Today started at the preschool again, which is quickly turning into my favorite school to visit. The classroom was sitting at the big table and playing with flubber. That's right, the green gooey mystery material just like in the Robin William's movie. The mounds of gloop had been pressed, cut, and prodded into all kinds of shapes, which the students were only too happy to show me and let me touch.
The O&M instructor (who shall be called Margaret) began helping the student we were there to see (who shall now be called Stacy) roll the flubber into different shapes; a snake, a pancake, and a really loooong fork holder. Clearly this was a great activity for Stacy; she could develop her concept of shapes, her hand strength, and her tactile awareness.
The O&M instructor (who shall be called Margaret) began helping the student we were there to see (who shall now be called Stacy) roll the flubber into different shapes; a snake, a pancake, and a really loooong fork holder. Clearly this was a great activity for Stacy; she could develop her concept of shapes, her hand strength, and her tactile awareness.
When the activity was finished and the students moved on, the classroom teachers mentioned Stacy's reluctance to touch the flubber at first, but that she eventually got used to it. Margaret took the opportunity to explain how sometimes, touching an unfamiliar material to the child's arm or leg first might help them work up the courage to touch the object with his or her hands. She used a great explanation that I've heard before; the hands of a child who is visually impaired are like our eyes, and should therefore be treated carefully.
Margaret tries to take Stacy for a walk every time she sees her so cane skills can be worked on. First, she helped Stacy use protective techniques in the classroom to find a shelf, and then trail a cabinet to the classroom wall. Even though Margaret was telling Stacy to trail the cabinets, Stacy began walking toward Margaret by following the sound of her voice (meaning she is already actively using sound localization).
Eventually we made it outside, with one of Stacy's classmates joining us for the walk. Stacy tends to hesitate in making decisions or not want to take turns with others, so Margaret has decided that in those situations to let Stacy's classmates decide where to go on the walks. This is a great example of how so many other skills can be reinforced during O&M lessons!
After a quick elevator ride and a visit to a small garden space, we went back inside for the class's tumbling lesson. This is such a great opportunity for Stacy; body parts are mentioned, different body positions are used, and she gets to do things such as hop, squat, walk on her tip-toes, and bounce on a springboard. At this time, she needs one-on-one assistance to participate in the activities. This makes sense, but eventually Stacy starts over relying on the adult assisting her through the activities. I find myself wondering if she would do the activities on her own if we let her (when does a child start becoming a prompt junkie again?).
As we left to go the middle school, I thought to myself, "I could be paid to do this all day? Go for walks and play with flubber? Sign me up!" At the middle school, Margaret started with student A by walking with him to the cafeteria. Student A is one of those success stories; for the longest time no one thought he could walk unsupported and even crossing a threshold would make him lose his balance.
Now, he can walk with minimal assistance and is working on using a long cane. This student's hand preference seems to be in question though, so Margaret is experimenting to see which hand is better for him to hold the cane with. The lesson here is that there is a lot of trial and error in O&M and determining what is best for the student.
The next lesson at the middle school was with two students as we searched for a suitable route to the band room from these students' classroom. These students are in a varying exceptionalities class. One is totally blind and one has low vision. The difference between the two was interesting; the totally blind student had much better cane technique, asked far more questions about the environment, and moved slower.
The low vision student needed frequent reminders to keep his cane tip on the ground and use his cane. He also had many more suggestions of how to get to certain locations on the campus. Overall this was more of a discovery and exploring lesson, but I think the totally blind student might have benefited more from learning the exact route first and then exploring the area around it.
So back to the statement I started with. I always thought that my preferred population to work with would be middle schoolers, high schoolers, or maybe even adults. It was nice to be proved wrong and thoroughly enjoy working with the preschoolers as they discover the world (and play with flubber).
Eventually we made it outside, with one of Stacy's classmates joining us for the walk. Stacy tends to hesitate in making decisions or not want to take turns with others, so Margaret has decided that in those situations to let Stacy's classmates decide where to go on the walks. This is a great example of how so many other skills can be reinforced during O&M lessons!
After a quick elevator ride and a visit to a small garden space, we went back inside for the class's tumbling lesson. This is such a great opportunity for Stacy; body parts are mentioned, different body positions are used, and she gets to do things such as hop, squat, walk on her tip-toes, and bounce on a springboard. At this time, she needs one-on-one assistance to participate in the activities. This makes sense, but eventually Stacy starts over relying on the adult assisting her through the activities. I find myself wondering if she would do the activities on her own if we let her (when does a child start becoming a prompt junkie again?).
As we left to go the middle school, I thought to myself, "I could be paid to do this all day? Go for walks and play with flubber? Sign me up!" At the middle school, Margaret started with student A by walking with him to the cafeteria. Student A is one of those success stories; for the longest time no one thought he could walk unsupported and even crossing a threshold would make him lose his balance.
Now, he can walk with minimal assistance and is working on using a long cane. This student's hand preference seems to be in question though, so Margaret is experimenting to see which hand is better for him to hold the cane with. The lesson here is that there is a lot of trial and error in O&M and determining what is best for the student.
The next lesson at the middle school was with two students as we searched for a suitable route to the band room from these students' classroom. These students are in a varying exceptionalities class. One is totally blind and one has low vision. The difference between the two was interesting; the totally blind student had much better cane technique, asked far more questions about the environment, and moved slower.
The low vision student needed frequent reminders to keep his cane tip on the ground and use his cane. He also had many more suggestions of how to get to certain locations on the campus. Overall this was more of a discovery and exploring lesson, but I think the totally blind student might have benefited more from learning the exact route first and then exploring the area around it.
So back to the statement I started with. I always thought that my preferred population to work with would be middle schoolers, high schoolers, or maybe even adults. It was nice to be proved wrong and thoroughly enjoy working with the preschoolers as they discover the world (and play with flubber).
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