Title: Effective Strategies for Working with Children with Multiple Disabilites - With or Without Deafness: Brain and Arousal State
Date: Thursday, March 10, 2011
Time: 11:00 AM CST
Effective Strategies for Working with Children with Multiple Disabilities – With or Without Deafblindness. Brain and Arousal States
Children deprived of rich and frequent sensory experiences develop brains 20% to 30% smaller than normal for their age. They suffer corresponding decreases in cognitive ability. Children with significant sensory impairment at birth are at risk in the area of cognitive development because, without intervention, the quantity and quality of their sensory experiences may be significantly diminished. They cannot access many of the ordinary sensory events in their environments. Those children most at risk are those with visual impairments, hearing impairments, severe motor impairments, and especially those with some combination of these impairments. If the sensory-motor experiences we provide are not designed carefully, they may be harmful to these students. If students experience stress as a result of an intervention provided by us, hormones are produced that inhibit memory function. Prolonged stress can actually break down neurological pathways in parts of the brain. Quality sensory events are those that result in learning for even the most severely impaired learner. A thorough understanding of the relationship of sensory processing and arousal states to learning is essential in order to design activities that meet the unique needs of learners. In this session, participants will learn about the Brain and Arousal States – Many of our children with additional disabilities have neurological implications. Understand how those neurological implications impact student learning. Understand the basic levels of arousal and how neurology impacts arousal levels and what you can do to enhance learning by getting children “ready to learn,” getting them and keeping them in a state that nurtures learning.