The learning process of a multi-sensory impaired (MSI) child, such as a deafblind child, needs to be highly individualized and address the child’s unique ways of learning and his own interests. The deafblind child, like the multi-sensory impaired (MSI) child, only has…
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2000; Bradley-Johnson et al., 2004; Chen, 1995 & 1999; Chen et al., 2000; Goold & Hummerll, 1993; McLinden & McCall, 2002; Miller & Ockelford, 2005; RNIB, 2011; SENSE, 2011).
In many instances children who are deafblind or multi-sensory impaired (MSI) may also have additional physical and health problems that limit their ability to move about in the world as freely and independently as possible. The disability of deafblindness or multi-sensory impairment (MSI) presents unique challenges to teachers who must make sure that the person who has varying degrees of visual and hearing impairment, possibly combined with learning and physical disabilities, has access to the world beyond the limited reach of his or her eyes and ears. They must try to include them in learning and in experiencing the physical environments that surround them. If they do not, the child will not have the opportunity to develop (Department of Education, 2011; Huebner et al., 1997; Joffee & Rikhye, 1997; McInnes, 1999; McInnes & Treffry, 2001).
In this assignment, I aim to discuss the reasons why children who are deafblind or multi-sensory impaired (MSI) are more reliant on touch or their tactile senses to experience the world. This assignment is divided into the following sections. Firstly, I have attempted to define the function of touch in development of a deafblind or multi-sensory impairment (MSI) child. Secondly, I have outlined the abilities of one particular pupil as I observed him over the period of two weeks in order to gain an insight into his learning. I have provided information about the child’s special educational needs based on references to information in the school class files, archived materials (medical reports) and my own observations. Thirdly, I have tried to point out the various challenges that were presented to me during the course of my observations. Finally, I will consider how to develop his early tactile skills.
My role in relation to this project was chiefly
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(Learning through Touch - Why Children Who Are Deafblind or Essay)
“Learning through Touch - Why Children Who Are Deafblind or Essay”, n.d. https://studentshare.org/education/1578775-learning-through-touch-why-children-who-are-deafblind-or-multi-sensory-impaired-msi-are-more-reliant-on-touch-or-their-tactile-senses-to-experience-the-world.
The aim of my professional practice is to become well versed in terms of how to support pupils with multi-sensory impairments. My initial concern regarding two particular pupils was that due to cognitive, visual, and physical impairment, they had restricted opportunities to learn and develop.
The author tried to point out the various challenges that were presented to me during the course of my observations. Finally, various strategies which would enable the pupil to access and improve his learning will be discussed at length along with a comprehensive reasoning behind the choices made and their effectiveness when implemented. His role in relation to this project was chiefly concerned with observing and working with a pupil.
My initial concern regarding one particular pupil was that due to his cognitive, visual and physical impairment he had restricted opportunities to learn and develop. I felt it was crucial that I developed teaching strategies and activities that motivated him to want to develop his tactile skills.
We simply exchanged our phone numbers and left to our own ways. After that I had chances of chatting with her over phone some two or three times. Two weeks before I invited her for a date, which she ceremoniously accepted. Thus, last Sunday we enjoyed much of our time in the Great Park, had frequent refreshments and even she shared her time with me in swimming.
This essay began with an overview of the complexity of needs experienced by the deaf-blind / multi-sensory impaired children which directly influence their assessment. Other areas discussed included the lack of appropriate assessment tools/nominative data, the impact of assessor’s individualistic abilities on assessment and the assessor’s selection of tool for the child’s assessment.
Those who do and go on to show empathy for others are usually categorised as "normal." Most noncommunicators, i.e. autistic children, have no discernable disruption in their minds, but given the acceptance in society of what is normal, they are not considered normal children.
It seems Arabic people have very superior art of carving and mixing of colors to provide the rich look.
Culturally Arabic are very different from English culture. The major difference is that they give too much respect
The question of their reliability is another issue related to them. One of the most prominent advantages attached to them is that of easy to understand expression based gestures. The sensors installed that enable detection of the operations and
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