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Learning Goals and ObjectivesIdentify current common causes of visual impairment;Describe the importance and purpose of sensory assessment;Describe the components of functional hearing assessment;Describe the components of functional vision assessment;Identify repetitive, stereotypic, self-stimulatory behaviors often exhibited by students with visual and multiple disabilities;Describe the seven levels of communicative competency;Describe three strategies to promote the communication of a young child who is functioning at very early communication levels;Describe strategies, such as using communication cues, embedding communication opportunities across the daily routine, using turn-taking exchanges, providing opportunities for choice-making, using AAC systems, and reading aloud, to advance a childs receptive and expressive language abilities;Describe cognitive development in young children (through age 7, according to Vygotsky and Piaget);Describe the impact of visual loss in young children with visual and multiple disabilities on concept development;Explain presuming competence;Describe active learning;Describe preferences, proximity and practice when setting up an active learning play environment;Describe Lilli Nielsens Little Room;Describe four general programmatic components recommended by early childhood experts when setting up a preschool classroom. |
