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VIDBE - Q Volume 6 4 Issue 1
to learning, which may benefit the unique learning needs of students with
visual imp airment and deafblindness (Nelson et al., 2017).
Sensory loss impacts an individual's ability to develop foundational
skills for learning; namely joint attention, reciprocity, and mutual orientation,
which in turn affects communication and concept developm ent (Nelson et
al., 2017). Students who are deafblind require innovative approaches to
learning, including the use of preferences and tactile and vestibular
exploration of the environment (Nelson et al., 2017). Creative dance can be
a useful approach to te ach students with sensory loss, as it is inherently
non - verbal, kinesthetic and tactile, and lessons can be developed based on
student's interests and learning needs. Also, with its focus on the
exploration of concepts through movement, the BEST elements o f dance
can be a helpful framework for educators to teach concepts to students
with vision loss and deafblindness (Nelson et al., 2017). Participants
attending the CEC DVIDBI Preconvention workshop will learn strategies for
using the BEST elements of dance across classroom activities and routines
to teach concepts.
