October 19th – 22nd 2005

23rd Annual Closing The Gap Conference
Sheraton South
Bloomington, Minnesota
www.closingthegap.com

 

Presentation 1:
Thursday 20th October 2005, 3.30 – 4.30pm. Sheraton Bloomington Hotel.

 

Title:

Enhancing Technology Use with Children with Cerebral Visual Impairment

Abstract:
Computer technology has much to offer children with CVI. It is rewarding to use, provides stimulating visual and auditory feedback and is usually fun. However for all children, and for the CVI child in particular, the learning experiences offered by computer technology cannot stand in isolation. The children need to be helped to relate the computer experience to their experiences of the real world. Two dimensional images and sound are not sufficient but need backing up by other sensory experiences. We need to make use of all avenues of experience, relating the computer activity to real objects, things the child can experience by touch, texture and even smell.

Creating a learning environment for children with visual difficulties also needs special consideration. In many instances a regular classroom situation may overload their senses, especially when we want them to learn something new. In such cases we may have to create a more secure working area, free from worrying distractions.

In this presentation we will discuss a range of ways in which technology access and learning can be enhanced for the CVI pupil.

Software design and adaptation:
Throughout the session a wide range of software will be shown, including programs specially developed with features designed to make them suitable for CVI children. We shall also look at examples of programs that allow you to create tailor made activities for pupils and provide some pointers to help you ensure that your activities meet the pupils' needs.

The learning environment:
CVI children can often have difficulty in making sense of their environment and can frequently be helped to learn new techniques and skills when provided with a comfortable and secure working situation. Ideas to help you create suitable situations will be given and examples of different environments illustrated.

Multi-sensory learning:
Software on the computer screen can provide a strong and controlled visual experience for the CVI pupil. The nature of the image can provide some pupils with their first experiences of using their vision. When it comes to interpreting more complex images and giving them meaning, the child can be helped by being provided with supporting tactile and sensory experiences. Additional support can be especially useful when we are trying to work in an inclusive setting, using software that has not been specially designed to suit the CVI child. Using support materials can help the CVI child make sense of the programs that are used by other children, helping them to feel part of a class working alongside their peers.

This can be done in different ways:
· Providing real objects that relate to the program
· Giving them enlarged screen printouts of key parts of the program
· Giving them an opportunity to use the program before the other children in a one-to-one situation
· "Mediating" the activity by having an adult explain what is happening
· Provide opportunities to use the software on further occasions

Conclusion:
In our efforts to use technology with CVI children we may neglect to adopt an approach that makes use of all the child's senses. By supporting their learning with a multi-sensory approach we can help our children make sense of the leaning technology and take full advantage of its strengths.