Instructional Approaches and Learning Theory

Educators use various approaches for teaching students who have multiple disabilities. This section features links to current teaching methods: the Van Dijk and the Active Learning Approaches, as well as important information for creating environments that enhance learning.

Van Dijk Approach

An Educational Curriculum for Deaf-Blind Multi-Handicapped Persons, National Consortium on Deaf-Blindness
http://www.dblink.org/lib/topics/VANDIJK-a2.htm
Dr. Jan van Dijk describes his educational approach, including the topics of attachment and the development of communication.

Overview of the van Dijk Curricular Approach, National Consortium on Deaf-Blindness
http://www.dblink.org/lib/topics/VANDIJK12.htm
Dr. Stephanie MacFarland, who specializes in training teachers of students with multiple disabilities, outlines van Dijk's learning theory for children who are deafblind.

Active Learning Approach

Active Learning and the Blind, Multiply Disabled Child, Future Reflections--National Federation of the Blind (NFB)http://nfb.org/Images/nfb/Publications/fr/fr14/fr04se08.htm
This is an abridged excerpt from Dr. Lilli Nielsen's book, Early Learning Step by Step: Children with Vision Impairment and Multiple Disabilities. It outlines her Active Learning Approach and explains the importance of the learning environment.

An Introduction to Dr. Lilli Nielsen's Active Learning, Future Reflections--National Federation of the Blind (NFB)
http://www.nfb.org/Images/nfb/Publications/fr/fr17/fr05ws11.htm
Stacy Shafer outlines some of Dr. Lilli Nielsen's recommendations for designing a learning environment for a child with visual impairments and multiple disabilities.

Active Learning PlaySpace, e-Advisor
http://www.e-advisor.us/PPS/index.php?fontsize=normal&hicontrast=
This site offers video tutorials about the Perkins PlaySpace, a modification of Dr. Lilli Nielsen's Little Room. Topics include an introduction to PlaySpace theory, usage, parents' role, construction, additional resources, and other homemade constructions.

Some Thoughts On What Makes "Little Rooms" Good Learning Environments, Texas School for the Blind and Visually Impaired (TSBVI)http://www.tsbvi.edu/Education/vmi/littlerooms.htm
Millie Smith and Stacy Shafer list some of the key considerations in the design and construction of "Little Rooms," enriched learning environments that encourage exploration and interaction with a child's environment.

Dens, Texas School for the Blind and Visually Impaired (TSBVI)
http://www.tsbvi.edu/Education/vmi/dens.htm
Dr. Lili Nielsen's den is an active learning technique that encourage a child's tactile exploration. Millie Smith describes their use and outlines factors to consider when creating a den.

What my Daughter Taught me About Active Learning--or, Whose Goal is it Anyway? , Future Reflections--National Federation of the Blind (NFB)
http://www.nfb.org/Images/nfb/Publications/fr/fr21/fr06ws11.htm
Jean Bugbee shares her experiences using the Active Learning Approach with her adopted daughter, Renee.

Connecting with Jimmy, Future Reflections--National Federation of the Blind (NFB)
http://www.nfb.org/Images/nfb/Publications/fr/fr22/fr06sum08.htm
Sue Elan Holmes writes "about her experience with the Little Room, and what the Active Learning approach has meant for her son, Jimmy."

Web-Based Organizations and Internet Resources

LilliWorks
http://www.lilliworks.com/
"LilliWorks is the provider of Dr. Lilli Nielsen's specially designed Active Learning Equipment for North America, and also educates and consults on Active Learning topics."

Environmental Considerations 

Assessing the Instructional Environment to Meet the Needs of Learners With Multiple Disabilities Including Students who are Deaf-Blind, Deaf-Blind Perspectives
http://www.tr.wou.edu/tr/dbp/pdf/dec93.pdf
This newsletter article by Bonnie L. Utley (page 5) includes an environmental checklist, with sections on therapeutic positioning and lighting.

Creating Communication Rich Environments, California Deaf-Blind Services
http://www.sfsu.edu/~cadbs/Fall00.pdf
Elizabeth Hartmann focuses on three main aspects of environments in this article (page 3): space, people, and time. Giving each appropriate attention "make them more conducive to meaningful communication" for children with deafblindness.

Environmental Checklist for Developing Independence, Texas School for the Blind and Visually Impaired (TSBVI)
http://www.tsbvi.edu/Education/environ-checklist.htm
Carla Brown's checklist focuses on "factors that can be addressed in the visually impaired child's environment that will lead to more independence."

Structuring the Environment, Deafblind International
http://www.deafblindinternational.org/standard/review1_q.html
Tony Best explains the educational importance of understanding, structuring, and controlling the environment for children who are deafblind.