Division on Visual Impairments

VIDBE-Q 66.1 Winter 2021

A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

Issue link: http://dvi.uberflip.com/i/1324141

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Page 29 of 43

VIDBE-Q Volume 66 Issue 1 Linda Hagood, Portland State University & Washington State School for the Blind, hagood.linda@gmail.com Amy Parker, Portland State University, atp5@pdx.edu Children and adolescents with self -regulatory skills can focus their attention, control their emotions and manage their thinking, behavior and feelings (Blair & Diamond, 2008). Self-regulation contributes to both academic and social success (Durlak et al., 2011), and in efforts to engage learners, schools have begun to include mindfulness, yoga, and meditation in social emotional learning curricula (Gillen & Gillen, 2007; Jones & Bouffard, 2012). Children who are blind and visually impaired have been shown to use emotional regulation strategies less often than their sighted peers (Salimi et al., 2016). Some eye conditions, especially those with a neurological base, seem to be associated more with self- regulation challenges, including optic nerve hypoplasia (Fink & Borchert, 2011), Leber Congenital Amaurosis (Fazzi et al., 2007), Norrie's Syndrome (Dale, 2005), CHARGE Syndrome (Hartshorne et al., 2005), Congenital Reading, Writing and Self-Regulating: Mindfulness and Movement Activities as a Context for Language and Literacy Learning

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