ther by cortical visual impairment as indicated
by the antennae with squiggles.
In looking at the picture it is easy to see that Dylan's residual vision is his only access through
the primary sensory channels.
How else could I reach Dylan?
Yes, the box was covered with skin. I could
reach Dylan through touch that he enjoyed.
The box also moved. I could reach Dylan
through movement.
And in that box, Dylan felt and responded to
vibration, another window.
Start thinking of where your student's windows
are. Where is their access to information?
Inviting Dylan out – Facilitating engaged
learning
Sensory Stimulation
With so many windows into Dylan's brain
blocked, the first advice we received was to
provide sensory stimulation to make up for this
lack of input. We found that more input did not
help Dylan feel safe or lead to engagement.
He withdrew further into his box. You might
see other students flare up outside of their
box. At these times more input would only
make it worse. The lid would close tighter.
Remember Dylan had the key. I could not
force it open.
This fits with how the brain works. The brain's
first priority is survival – it takes in sensory information and makes responses designed to
ensure survival. When there is prior experience with information, if it is predictable, if it
fits with prior learning, if the brain knows what
to do with the information this input can lead to
reflective thought, reasoning, and action. If
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