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 30 of 43

VIDBE-Q Volume 66 Issue 1 Rubella Syndrome (Chess, 1977), Cortical/ Cerebral Visual Impairment (Lueck & Dutton, 2015), and Retinopathy of Prematurity (Jure et al., 2016). There is evidence of effective interventions to support self-regulation in children who are blind and visually impaired with additional disabilities, including deafblindness (Nelson et al., 2016; Nelson et al., 2017). In this active learning session, we will describe a transdisciplinary and inclusive approach to self-regulation for students who are blind or visually impaired, including those who have additional disabilities including autism, intellectual disabilities, attention deficit disorders, and deafblindness. We will share a variety of movement and sensory-based activities to develop students' awareness and management of their own emotions and attentional levels. These activities include children's yoga (Gillen & Gillen, 2017; Hagood, 2008), meditation, mantras (Roberts, 2008; Khalsa, 2019), and creative movement / dance (Nelson et al., 2017). We will suggest ways to include literacy instruction in self- regulation activities, such as use of tactile symbol activity sequences, writing and enacting yoga stories, building personal emotion meters, co-creating personal mantras, songs, and drama. The activities presented are appropriate for a wide range of student ages and skill levels. We will encourage teams to work together by incorporating input from many disciplines, including speech language

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