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Description
Bringing a fork to one's mouth, brushing one's teeth, unlocking the front door - our daily lives consist of countless activities that sighted people take for granted. However, for children and adults with visual impairments, these tasks present significant challenges. But they can also acquire practical life skills. In appropriate learning situations, their potential is unlocked, and they practice managing their daily lives using suitable strategies and assistive devices. This practical reference book explains how to successfully structure this process. The author, a pioneer in the field of life skills in Germany, provides numerous thought-provoking insights and detailed, vivid examples for learning and teaching in this area. After all, people with visual impairments can cope well with everyday life - with the right preparation. ContentPreface. 7Foreword. 91 Daily living skills: introduction. 111.1 What are daily living skills?. . 111.2 How has teaching daily living skills to people with a visual impairment evolved?. . 112 How sighted children learn daily living skills. 132.1 How do sighted children learn daily living skills?. . 132.2 Why should children learn daily living skills? . . . . . . . . . . . . . . . . . . . . . . . . . .142.3 What role do adults play in this learning process?. . 152.4 Playing as a powerful tool for learning. . 182.5 Optimal conditions for learning in the infant and toddler years. . 202.6 Learning principles supported by brain and learning research. . 212.7 Basic rules for an optimal learning situation for the acquisition of motor skills. . 253 How do children with a visual impairment learn daily living skills?. . . .273.1 What are the benefits of daily living skills for people with a visual impairment? . 273.2 How does the inability to see affect the acquisition of daily living skills? . 283.3 Developmental stages in the teaching of daily living skills in Germany. . 293.3.1 First developmental stage (1970s) development of non-visual techniques. . 293.3.2 Second developmental stage (1980s) principles of sensory integration. . 313.3.3 Third developmental stage (from the mid-1980s) Active Learning according to Lilli Nielsen. . 363.4 Can children who cannot see at all learn complex daily tasks on their own?. . 393.5 Can children with visual impairments and with executive functioning difficulties perform tasks on their own? . 423.6 Can children with low vision learn daily living skills on their own?. . 456 Content4 Non-visual methods for mastering daily tasks. 494.1 Do people with visual impairments perform tasks the same way that sighted people do?. . 494.1.1 Pouring coffee or tea into a cup . 534.1.2 Systematically cleaning the table top. . 584.2 Task Analysis and Individual Adaptation Model. . 644.2.1 Awareness of the visual or standard method . 664.2.2 Criteria for non-visual methods. . 684.2.3 Breaking down chosen non-visual methods into intermediary steps. . .714.2.4 Analyzing the requirements for performing the chosen task. . 714.2.5 Analyzing the learning partner s current abilities. . 734.2.6 Learning scenarios to lay the groundwork for acquiring prerequisites for motor skills. . 755 The blind child with multiple severe disabilities Active Learning according to Lilli Nielsen. 785.1 Concepts. . 785.2 Guidelines for teaching daily living skills to people with multiple severe impairments . 805.3 Active Learning case study. . 855.3.1 Thomas bringing his hands to his body s midline. . 865.3.2 Martin s awakening interest in himself and his environment. . 885.3.3 Pina bringing her hands to her mouth. . 895.3.4 Henri standing upright. . 915.3.5 Peggy increasing her movements. . 925.4 Learning aids for Active Learning. . 945.4.1 The Resonance Board. . 955.4.2 The Little Room . 955.4.3 The Buncher. . 965.4.4 The Support Bench . 975.4.5 The head support. . 995.4.6 The reflective panel (Tipping Tray). . 1005.4.7 The Essef Board (spring board) . 1015.4.8 The HOPSA Dress. . 1015.4.9 Learning aids summary. . 102Conclusion. 103Bibliography. 104Index. 109 Pamela Cory, founder and long-time member of the leadership team at the Institute for Rehabilitation and Integration of the Visually Impaired (IRIS) e.V. in Hamburg, serves as an adjunct lecturer at the University of Hamburg and the Heidelberg University of Education.
