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    Perkins Activity and Resource Guide Chapter 2 - Foundations of Learning Language, Cognition, and Social Relationships: Second Edition: Revised and Updated
    Perkins Activity and Resource Guide Chapter 2 - Foundations of Learning Language, Cognition, and Social Relationships: Second Edition: Revised and Updated
    Perkins Activity and Resource Guide Chapter 2 - Foundations of Learning Language, Cognition, and Social Relationships: Second Edition: Revised and Updated
    Ebook71 pages37 minutes

    Perkins Activity and Resource Guide Chapter 2 - Foundations of Learning Language, Cognition, and Social Relationships: Second Edition: Revised and Updated

    By Charlotte Cushman M.Ed.

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    Foundations of Learning: Language, Cognition and Social Relationships

    The Perkins Activity and Resource Guide is a handbook for teachers and parents of students with visual and multiple disabilities.

    In this chapter we have combined the topics of communication, social relationships, and cognition, because it is critical that teachers think of these as integral parts of each activity and not as isolated classes to be taught at a specific time during the day. These areas must be addressed throughout the day in all activities.
    LanguageEnglish
    PublishereBookIt.com
    Release dateApr 26, 2016
    ISBN9780988171312
    Perkins Activity and Resource Guide Chapter 2 - Foundations of Learning Language, Cognition, and Social Relationships: Second Edition: Revised and Updated

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      Book preview

      Perkins Activity and Resource Guide Chapter 2 - Foundations of Learning Language, Cognition, and Social Relationships - Charlotte Cushman M.Ed.

      Massachusetts

      Contents     

      CHAPTER 1

      Teaching Children with Multiple Disabilities: An Overview

      CHAPTER 2

      Foundations of Learning: Language, Cognition, and Social Relationships

      CHAPTER 3

      Motor Development: Gross and Fine Motor Skills

      CHAPTER 4

      Functional Academics

      CHAPTER 5

      Vocational Skills for All Ages

      CHAPTER 6

      Daily Living Skills

      CHAPTER 7

      Independent Living Skills

      CHAPTER 8

      Sensory Integration

      CHAPTER 9

      Developmental Music

      CHAPTER 10

      Orientation and Mobility

      CHAPTER 11

      Enhancing the Use of Functional Vision

      CHAPTER 12

      Adaptive Technology: Handmade Solutions for Unique Problems

      CHAPTER 13

      Techniques for Lifting Students Safely: Body Mechanics and Transfers

      CHAPTER 14

      Assistive Devices and Equipment

      GLOSSARY

      INDEX

      CHAPTER 2

      Foundations of Learning: Language, Cognition, and Social Relationships

      by Charlotte Cushman, M.Ed.

      Acknowledgments

      Special thanks to the following individuals who read this chapter and/ or offered ideas, information, and helpful criticism: Lisa Jacobs, Susan DeCaluwe, Marianne Riggio, Barbara McLetchie, Barbara Miles, Mary Morse, Jean Small. Also thanks to Tami Murphy, Cindy O’Connell, Patti Bastriani and Cindy Coon for sharing their photographic talents.

      Chapter Outline

      Introduction

      Social Relationships Are the Foundation of All Learning

      Exposure to Language

      Conversational Dialogue

      Turn-Taking

      Topics

      Physical Comfort and Positioning

      Pacing

      Creating a Dynamic Learning Environment

      Making Choices

      Developing a Routine

      Using a Whole Task Approach

      Embedding Language in All Experiences

      Encouraging Participation in Daily Events

      Accessing the Environment

      Exploring Objects Through Play

      Learning Concepts in the Natural Setting

      Integrating Skills Across Domains

      Modes of Communication

      Communicating Using Objects, Pictures, Print, and Braille

      Using Objects Conversationally

      Touch and Object Cues

      Setting Up an Object Communications System

      Selecting Object Symbols

      Developing an Object Calendar

      Involving the Student in the Whole Process

      Moving to More Abstract Levels of Communication

      Additional Strategies to Encourage Communication

      Activity Sequence Boards

      Story Boxes: Using Objects to Illustrate Stories

      Resources

      Suggested Materials

      Distributors

      Screening Checklist

      Additional Resources

      Videos

      Tools for Assessment

      Bibliography

      Glossary

      Introduction

      Vision and hearing play a critical role in the development of our social relationships and in the formation of concepts about the world around us. As a baby watches passively from an infant seat or high chair, he is beginning to put order to objects and events long before he will fully participate in the daily routines of life. During this same period of a child’s life, parents and caregivers respond to the child in ways that make him feel safe and secure. A reaction to a cry, the natural imitation of the child’s often random sounds, and the exchange of looks are examples of the rhythm of interaction that develops an emotional attachment. This bond is the basis of social and communication development.

      Day after day, by watching and interacting with parents and caregivers, the child begins to develop memory, understand important concepts, and build social relationships. For the child who is born with a visual impairment and additional disabilities, these opportunities for early bonding and communication experiences are lessened. She cannot exchange eye gaze and may often receive distorted and fragmented information about the world that surrounds her. For example, as a sighted child watches his mother prepare breakfast day after day, he begins to remember that the cereal is stored in a specific cupboard, the milk is kept in the refrigerator, the bowls in another cupboard, and the spoons in the drawer. The concepts of object permanence, sequencing, anticipation, and knowledge of object function are all developing, even though the child may not seem to be involved at all. For the child with a significant visual impairment, however, the experience may be limited to the spoonful of cereal touching his lips. Likewise, the child who is visually impaired may express happiness in a different way

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