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Active Learning Space

Learn more about using an Active Learning approach developed by Dr. Lilli Nielsen with children who have significant developmental disabilities. This includes especially children who are blind, visually impaired or deafblind.

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Resources

Active Learning Space www.activelearningspace.org is a collaborative project from Penrickton Center for Blind Children, Perkins School for the Blind, and Texas School for the Blind & Visually Impaired to provide information and support about the Active Learning approach developed by Dr. Lilli Nielsen.

Home

grasping collage

Motor Skills

al materials intro collage

Materials

Make your own buncher for individuals with motor challenges or multiple disabilities.

Make your own Elastic Boards for Active Learning!

Equipment

Set up your Active Learning classroom using a center-based approach for learners with significant multiple disabilities.

Implementation

Educators often develop forms to help them document the learner's progress toward IEP or other skill acquisition. Some help you to evaluate a particular learning environment or perceptualizing aid used during an Active Learning activity. Teams may want to use multiple forms or simply select one to use in documenting progress. We have collected from teachers and staff at Penrickton Center available for download.

Documenting Progress

Assessment – Active Learning Space

The FIELA Curriculum: 730 Learning Environments by Dr. Lilli Nielsen -- Active Learning ideas for students with significant multiple disabilities

Assessment

The purposes of Phase 5 Experiencing Consequence are: to help the learner to endure meeting demands, to help the learner endure changes in life, to help the learner feel self-confident – which is fundamental in making your own decisions about your life, and to establish a sense of responsibility. Learn more about how to use the educational treatment on Active Learning Space.

The philosophy of the approach of Active Learning by Dr. Lilli Nielsen for individuals with visual and multiple impairments.

Philosophy

There are a variety of documents different states in the United States use in aligning IEP goals in the standard curriculum for students that may be developmentally at a much earlier stage of learning. Here are a few that we have used to figure out what is appropriate for our students in a variety of core content areas.

This page highlights a webinar by, Patty Obrzut, Assistant Director of Penrickton Center explaining how to use the Functional Scheme assessment tool to help in the development of IEP goals and how to align instruction with the standard curriculum.

Program Planning

All academic content study, including math, science, social studies and language arts, are dependent on a child developing foundational skills and concepts through functional and constructive play. This is where a child begins to develop categories based on function, physical traits, and other criteria. This is also when the child begins to create actively.

Between the ages of 1-2, children start to hold more than one object in their hand gaining an awareness of counting by interacting with multiples of objects. Because a child with disabilities may have difficulty holding onto more than one toy at a time, care should be given to create an environment where multiples are available. In the Little Room and other Active Learning environments, hang items in groups of at least two or three.

The ability to separate objects is the basis for being able to put things back together again. These are two key concepts needed to play constructively. From an early age, children should be given objects that will separate. Don’t immediately think of construction materials like snap beads or Duplo blocks for a child with disabilities, as these can be too difficult for a child with cerebral palsy to grasp or hold.

Cognitive Skills