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Students who are deaf-blind have complex instructional needs. When their present levels of performance are at the sensorimotor stage of cognitive development, regardless of chronological age, they learn about their worlds and develop basic skills by participating in experiences that allow them to use sensing and acting systems. Barriers to learning imposed by sensory, cognitive, and motor impairments must be overcome by teams of professionals who can use research-based strategies to design highly effective instructional activities. Objectives - Participants will:Identify the characteristics of learning at the sensorimotor stage.Identify the specific components of sensing and acting systems related to developing skills and concepts.Determine priority educational needs using tools designed for sensorimotor stage learners.Describe strategies for designing instructional activities that provide the repetition and consistency required for overcoming barriers to learning at these stages.Target AudienceTeachers of Students with Visual Impairments; Orientation and Mobility Specialists; Teachers of Students who are Deaf or Hard of-Hearing; Speech Language Therapist; Occupational Therapist; Physical Therapists |
