Perkins Activity and Resource Guide

Kathy Heydt, Charlotte Cushman

Description

We are pleased to release a 3rd edition of this incredible resource!  It contains hundreds of pages of practical suggestions for instructional activities for young children who are visually impaired with multiple disabilities. Each section has been authored by specialists in the subject area. Organized into sections for each instructional domain, and in loose-leaf format for easy pullout of sections, the guide is very user-friendly

Informations

• Publié par: eBookIt.com
• Date de parution: 08 juin 2021
• Nombre de lectures: 0
• EAN13: 9781947954014
• Langue: English
• Poids de l'ouvrage: 56 Mo

Extrait

© 2021 Perkins School for the Blind. All rights reserved
Every effort has been made to acknowledge commercial products mentioned in this publication whose names are trademarks or registered trademarks.
ISBN 978-1-947954-01-4
Perkins School for the Blind Watertown, Massachusetts
Cover photo: Larry Melander

Principal Authors
Charlotte Cushman holds an M.Ed. in Special Education and an M.L.S in Information and Library Science. She has worked in the field for over 40 years, and has been a classroom teacher at Perkins School for the Blind, and an education consultant for Texas School for the Blind and Visually Impaired, Perkins International, and New England Center for Deafblind Services. She was a Peace Corps Volunteer and has trained teachers and developed curriculum in Africa and Asia. She currently manages Paths to Literacy and the Active Learning Space .
Susan N. Edwards is a certified teacher of the visually impaired (TVI) with an M.Ed. in Educational Evaluations and Consulting from Lesley University, graduate certification in Vision Studies from Boston College, and a B.S. Ed. in Elementary and Special Education from Keene State College. She has worked in the field of visual impairment and multiple disabilities for over thirty-five years. Ms. Edwards is currently the Educational Coordinator in the Early Learning Center / Lower School Program at Perkins School for the Blind. She is a member of the evaluations and admissions team and provides program support in the areas of curriculum and assessment. In addition to her responsibilities at Perkins, Ms. Edwards provides TVI services to students with visual impairments in Boston area public schools.
Monica Allon holds an M.S. in Occupational Therapy from Boston University, Sargent College of Health and Rehabilitation Sciences. She holds a B.A. in Art Education and an Individualized B.A. in Art Therapy from Queens College, City University of New York. Over the course of her 40+ year career, Ms. Allon has worked as an Occupational Therapist at the Perkins School for the Blind. She served as a Clinical Associate of Occupational Therapy at Boston University, as well as providing fieldwork supervision for Occupational Therapy students. Ms. Allon designs, customizes, creates and adapts leisure activities/games and self-care devices for children with multi-sensory impairments. Ms. Allon has been a recipient of the 2007POSB (Principals of Schools for the Blind) Award, receiving the distinction for Outstanding Related Service Provider. Along with a team of parents and educators Ms. Allon helped to establish and currently coordinates the Extended Day Program at the Lower School at Perkins School for the Blind.
Kathy Heydt has provided physical therapy services and taught orientation and mobility to pre-school and elementary school aged children at Perkins School for the Blind for over 25 years. During her time at Perkins, she was also the Assistant Education Direction for the Early Learning Center / Lower School program for 12 years. She has a B.S. in Physical Therapy from Russell Sage College, an M.Ed. in Special Education in the area of Orientation and Mobility from Boston College and a doctorate in Physical Therapy from Simmons University. In addition, Ms. Heydt has worked as adjunct faculty at Boston College and the University of Massachusetts at Boston in the programs for vision professionals. She has presented at a wide variety of workshops and conferences on a national and international level on topics addressing providing services to children who are blind and visually impaired including those with or without additional impairments.
Mary Jane Clark holds a B.S. in Special Education for the Visually Impaired and Elementary Education from Kutztown State College, and an M.Ed. in Special Education from the University of Massachusetts at Boston. She is a certified Orientation and Mobility Specialist and a Perkins Brailler repair technician. Ms. Clark has worked in the field of visual impairment and blindness for more than 30 years. In addition to her position as a teacher of the visually impaired at Perkins School for the Blind, Ms. Clark has participated in international training in the repair of the Perkins Brailler.
Contributing Authors
Judith E. Bevans, Mt-BC, holds a B.S. in Music from the University of Rochester, an M.Ed. from Harvard University, and an M.M. in Performance of Early Music from the New England Conservatory of Music. She has worked in the United States and the Middle East, and as a Music Therapist in the Lower School Program at Perkins School for the Blind. Ms. Bevans has published extensively on music education, music therapy, and music braille, and has conducted in-service and university training in the areas of music education and music therapy.
Dennis Lolli was a Regional Director for Perkins International, working with the Europe and Eurasia Region including Russia. He holds a B.A. from St. Anselm College, an M.Ed. in Orientation and Mobility from Boston College, and a CAGS in Educational Administration from Boston State College. He has been a Low Vision Education Consultant at Perkins Outreach Services and is a Certified Orientation and Mobility Specialist. The majority of his work has been with children who are blind with multiple disabilities and deafblind. Mr. Lolli has written a number of articles and has presented on low vision and orientation and mobility at national and international conferences.
Vickie R. Brennan holds a B.A. from the College of Wooster, an M.Ed. in Orientation and Mobility from Boston College, and an M.S. in Vision Rehabilitation from the Pennsylvania College of Optometry. She has worked in the fields of orientation and mobility and low vision for many years. She has also worked as a project administrator of a federal grant providing low vision services to deafblind children in New England, and has provided in-service training regionally, nationally, and internationally.
Flo Peck holds a B.S. in Young Children with Special Needs from Boston University, an M.Ed. in Multihandicapped/Deafblind Education from Boston College, and a postgraduate certificate in Low Vision from the Pennsylvania College of Optometry. Ms. Peck has teaching credentials in the areas of Early Childhood Special Education, Severe Special Needs, and Vision Impairments. She has worked in the field of blind and deafblind education for 36 years. Ms. Peck worked at Perkins School for the Blind as a Teacher of Children with Visual Impairments in the Infant/Toddler Program, a Teacher of Children with Deafblindness in the DeafBlind Program, Low Vision Education Specialist in the Low Vision Clinic, state trainer for both INSITE and VIISA programs, and CVI Mentor. Currently, Ms. Peck is employed as an Early Intervention Vision Specialist and Early Childhood Special Educator in northern California with the Placer County Office of Education – Infant Development Program.
Alex Truesdell is a fierce advocate for high expectations, custom adaptations, and removing doubt from disability. Alex founded and led the Adaptive Design Association in New York City from 2001 to 2019 and founded and led the Assistive Device Center at the Perkins School in Boston from 1987 to 1998. Alex promotes proliferation of adaptive design expertise (imagining and constructing person-specific adaptive devices) and runs hands-on workshops in the US and internationally. Alex holds Masters degrees in teaching the visually impaired and in curriculum development; she is a 2015 MacArthur Fellow, and received an honorary doctorate from Lesley University in 2017.
Project Coordinator
Marianne Riggio holds an M.Ed. in Deafblindness and Multiple Disabilities from Boston College. She is an Educational Consultant for the Hilton/Perkins Program at Perkins School for the Blind, providing technical assistance to U.S. Projects serving infants and preschool children who are visually impaired with additional disabilities and in the education of children with deafblindness. She coordinates projects for children with visual and multiple disabilities in Asia, and is a consultant for deafblind projects in East Africa. She co-authored Remarkable Conversation, Competencies for Teachers of Learners who are Deafblind and Competencies for Paraprofessionals who work with Learners who are Deafblind . Prior to working for the Hilton/Perkins Program, Marianne served in many capacities at the New England Center for Deafblind Services, and as Teaching Coordinator of Multihandicapped and Deafblind services for New Hampshire Educational Services for the Visually Handicapped.

Acknowledgments
We are pleased to offer the field this third edition of the Perkins Activity and Resource Guide . A project of this size could not have been completed without the assistance of a great number of people over the years. We especially wish to thank Larry Melander , who served as the Supervisor of the Lower School Program at Perkins for many years, for his unwavering encouragement and his constant, but gentle, persuasion to publish.
We would also like to thank all of our students, past, present, and future. The challenges of identifying their strengths, reinforcing their skills, and encouraging their independence has been the motivating force behind this book.

Foreword
Many years ago a group of pioneering educators from the Lower School of Perkins School for the Blind were reflecting on how much they had learned through their own experience of working with children who were visually impaired and multiple disabilities. They appreciated how their mentor Larry Melander, who was the supervisor of their program at the time, encouraged them to be creative and practical about how to teach this group of children. Indeed, they were traveling in uncharted territory since many teacher training programs at that time did not focus o