Teaching to Learn

Lessons for a legally blind student enrolled in a PPCD (Preschool Program for Children with Disabilities) Program.

The whole goal of the lesson is for the student to become self-sufficient. All the work should have a lot of interest for the child. The work should also have added interest by incorporating different sounds, textures and aromas. Corks. bells, shells, marbles, nuts, pasta, rice and beans are examples of items that can be used for pouring, scooping, etc. They all have different textures and sounds when being poured. The total appeal should invite the child to repeat the work over and over again. It is through repetition that the child masters a task.

Learners

These lessons are for a three/four year old legally blind student. A visually impaired student needs consistency for developing skills in the areas of orientation and mobility. The individual "jobs" (activities) themselves should be organized so there is a left-to-right and a top-to-bottom progression. The left-to-right sequence is indirect preparation and orientation for reading and writing. Each "job" (activity) should require only one skill from the child. The work is sequenced to increase in difficulty as the student is ready.

Curriculum Standards

The outcome of the lesson is for the student to become self-sufficient and to gain greater skills. Independence allows students to feel good about themselves and take pride in their work. As teachers, we need to give students the privilege of working through something for themselves. A good rule of thumb is never do for students what they can do for themselves. If teacher help is needed, it is important to aid them, but do not do it for them. Independence has a snowballing effect that becomes a motivating force in further learning.

Process

Turkey With Foam Pieces Activity- You take the foam pieces and glue them on to the paper. Then the teacher will take the student's hand and then both (teacher and student) will count the turkeys (foam pieces).

Bracelet, Plastic Bottle (filled with pennies) and Pumpkin (filled with bells) Activity- This activity is for the orientation of surroundings with the use of sound. The teacher lines the three props up on the chalkboard tray starting with the bracelet, then the bottle and last, the pumpkin. Next, the teacher shakes the bracelet encouraging the student to turn and walk towards the direction of the sound and so on with the other two props.

Play Dough Activity- The teacher hides the beads in the play dough and encourages the student to locate, pickup and drop in play dough container left to right using smell and touch.

Brailler Machine Activity- The teacher inserts the paper into the Brailler and the student pushes the buttons on the Brailler to create Braille symbols on the paper. As an extension to this activity the teacher uses "The Very Hungry Caterpillar" Book that has Braille translation on each individual page and a book called "Little Cricket's Song" that has a three dimensional cricket that the student has to push down to make the cricket sound during certain parts of the story. Typing on a Brailler helps the student to learn the Braille alphabet and to be able to read it.

Muffin Pan Activity- The student takes table tennis balls and puts them in the muffin pan using a left to right and a top to bottom progression.

Clothespin Activity- The teacher lines the clothespins up on the edge of the box from left to right. The child then releases the clothespins and puts them in the box.

Macaroni & Beans Activity- This activity allows the child to play and feel for sensory stimulation and then find smooth colored circles to pick up and put in coffee can.

Resources Needed

Listed below are the the activities along with the props that you will need to complete the

Turkey With Foam Pieces Activity- Glue, turkey page and foam (adhesive) pieces.

Bracelet, Plastic Bottle, and Pumpkin Activity- Bracelet, little pumpkin that can hold

Brailler Machine Activity- Brailler Machine, paper, "Very Hungry Caterpillar" Book and the

Macaroni & Beans Activity- Macaroni, beans, dish pan, smooth colored circles and

Evaluation

	Beginning 1	Developing 2	Accomplished 3	Exemplary 4
Turkey With Foam Pieces Activity	The student is able to touch and feel the individual foam pieces and count them from left to right.	The student's hand is placed to the left of the foam pieces.	The student is able to move from left to right feeling each individual foam piece.	The student is able to count all five foam pieces using his sense of touch.
Bracelet, Plastic Bottle and Pumpkin Activity	The student is able to hear the sounds and turn and walk in the direction of the sound.	The student is able to hear the sounds and turn and walk towards the first prop.	The student is able to hear the sounds and turn and walk towards the first two props.	The student is able to hear the sounds and turn and walk to all three props.
Play Dough Activity	The student is able to locate, pickup and put beads in play dough container with hand over hand help from teacher.	The student is able to locate, pickup and put beads in play dough container with some help from teacher.	The student is able to locate, pickup and put beads in play dough container with minimal help from teacher.	The student is able to locate, pickup and put beads in play dough container with no help from teacher.
Brailler Machine Activity	The student is able to hear the teacher inserting special paper into the Brailler.	By touch, the student situates himself in front of the Brailler.	The student, by touch, types his name on the Brailler.	The teacher removes the paper from the Brailler. By touch, the student feels the letters of his name on the paper.
Muffin Pan Activity	The student is able to put the balls in the muffin pan with hand over hand help from teacher.	The student is able to put the balls in the muffin pan with some help from teacher.	The student is able to put the balls in the muffin pan with minimal help from teacher.	The student is able to put the balls in muffin pan with no help from teacher.
Clothespin Activity	The student is able to find, release and put clothespins in box with hand over hand help from teacher.	The student is able to find, release and put clothespins in box with some help from teacher.	The student is able to find, release and put clothespins in box with minimal help from teacher.	The student is able to find, release and put clothespins in box with no help from teacher.
Macaroni & Beans Activity	The student is able to explore and feel the mixture of beans and macaroni while searching for smooth colored circles.	The student is able to explore and feel the mixture of beans and macaroni while searching for smooth colored circles and putting in coffee can with hand over hand help from teacher.	The student is able to explore and feel the mixture of beans and macaroni while searching for smooth colored circles and putting in coffee can with minimal help from teacher.	The student is able to explore and feel the mixture of beans and macaroni while searching for smooth colored circles and putting in coffee can with no help from teacher.

Credits & References

Geddie, Cinnamon- Visually Impaired Teacher for Burleson and Joshua ISD, <geddiec@joshua isd.org>

"Hands On" (Functional Activities for Visually Impaired Preschoolers), American Printing House For The Blind, 1992, Louisville, KY 40206-0085

Harden, Tonya- Certified Orientation and Mobility Specialist for Burleson ISD, <[email protected]>