. Journal of Autism and Developmental Disorders, 40, 1471–1484. Celeste, M. (2006). Play behaviors and social interactions of a child who is blind: In theory and practice. Journal of Visual Impairments and Blindness, 100, 75-90. Celeste, M., & Grum, D. (2010). Social integration of children with visual impairment: A developmental model. Elementary Education Online, 9(1), 11-22. Crocker, A.D., & Orr, R.R. (1996). Social behaviors of children with visual impairments enrolled in preschool programs. Exceptional Children, 62, 451-461. D’Allura, T. (2002). Enhancing the social interaction skills of preschoolers with visual impairments. Journal of Visual Impairment & Blindness, 96, 576-584.
References Continued, Dale, N., & Salt, A. (2008). Social identity, autism and visual impairment (vi) in the early years. British Journal of Visual Impairment, 26, 135-146. DEC/NAEYC. (2009). Early childhood inclusion: A joint position statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute. Dote-Kwan, J., Hughes, M., & Dolendo, J. (1998). A close look at the cognitive play of preschoolers with visual impairments in the home. Exceptional Children, 64. Erin, J. (1990). Language samples from visually impaired four- and five-year-olds. Journal of Communication Disorders, 13(2), 181-191. Favazza, P., Ostrosky, M., Mouzourou, C. (2016). The making friends program: Supporting acceptance in your K-2 classroom. Baltimore: Paul H. Brookes Publishing Co. Ferguson, R., & Buultjens, M. (1995). The play behaviour of young blind children and its relationship to developmental stages. British Journal of Visual Impairment, 13, 100-107.
References Continued, Gussin Paley, V. (1992). You can’t say you can’t play. Cambridge, MA: Harvard University Press. Harrist, A. W., & Bradley, K. D. (2003). You can't say you can't play: Intervening in the process of social exclusion in the kindergarten classroom. Early Childhood Research Quarterly, 19, 185205. Hoben, M., & Lindstrom, V. (1980). Evidence of isolation in the mainstream. Journal of Visual Impairment & Blindness, 74, 289-292. Kekelis, L. (1997). A field study of a blind preschooler. In S. Sacks, L. Kekelis, & R. Gaylord-Ross (Eds.), The development of social skills by blind and visually impaired students (pp. 39-58). New York: AFB Press. Linder, T. (1993). Transdisciplinary Play-Based Assessment: A functional approach to working with young children. Baltimore: Paul H. Brookes Publishing Co. MacCuspie, P. A. (1996). The social acceptance of children with disabilities: from tolerance to inclusion. Halifax, Nova Scotia, Canada: Atlantic Provinces Special Education Authority. McGaha, C., & Farran, D. (2001). Interactions in an inclusive classroom: The effects of visual status and setting. Journal of Visual Impairment & Blindness, 95, 80-94.
12
6/22/2016
References Continued, Nelson, C., McDonnell, A., Johnston, S., Compton, A., & Nelson, A. (2007). Keys to play: A strategy to increase the social interactions of young children with autism and their typically developing peers, Education and Training in Developmental Disabilities, 42, 165-181. Parsons, S. (1986). Function of play in low vision children (part 2): Emerging patterns of behavior. Journal of Visual Impairment & Blindness, 80, 777-784. Preisler, G., & Palmer, C. (1989). Thoughts from Sweden: The blind child at nursery school with sighted children. Child: Care, Health and Development, 15, 45-52. Ramsey P., & Lasquade C. (1996). Preschool children’s entry attempts. Journal of Applied Developmental Psychology, 17(1), 135-150. Schneekloth, L. (1989). Play environments for visually impaired children. Journal of Visual Impairment & Blindness, 83, 196-201. Skellenger, A., Rosenblum, L., & Jager, B. (1997). Behaviors of preschoolers with visual impairments in indoor play settings. . Journal of Visual Impairment & Blindness, 91(6), 519530. Troster, H., & Brambring, M. (1994). The play behavior and play materials of blind and sighted infants and preschoolers. Journal of Visual Impairment & Blindness, 88, 421-432.
13
