Let`s See. Sensory Activities Kit, large print manual
Contents
1. Light Up Wand Koosh Ball Yo Yo 19 Sensory Activities WARNING ULTRALENS ULTRALENS INFANT ULTRALENS JR ULTRALENS CLIP ON The Ultra Lens products are included in this kit to protect both the practitioner and the student from the potential hazards of ultraviolet A and blue light which are abundant in the light emit ted from blacklight tubes and bulbs Please read the warning on pages 11 15 The practitioner should ALWAYS wear the Ultra Lens adult while performing vision development activities with a blacklight Please make sure that ALL children and adults ex posed to the light are wearing the Ultra Lenses which are the correct sizes for them 20 1 Sensory Activities NOTE The quilt is reversible as well as machine washable Use the black white side of the quilt with any kit item to provide good background contrast Place the child on his stomach on the quilt with his upper truck supported by a pillow bolster or rolled towel Use this position to encourage head and trunk control while bringing hands together at midline Present a variety of kit items to the child when in this position such as the light up wand Use the black and white side of the quilt First place some toys on a contrasting color patches note the child s prefer ence Turn quilt over and repeat your initial sequence Give objects to the child Have him place them on black squares Throw an o2. Let s See N Og og 9 Vision Development Sensory Activities Let s See Vision Development Activities Elaine Kitchel M Ed Sheri Moore Ph D Christine Pitzer Suzette Wright Amie Dennison Judy Cernkovich Sharon Bensinger sensory Activities Oi Book NOTICE The pages within this book contain print on one side only to allow adequate space for the writing of your own activities on the back of each page Substitute items may be included in your kit due to the occasional unavailability of commercial items Such items have been selected to serve a similar function None of the items in your kit were designed for use by unattended children Children should always be supervised by an adult when using the items in your kit Let s See Vision Development Sensory Activities Elaine Kitchel M Ed Project Director Arp AMERICAN PRINTING HOUSE FOR THE BLIND INC American Printing House for the Blind Inc 1839 Frankfort Ave P O Box 6085 Louisville Kentucky 40206 0085 Contributors APH Project Leader Activities written by Artwork by Desktop Publishing Elaine Kitchel M Ed Elaine Kitchel M Ed Sheri Moore Ph D Christine Pitzer Suzette Wright Amie Dennison Judy Cernkovich Sharon Bensinger Rosie Felfle Scott Blome Loretta Curry Kristopher Scott Production Team Anna Fox Frank Hayden David Hi
3. zontal plane Encourage the child to reach for and grasp the ball Ask him to describe how the ball feels in his hand Give the ball to the child show him the pail and help him drop the ball in the pail Help him retrieve it Roll a ball to the child both of you sitting on the floor oppo site each other with legs apart Begin with the largest ball Encourage him to catch the ball before it bumps him Draw or cut out a cardboard track or roadway on which to roll the ball Make several tracks varying the design and complexity An aluminum pie plate can be placed at the end for an auditory effect Use motion sensor at end of track Use a motion sensor night light at the end of the roadway to 31 elicit a visual response for the winner This light could also be used at the starting line too A motion sensor auditory figure such as a croaking frog or chirping bird can be used for an auditory response to stimulate the visual one A baby toy that plays music and lights up could be used Press the button when the car or ball crosses the finish line so the child will look toward the end of the track Have him watch for the ball or car and let him press the button on the toy when the ball or car goes in front of him If the child is advanced enough have him roll one two or three balls to you as you call the number to him Make sure to praise him or sing a little tune as a reward 32 Sensory Activities
4. CA 93650 Walt Disney Div Illfelder Toy Co Inc 915 Broadway New York NY 10010 69 VISION DEVELOPMENT MATERIALS COMMERCIAL ITEMS SUGGESTED BY TEACHERS Nondirection light May be turned off and on by means of a long string switch Futura Disco Light Heat causes colored and patterned drum to revolve light shining through the drum is refracted by prism like shell Lava Lamp Brightly colored fluid changes shape within lighted cylinder Light Box amp Level I Materials APH Catalog No 1 0866 00 amp 1 0867 00 Lite Brite Brightly colored plexiglas pegs fit into lighted peg board Star Wars Force Sword Flashlight with colored lens attaches to narrow translucent plastic tube Whisperlite Mounted light with control which allows it to light up to various levels of sound Auditory light Flickers with sound Light organ Flashing lights are synchronized with sound often has lights of several colors Colored cellophane Tape over holes cut in cardboard template 70 Prism Hang in window and hold over white paper to break white light into component wavelengths Bicycle reflectors Attach to child s hand with elastic Shiny L Eggs containers Hang by a string and fill with noise making material crochet loose cover to enable child to grasp it Flutter Ball Has bright rotating object inside Clear plastic bottles Put bright objects inside Mirrors Unbreakable wall mounted or hand held Pinwheels Discount st
5. You may want to talk about animals or other objects which change shapes Examples marshmallows earthworms pil lows snakes hedgehogs 61 VISION DEVELOPMENT TEACHER GENERATED IDEAS Perception Make large dot to dot duplicate sheets using various shapes as guides Use different sized baskets and boxes for sequencing big little in out Have colored egg and jelly bean hunts either indoors or out Use colored sand available in craft shops in trays for trac ing hands and objects Make bowling pins from painted milk cartons use rubber ball to roll at pins Take photograph of child and other familiar faces Enlarge photo and glue it to a hard backing then cut into simple puzzle pieces Paint footprints onto sidewalk or draw on paper and paste to floor have child walk in them Place colored circles or squares on a drum and have child hit the yellow red blue etc shape Cover one half pint quart and one half gallon ice cream 62 10 11 12 13 containers and milk cartons with bright colorful textured ma terials Use for nesting comparison etc Take two simply drawn pictures of an item in child s environ ment and cut one into four pieces Encourage child to put pieces together to match whole Use carpet squares in bright colors to distinguish and iden tify colors develop gross motor skills and follow directions e g Step from red square to yellow square Ma
6. 1975 Geta wiggle on Mason MI Ingham Intermediate School District Scott E 1977 Can t your child see Baltimore University Park Smith A J amp Cote K S 1982 Look at me Philadelphia College of Optometry Press Van Hof Van Duin J Mohn G amp Batenburg A M 1982 Simple tests of visual function in multiply handicapped children International Jour nal of Rehabilitation Research 5 239 240 80 Sensory Level Kit ccccccsssseeesseeeeeeseeees 1 08141 00 Perceptual Level Kit rrrrrrrrarrnrnrernnrrnnnnennn 1 08151 00 Sensory Activities Book Print 7 08141 00 Perceptual Activities Book Print 7 08151 00 Sensory Activities Book Braille 5 08141 00 Perceptual Activities Book Braille 5 08151 00 Sensory Activities Book Audio Cassette C 08141 00 Perceptual Activities Book Audio Cassette C 08151 00 81
7. linked together to form a train Allow him to make a train of form boards Them let him put the inserts into the form boards Give the train a name such as the form train Make train sounds during your form train activity You may want to talk a little about trains and how many cars are linked together to make a train After the activity read the child the story of The Little En gine That Could and talk about trains 60 Sensory Activities TEXT AKAD ARNAN gaS A TLN SLINKY V 3 While seated at a table introduce the child to the slinky While it sits on the table allow her to feel the hollow center of the cylinder it forms Allow her to explore the rings and ridges Now take the top part of the slinky pulling it over so it sits next to the bottom part of the slinky on a flat table The slinky will now form an upside down U shape Let the child explore with her fingers the gaps between the rings of the slinky Allow the child to take half the slinky in her right hand and half in her left hand and pour the slinky back and forth between her two hands Listen to the sound the rings make as they move against one another You may want the child replicate the sound if she can Allow her to play with it freely so she becomes familiar with the way it moves and can be manipulated Talk about how the slinky can change its shape Let the slinky come to rest on a flat table
8. of Education Corbett M D 1953 How to improve your sight New York Bonanza Books Drouillard R amp Raynor S 1977 Move it Mason MI Ingham Inter mediate School District Tf Efron M 1981 Understanding and educating the deaf blind severely and profoundly handicapped Springfield IL Charles C Thomas Efron M amp DuBoff B 1975 A vision guide for teachers of deaf blind children Winston Salem N C Special Education Instructional Mate rials Development Center Ferrell K A 1977 July Sequence of visual development The National Newspatch 2 5 2 6 Ferrell K A 1984 Parenting preschoolers Suggestions for raising young blind and visually impaired children New York American Foundation for the Blind Gates C F 1981 Vision assessment and stimulation for deaf blind severely profoundly handicapped children Viewpoints in Teaching and Learning 57 1 43 53 Gesell A Ilg F L amp Bullins G E 1967 Vision its development in infant and child New York Hofner Publishing Company Gibson E J 1969 Principles of perceptual learning and development New York Meredith Corp Halliday C 1970 The visually impaired child Growth learning devel opment infancy to school age Louisville KY American Printing House for the Blind Home stimulation for the young developmentally disabled child 1973 Lexington Massachusetts Department of Mental Health Divisi
9. to the top of the puppet s head mouth and neck Name the parts of the puppet as you touch them Encourage the child to repeat or name them herself If the child is 4 years old or older hand the penlight to the child and ask her to move it to music Do not allow the child to move the flexible shaft penlight close to her eyes Repeat the above exercises in a daylight setting 58 Sensory Activities Tin le Wa FORM BOARD IB AD 1 Show the child the inserts Name the shapes with him Allow the child to trace the outside shape with his index finger Show him the difference in the shapes the square has four corners while the triangle has only three etc 2 Next give the child the form boards Let the child play freely with the inserts and the form boards Notice if he tries to fit the inserts into the form boards If he does not eventually you may demonstrate to him how to fit the inserts into the form board 3 Give the child a small amount of Chex or other square ce real Let him explore the shape of the cereal Ask him which insert is the same shape as the cereal You may repeat this exercise using candy hearts round vanilla wafers or other foods which have the same shapes as the inserts After the exercise you may want to let the child choose a wafer for a snack 4 Allow the child to explore the outer edges of the form boards If he does not notice it himself show him how the form boards 59 can all be
10. yo yo string is thin while the rope is thick Examine flexibility of the rope and string Form the string into a circle 6 Cuta circle from a piece of paper Have the child place the yo yo string around the edge of the circle 46 Sensory Activities For Items From Let s See Vision Development Perceptual Activities Sensory Activities BLOCKS Show the blocks to the child Allow her to randomly play with them in order to get accustomed to their sizes and surface textures Ask her to name their colors With the flexible shaft penlight cast the light on one block at a time Ask the child to pick up the lit block and put it in the pail Dump them out Repeat With the pail half full of blocks shake the pail Ask the child to complete this sentence This sounds like Allow the child to put blocks in and out of the pail while listening to their clatter Line up a block a foam shape and a ball Explore the sur face textures of each with the child Ask her to pick up the hard one Then ask her to pick up the squishy one etc You may repeat the exercise with other objects Direct the child in stacking the blocks Allow her to knock them down and stack them again by herself Shine the flexible shaft penlight up and down a stack of blocks she has built Ask her to follow the light with her finger 48 Sensory Activities SHAPE DECK Use the shape deck as a stim
11. CA 91605 Brimax Books Bobbs Merrill P O Box558 4300 W 62nd St Indianapolis IN 46206 Brio Scanditoy Corp 6531 N Sidney Place Milwaukee WI 53209 Bruna Books Methuen Inc 733 Third Ave New York NY 10017 68 Childcraft Edison NJ 08817 Enco Industries Jericho NY 11753 Fisher Price Toys 606 Girard Avenue East Aurora NY 14052 Gabriel Industries Inc 200 Fifth Ave New York NY 10010 Hasbro Industries Inc 1027 Newport Avenue Pawtucket RI 02826 Ideal Toy Corp 184 10 Jamaica Avenue Hollis NY 11423 James Industries Inc P O Box 407 Hollidaysburg PA 16648 Johnson amp Johnson Baby Products Skillman NJ 08558 Kenner Products 1014 Vine Street Cincinnati OH 45202 Kiddicraft Kenley Surrey Great Britain Knickerbocker Toy Co 207 Pond Avenue Middlesex NJ 08846 Kouvalias Reeves International Inc 1107 Broadway New York NY 10010 Lorenz Bolz Zirndorf Germany Masudaya Toys Hong Kong Mattel Toys 5150 Rosencrans Ave Hawthorne CA 90250 Nursery Originals Inc Central Falls RI 02863 Playart Ltd 423 Central Bldg Hong Kong Playcraft Mettoy Co Ltd North Hampton U K Great Britain Playskool Milton Bradley 4561 W Augusta Blvd Chicago IL 60851 Semper AB Fach 510435 Stockholm 23 Sweden Tomy Company Inc 901 E 233 Street Carson CA 90774 Tonka Toys 4300 Shoreline Blvd Mound MN 55364 Valley Decorating Co P O Box 251 Pinedale
12. Lt WHISTLE STICK 7 Help the child become aware of the whistle stick by pairing your voice with it and touching the child with it 2 Wearing the puppet have it pick up and shake the whistle stick in different locations around the child check for child s location response to front back side side etc 3 Have the puppet hold a whistle stick and use the whistle stick to touch appropriate body parts Ask the child to name the body parts as they are touched 4 Move the whistle stick in your hand toward the child and encourage him to grasp it and shake it 5 Give the child a whistle stick Have him listen as you tip your stick slowly or rapidly Have him imitate with his stick the patterns you make with yours 6 Sing a song together Both of you pretend you are conduct ing music with your whistle sticks 33 Sensory Activities PUTTY BALLS Give the child an opportunity to grasp and hold the putty balls Their changing shape makes it easy for a child to grasp Let her manipulate the balls Place the putty balls on the child s arm leg other appropri ate body parts Have her locate the balls and push them off Have the child drop the putty balls into the pail Later have the child retrieve each ball from the pail You may want to use color cues Put putty balls on various quilt squares that provide a good contrast Have the child visually locate the putty balls and pick them up Other kit it
13. ake parallel lines using yarn and glue crayons or pipe cleaners Have the child draw a line between the parallel guidelines Cut some basic shapes such as animals car truck or toys out of poster board Let the child trace around a shape then color it in 54 Sensory Activities STREAMERS CAUTION Take care to keep streamer sticks away from children s faces Do not allow children to play with the streamers unattended Take care to always put the streamers away so the child cannot retrieve them independently 1 Gently wave a streamer about 2 feet from the child s face Move it closer then farther away noting the child s attend ing behaviors 2 Touch a streamer to the top of your head then to the top of the child s head Say head Repeat for hands elbows and feet 3 Anchor a streamer handle with a lump of clay or play doh Ask the child to crawl or walk to retrieve the streamer 4 Play or sing a happy tune Move the streamers in unison with the beat of the music After a bit give one streamer to 55 the child Show him how to move it to the music 5 Ask the child to name the colors of the streamers Show him how to shake them to produce the whooshing sound 6 You hold a streamer then give one to the child Ask him to imitate your movements with the streamer 7 Do a cheer spelling out the child s name Give me a C Give me an H and so on until the child s name is spelled out The
14. as little stepping stones Allow the child to use his fingers as little legs to step from one to another Di rect his path as in Now step on the triangle 8 Sing Skip to My Lou and allow the child to skip his fingers along the little path in item 7 24 Sensory Activities PUPPET With a puppet on your hand move it through the child s vi sual field from left to right then right to left to encourage tracking If the child has difficulty wear the bell bracelet around your wrist Later when the child is tracking well withdraw the auditory cue Place puppet on the whistle stick Note whether she visu ally attends to the puppet Encourage tracking by moving the whistle stick back and forth Try this again while the puppet holds the flexible shaft penlight With puppet on your hand touch and name appropriate body parts of the child Place the puppet on your hand and have the child reach for it The child may initially need an auditory cue paired with the puppet If so you may use the whistle stick or bell bracelet to provide the cue 25 5 Place a puppet on your hand with the beak closed Fold your hand so the solid color inside the beak does not show To gain the child s visual attention flash the open beak of the puppet by opening your hand briefly Do this in various parts of his visual field encouraging him to localize the pup pet 6 Give the child the whistle stick Hold the puppe
15. been repeatedly voiced by con sumers The Let s See materials have been developed to respond to this specific need A variety of materials adapted commercial items APH devel oped prototypes and fluorescent materials were tested by teach ers with visually impaired students functioning at birth 5 years Even though the teacher evaluators had the most success elic iting visual responses with the fluorescent items our project development activities include daylight activities Research shows that children who learn under black light are easily weaned to do the same activities in daylight or with flashlight Materials were deleted from or added to the kit or were revised according to the cumulative research and the recommendations of 30 teach ers using the materials with some 125 students The Let s See materials are a result of these efforts The materials consist of 26 tangible child use items and two activity books Much of the content of the activity books can be used independently of the fluorescent materials in designing a vision development program for preacademic level students The activity book should be thoroughly reviewed before initiating use of the training items The tangible items are divided into two categories sensory and perceptual The sensory level materials are designed to be used in eliciting initial visual interest atten tion and localization skills The perceptual level materials are useful in developing visual per
16. bject on the quilt or have the child do it then have the child retrieve the item 21 4 Place items on the quilt for children to swipe at stack up or knock down Practice knocking down stacks Show the child the cause and effect relationship 5 Place the quilt on the floor and pull a yo yo or ball on a string across it to encourage the child to follow Allow the child to pull the item across the quilt He may want to call out the colors of the squares as the item crosses them 22 Sensory Activities OG VL a FOAM SHAPES 1 Hang shapes over crib or from ceiling and use as a mobile 2 Place several shapes around the child or on his body while encouraging him to locate and reach for the shapes 3 Attach a string to a foam shape and pull it across the floor slowly in front of the child to stimulate attending and track ing 4 Allow the child to practice visual motor skills by taking each shape grasping it and releasing it into the pail or other con tainer 5 Position foam shapes on left side of the child and hold his left hand forcing him to use his right hand to reach for and cross midline to pick up items off the quilt Have him put them into the bucket located on the child s left side Repeat this activity using the right side for the items and his left 23 hand to reach for the items 6 Use the foam shapes and their frame as a puzzle Mix the colors of the shapes and borders 7 Use the shapes
17. ceptual and visual discrimination behaviors 9 ACKNOWLEDGMENTS Over the past several years many people have been involved in the development of the Low Vision Stimulation and Training Kit which resulted in the product Bright Sights Now the devel opers of Let s See would like to thank the dozens of administra tors teachers paraprofessionals parents and children all over the United States who participated in the field testing A special thanks goes to Christine Pitzer who evaluated and updated the activities from the old Bright Sights Another special thank you goes to Judy Cernkovich for her helpful suggestions Thanks also to Sheri Moore for her efforts in compiling the original Bright Sights materials to Kristopher Scott for sharing his excellent editing skills to Loretta Curry for her skill in desk top publishing and to Frank Hayden for his expertise and unfail ing good advice BLACK LIGHT WARNING by Elaine Kitchel 1998 The new Let s See Vision Development Activities Kit may be effectively used with ordinary light flashlight or flashlight with colored spot filters Many people prefer to use it with black light lamps which produce ultraviolet A and blue light Under black light tubes most of the elements of the new Let s See Vision Development Activities will fluoresce This fluorescence is seen by many practitioners to be desirable and valuable in establish ing visual attending in young children It is impo
18. ds My Koosh ball is so squishy play with it each day I like to bounce it on its strings And whoosh it as I play Allow the child to whoosh the ball through the air as you sing Note if he follows the ball with his eyes If not encour age him to do so 44 1 Sensory Activities YO YO Place the yo yo loosely in the child s hands Pull on the string making the yo yo rotate in her clasp Show her how to wind up the yo yo Repeat the activity saying yo yo in excited tones Place the child upright bolstering her head and arms if necessary Stand directly in front of her about 2 feet away Work the yo yo for her Notice if she follows the path of the yo yo as it travels up and down the string Repeat this activity standing slightly to the right then the left If your yo yo makes noise or music repeat this activity standing directly behind the child Note if she turns to locate the yo yo Extend the string on the yo yo Pull the yo yo along the floor as if it were a puppy on a leash Allow the child to repeat this activity Talk about puppies and look at a large colorful picture of a puppy Read the story of the Pokey Little Puppy 45 4 Let the child play with the yo yo while you supervise Note if she watches the movement of the yo yo or if she attends more to the sound it makes 5 Cut a short piece about 12 inches of fat string or rope Allow the child to feel the yo yo string Show her how
19. e for the Blind Barry M A 1973 How to play with your partially sighted preschool child Suggestions for early sensory and educational activities New Out look for the Blind 67 10 457 465 Bernstein G B 1979 Spring Integration of vision stimulation in the classroom 1 Individual programming Education of the Visually Handi capped 11 1 14 18 76 Bernstein G B 1979 Summer Integration of vision stimulation in the classroom 11 Group programming Education of the Visually Handi capped 11 2 39 48 Bernstein G B 1979 Fall Integration of vision stimulation in the class room Ill Atotal approach Education of the Visually Handicapped 11 3 80 85 Bortner S 1979 Sensory stimulation kit A teacher s guidebook Lou isville KY American Printing House for the Blind Brush P 1981 Summer Vision observation form for multi impaired and or infants The National Newspatch 6 2 6 9 Bryan D 1972 Guide for parents of preschool visually handicapped children Springfield IL Office of Superintendent of Public Instruc tion Carolan R H 1973 Sensory stimulation and the blind infant New Outlook for the Blind 67 3 119 126 Connelly W 1969 Visually handicapped children birth to three years Unpublished manuscript Ann Arbor University of Michigan Medical Center Cook K M 1983 Project IVEY Increasing visual efficiency Tallahas see State of Florida Department
20. eet saying It s here Remove the sheet and say It s gone Repeat several times Make colored confetti Place in box or pail Add auditory cues such as bells etc Have the child play with and ma nipulate the confetti Create bold and interesting patterns for fixation large geo metric designs a face Attach to a playpen wheelchair tray the floor or wall Ask the child to throw a putty ball toward the object 52 Use the paper for a high contrast background or place mat to identify various work stations and play areas Using the adhesive paper cut out a variety of shapes and designs Use to develop body awareness by sticking to the child on various body parts You may also wish to have the child find the designs and shapes pasted to a door Cut out a large shape and present it on the GrandStand at the floor or tabletop level Ask the child to point the light up wand at the shape Repeat for other shapes Use the stickers in the paper packet as rewards or stick them to the paper in shapes or patterns 53 Sensory Activities CRAYONS Trace around the child s hand or foot Encourage her to do likewise Scribble on the paper as the child watches or draw a par ticular pattern stripes face or checkerboard Ask the child to do it too Color the child s fingernails to draw attention to her hands Draw a shape or outline of a toy or common object Have the child color inside the outlined shape M
21. els like Allow the child to remove his shoes and socks and roll up his pant legs Help the child run the koosh ball down his legs and on to the bottoms of his feet Ask him if it feels different on the bottoms of his feet than it does on his legs Ask him to describe the feeling if he can If he is nonverbal watch his face to see if he responds differently to the ball touching his feet than he does when it touches his legs Note if he tracks the ball as you move it down his legs Have the child hold the koosh ball by a few of its elastic hairs and bounce it gently up and down Instruct him to listen to the rustling sound while continuing to bounce the ball Move the palm of his other hand into the path of the bouncing koosh ball If this is done right the elastic hairs of 43 the koosh ball should just barely touch the palm of his hand on its downward stroke Ask the child if it tickles watch his face to see if he is ticklish Toss the ball gently to the child Ask him to catch it or to cover it with his hand when it lands near him Ask him to toss it back to you Make whooshing sounds to one another as the ball is tossed back and forth Place the koosh ball in the child s hand Ask him to finish this sentence This ball feels like Hopefully he will name an object such as string worms etc Have him finish this sentence When squeeze this ball it is stringy etc Make up a little tune to sing to the wor
22. ems can also be used in the same manner as the putty balls Cut outa large circle from paper Place it on the GrandStand or other stand Have the child gently throw the putty balls at the circle Note how many times she hits the target Have the child pat all the putty balls flat in front of her with faces upward Have her count them Ask the child to re trieve the balls one at a time as you call out the color She can then reshape them 34 Sensory Activities MOON BALL Roll the ball over the child s body Name appropriate body parts as you touch them Encourage him to locate the ball and reach for it Allow him to roll bounce or nuzzle the ball Gently bump the child with the ball then withdraw it Be fore you bump him tell him what you are about to do I m going to bump you Encourage the child to look for reach out and intercept the ball before it reaches him Present the ball in different locations around the child Move the ball slowly across the child s visual field If he does not visually track the ball place it in his hand and help him move it in an arc across his field of vision Try a variety of visual field positions If necessary gently direct his head to follow the motion of the ball You may want to illuminate the ball with a flashlight or in a dim light allow the ball to glow The ball is phosphorescent Attach a length of elastic to the ball and hang it near the 35 child f
23. equate Children are especially vulnerable because their lenses have not yet yellowed What is it about UV A and blue light which make them hazard ous Tests done by Drs Ham and Chen show that when UV A and blue light strike the retina the light waves inhibit the forma tion of a chemical called cytochrome oxidase This chemical is an important part of retinal cells because it transports oxygen to photoreceptor and other retinal cells Without cytochrome oxi dase the cells become deprived of oxygen and eventually die When enough cells die retinal degeneration occurs Chen E 1993 Ham W T Jr 1983 Blue light damage is cumulative and may go unnoticed for many years Pautler E L Morita M amp Beezley D 1989 Protection against UV A and blue light damage is simple Yellow polycarbonate lenses offer complete protection in most cases against the potential hazards of both The protective UltraLens UltraLens Jr UltraLens Infant and UltraLens Jr clip on are in cluded in the kit They are also sold separately from American Printing House for the Blind Objects will still appear to fluoresce if viewed through these special yellow polycarbonate filters 12 If you decide to use the new Let s See Vision Development Activities Kit with a blacklight 1 Make sure child and practitioner always wear UV and blue blocking eyewear Keep training sessions short Any suggested guideline is guesswork However it is sa
24. fe to say that the shorter the session the safer Position the black light so the child is not able to look di rectly at the exposed fluorescent tube Placing the lamp above and behind the child is best Black lights should al ways be fitted with a shade or a hood When you use a fluorescent tube either black light or regu lar daylight tube examine it for flickering to guard against seizure activity in a seizure prone child Eventually wean the child from the black light by trying the same activities under normal lighting conditions Persons who take photosensitizing medications who have albinism or are otherwise very fair skinned need to protect their skin by wearing long sleeved clothing and using sun blocking creams on exposed skin when participating in black light activities REFERENCES Chen E 1993 Inhibition of cytochrome oxidase and blue light dam age in rat retina Graefe s Archive for Clinical and Experimental Oph thalmology 231 7 416 423 Chylack L T 1984 Mechanisms of senile cataract formation Oph thalmology 91 596 602 Fedorovich B Zak P P amp Ostrovskii M A 1994 Enhanced trans mission of UV light by human eye lens in early childhood and age related yellowing of the lens Doklady Biological Sciences 336 1 204 206 Gorgels T G amp van Norren D 1995 Ultraviolet and green light cause different types of damage in rat retina Investi
25. gative Ophthal mology amp Visual Science 36 5 851 863 Ham W T Jr 1983 Ocular hazards of light sources review of current knowledge Journal of Occupational Medicine 25 2 101 103 Ham W T Ruffolo J J Mueller H A amp Guerry D 1980 The nature of retinal radiation damage Dependence on wavelength power level and exposure time Vision Research 20 1105 1111 Ham W T Jr Ruffolo J J Jr Mueller H A amp Guerry D Ill 1980 The nature of retinal radiation damage dependence on wavelength power level and exposure time the quantitative dimensions of intense light damage as obtained from animal studies Section Il Applied Re search 20 1005 1111 Hollows F amp Moran D 1981 Cataract the ultraviolet risk factor Lan cet 2 1249 1250 Kraff M C Sanders D R Jampol L M amp Lieberman H L 1981 Effect of an ultraviolet filtering intraocular lens on cystoid macular 14 REFERENCES Cont edema Ophthalmology 92 366 369 Lerman S Megaw J amp Gardner K 1982 Psoralen long wave ultra violet therapy and human cataractogenesis Investigative Ophthal mology 23 801 804 Pautler E L Morita M amp Beezley D 1989 Reversible and irrevers ible blue light damage to the isolated mammalian pigment epithe lium Proceedings of the International Symposium on Retinal Degen eration pp 555 567 New York Lis
26. glo pink red orange yellow or green A few ex amples Fisher Price Ring Stack Fisher Price Animal Ring Teether Fisher Price Squeaky Bear Fisher Price Creative Blocks Fisher Price Magnetic Letters Playskool plastic tool set Frisbee Beach pail and shovel Plastic Halloween pumpkin Plastic Easter eggs Inflatable toys Phosphorescent Glow Stix Phosphorescent Moon and Stars Glow in the Dark Pumpkin 75 VISION DEVELOPMENT BIBLIOGRAPHY Allport F H 1955 Theories of perception and the concept of structure New York John Wiley and Sons Apple L E amp May M 1971 Distance vision and perceptual training A concept for use in the mobility training of low vision clients New York American Foundation for the Blind Barraga N C 1964 Increased visual behavior in low vision children New York American Foundation Fall for the Blind Research Series No 13 Barraga N C 1964 Teaching children with low vision New Outlook for the Blind 58 10 313 326 Barraga N C Ed 1970 Teacher s guide for development of visual learning abilities and utilization of low vision Louisville KY American Printing House for the Blind Barraga N C 1976 Visual handicaps and learning A developmental approach Belmont CA Wadsworth Publishing Co Barraga N C amp Morris J E 1980 Program to develop efficiency in visual functioning Sourcebook on low vision Louisville KY Ameri can Printing Hous
27. ith light inside Bubble pipe and soap bubbles Feel them explode Funlight Battery operated toy which projects images onto a wall Discs with pictures or patterns are inserted and focused Developmental Learning Tracking cards perception cards dis crimination etc can be purchased from Developmental Learning Materials 1 DLM Park Allen Texas 75002 Penlight with Color Cups and Flashlight with Color Discs Battery operated lights which can project colored lights onto walls and other objects Designed to help students develop visual awareness and visual tracking skills can be purchased from American Printing House for the Blind Inc 1839 Frankfort Avenue Louisville KY 40206 0085 1 800 223 1839 73 Art supplies which fluoresce are available from some hobby shops art supply stores and from Dick Blick Dick Blick P O Box 26 P O Box 1267 Allentown PA 18105 Galesburg IL 61401 These include Paper Posterboard Vinylized cloth Adhesive backed paper Crayons Chalk Pastels Felt tip markers Spray paint Fluorescent fabric fringe ribbons and feathers may be found in some fabric stores or purchased from Associated Fabrics Corporation 10 East 39th New York NY 10016 Activity Panels Series of raised shapes with grooved borders Exceptional Play Inc Box 1015 Lawrence Kansas 66044 74 OTHER SUGGESTED FLUORESCENT MATERIALS A number of commercial toys are made from plastic which ap pears day
28. ke a set of cards with lines to be finger traced They can be made from ribbon yarn sandpaper felt etc The more curves or angles the more difficult the task Outline simple pictures with colored yarn to help with color ing 63 MATERIALS TO DEVELOP REMAINING VISION One of the primary problems of the low vision child is that there is very little incidental learning through the visual sense The visual functioning ability of the child is primarily develop mental The more the child looks especially at close range the more he stimulates the pathways to the brain As the brain is given more information the child begins the process of discrimi nating forms pictures and symbols Some children with low vi sion are reluctant to use their vision and it is difficult to motivate them to do so Since they have never used their vision they do not miss it Teachers need to give each child an opportunity to develop all his senses and to work with children in visual experiences as well as tactile ones The primary goal of the teacher should be to permit each child to develop his visual ability to the highest pos sible efficiency in order to supplement his tactile and auditory senses In choosing toys for this project our criteria were complex Initially we wanted to catch the child s attention To do this we sought items with bright colors appealing sounds or interesting movements We also selected the toys on the basis of how eas i
29. ly they could be used by the children and whether they could be used for more than one purpose The following general guidelines should be used in choosing toys for children with low vision 64 Toys should be of sturdy simple construction with brightly colored nontoxic surfaces However they should not be so intricately patterned or designed as to be distracting to the child 2 Use of black and white toys should be encouraged 3 Toys should have no sharp edges or parts too small for the child to handle safely 4 Toys should be easy to manipulate and enjoy with a mini mum amount of help from parents or teachers 65 10 11 12 13 14 15 16 17 18 19 20 21 22 END COMMERCIAL TOYS OF HIGH VISUAL INTEREST A list of the complete addresses of the manufacturers follows this section Jumping Frog Disney Poppin Pals Happy Apple Puzzle crib amp playpen Tote n Play Sound train set Roto rattle Clatterpillar Playpath Peek a boo Ball Playpath Stand up Man Rock n roll Wobble Globe Ring around top Squeeze n Squeak Pull toys and Music Box Plastic Slinky Mother Duck pull toy Stack n Ring Melody Mike Simple Picture Books Twin rattle Animal Ring Fisher Price Gabriel Fisher Price Fisher Price Playskool Milton Bradley Arco Industries Ambi Toys Europlastic Knickerbocker Toy Co Johnson amp Johnson Baby Products Johnson amp Johnson Baby Pr
30. n ask What does it spell Shout the child s name excitedly while you and the child cheer for him with the streamers 56 Sensory Activities FLEXIBLE SHAFT PENLIGHT CAUTION Do not allow your student to use this item unsupervised This item has two small parts Make sure your flexible shaft penlight has working batter ies In a darkened room make the child comfortable and if necessary support her head and neck Then without turn ing on the flexible shaft penlight slowly drag the tip along the child s bare arms and legs Allow the child to enjoy the sensation Turn on the flexible shaft penlight Repeat the previous ac tivity Note if the child responds differently to the same exer cises Play some soft music With the flexible shaft penlight turned on move it very slowly in long horizontal patterns in the child s field of view If the child is able to follow the movement of the penlight then begin moving the penlight in slow circles within her field of view Take care to avoid shining the light directly in the child s eyes 57 In a darkened room and with the penlight turned on touch the tip of the penlight to the child s hands feet knees shoul ders Say the names of the child s body parts as you touch them Encourage the child to repeat or to name them her self Place the puppet on your left hand and hold the penlight in your right hand With the penlight turned on gently touch it
31. nes Phil Moore Steve Paris David Mantueffel Betty Jean Reece Phyllis Williams Bob Phelps Jane Peyton Tony Grantz Carol Stewart Revised August 1999 Copyright 1984 by American Printing House for the Blind All rights reserved Revised 1999 In keeping with our philosophy to provide access to information for people who are blind or visually im paired the American Printing House for the Blind of fers this document in one or more of the following alternative formats electronic file braille large print and audio recording This initiative is made possible through the generosity of individuals who support the mission of APH For more information please call 1 800 223 1839 CONTENTS Rubber balls Whistle stick Putty balls Moon ball Bunji ball Bell bracelets Light up wand Koosh ball Sensory Activities For Items From Let s See Vision Development Perceptual Kit Blocks Shape deck Snap lock beads Paper cardboard and adhesive Crayons Streamers Flexible shaft penlight Form board and form board inserts Materials to Develop Remaining Vision Commercial Toys of High Visual Interest List of Manufacturers Vision Development Materials Commercial Items Suggested by Teachers Other Suggested Fluorescent Materials Vision Development Bibliography INTRODUCTION The need for materials to stimulate residual vision in young multihandicapped students has
32. oducts Ambi Toys Kiddicraft Gabriel Playcraft Mettoy Kouvalias James Industries Brio Scanditoy Tonka Gabriel Bruna Books and Brimax Books Ambi Toys Fisher Price 23 24 25 26 21 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 Lots 0 Gears Winnie the Pooh Pop up Jack in the Box Circus Top Take apart Ball Musical Calliope Doggone Doggie Postal Station Active Baby Happy teether Pull Toys Big Bird Chair Baby Butterfly teether and rattle Finger Puppets Windup Animals Crib action toys Crib toys Loop the Loop Push toys Corn Popper Cheerleader Pompom Singing Bird Pound a ball Tuneyville Choo Choo Handy Dandy Dalmations Sleepy Friends Mobile Childcraft Gabriel Child Guidance Hasbro Lorenz Bolz Ambi Toys Mattel Tomy Playskool Ambi Toys Playskool Milton Bradley Kouvalias Knickerbocker Toys Fisher Price Gabriel Aviva Toys Gabriel Semper Mickey Mouse Walt Disney Fisher Price Cheerleader Division Valley Decorating Co Playart Gabriel Tomy Ambi Toys Nursery Originals Nursery Originals Most above named toys are available at commercial toy stores or outlets 67 LIST OF MANUFACTURERS Ambi Toys Europlastic Amsterdam Holland Amloid Company 5th Street Saddle Brook NJ 07662 Arco Industries 503 Star House Kowloon Hong Kong Aviva Toy Co 13009 Saticoy St N Hollywood
33. on of Mental Retardation 78 Jose R T Smith A J amp Shane K G 1890 January Evaluating and stimulating vision in the multiply impaired Journal of Visual Impair ment and Blindness 74 1 2 8 Jose R T Ed 1983 Understanding low vision New York American Foundation for the Blind Kitchel J E in press The Effects of Blue Light on Ocular Health Journal of Visual Impairment and Blindness Kraskin R 1973 How to improve your vision Hollywood CA Wilshire Book Co Langley M B 1980 Functional vision inventory for the multiply and severely handicapped Chicago Stoelting Co Langley M B amp DuBose R 1976 Functional vision screening for severely handicapped children New Outlook for the Blind 70 8 346 350 Langley M B 1999 Individualized Systematic Assessment of Visual Efficiency Louisville American Printing House for the Blind Lowenfeld B 1973 The visually handicapped child in school New York The John Day Co Muniz J V 1980 Fall The development of specific visual skills in low functioning nonverbal children who are hearing impaired as well as visually impaired Education of the Visually Handicapped 12 3 79 82 O Brien R 1976 Alive aware a person Rockville MD Mont gomery Public Schools 19 Orlansky M D 1977 Maintaining the visually handicapped child Austin TX Learning Concepts Raynor S amp Drouillard R
34. or him to bounce kick and grasp Practice rolling tossing and catching the ball This is a good small group activity If necessary sit behind the child facing a wall and assist the child in rolling or tossing the ball in a overhand manner Have the child sit on the floor with his legs spread apart or in another comfortable seated position Roll the ball to him Help him roll it back to you if necessary Roll the ball away from the child and have him crawl or walk after it Illuminate the ball if necessary Hide the ball under a cloth a little at a time Have the child retrieve the ball 36 Sensory Activities BUNJI BALL CAUTION Do not under any circumstances allow a child to use the bunji ball on elastic string indepen dently Activities with the ball and elastic string should be closely supervised to avoid the pos sibility of strangulation Dangle the ball in front of the child or pull it across the floor while he tracks it Be sure to move the ball in various pat terns vertical horizontal circular diagonal Be sure to use in the area you believe to be his peripheral field Illuminate the ball if necessary Bounce and dangle the ball from the elastic and ask the child to reach out and catch it Suspend the ball over the child on his right side allow him to bat at it using his hands or a plastic bat Repeat on his left side Note whether his hits or misses are consistent on each side With
35. ore Feather duster Discount store Yarn balls Large ones avoid swallowing hazard Keys Colored aluminum keys on a ring Dishpan Fill with styrofoam chips or blocks Squeak toys Doggy toys do nicely Fabric tape Place brightly colored tape on child s body pluck off Gummed Christmas Bows Stick on child s body for him to re move match bow to colored surface 71 Mobiles Brightly colored sewn figures made of reflective mate rial Foil Tape sheets of aluminum foil in one corner of the room hang lights nearby and out of reach of child Fluorescent orange safety vests Worn by teacher to be local ized and followed by student Musical Merry Go Round music box with toy merry go round Place candy on merry go round for child to track and re move Clown and ladder Clown climbs down ladder Flurry Red and yellow paper and cardboard toy accordion shaped which hangs from ceiling Formboard amp jumbo pegboard made of wood tactilmat or crepe rubber Put shapes in and out using tactile sense Overhead projector or slide projector Project interesting pic tures colors configurations Party favor blowers Make interesting noises Glow in Dark Stars 1 dia stars to put on walls or ceiling by Edmund Scientific Tambourine Shine penlight from underneath and have child tap the light 72 Simon Colorful light game Kites Japanese style plastic kite with streamer tails Glow ball Inflatable yellow ball w
36. ort the beads by shape or color Have the child make a circle out of the beads and place it on the floor Ask him to throw putty balls or rolled up socks into the circle 50 Sensory Activities PAIL Have the child drop putty balls into the pail Have her re move them and clap the putty balls together Point out how they flatten Have the child place items in the pail and then retrieve the items The child may need hand over hand assistance Use the pail to collect favorite kit items One by one take them out of the pail and place them on quilt squares Have the child wear the pail as a hat and view himself in the mirror Make up a pretend story about the child who wore a pail as a hat Talk about all the things one can do with a pail Ask the child to examine the pail and tell its shape color texture etc Hide something such as the yo yo under the pail Ask the child to search for the object When she finds the object allow her to play with it as a reward 51 Sensory Activities PAPER CARDBOARD AND ADHESIVE Cut out shapes from various colors to hang over a crib from the ceiling or to stick to the crib Be sure to hang the shapes so they are visible to the child underneath not to the adult standing next to him Hold a whole or partial sheet above the child s head and bring it down in front of the child minimizing air movement Note his responses Help the child reach out and pat the sh
37. rtant to note how ever Light emitted from blacklight sources can be hazardous to the visual systems of both child and practitioner Caution should be exercised Lenses of protective eyewear which have both ultraviolet blocking and blue blocking qualities should be worn by both child and practitioner if these mate rials are used in the presence of blacklight Blue light that part of the visible spectrum which ranges from 381 to 500 NM makes up half of the light emitted from blacklight tubes The other half is UV A light Even experts differ as to the exact wavelength of UV A light waves Generally speaking how ever UV A light is defined as that part of the spectrum which is 315 380 NM Objects fluoresce mainly in the blue light range However until recently little had been offered in the way of information about how blue light and UV A affect the eye struc tures of children A recent increase in the number of practitioners engaging in black light activities has brought about high levels of exposure to UV A and blue light for a significant number of children Why is that a problem Recent research in cellular biology has shown that exposure to the UV A and blue light waves emitted by blacklight tubes can have long term negative effects on the visual systems of persons exposed to it Fedorovich I B Zak P P amp Ostrovskii M A 1994 The natural yellowing which occurs with aging of fers adults some protection however inad
38. s Poland D J amp Diebler I K 1980 Effects of a black light visual field on eye contact training of spastic cerebral palsied children Percep tual Motor Skills 51 335 338 Potenski D 1983 Use of black light in training retarded multihandicapped deaf blind children Journal of Visual Impairment amp Blindness 77 347 348 Rozanowska M Wessels J Boulton M Burke J M Rodgers M A Truscott T G amp Sarna T 1998 Blue light induced singlet oxygen generation by retinal lipofuscin in nonpolar media Free Radical Biol ogy and Medicine 24 1107 1112 Sperling H G Johnson C amp Harwerth R S 1980 Differential spec tral photic damage to primate cones Vision Research 20 1117 1125 Tucker M Shields J Hartge P Augsburger M Hoover R amp Fraumeni J 1985 Sunlight exposure as risk factor for intraocular malignant melanoma New England Journal of Medicine 313 789 792 Zigman S amp Vaughan T 1974 Near ultraviolet effects on the lenses and retinas of mice Investigative Ophthalmology 13 462 465 15 Kit Items Sensory Level Ultra Lens Ultra Lens Infant Ultra Lens Jr Ultra Lens Clip On A Socks With Bells 9 x Clutch Ball N v Rubber Balls N Whistle Sticks 17 Putty Balls Moon Ball Bunji Ball La Bell mm EE SHINO
39. t back and forth along the string making it jingle 40 Sensory Activities LIGHT UP WAND CAUTION Always supervise the child closely while using the light up wand Take care to keep it a safe distance 12 18 inches from the child s face Take care to always put the light up wand away so the child cannot retrieve it independently Touch the tip of the light up wand to the fingertips of the child Touch his knees and elbows Name the body parts as you touch them In darkened room turn on the light up wand and pass the tip past the child s gaze from a 1 foot distance Note if the child tracks the movement of the wand Repeat the activity from a 2 foot distance Ina darkened room about 18 inches from the child s face make the light up wand dance slowly to music Be sure to rotate the light up wand on its axis so the child can see all sides 41 4 Let the child hold the light up wand taking care to point the tip away from his eyes Direct the child in stroking his legs and arms with the tip Play some slow soft music Assist the child in moving the light wand to the music After assisting let him do it alone 42 1 2 Sensory Activities KOOSH BALL Have the child hold the ball in one hand Shine a flashlight on his hand so he can spot the ball Have him squeeze the ball with one hand then the other Have him roll the ball between his palms Have him touch the ball to his face Ask him what it fe
40. t while the child touches the bill head eyes with the whistle stick as you call the names out to him 26 N gt S Sensory Activities SOCKS WITH BELLS Put the child sized socks on the child s hands Note whether he visually attends to them Encourage him to shake the bells twice three times etc With adult socks on your hands talk to the child wave your hands ask the child to look at your hand to touch it to see how nice it feels etc Ask him to shake hands with you Encourage him to play pat a cake with you With a sock on your hand touch different appropriate body parts of the child Say the names of the body parts as you touch them Place socks on the child s feet and encourage him to reach for them Place a sock on child s left foot Place another sock on the right hand Ask child to use right hand to touch foot with the sock on it same Put the socks on the child s feet and encourage him to walk 2 and watch his feet stepping on designated spots or a wide line You may have him step on only the white squares of the quilt With socks on both the child s hands and yours wave or point while standing right in front of him Have him mimic your movements If a child has a favored hand put the sock on the favored hand and have him pull it off with the weaker hand You may want to use the bell bracelet on the favored hand as well for the color interest 28 Sensory Activi
41. the elastic strap still visible place the ball under the 37 quilt Have the child pull on the elastic strap When he re trieves the ball clap for him Do this activity again placing the ball inside a sock Briefly attach the ball to the child s hand or foot Encourage the child to reach for and grasp the ball Place the bell bracelet around the ball to make it jingle 38 Sensory Activities ee a A BELL BRACELET IRE Slip the bracelets on the child s wrists or feet and help the child shake them As she listens to the bell encourage the child to look at her hands or feet and bring them together at midline Hang a bracelet from a mobile or tie it to a crib rod or rail for the child to grasp bat and kick Dangle a bracelet in various positions around the child While jingling the bell encourage the child to visually locate reach for and grasp the bracelet Attach a long string to the bracelet and move it slowly in front of the child to encourage tracking You may initially jingle it to give the child an auditory cue Be sure to move it in various parts of the child s visual field Note if the child tracks the bracelet Put a bracelet on both yourself and the child Jingle yours in a 1 2 1 2 pattern Have her imitate your pattern while looking at her bracelet 39 6 Puta string through the center of the bracelet and hold the ends of the string with each hand Allow the child to move the bracele
42. ties CLUTCH BALL Y Suspend the ball from a mobile for the child to reach for grasp bat and kick Tie a string to the ball and swing it slowly in front of the child for tracking Try to get him to reach for the ball or visually follow it Cover the ball with a cloth or quilt first partially then com pletely Have the child find the hidden ball Sit the child on the floor with the ball between his legs and gently bounce the ball Sing or hum a rhythmic tune and have him bounce the ball Encourage and assist the child to maintain balance and body control while he manipulates the ball Sit on the floor with the child and pass the ball back and forth talking as you play Say such things as I m giving the ball to you and now you re giving the ball to me Roll the ball to the child and have him roll it back 29 6 Squeak the clutch ball Have the child visually track the ball as you move it slowly across his visual field 7 Squeak the ball then hide it under the bucket Let the child find the ball Show him how to squeak the ball 8 Allow the child to touch the ball with the whistle stick and roll it gently along 9 As the child rolls or bounces the ball you or a second child may shake the streamers and shout Hooray 30 Sensory Activities RUBBER BALLS Help the child track a ball as you hold it or initially place the ball in the child s hand and move it with your own in a hori
43. ulus for the child to track or attend Move the shape deck item in vertical horizontal di agonal and peripheral patterns Do this about 2 feet from the child then gradually move farther away Discontinue when the child fails to track Have the child turn the pages of the shape deck book while you encourage visual attending to each item pictured Note the child s behaviors You may want to name the shapes and their colors Lay the shape deck items out on the floor or table Encour age the child to locate each shape deck item visually and collect it Use a clothespin and yarn to hang several shape deck items from a mobile suspended over the child Use the shape deck to name items of similar shape This is round What else is round The child may reply Ball marble head etc 49 Sensory Activities SNAP LOCK BEADS With beads attached in one string pull them around in a swirling and twisting pattern on a table or on the floor in front of the child Look for visual attending behaviors Help the child put the beads together to make a necklace Pull the beads apart one at a time and drop each one into the pail Then reverse the procedure Hold or hang the string of beads in front of the child within arm s reach for swiping batting and kicking Give the child two beads Show him how to snap and un snap them Have him listen to the popping sound Ask him to repeat the sound Have the child s
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