O&M and Play: Having Fun, While Facilitating Development in Multiple

Areas of the ECC

Expanded Core Curriculum

• compensatory skills• orientation and mobility • social interaction skills • independent living skills • recreation and leisure skills • career education • use of assistive technology • sensory efficiency skills • self-determination

Play provides the medium through which young people can explore and, through trial and error, learn the necessary skills that will aid them throughout their childhood and adult lives. Children develop confidence and competence when interacting with their environment

(Glover, 2001).

Through their interactions with the environment during play, children gain

control and ultimately mastery over their bodies with the development of a range of manipulative and motor skills. They learn

new skills and concepts, discover the world, and learn about themselves and

others through their interactions in a variety of social situations

(Dempsey & Frost, 1993; Wyver & Spence, 1999; Zeece & Graul, 1993)

Through exposure to carefully managed risks, children learn sound judgment in

assessing risks themselves, hence building confidence, resilience and self-belief;

qualities that are important for their eventual independence

(Children's Play Council, 2004).

If adults deny children opportunities for worthwhile, positive risks, they also prevent

children from developing the decision-making skills necessary to make accurate risk judgments. Children need to learn to

take calculated risks. (Stephenson, 1998)

The play skills of children with visual impairments have been repeatedly shown to

be well behind those of their peers with typical sight. The delay in play abilities can

have significant impact on their lives as they grow older and move into adulthood.

(Tröster & Brambring, 1994)

Children with visual impairments frequently engage in sensory-motor activities. They often do not engage in pretend play, play

with siblings, or play with peers, and spend a significant amount of time attempting to

talk and engage adult care takers. Perseverating in this style of play can

prevent children from playing in a more mature way.

(Skellenger, Rosenblum, & Jager, 1997; Tröster & Brambring, 1994)

The Role of O&M

Perfect for this job!

• Unstructured time with student• Rapport cultivated over time that

fosters trust and confidence• Little academic pressure is placed

on O&M, so far…

The four students

• Two students with light perception• Two students 20/200 or less

visual acuity• All four students are at the same

elementary school ranging from kindergarten to third grade.

Similarities Amongst Acuities

• Two students with light perception are very different students.

• Both students show a reckless and fearless behavior on structures

• Both students prefer to play independently• Both students prefer swings over other

play.

20/200 or less

• These two students are also quite different, though have similar qualities of play

• Prefer swings• Fearful of structures and taking their feet

off the ground• Often “on the outside looking in” during

play groups.

The Interventions

• Orienting the student to the play space by creating spaces within spaces

• Structured teaching of games that same aged peers are playing.

• Exposing students to potentially “dangerous” situations.

Structured introduction to play spaces

• Each area of the larger playground is broken down into smaller areas.

• These areas are then linked together by way of similar landmarks.

• Student makes the choice of what to explore after a survey has been taken

• “Do you want to play on the monkey bars, balance beam, or slides?”

Games• Tag• Hide and Seek• Pretend Play• Find me in the trees• Run!!

Taking Risks

• Allowing the students to feel fear, and then overcome it.

• Allow and encourage students to push the envelope of their comfort zone

• Tell them how its “scary”, build them up to it, so that when successful, they feel like a rock star.

Your goal should be an eventual culture of natural play

development• You want your students to start developing

on their own – Initiating play with peers– Participating in group activities– Playing with objects/environment in creative

ways

How to deal with “Muggles”

• Have informal talks with staff and paraprofessionals.

• If those don’t work, make them formal with administration

• Gently encourage school staff to allow the student more independence

• Add it to the IEP• Be nice and have fun, your spirit is

infectious

Expanded Core Curriculum

• compensatory skills• orientation and mobility • social interaction skills • independent living skills • recreation and leisure skills • career education • use of assistive technology • sensory efficiency skills • self-determination