The Developmental Potential for Learners with Complex Needs - Essay Example

?Assignment Self Assessment (Brief review of my work) The purpose of this paper is to stress the need for more suitable and meaningful assessment tools / methods to determine the developmental potential for learners with complex needs. My initial concern regarding one particular pupil was to determine the functional vision available for communication and education. I felt that by choosing the ‘Vision for Doing’ model designed by Stuart Aitken and Marianna Buultjens (1992) which offers more flexibility in the assessment procedures, it will help me to determine the pupil’s functional vision and suggest practical ways of overcoming difficulties to enhance her development potential. Overall I feel that despite the set of abilities which the pupil demonstrates, she needs a holistic communication system that aims at making use of all the senses to support her communication, understanding and education. In addition to the diagnoses, reports dated 11.11.2010, 9.9.12.2010, 10.3.2011 by a multi-agency team based at Great Ormond Street Hospital for Children indicate that Pupil Z’s abnormalities in development impact on her motor development, and her visual and cognitive processing that support communication and learning. For example, the cerebral palsy affects her ability to control her body, head and eye movement, and this further impacts her learning and cognitive development. Due to the complexity of her needs she now attends a special school which caters for children with sensory impairments and learning difficulties. Aiming to determine the Pupil Z’s functional vision available for communication and education, led me to a review of literature and concepts relating to assessment of learners who present significant difficulties for researchers. Addressing the issue of the heterogeneity of deaf-blind / multi-sensory impaired population was essential in selecting an assessment approach to assess functional vision for my pupil (Robson 1993 & 2002). I feel that a flexible approach (taking account of learner’s needs, preference, etc.) in which information is gathered (places, time, positioning, activities) to explore issues and frame hypotheses for which supportive or contradictory evidence can then be sought was effective to determine Pupil Z’s functional vision for communication and education. There is literature relating directly to assessing vision for learners with multiply disabilities based on systematic investigation. However, I have chosen ‘Vision for Doing’ model designed by Stuart Aitken and Marianna Buultjens (1992) as this approach allows me to assess Pupil Z’s functional vision in the context of multiple disabilities. The strengths and limitations of this particular assessment model have been evaluated below. I observed Pupil Z over three weeks participating in group and one-to-one activities with different people. I noted time of the day; places (classroom, sensory room) and positioning (wheelchair, standing frame) to learn about how she uses her vision for learning. I felt that observations of Pupil Z during routine activities / tasks would be the most effective method of collecting data as it would give me first hand evidence of Pupil Z’s visual abilities. I also felt that well established routine activities will motivate her to use her vision and try to communicate her responses more. SECTION 3 OBSERVING THE PUPIL Z Pupil Z likes / dislikes Activities: Likes / dislikes Number of observers: 1 Positioning: Pupil Z was observed in a quiet, distraction-free area as well as the busy classroom at a time of the day when she was alert and displaying neutral and communicative behaviors. She was positioned in her wheelchair / stander, 19.7 inch from the screen. Listening / watching to a story / song on the plasma screen: “We are going on a bear hunt” “Incy Wincy spider” Observations: During three weeks of observation of Pupil Z despite showing pockets of abilities, she was not consistent in her responses to these activates. We have observed mixed responses to both activities, e.g. from smiling and vocalizing to showing no interest, etc. Hence, we noticed that a factor in the environment dominated her interest in activities most of the time. When watching programs in a non-distracted environment she has responded to voices / sounds by smiling and generally was focused on the screen while being positioned in her wheelchair as well as the stander. On occasions when she was watching programs with her peers in class she was generally showing little interest in activities or quickly lost interest in the activity due to the factor in the environmental, such as background noises, strong light. She would turn her head, extend her spine, lock her eyes on the source of sound / light and did not attend to what was happening in front of her. It is important to add that these stories and songs are Pupil Z’s favorite day to day activities at home according to a report provided by the parents. SECTION 4 PUPIL Z RESPONSES TO SOUNDS Pupil Z awareness of sounds Activities: Loud / soft sounds Number of observers: 2 Activity proceedings: Pupil Z was observed in a quiet, distraction-free area (e.g. sensory rooms) as well as busy classroom at a time of the day when she was alert and displaying neutral and communicative behaviors. She was seated in her wheelchair in a comfortable position with freedom of all her limbs. From my knowledge of Pupil Z I selected a variety of stimuli with different properties of loud and soft sounds to observe her responses to them. During the sessions the sounds were presented in a random order, an interval of one minute was allowed between presentations of another sound and no more than five were presented during one session to prevent boredom from clouding Pupil Z’s responses. Sounds: - whisper / sniff / giggle - sudden slamming of the door - rustling of the leaves / sliver foil - scream / yelling - scratching wooden surface - ring of the door bell - quick knock - pop of the balloon - tapping on the window pane - fizz of sparkling water Observations: Through three weeks observation program of Pupil Z we observed that she was aware of loud / harsh sounds in the environment and has responded consistently to them by frowning her face and by sudden whole body movements (e.g. starter / jump - when hear loud sound) even while working in a busy classroom. Her interest and responses to soft sounds varied on a daily bases. It took her longer to respond and she was not always able to locate correctly a near, soft sound in a busy classroom, whereas in the controlled environment most of the time she was able to locate them immediately. Her responses to the same sound were different over a period of observation, e.g. one day she responded with a smile and another day with vocalization to same sound being played. Pupil Z attends to female / male greeting Time: 9.45 – 10.00am Number of observers: 2 Period of observations: 3 weeks Activities: Greeting three female / male in SILD bulging Pupil Z positioning: wheelchair Observations: We observed that the Pupil Z’s ability to attend and respond to female and male voices vary according to the level of their voices. For example, on days when adults were instructed to greet her with a monotone or quiet voice she showed no interest in the adults and paid more attention to uncontrolled environmental factors, such as sound or lighting, by looking away in the direction of a bright window. Even when an adult called her name three times, she did not respond and continued looking at the window. When the adult was instructed to greet her with a more exited or varied voice pattern, she always responded with a smile. During greeting she also appeared more interested in the adult and seemed to look slightly in their direction, although she did not look at them in sustained way. Pupil Z recognizes familiar voice From observation of Pupil Z it was evident that she is able to recognize her mother’s familiar voice, although she was not always consistent in her responses. The responses depended on the distance and level of noises in the classroom. In close approximation (1-1.5 m) she seemed to respond quicker by smiling and turning her head in the right direction. It was difficult for Pupil Z to respond to her mother’s voice from a long distance even in a quiet environment. Most of the time she reacted with sudden surprise by startling when approached unexpectedly and then gave a big smile. SECTION 5 PUPIL Z SENSE OF TOUCH Number of observers: 2 Period of observations: 3 weeks Activity proceedings: Pupil Z was observed in a quiet, distraction-free area at a time of the day when she was alert. She was seated in her wheelchair / standing frame in a comfortable position with freedom of her upper limbs and tray fitted in front of her. From my knowledge of Pupil Z I selected a variety of stimuli that she was accustomed to. During the sessions the stimuli were presented in a random order, an interval of one minute was allowed between the presented stimuli and no more than five stimuli were presented during one session. Resources: - silver foil / beads - shimmering curtain - crackling ice foot spray - gelli bath - creasy soap - small round bells from Thailand - vibrating snack / cushion / slippers - Mirror Chimeabout Observations: Three weeks observation program highlighted a range of behavioural reactions, both positive and negative, to different stimuli. The most common positive response was making contact with stimuli for a brief moment and smiling. The most common negative responses included body stilling and having a frowning expression on her face. It was evident that physical contact with objects with softer auditory and interesting tactile feedback (e.g. silver foil) was the most rewarding experience for Pupil Z. For example, she would try to locate such items when she hears them being played, e.g. turning head right / left, eye movements right / left. She would try hard to use her fingertips and small hands movements to explore the object by placing it under her hands for a brief moment of 5 to 10 seconds’. She was able to prolong this activity for up to 20 seconds’ with an adult verbal encouragement. When she was encouraged to work on her own she was generally not interested in activity, although we noticed that she was able to make small hands movements to explore objects placed near her hands. Generally there were no responses, such as smile or vocalization to indicate her pleasure from exploration of objects but we noticed that if we praised her efforts to explore stimuli independently she immediately responded with a smile. Pupil Z enjoyed putting his hands on vibrating objects and feeling the vibrations when an adult was operating them. She would smile, vocalise at times and make head movements from side to side to indicate her pleasure. She preferred slow vibration of the object for longer periods of time than rapid vibration of the object for short periods of time. The class staff and I agreed that it was because she does not like sounds of rapid vibrating objects. From observations she did show resistance to exploring materials with a sticky texture. Most of the time she would withdraw her hands when supported to make contact with them. SECTION 6 PUPIL Z SENSE OF SMELL Number of observers: 2 Period of observations: 3 weeks Activity: Greeting sessions Activity proceedings: Pupil Z was observed in a group, as well as a quiet distraction-free area a time of the day when she was alert. She was seated in her wheelchair / standing frame in a comfortable position with tray fitted in front of her. During the sessions an essential oil was presented at the beginning of activity as a cue. An adult (familiar/unfamiliar) working with the Pupil Z would verbally indicate “it’s time to smell” then gently touch her nose and present with a cotton boll. Observations: Pupil Z’s most consistent respond to an essential oil was stilling and open mouth. Sometimes she was able to respond with a smile. Pupil Z’s responses to an essential oil varied. E.g. when she was working with less distracted area in her wheelchair or standing frame with familiar adult she was able to attend to an activity for longer period of time, maybe 5-15 seconds. In group activities, her responses to stimuli were sometimes difficult to discriminate due and could be described as late, slow or non-specific on task but after the activity. SECTION 7 PUPIL Z SENSE OF TASTE This section of assessment is not applicable to the Pupil Z as she has been fitted with the gastric tube a few years ago. SECTION 9 PUPIL Z RESPONSES TO LIGHT Number of observers: 2 Period of observations: 3 weeks Activity proceedings: Pupil Z was observed in a quiet distraction-free area (sensory room) at time of the day when she displayed neutral and communicative behaviours. She was seated in her wheelchair in a comfortable position with freedom of her upper limbs. Stimuli were presented in a particular order, an interval of one minute was allowed between the presented stimuli. Pupil Z’s responses were compared by both observers. List of activity in the classroom / sensory room: - light switch on/off - camera flashing - torchlight - candle Observations: Three weeks observation program of the Pupil Z’s responses to light highlighted a range of behavioural reactions to different stimuli. Hence, she was not consistent in her responses. We observed that it took her a while to respond to when the light was turned off in the sensory room. After 2-5 minutes sitting in a dark / quiet room Pupil Z would make an attempt to use vocalization and sometimes repeat the vocalization from time to time but not being persistent enough to influence adults’ action immediately even once. When the ceiling light was turned on Pupil Z’s responses were mixed; at times she would respond with eye movement from side to side or turn her head on the left or right as though hearing the light being turned on by an adult (depended on which side we positioned her wheelchair to power plug). Pupil Z’s responses to torch and candle were also mixed. Some days she would fix briefly on objects when presented in midline but find it difficult to track objects when they have been moved. Over the period of three weeks the most consistent responses of Pupil Z were to the camera flash by startling, frowns face expression and sudden body movement. Generally we observed that this particular activity was not motivating for the Pupil Z as it involved working in a very quiet environment. SECTION 11, 12 A B C, 13 A B C, 14, 15 PUPIL Z RESPONSES TO OBJECT Number of observers: 2 Period of observations: 3 weeks Activity: 1:1 activities Positioning: Wheelchair Activity proceedings: Pupil Z was observed in a quiet distraction-free area (sensory room) at time when she displayed neutral and communicative behaviours. She was seated in her wheelchair in a comfortable position with freedom of her upper limbs. Familiar objects were presented in random order, an interval of one minute was allowed between the presented objects and no more than five were presented during one session to prevent boredom from clouding Pupil Z’s responses. Small objects: Medium objects: Large objects: - illumination ball - tactile ball - jingling-ball - rain maker - stick that shine - wooden stick - light-up-tambourine - tambourine toy - tambourine - monkey drum - ocean drum - African drum Recourses: - yellow / black carbon paper - mirror Observation: During the three week observation Pupil Z found it difficult to look at objects without auditory help. She was able to fix briefly (on medium and large objects with auditory feedback) when placed in midline mostly about 30 cm distance. However, when objects where moved horizontally (left / right), vertically (up/down) and across midline (horizontal and vertical) she was unable to move her eyes to follow big objects even if they were presented against different backgrounds (black, yellow or shine) with auditory help. However, when she heard the sound of objects while being moved horizontally across midline she would move her head to her left but not always in the right direction of sound. She was unable to respond to any objects moving in a circular direction, either clockwise or anti-clockwise, or objects presented horizontally from left / right side in upper / lower half of visual fields by any eyes or head movement. She was unable to attend visually to two objects presented in midline by shifting eyes from one object to another even with auditory help and adult verbal encouragement. She has shown more interest in objects with interesting auditory then visual feedback by fixating on them for brief moments when activating sound, although she was not consistent in her responses to same objects from day to day by e.g. fixating for same amount of time or longer over a period of time. SECTION 16 VISUAL RESPONSES TO PEOPLE See section four- the Pupil Z’s responses to female / male greeting. Read More