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Active Learning Space

Learn more about using an Active Learning approach developed by Dr. Lilli Nielsen with children who have significant developmental disabilities. This includes…
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Kate Hurst

Resources

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Active Learning Space www.activelearningspace.org is a collaborative project from Penrickton Center for Blind Children, Perkins School for the Blind, and Texas School for the Blind & Visually Impaired to provide information and support about the Active Learning approach developed by Dr. Lilli Nielsen.

Home

1 Pin
grasping collage

Motor Skills

3 Pins
al materials intro collage

Materials

7 Pins
Make your own buncher for individuals with motor challenges or multiple disabilities.
Make your own Elastic Boards for Active Learning!

Equipment

10 Pins
Activity Ideas from the Field – Active Learning Space

Implementation

9 Pins
Educators often develop forms to help them document the learner's progress toward IEP or other skill acquisition. Some help you to evaluate a particular learning environment or perceptualizing aid used during an Active Learning activity.  Teams may want to use multiple forms or simply select one to use in documenting progress. We have collected from teachers and staff at Penrickton Center available for download.
IDEA requires documentation of progress in annual goals on the student’s IEP. If no progress is being made, it might be that the skill(s) targeted in the goal is not appropriate, that the instructional strategies aren’t working, or indicate regression occurring as a result of medical issues or emotional challenges. If the student demonstrates the skill in only one environment or activity, learning environments or activities may need tweaking. Learn how help your studen by documenting progress.
Teams need to document skills in the IEP and may also track skills not specifically noted in a learner’s IEP goals. The specific skills that are included in the IEP must be measured through periodic reports, report cards, and review as part of the IEP meeting. This information informs the IEP team about the effectiveness of their instruction.

Documenting Progress

3 Pins
Assessment – Active Learning Space
The FIELA Curriculum: 730 Learning Environments by Dr. Lilli Nielsen -- Active Learning ideas for students with significant multiple disabilities

Assessment

2 Pins
The purposes of Phase 5 Experiencing Consequence are: to help the learner to endure meeting demands, to help the learner endure changes in life, to help the learner feel self-confident – which is fundamental in making your own decisions about your life, and to establish a sense of responsibility. Learn more about how to use the educational treatment on Active Learning Space.
The philosophy of the approach of Active Learning by Dr. Lilli Nielsen for individuals with visual and multiple impairments.
What is Play? Repetition of experience, exploration, experimentation, and imitation of one's surroundings. Great tips for learners with visual impairments and multiple disabilities!

Philosophy

19 Pins
There are a variety of documents different states in the United States use in aligning IEP goals in the standard curriculum for students that may be developmentally at a much earlier stage of learning.  Here are a few that we have used to figure out what is appropriate for our students in a variety of core content areas.
This page highlights a webinar by, Patty Obrzut, Assistant Director of Penrickton Center explaining how to use the Functional Scheme assessment tool to help in the development of IEP goals and how to align instruction with the standard curriculum.

Program Planning

14 Pins
All academic content study, including math, science, social studies and language arts, are dependent on a child developing foundational skills and concepts through functional and constructive play. This is where a child begins to develop categories based on function, physical traits, and other criteria. This is also when the child begins to create actively.
Between the ages of 1-2, children start to hold more than one object in their hand gaining an awareness of counting by interacting with multiples of objects. Because a child with disabilities may have difficulty holding onto more than one toy at a time, care should be given to create an environment where multiples are available. In the Little Room and other Active Learning environments, hang items in groups of at least two or three.
Piaget identified the Sensorimotor stage of development (0-2 years). At this time, two key early cognitive concepts develop: cause and effect and object permanence. Using their senses and motor skills to explore the world begin to learn things like at their cry, dad will comfort them and even if the adult is not in their immediate presence, they continue to exist. These basic concepts help the child recognize they can make things happen and there is predictability in the world.

Cognitive Skills

9 Pins
Concept of Quantity pin on ALS for Pinterest showing a Little Room with objects hung in multiples of 2 and 3. Learning, Developmental Disabilities, Learning Environments, Learning Spaces, Development, Learning Activities, Cognitive, Special Needs, Disability
Learning
Developmental Disabilities
Learning Environments
Learning Spaces
Development
Learning Activities
Cognitive
Special Needs
Disability
Concept of Quantity
Between the ages of 1-2, children start to hold more than one object in their hand gaining an awareness of counting by interacting with multiples of objects. Because a child with disabilities may have difficulty holding onto more than one toy at a time, care should be given to create an environment where multiples are available. In the Little Room and other Active Learning environments, hang items in groups of at least two or three.
Taking Apart and Putting Together pin for ALS Pinterest showing a variety of bottles with bottlebrushes inside. Ideas, Play, Pre K, How To Plan, Kids Learning
Ideas
Play
Pre K
How To Plan
Kids Learning
Taking Apart and Putting Together
The ability to separate objects is the basis for being able to put things back together again. These are two key concepts needed to play constructively. From an early age, children should be given objects that will separate. Don’t immediately think of construction materials like snap beads or Duplo blocks for a child with disabilities, as these can be too difficult for a child with cerebral palsy to grasp or hold.
Stacking Objects pin for ALS on Pinterest shows a boy stacking large foam blocks. Inspiration, Tactile Feedback, Stacking Blocks, Tactile
Inspiration
Tactile Feedback
Stacking Blocks
Tactile
Stacking Objects
About age of 12-15 months children begin to imitate an adult stacking objects. Although children frequently start by stacking blocks, these objects can lack inspiration for a child with visual impairments and may be too physically challenging for a child with cerebral palsy. Introduce stacking items that provide auditory or tactile feedback. At first, the adult stacks, and the child knocks down. Eventually the child may attempt to stack one item on top of another.
Banging Games pin on ALS for Pinterest showing a young boy banging on a steel drum. Games, Children, Toddler Activities, Activities
Games
Children
Toddler Activities
Activities
Banging Games
From the age of eight months to about two years, children engage in banging games.Banging games serve many purposes, including to: facilitate the child’s understanding of auditory qualities of objects and surfaces enhance the child’s babbling, and later his or her vocalizations, enhance the development of muscle strength in the arms and hands, enhance the child’s knowledge about quantity, and facilitate learning how to use a tool.
Putting One Object Inside Another pin for ALS Pinterest showing a young boy putting balls into cups positioned on a light board. Learners
Learners
Putting an Object Inside Another
Bringing the hand to the mouth is likely the first experience a child has of putting one object into another. The first 3 months of life are spent practicing this skill. A child progresses to putting one hand inside another hand, moving the hand between holes or slots in a crib, toys or furniture or goes inside, or under, or into a container. When a child learns to grasp and hold an object it is brought to the mouth. Usually putting things into comes before taking things out.
Introducing Tools pin for ALS Pinterest shows a toddler using a stick as a travel can while walking on the sidewalk. Special Education, Dexterity, Elementary
Special Education
Dexterity
Elementary
Introducing Tools
Once a child has the dexterity to utilize one object to act on another, tools should be introduced to facilitate constructive play. This is the last key element in constructive play. Some early tools that children come in contact with are spoons, pacifiers, bottles, plates, toothbrushes, and washing clothes. Children with special needs should be introduced to a variety of tools, but first they need to explore the tool just as they would any other object.
Pinterest pin for Overview of Cognitive Skills on ALS showing a young boy playing with various objects that have similarities and differences. Cognitive Development, Foundational Skills, Physical Skills, Teaching Standards, Stages Of Play, Learning Through Play
Cognitive Development
Foundational Skills
Physical Skills
Teaching Standards
Stages Of Play
Learning Through Play
Overview of Cognitive Skills
All academic content study, including math, science, social studies and language arts, are dependent on a child developing foundational skills and concepts through functional and constructive play. This is where a child begins to develop categories based on function, physical traits, and other criteria. This is also when the child begins to create actively.
Cause and Effect, Object Permanence pin on ALS for Pinterest shows a young boy playing peek-a-boo with an infant. Motivation, Language Development, Visually Impaired, Cause And Effect, Object Permanence, Education Foundation, Working Memory
Motivation
Language Development
Visually Impaired
Cause And Effect
Object Permanence
Education Foundation
Working Memory
Cause and Effect, Object Permanence
Piaget identified the Sensorimotor stage of development (0-2 years). At this time, two key early cognitive concepts develop: cause and effect and object permanence. Using their senses and motor skills to explore the world begin to learn things like at their cry, dad will comfort them and even if the adult is not in their immediate presence, they continue to exist. These basic concepts help the child recognize they can make things happen and there is predictability in the world.
Constructive Play Basics pin for ALS on Pinterest shows a toddler stacking cups and plate with support from an adult. Summer, Legos, Build A Spaceship
Summer
Legos
Build A Spaceship
Constructive Play Basics
When thinking about a child playing constructively, the image of using lego blocks to build a spaceship may come to mind. These two tasks are extremely complex. The skills necessary to complete these activities require years of experimentation and repetition to achieve. Children need basic building blocks to play constructively at a young age. Understanding how each of these skills emerge is imperative. Constructive play skills build on each other.
Stacking Objects pin for ALS on Pinterest shows a boy stacking large foam blocks.
Stacking Objects
About age of 12-15 months children begin to imitate an adult stacking objects. Although children frequently start by stacking blocks, these objects can lack inspiration for a child with visual impairments and may be too physically challenging for a child with cerebral palsy. Introduce stacking items that provide auditory or tactile feedback. At first, the adult stacks, and the child knocks down. Eventually the child may attempt to stack one item on top of another.
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Pinterest pin for Overview of Cognitive Skills on ALS showing a young boy playing with various objects that have similarities and differences.
Overview of Cognitive Skills
All academic content study, including math, science, social studies and language arts, are dependent on a child developing foundational skills and concepts through functional and constructive play. This is where a child begins to develop categories based on function, physical traits, and other criteria. This is also when the child begins to create actively.
Concept of Quantity pin on ALS for Pinterest showing a Little Room with objects hung in multiples of 2 and 3.
Concept of Quantity
Between the ages of 1-2, children start to hold more than one object in their hand gaining an awareness of counting by interacting with multiples of objects. Because a child with disabilities may have difficulty holding onto more than one toy at a time, care should be given to create an environment where multiples are available. In the Little Room and other Active Learning environments, hang items in groups of at least two or three.
Cause and Effect, Object Permanence pin on ALS for Pinterest shows a young boy playing peek-a-boo with an infant.
Cause and Effect, Object Permanence
Piaget identified the Sensorimotor stage of development (0-2 years). At this time, two key early cognitive concepts develop: cause and effect and object permanence. Using their senses and motor skills to explore the world begin to learn things like at their cry, dad will comfort them and even if the adult is not in their immediate presence, they continue to exist. These basic concepts help the child recognize they can make things happen and there is predictability in the world.
Constructive Play Basics pin for ALS on Pinterest shows a toddler stacking cups and plate with support from an adult.
Constructive Play Basics
When thinking about a child playing constructively, the image of using lego blocks to build a spaceship may come to mind. These two tasks are extremely complex. The skills necessary to complete these activities require years of experimentation and repetition to achieve. Children need basic building blocks to play constructively at a young age. Understanding how each of these skills emerge is imperative. Constructive play skills build on each other.
Taking Apart and Putting Together pin for ALS Pinterest showing a variety of bottles with bottlebrushes inside.
Taking Apart and Putting Together
The ability to separate objects is the basis for being able to put things back together again. These are two key concepts needed to play constructively. From an early age, children should be given objects that will separate. Don’t immediately think of construction materials like snap beads or Duplo blocks for a child with disabilities, as these can be too difficult for a child with cerebral palsy to grasp or hold.
Putting One Object Inside Another pin for ALS Pinterest showing a young boy putting balls into cups positioned on a light board.
Putting an Object Inside Another
Bringing the hand to the mouth is likely the first experience a child has of putting one object into another. The first 3 months of life are spent practicing this skill. A child progresses to putting one hand inside another hand, moving the hand between holes or slots in a crib, toys or furniture or goes inside, or under, or into a container. When a child learns to grasp and hold an object it is brought to the mouth. Usually putting things into comes before taking things out.
Banging Games pin on ALS for Pinterest showing a young boy banging on a steel drum.
Banging Games
From the age of eight months to about two years, children engage in banging games.Banging games serve many purposes, including to: facilitate the child’s understanding of auditory qualities of objects and surfaces enhance the child’s babbling, and later his or her vocalizations, enhance the development of muscle strength in the arms and hands, enhance the child’s knowledge about quantity, and facilitate learning how to use a tool.
Documenting Progress in IEP Goals and Benchmarks pin for Pinterest showing a toddler stacking plates and cups with support from an adult. School Psychology, Physical Therapy, Education, Occupational Therapy, Instructional Strategies, Active Learning Strategies, Life Skills Special Education, Data Collection
School Psychology
Physical Therapy
Education
Occupational Therapy
Instructional Strategies
Active Learning Strategies
Life Skills Special Education
Data Collection
Documenting Progress in IEP Goals and Benchmarks
Teams need to document skills in the IEP and may also track skills not specifically noted in a learner’s IEP goals. The specific skills that are included in the IEP must be measured through periodic reports, report cards, and review as part of the IEP meeting. This information informs the IEP team about the effectiveness of their instruction.
Documenting Progress of students using an Active Learning Approach pin for Pinterest showing a teacher and student exploring an object with their hands. Strategies, Interactive Play
Strategies
Interactive Play
Documenting Progress of students using an Active Learning Approach
IDEA requires documentation of progress in annual goals on the student’s IEP. If no progress is being made, it might be that the skill(s) targeted in the goal is not appropriate, that the instructional strategies aren’t working, or indicate regression occurring as a result of medical issues or emotional challenges. If the student demonstrates the skill in only one environment or activity, learning environments or activities may need tweaking. Learn how help your studen by documenting progress.
Forms for Documenting Progress pin for Pinterest showing a sample form. Instructional Planning, Instruction, Documents
Instructional Planning
Instruction
Documents
Forms for Documenting Progress
Educators often develop forms to help them document the learner's progress toward IEP or other skill acquisition. Some help you to evaluate a particular learning environment or perceptualizing aid used during an Active Learning activity. Teams may want to use multiple forms or simply select one to use in documenting progress. We have collected from teachers and staff at Penrickton Center available for download.
Forms for Documenting Progress pin for Pinterest showing a sample form.
Forms for Documenting Progress
Educators often develop forms to help them document the learner's progress toward IEP or other skill acquisition. Some help you to evaluate a particular learning environment or perceptualizing aid used during an Active Learning activity. Teams may want to use multiple forms or simply select one to use in documenting progress. We have collected from teachers and staff at Penrickton Center available for download.
Documenting Progress of students using an Active Learning Approach pin for Pinterest showing a teacher and student exploring an object with their hands.
Documenting Progress of students using an Active Learning Approach
IDEA requires documentation of progress in annual goals on the student’s IEP. If no progress is being made, it might be that the skill(s) targeted in the goal is not appropriate, that the instructional strategies aren’t working, or indicate regression occurring as a result of medical issues or emotional challenges. If the student demonstrates the skill in only one environment or activity, learning environments or activities may need tweaking. Learn how help your studen by documenting progress.
Documenting Progress in IEP Goals and Benchmarks pin for Pinterest showing a toddler stacking plates and cups with support from an adult.
Documenting Progress in IEP Goals and Benchmarks
Teams need to document skills in the IEP and may also track skills not specifically noted in a learner’s IEP goals. The specific skills that are included in the IEP must be measured through periodic reports, report cards, and review as part of the IEP meeting. This information informs the IEP team about the effectiveness of their instruction.
Aligning Goals to the Standard Curriculum for learners with significant, multiple disabilities pin for Pinterest showing various resources. Common Core Standards, Common Core State Standards Initiative, Common Core State Standards, Life Skills Class, Communication Development, Alignment, Learning Goals, Learning Maps
Common Core Standards
Common Core State Standards Initiative
Common Core State Standards
Life Skills Class
Communication Development
Alignment
Learning Goals
Learning Maps
Aligning Goals to the Standard Curriculum for learners with significant, multiple disabilities
There are a variety of documents different states in the United States use in aligning IEP goals in the standard curriculum for students that may be developmentally at a much earlier stage of learning. Here are a few that we have used to figure out what is appropriate for our students in a variety of core content areas.
From Assessment to IEP to Instruction Using an Active Learning Approach pin for Pinterest showing an adult and child laughing together. Developmental Delays, Communication Skills, Problem Solving Skills, Verbal Communication Skills, Social Development, Activities Of Daily Living
Developmental Delays
Communication Skills
Problem Solving Skills
Verbal Communication Skills
Social Development
Activities Of Daily Living
From Assessment to IEP to Instruction Using an Active Learning Approach
This page highlights a webinar by, Patty Obrzut, Assistant Director of Penrickton Center explaining how to use the Functional Scheme assessment tool to help in the development of IEP goals and how to align instruction with the standard curriculum.
The FIELA Curriculum 730 Learning Environments By Dr. Lilli Nielsen: Active Learning ideas for students with significant Multiple disabilities pin for Pinterest showing the set of materials included in the curriculum. Speech Path, Special Education Resources, Receptive Language, Multiple Disabilities, Movement Activities
Speech Path
Special Education Resources
Receptive Language
Multiple Disabilities
Movement Activities
The FIELA Curriculum 730 Learning Environments By Dr. Lilli Nielsen
A young boy explores a bin of kitchen items that he will use during cooking activities. This activity works on sensory efficiency skills as well. Collage, Special Educational Needs, Learning Strategies, Tactile Learning, Core Curriculum, Emergent Literacy
Collage
Special Educational Needs
Learning Strategies
Tactile Learning
Core Curriculum
Emergent Literacy
The Expanded Core Curriculum and Active Learning
The Expanded Core Curriculum (ECC) is the body of knowledge and skills that are needed by students with visual impairments and by students who are deaf or hard of hearing due to their unique disability-specific needs. Active Learning is a great way to work on this skills.
Placement Considerations for Active Learners pin for Pinterest showing a student in an Active Learning environment in his classroom. Learning Disabilities, Educational Activities, Educational Resources
Learning Disabilities
Educational Activities
Educational Resources
Placement Considerations for Active Learners
The final step in the IEP meeting is to determine where it should be implemented. In any placement decision for a student who needs an Active Learning approach, the team should determine if the student's Active Learning program can be implemented in that classroom or location. If it can't be done in any particular setting, even with supplementary aids and services, the IEP team should consider whether another placement might be needed for at least part of the day.
Transition Services using an Active Learning approach shows a young girl sorting recyclables with support from an adult. This activity might become a job for her in the future or let her help with this chore at home. What Activities, Volunteer Activities
What Activities
Volunteer Activities
Transition Services using an Active Learning approach
Learn how to use an Active Learning approach to address skills that are needed as the child begins the transition from an educational setting to adult life.
Positive Behavior Supports and Interventions pin for Pinterest showing a young boy who is distressed. Emotional Development, Positive Behavior Intervention, Positive Behavior Support, Behavior Supports, Behavior Interventions, Behavior Intervention Plan, Positive Behavior
Emotional Development
Positive Behavior Intervention
Positive Behavior Support
Behavior Supports
Behavior Interventions
Behavior Intervention Plan
Positive Behavior
Positive Behavior Supports and Interventions
Positive Behavioral Interventions and Supports (PBIS) are strategies and plans that help to teach positive behaviors and prevent negative behaviors from occurring in the first place. IDEA requires the IEP team to address any positive behavioral interventions and supports (PBIS) needed to address behavior that impedes learning. Active Learning educational treatments are one way to help with these issues.