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