Slimetrail - Game Playing and Expertise in Blind and Poor Vision Students
|
|
- Candice Kelly
- 7 years ago
- Views:
Transcription
1 International Council for Children s Play 26th World Play Conference Tallinn, Estonia 2012 Slimetrail - Game Playing and Expertise in Blind and Poor Vision Students Carlota Brazileiro Dias, Universidade do Minho Pedro Palhares, Universidade do Minho Jorge Nuno Silva, Universidade de Lisboa
2 «( ) Inevitably there will be a number of subjects that create profound difficulties for a child with visual impairment. Experimental science and biology and physical education and games are often identified as creating special difficulties.» Tobin (1993, p. 160)
3 Introduction The aim of this research is the creation of conditions that enable the participation of students with visual impairment in the National Championship of Mathematical Games, as well as the implementation of the practice of its games in the educational system, so as to develop playing skills through the creation and perfection of strategies.
4 Definition The sight of our surroundings largely depends on the visual function which according to Ladeira & Queiros (2002) consists in the ability of individuals to collect, integrate and given mean to the luminous stimuli captured by the eye.
5 Visual Impairment in Portugal Classification of visual impairment in Portugal according the Law nº49331/69 of 28/10
6 Visual Impairment Implications: «( ) Vision is the main input sense for many aspects of development and contributes substantially to most; and because all five senses interact and are to a large degree interdependent.» Sonksen (1993, p.78) Blind children suffer from a delay in acquiring the capacity to perceive concrete operations (Piaget) and present a bigger delay in figurative-perceptive tasks than in linguistic ones. This delay is justified by the sensory way in which they collect information, that is, the tactile perception and their own natural aptitude. This means of perception does not allow for the same development of a normal visual child between 11 and 14 years of age. (Bueno & Martin, 1993)
7 A game allows for the creation of a middle ground between the objective reality and the imaginary one. This idea was reinforced by Vigotsky (1995), adding that such a middle ground enables learning development.
8 In Portugal The Championship of Mathematical Games has been held every year since 2004, and all schools in the country are invited to participate. For the first time, in March 2009, this championship welcomed the participation of blind and poor vision children. This was made possible by adapting the games in such a way that all could participate on even ground. The adaptations that were brought to the Slimetrail game will be later discussed and described.
9 Concerns under Investigation The study consists in investigating what adaptations are needed for the building of prototypes that will make playing possible for visually impaired children. Another concern being investigated is whether the inclusion of the playing of these games in schools, helps students develop their playing skills through the use and applying of strategies.
10 Experimental Six students were selected from different schools from across the country. The participants were selected according to their visual impairment.
11 Method Qualitative investigation which included 6 case studies. It began with a participant observation of various game sessions which were videotaped. These sessions were divided into three levels: a beginner level; an intermediate level and an advanced level of Slimetrail. The field work consisted in the setting up of game sessions in Portuguese schools. The participants, however, did not authorize their identity to be known. Thus, the names which appear in this paper are fictitious so as to guarantee the privacy of the data gathered.
12 Slimetrail Author: Bill Taylor (1992) Goal: Place the squared piece on its respective final square (a1- player one and g7- player two) or keep the adversary from playing any further.
13 Material: Board 7x7; A square piece; About 40 circular pieces. Rules: The game begins with the squared piece on e5; Each player, alternatively, moves the squared piece to an adjacent empty square (moves can be vertical, horizontal or diagonal); The square where the squared piece previously was receives a circular piece; Squares which receive a circular piece cannot be occupied by the squared piece anymore.
14 Prototype Evolution Martinez Criado (1998) says the materials used in the games may interfere in their ludic functions. Their complexity must never exceed that of the child. The material employed in the games must be according to the age group of the students so as to stimulate creativity without hindering their play.
15 Low Vision «The main visual pathways in the brain can be thought of as an intricate wiring pattern that links a hierarchy of brain areas. Starting at the bottom, the pattern of light intensity, edges and other features in the visual scene forms and image on the retina.» (Smith & Kosslyn, 2009, p.53) «The faces and facets of things, the edges, corners and curvatures, are mapped into the array by virtue of a law relating the inclination of a surface to the amount of light it reflects in a given direction. But there are two other causes of structure that combine with this one the chemical composition of substance that determines its reflectance (surface color), and the existence of cast shadows.» (Gibson, 1983, p.221) Contrast Wood does not reflect light Resistant
16 Prototype Evolution Low Vision Board in plasticized paper 1 red piece 40 black pieces Small sized board in wood 1 red piece 40 black pieces Difficulties -The stones fall out of the squares. - It reflects light (Brightness). -The stones move too easily. Difficulties -The pieces fall out of the squares.
17 Prototype Evolution Low Vision Small sized board in wood 1 square piece 40 circular pieces Difficulties - Lack of identification of the initial square. - Too much time to identify the position of the square piece. Small sized board in wood 1 square piece 40 circular pieces Indication of the initial square (different texture and colour) Difficulties -Too much time to identify the position of the square piece.
18 Adaptations
19 Final Version
20 Blindness «If the sense of touch could serve as well as the sense of sight, blind people would not be at any particular disadvantage. However, tactual experiences have distinct limitations caused by the fact that tactual perception requires direct contact with the object to be observed.» (Lowenfeld, 1948, p.69 ) Touch Slow process; Sequential; Problems in processing/collecting data Different Texture Different shape Wood (Resistant) Dificulties in representing the environment Teenagers between 14 and 18 present a gap on the level of formal thinking and objective operations. (Piaget) Implementation of the practice of Slimetrail
21 Prototype Evolution Blindness Small sized board in wood 1 square piece 40 circular pieces Difficulties - Lack of identification of the initial square. -Too much time to identify the position of the square piece. - Players push many pieces aside. Big sized board in wood 1 square piece 40 circular pieces Indication of the initial square (different texture) Difficulties - Too much time to identify the position of the square piece.
22 Adaptations
23 Final Version
24 Game Playing and Expertise «Play can in many ways be experienced as a problem-solving process where the child explores the environment and himself in relation to his abilities, needs, interests, and other conditions.» (Lillemyr, 2009, p. 6) In Portugal, research in Mathematical games for education has revealed there is a relation between chess playing efficiency and mathematical skills related to problem solving, involving patterns (Ferreira & Palhares, 2008), there being traces of a higher relation for other mathematical games (Ferreira, Palhares & Silva, 2008).
25 Beginner Level The setting up of the board is done in a systematic way. The zig-zag strategy evolved into a cris-cross strategy which made the player advanced to the top left corner and was unable to identify a stalemate a b c d e f g
26 Intermediate Level Less systematic repetition of movements. The game moves to the lower right corner. Quick game a b c d e f g
27 Advanced Level No systematic repetition of movements. Player 1 applies winning strategy. The game ends when player 1 has wan a b c d e f g
28 Advanced Level Player 2 creates a defensive and winning strategy. Anticipates the rival s moves and plans strategy a b c d e f g
29 Errors Committed a b c d e f g a b c d e f g Did not affect the game Affected the game Difficulties in recognizing the surroundings
30 Results Actions Luís Manuel Pedro Gaspar Lúcia Beatriz Opening strategy 100% 44% 92% 100% 71% 89% Zig-zag strategy 61% 85% 44% 30% 55% 74% Criss-cross strategy 83% 65% 100% 100% 100% 74% Weak strategy 22% 15% 39% 20% 18% 21% Very weak stratgy 5,6% 25% 17% 10% 18% 5% Identifying the winning position Non-understanding of the game 71% 80% 71% - 25% 80% 0% 0% 0% 0% 0% 0% Error of reconstitution 5,6% 0% 0% 0% 0% 0% Failure of anticipation 28% 15% 33% 50% 82% 37% Rules-breakinh 5,6% 0% 6% 0% 0% 21% Time 1:49 1:53 1:49 2:26 2:32 2:16 1:51 2:08 2:24
31 Conclusions «If visual imagery is distinct from spatial imagery, then we would expect to find neurological dissociations not between perception and imagery, but also between the types of imagery.» (Reisberg & Heuer, 2005, p.59) Visual impairment interferes with the way information is collected from the board and therefore with the perception of it. The mental picture perceived by the students was not precise and therefore affected the playing of the game. It was more difficult identify winning positions and more errors of anticipation were made. Visual impairment affected the visuospatial thinking of students.
32 Errors decrease as they gain more practice in playing. The bigger the degree of visual impairment, is, the more frequent errors of anticipation occurs. The games last longer as the level of vision lowers. Visual impairment affected the visuospatial thinking. The mental picture perceived by the students was not precise and therefore affected the playing of the game. It was more difficulty for them to identify winning positions and more errors of anticipation were made.
33 All the students learnt how to play the game and have developed winning strategy. We did not register any case of non-understanding of the game at advanced level which clearly indicates a good control of the rules. Students almost always identify a winning position which also includes blocking. The most frequently used strategy during the game was the Criss-cross one. Poor and very poor strategies do not happen very frequently which proves that students understand the general objective of the game. «Making a decision is often a problem that requires reasoning.» (Holyoak & Morrison, 2005, p.3)
34 References Bueno, S. & Martín, M.l (1993). Deficiente Visual e Acção Educativa. In Bautista, R. (Eds) Necessidades Educativas Especiais, p Lisboa: Dinalivro. Criado, G. (1998). El juego y el desarrollo infantil. In Aprendizagens Através do Jogo, Murcia, J., São Paulo, Artmed Editora, SA, Ferreira, D. & Palhares, P. (2008). Chess and problem solving involving patterns. The Montana Mathematics Enthusiast. Vol. 5 n. 2 & 3, p Ferreira, D., Palhares, P. & Silva, J. N. (2008). Padrões e jogos matemáticos. REVEMAT Revista Electrónica de Educação Matemática, V 3.3, p UFSC Fuentes, M. (2005). Evolução do jogo ao longo do ciclo vital. In Murcia, J. (Eds.) Aprendizagem através do jogo, p Porto Alegre: Artmed. Holyoak, K. & Morrison. R. (2005). Thinking and Reasoning: A Reader s Guide In Thinking and Reasoning, p Cambridge: Cambridge University Press Ladeira, F. & Queirós, S. (2002). Compreender a Baixa Visão. Lisboa: Ministério da Educação/Departamento da Educação Básica. Lillemyr, O. (2009). What Is Play? In Taking Play Seriously, p Charlotte: Information Age Publishing, Inc. Lowenfeld, B. (1948). Effects of Blindness on the Cognitive Functions of Children. In Blindness and Blind People, p New York: AFFB.
35 Piaget, J. (2010). Seis estudos de psicologia (N. C. Pereira, Trad.) Alfragide: Texto Editores, Lda. Reisberg, D. & Heuer, F. (2005). Visuospatial Images In Visuospatial Thinking, p Cambridge: Cambridge University Press. Smith, E. & Kosslyn, S. (2009). Perseption in Cognitive Psychology Mind and Brain, p New Jersey: Pearson Education, Inc. Sonksen, M. (1993). Effect of Severe Visual Impairment on Development. In Best, A., Fielder, A. & Bax, M. (1993). The Manegement of Visual Impairment in Childhood, p London: Mac Keith Press. Tobin, M. (1993). The Educatinal Implications of Visual Impairment. In Best, A., Fielder, A. & Bax, M. (1993). The Manegement of Visual Impairment in Childhood, p London: Mac Keith Press. Vigotsky, L. S. (1995), O desenvolvimento dos Processos Psicológicos Superiores. In Desarrollo de Competencias Matemáticas com Recursos Lúdicomanipulativos. Para ninos y ninas de 6 a 12 anos, Pastells, Àngel A.,1ª ed., Madrid, Narcea, SA de Ediciones, 2004 (tr. It. de Manuel Rangel, O Desenvolvimento de Competências Matemáticas com Recursos Lúdicomanipulativos. Para Crianças dos 6 aos 12 Anos, Porto, Porto Editora, 2004).
36 Thank you for your attention!
PATTERN: A two-dimensional decorative visual repetition. A pattern has no movement and may or may not have rhythm.
Project: Elements of Design - NAME Elements: Line, Color, Value, Shape, Space, Texture Principles: Consider what principles you may have used based on the definition of each. Artist to Remember: Research
More informationAn Overview of the Developmental Stages in Children's Drawings
Marilyn Zurmuehlen Working Papers in Art Education ISSN: 2326-7070 (Print) ISSN: 2326-7062 (Online) Volume 2 Issue 1 (1983) pps. 2-7 An Overview of the Developmental Stages in Children's Drawings Hufford
More informationMeganmarie Pinkerton. Importance of Art in Education. Art 205
Pinkerton 0 Meganmarie Pinkerton Importance of Art in Education Art 205 30 November 2004 Pinkerton 1 I believe art education in music, theater, dance, and the visual arts, is one of the most creative ways
More informationRules for TAK Created December 30, 2014 Update Sept 9, 2015
Rules for TAK Created December 30, 2014 Update Sept 9, 2015 Design: James Ernest and Patrick Rothfuss Testers: Boyan Radakovich, Paul Peterson, Rick Fish, Jeff Morrow, Jeff Wilcox, and Joe Kisenwether.
More informationA Computer-Based Assessment and Rehabilitation of Visual Function in Low Vision Children
A Computer-Based Assessment and Rehabilitation of Visual Function in Low Vision Children M.C. Neves, * C. Antunes, ** I. Lynce, ** A. Castanheira-Dinis, * J. Ribeiro-da-Silva, * and João P. Martins **
More informationCopyright 2013 Steven Bradley All Rights Reserved
Copyright 2013 Steven Bradley All Rights Reserved Vanseo Design Boulder, Colorado http://vanseodesign.com Version 1.0 Contents 1 Introduction 9 Chapter 1: VisualGrammar Objects Structures Activities Relations
More informationHow To Assess Soccer Players Without Skill Tests. Tom Turner, OYSAN Director of Coaching and Player Development
How To Assess Soccer Players Without Skill Tests. Tom Turner, OYSAN Director of Coaching and Player Development This article was originally created for presentation at the 1999 USYSA Workshop in Chicago.
More informationCognitive Development
LP 9C Piaget 1 Cognitive Development Piaget was intrigued by the errors in thinking children made. To investigate how these errors and how thinking changes as we grow older, Jean Piaget carefully observed
More informationJean Piaget: A Cognitive Account of Development
Jean Piaget: A Cognitive Account of Development My central aim has always been the search for the mechanisms of biological adaptation and the analysis and epistemological interpretation of that higher
More informationReady, Set, Go! Math Games for Serious Minds
Math Games with Cards and Dice presented at NAGC November, 2013 Ready, Set, Go! Math Games for Serious Minds Rande McCreight Lincoln Public Schools Lincoln, Nebraska Math Games with Cards Close to 20 -
More informationART & BOOKS by Shannon Christensen TEACHING KINDERGARTEN
ART & BOOKS by Shannon Christensen TEACHING KINDERGARTEN LESSON #1 LINES CONCEPT THE DOT by Peter H. Reynolds TEACHING KINDERGARTEN LESSON #1 LINES & THE DOT OBJECTIVE The student should be able to 1)
More informationJean Piaget: Cognitive Theorist 1. Theorists from centuries ago have provided support and research about the growth of
Jean Piaget: Cognitive Theorist 1 Theorists from centuries ago have provided support and research about the growth of children in many different developmental areas. Theorists have played and still play
More informationLearning Center System. Preschool Resource Guide. Muriel Wong
Learning Center System Preschool Resource Guide Muriel Wong TABLE OF CONTENTS Overview and purpose 3 Page Supporting Children s Learning 4 Daily Routine 8 The Classroom Environment 10 Learning Centers
More informationCognitive and Motor Development. Four Domains. Interaction. Affective Cognitive Motor Physical. Why organize into domains?
Cognitive and Motor Development There is a strong relationship between human intellectual function and movement: Any intellectual change is also accompanied by a change in motor function Four Domains Interaction
More informationHooray for the Hundreds Chart!!
Hooray for the Hundreds Chart!! The hundreds chart consists of a grid of numbers from 1 to 100, with each row containing a group of 10 numbers. As a result, children using this chart can count across rows
More informationHas difficulty with counting reliably in tens from a multiple of ten
Has difficulty with counting reliably in tens from a multiple of ten Opportunity for: looking for patterns 5 YR / 100-square Tens cards (Resource sheet 24) Multiples of ten (10 100) written on A5 pieces
More informationThe Microorganisms in the Portuguese National Curriculum and Primary School Textbooks
The Microorganisms in the Portuguese National Curriculum and Primary School Textbooks Paulo Mafra *,1,3, Nelson Lima 2,3 1 Department of Natural Sciences, ESE of Bragança, Campus de Santa Apolónia Apartado
More informationLearning Styles and Aptitudes
Learning Styles and Aptitudes Learning style is the ability to learn and to develop in some ways better than others. Each person has a natural way of learning. We all learn from listening, watching something
More informationProcessing the Image or Can you Believe what you see? Light and Color for Nonscientists PHYS 1230
Processing the Image or Can you Believe what you see? Light and Color for Nonscientists PHYS 1230 Optical Illusions http://www.michaelbach.de/ot/mot_mib/index.html Vision We construct images unconsciously
More informationGamesman: A Graphical Game Analysis System
Gamesman: A Graphical Game Analysis System Dan Garcia Abstract We present Gamesman, a graphical system for implementing, learning, analyzing and playing small finite two-person
More informationINTERIOR DESIGN. Total Credits: 70 Studio Credits: 46 Academic Credits: 24. SEMESTER I Credits: 18 Studio Credits: 12 Academic Credits: 6
DELAWARE COLLEGE OF ART AND DESIGN 600 N MARKET ST WILMINGTON DELAWARE 19801 302.622.8000 INTERIOR DESIGN Total Credits: 70 Studio Credits: 46 Academic Credits: 24 SEMESTER I Drawing I 3 2D Design I: Black
More informationMath vocabulary can be taught with what Montessorians call the Three Period Lesson.
Full Transcript of: Montessori Mathematics Materials Presentations Introduction to Montessori Math Demonstrations ( Disclaimer) This program is intended to give the viewers a general understanding of the
More informationGraphic Design. Background: The part of an artwork that appears to be farthest from the viewer, or in the distance of the scene.
Graphic Design Active Layer- When you create multi layers for your images the active layer, or the only one that will be affected by your actions, is the one with a blue background in your layers palette.
More informationBPM: Chess vs. Checkers
BPM: Chess vs. Checkers Jonathon Struthers Introducing the Games Business relies upon IT systems to perform many of its tasks. While many times systems don t really do what the business wants them to do,
More informationAlecia Hudson. St. Edward s University
Jean Piaget s Theories and Applications for First Grade Mathematics Alecia Hudson St. Edward s University October 31, 2011 EDUC 2331:02 - Learning Processes and Evaluation The theories of Jean Piaget have
More informationComposition and Layout Techniques
Composition and Layout Techniques Composition Techniques Composition Composition is the placement or arrangement of visual elements or ingredients in a work of art, as distinct from the subject of a work.
More informationIn-Class Game. The Transformation Game (Lesson 6-9)
EACHING SUGGESIONS he ransformation Game (Lesson 6-9) Separate the class into groups of four. he ransformation Game master, p. 22 he ransformation Game Board master, p. 23 he ransformation Game Pieces
More informationBasic Theory of Intermedia Composing with Sounds and Images
(This article was written originally in 1997 as part of a larger text to accompany a Ph.D. thesis at the Music Department of the University of California, San Diego. It was published in "Monochord. De
More informationChapter 7: Memory. Memory
Chapter 7: Memory Case Study: H.M. and His Missing Memories Section 1: Memory Classifications and Processes Section 2: Three Stages of Memory Section 3: Forgetting and Memory Improvement Experiment: Applying
More informationPlayers: 2-4 Age: up to 10 years Duration: approx. 45 minutes
Players: 2-4 Age: up to 10 years Duration: approx. 45 minutes AD. 63 Pompeji, the city at the foot of Mount Vesuvius, is heavily damaged by a strong earthquake. Fearing an eruption of the volcano, many
More informationRoles of Visuals in Instruction
Literacy Ms. Magdalena Galloway The ability to read and write verbal messages? What about knowing Shakespeare? Is knowing how to e-mail part of literacy? Language is Power? wordle.net Visual Literacy Learned
More informationQuick Guide. Inclusive Coaching
Quick Guide Inclusive Coaching Contents Introduction 1 The Inclusion Spectrum 2 STEPS 4 Inclusive coaching considerations 7 Where can you go for further information? 8 All images Alan Edwards. 90713:2
More informationPerceptual Motor Development
Perceptual Motor Development Characteristic Involves children during preschool to primary grades; usually ages 21/2 to 6. Combines movement abilities with academics (reading,writing,language, math) Engages
More informationBASIC RULES OF CHESS
BASIC RULES OF CHESS Introduction Chess is a game of strategy believed to have been invented more then 00 years ago in India. It is a game for two players, one with the light pieces and one with the dark
More informationProblem of the Month: Cutting a Cube
Problem of the Month: The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards:
More informationTEACHER S GUIDE TO RUSH HOUR
Using Puzzles to Teach Problem Solving TEACHER S GUIDE TO RUSH HOUR Includes Rush Hour 2, 3, 4, Rush Hour Jr., Railroad Rush Hour and Safari Rush Hour BENEFITS Rush Hour is a sliding piece puzzle that
More informationIntroducing Students to the Game of Science. David P. Maloney and Mark F. Masters. Physics Department. Indiana University Purdue University Fort Wayne
Introducing Students to the Game of Science David P. Maloney and Mark F. Masters Physics Department Indiana University Purdue University Fort Wayne 1 We can imagine that this complicated array of moving
More informationNon-Stop Optical Illusions A Teacher s Guide to the Empire State Plaza Art Collection
Non-Stop Optical Illusions A Teacher s Guide to the Empire State Plaza Art Collection New York State Office of General Services Curatorial/Tour Services 29 th Floor, Corning Tower Albany, NY 12242 518.473.7521
More informationHow To Train Special Education Frontline Professionals For A New Teaching Experience
Preparing special education frontline professionals for a new teaching experience Jaime Moreira Ribeiro & António Moreira Digital Contents Laboratory, University of Aveiro, Portugal Ana Margarida Pisco
More informationMotor Planning Organizing Yourself to Move
Motor Planning Organizing Yourself to Move What is motor planning? Praxis: It s actually a component of praxis although the terms are often used interchangeably. the ability to conceive of, organize, and
More informationTeachers should read through the following activity ideas and make their own risk assessment for them before proceeding with them in the classroom.
Mathematical games Teacher notes Teachers should read through the following activity ideas and make their own risk assessment for them before proceeding with them in the classroom. Aims: To use mathematics
More informationGAME ART DESIGN BA (HONS) PORTFOLIO GUIDANCE
GAME ART DESIGN BA (HONS) PORTFOLIO GUIDANCE GAME ART DESIGN BA (HONS) YOUR PORTFOLIO AND THE APPLICATION PROCESS Your portfolio is extremely important in helping us to assess your potential and suitability
More informationWBU PowerPoint Guidelines
WBU PowerPoint Guidelines Guidelines on how to make the use of PowerPoint and other visual presentations accessible to audience members who have a vision or print impairment Published by the World Blind
More informationPrimary and Secondary Qualities Charles Kaijo
Primary and Secondary Qualities Charles Kaijo From examining John Locke s distinction between primary and secondary qualities in an object and Bishop George Berkeley s refutation to Locke s argument, it
More informationDESIGNING FOR THE USER INSTEAD OF YOUR PORTFOLIO
DESIGNING FOR THE USER INSTEAD OF YOUR PORTFOLIO AN INTRODUCTION TO USER EXPERIENCE DESIGN Wade Shearer wadeshearer.com Wade Shearer User Experience Designer and Evangelist Vivint, Omniture, LDS Church,
More informationResearch. Investigation of Optical Illusions on the Aspects of Gender and Age. Dr. Ivo Dinov Department of Statistics/ Neuroscience
RESEARCH Research Ka Chai Lo Dr. Ivo Dinov Department of Statistics/ Neuroscience Investigation of Optical Illusions on the Aspects of Gender and Age Optical illusions can reveal the remarkable vulnerabilities
More informationPhysical and Cognitive Development. Cognitive Development. Physical and Cognitive Development. Physical and Cognitive Development
Physical and Cognitive Cognitive Intro Psychology Georgia Tech Instructor: Dr. Bruce Walker Changes in behavior and structure from womb to tomb We focus on childhood because more is known about that stage
More informationSymmetrical Pentomino Pairs
44 Geometry at Play Symmetrical Pentomino Pairs Kate Jones, Kadon Enterprises, Inc. Pentominoes shapes made of five congruent squares provide a natural platform for games and puzzles. In this article,
More informationNikki White Children s Occupational Therapist Barnet Community Services
Nikki White Children s Occupational Therapist Barnet Community Services What is Occupational Therapy (OT)? An occupation is anything you do in your daily life. Anything meaningful or purposeful Eg. Getting
More informationStrategies for Inclusion of Children with Multiple Disabilities, including Deaf-Blindness. Barbara Purvis
TECHNICAL ASSISTANCE C INFORMATION PERSONNEL TRAINING National Consortium on Deaf-Blindness info@nationaldb.org Strategies for Inclusion of Children with Multiple Disabilities, including Deaf-Blindness
More informationChapter 7 COGNITION PRACTICE 240-end Intelligence/heredity/creativity Name Period Date
Chapter 7 COGNITION PRACTICE 240-end Intelligence/heredity/creativity Name Period Date MULTIPLE CHOICE. Choose the one alternative that best completes the statement or answers the question. 1) Creativity
More informationSocialization From Infancy to Old Age A. Socialization and the Self self a. Self-identity Socialization
I. Socialization From Infancy to Old Age A. Socialization and the Self 1. Over our lives, we develop a sense of self: a perception of being a distinct personality with a distinct identity. a. Self-identity:
More informationThe Need of Continuous Teachers Training in the Coaching of Vocational Education 1
Casanova, M. P., Santos, C. e Silva, M. A. (2014). The Need of Continuous Teachers Training in the Coaching of Vocational Education. In ECER 2014. The Past, Present and Future of Educational Research in
More informationLuiz Felipe Scolari, Portuguese National Team Coach: Who scores, wins!
The complete soccer coaching experience SOCCERCOACHING Interna tiona l SPECIAL Luiz Felipe Scolari, Portuguese National Team Coach: Who scores, wins! Portugal started Euro 2008 as one of the favorites
More informationCerebral Palsy and Visual Impairment
CP Factsheet Cerebral Palsy and Visual Impairment Although cerebral palsy mainly causes difficulty with movement, other conditions may also occur. This is because other parts of the brain may also be affected
More informationProblem-Based Group Activities for a Sensation & Perception Course. David S. Kreiner. University of Central Missouri
-Based Group Activities for a Course David S. Kreiner University of Central Missouri Author contact information: David Kreiner Professor of Psychology University of Central Missouri Lovinger 1111 Warrensburg
More informationThree daily lessons. Year 5
Unit 6 Perimeter, co-ordinates Three daily lessons Year 4 Autumn term Unit Objectives Year 4 Measure and calculate the perimeter of rectangles and other Page 96 simple shapes using standard units. Suggest
More informationTHE SENSE OF TOUCH. Roope Raisamo and Jukka Raisamo
THE SENSE OF TOUCH Roope Raisamo and Jukka Raisamo Tampere Unit for Computer-Human Interaction School of Information Sciences University of Tampere, Finland Outline for the talk Introduction to the sense
More informationELEMENTS OF ART & PRINCIPLES OF DESIGN
ELEMENTS OF ART & PRINCIPLES OF DESIGN Elements of Art: 1. COLOR Color (hue) is one of the elements of art. Artists use color in many different ways. The colors we see are light waves absorbed or reflected
More informationHow To Play Go Lesson 1: Introduction To Go
How To Play Go Lesson 1: Introduction To Go 1.1 About The Game Of Go Go is an ancient game originated from China, with a definite history of over 3000 years, although there are historians who say that
More informationPUZZLES WITH POLYHEDRA AND PERMUTATION GROUPS
PUZZLES WITH POLYHEDRA AND PERMUTATION GROUPS JORGE REZENDE. Introduction Consider a polyhedron. For example, a platonic, an arquemidean, or a dual of an arquemidean polyhedron. Construct flat polygonal
More informationUSING CONTEXTUALIZED NARRATIVE GAME TO IMPROVE STUDENTS AND TEACHERS COMMUNICATION
USING CONTEXTUALIZED NARRATIVE GAME TO IMPROVE STUDENTS AND TEACHERS COMMUNICATION Marcos Alexandre Rose Silva, Ana Luiza Dias, Junia Coutinho Anacleto Federal University of São Carlos. Washigton Luis
More informationContinuous vs. Discontinuous Nature vs. Nurture
Piaget s Theory The first cognitive theory, developed by Jean Piaget beginning about 1920. Piaget observed and described children at different ages. His theory is very broad, from birth adolescence, and
More informationColour by Numbers Image Representation
Activity 2 Colour by Numbers Image Representation Summary Computers store drawings, photographs and other pictures using only numbers. The following activity demonstrates how they can do this. Curriculum
More informationn 2 + 4n + 3. The answer in decimal form (for the Blitz): 0, 75. Solution. (n + 1)(n + 3) = n + 3 2 lim m 2 1
. Calculate the sum of the series Answer: 3 4. n 2 + 4n + 3. The answer in decimal form (for the Blitz):, 75. Solution. n 2 + 4n + 3 = (n + )(n + 3) = (n + 3) (n + ) = 2 (n + )(n + 3) ( 2 n + ) = m ( n
More informationPortfolio Advice For UK and European Union applicants Architecture BA (Hons)
dmu.ac.uk/portfolio Portfolio Advice For UK and European Union applicants Architecture BA (Hons) Your portfolio As a vital part of your application we would ask you to submit a portfolio of work to demonstrate
More informationCHAPTER 1 JON MORENO MARTÍNEZ. Athletic Bilbao Academy Coach
CHAPTER 1 JON MORENO MARTÍNEZ Athletic Bilbao Academy Coach 1 ATHLETIC BILBAO ACADEMY COACH PROFILE Jon MORENO MARTÍNEZ Athletic Bilbao Academy Coach National football coach (level III) Bachelors Degree
More informationGraphic Design: BFA Portfolio Review
Graphic Design: BFA Portfolio Review Instructions For Submission Page: 1 Table of Contents Pages: 2-3 General Information: Portfolio Instructions & Requirements Page: 4 Acceptable Sizes: Portfolios & Presentation
More informationBruner s Theory of Cognitive Development
http://www.youtube.com/watch?v=r2h_swmulog Bruner s Theory of Cognitive Development BATs A01 -Outline Bruner's Theory of Cognitive Development (D) - Apply knowledge of Scaffolding to teach a new concept
More informationDriver Distraction is Greater with Cell Phone Conversation than with Passenger Conversation -- A Social Cybernetic Interpretation
Driver Distraction is Greater with Cell Phone Conversation than with Passenger Conversation -- A Social Cybernetic Interpretation Zhezi Yang and Thomas J. Smith University of Minnesota May 20, 2015 26th
More informationDesign Elements & Principles
Design Elements & Principles I. Introduction Certain web sites seize users sights more easily, while others don t. Why? Sometimes we have to remark our opinion about likes or dislikes of web sites, and
More informationMaking Decisions in Chess
Making Decisions in Chess How can I find the best move in a position? This is a question that every chess player would like to have answered. Playing the best move in all positions would make someone invincible.
More informationThere are basically three options available for overcoming barriers to learning:
COGNITIVE SKILLS DEVELOPMENT Teacher Introduction Determining Your Students Weaknesses (Excerpts from article by Dr. Ken Gibson, Founder and CEO of LearningRx) Do you have students who struggle to understand
More informationELEMENTS AND PRINCIPLES OF DESIGN
APPENDIX A1 4 T T ELEMENTS AND PRINCIPLES OF DESIGN Groups: 1. Select an advertisement. 2. Examine the advertisement to find examples of a few elements and principles of design that you are familiar with.
More informationJosé M. F. Moura, Director of ICTI at Carnegie Mellon Carnegie Mellon Victor Barroso, Director of ICTI in Portugal www.cmu.
José M. F. Moura, Director of ICTI at Victor Barroso, Director of ICTI in Portugal www.cmu.edu/portugal Portugal program timeline 2005: Discussions and meeting with Ministry of Science Technology, Higher
More informationExamples of Data Representation using Tables, Graphs and Charts
Examples of Data Representation using Tables, Graphs and Charts This document discusses how to properly display numerical data. It discusses the differences between tables and graphs and it discusses various
More information2 THE LAWS OF TABLE TENNIS
2 THE LAWS OF TABLE TENNIS 2.1 THE TABLE 2.1.1 The upper surface of the table, known as the playing surface, shall be rectangular, 2.74m long and 1.525m wide, and shall lie in a horizontal plane 76cm above
More information20-30 minutes, can be used within a longer activity
Locked-in 1 Age group successfully used with: Abilities assumed: Time: Size of group: 11 adult None 20-30 minutes, can be used within a longer activity anything from 2 to hundreds Focus What is an algorithm?
More informationART A. PROGRAM RATIONALE AND PHILOSOPHY
ART A. PROGRAM RATIONALE AND PHILOSOPHY Art education is concerned with the organization of visual material. A primary reliance upon visual experience gives an emphasis that sets it apart from the performing
More informationSPATIAL DATA INFRASTUCTURE: DEVELOPMENT OF SPATIAL ABILITIES IN THE FRAMEWORK OF EUROPEAN SPACE FOR HIGHER EDUCATION
Boletín Spatial de data la Asociación infrastucture: de Geógrafos development Españoles of spatial N.º abilities 58-2012, in the págs. framework 463-467 of European Space for Higher Education I.S.S.N.:
More informationSecond Grade Science Curriculum
Second Grade Science Curriculum Approved July 12, 2004 The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science at the second grade level.
More informationOFFICIAL RULES OF THE NATIONAL SHUFFLEBOARD ASSOCIATION, INC. Revised 1997 Updated January 2005
OFFICIAL RULES OF THE NATIONAL SHUFFLEBOARD ASSOCIATION, INC. Revised 1997 Updated January 2005 A - GAME 1. The game of shuffleboard is played by: two (2) persons (called singles), or by four (4) persons
More informationCOMPLEX LEARNING DIFFICULTIES AND DISABILITIES RESEARCH PROJECT (CLDD)
Page 1 This is a general overview of the implications of vision impairment, hearing impairment and multi-sensory impairment. The impact of impairments for individual students with complex learning difficulties
More informationSpring 2016 Short Course Programme COURSE INFORMATION SHEET PSYCHOLOGY. Freud and his legacy Tom Garner PhD Study Day
Spring 2016 Short Course Programme COURSE INFORMATION SHEET PSYCHOLOGY Freud and his legacy Tom Garner PhD Study Day Saturday 12 March 10am 4pm Course code: 15TON219 Course fee: 35 This course introduces
More informationChapter 4: Eligibility Categories
23 Chapter 4: Eligibility Categories In this chapter you will: learn the different special education categories 24 IDEA lists different disability categories under which children may be eligible for services.
More informationStages of development
112 Chapter 8: Cognitive development Jean Piaget, 1896 1980. An example of the dominance in play of assimilation over accommodation pretending that an old packing case, a box, and a tube are a tank. The
More informationSupporting Online Material for
www.sciencemag.org/cgi/content/full/316/5828/1128/dc1 Supporting Online Material for Cognitive Supports for Analogies in the Mathematics Classroom Lindsey E. Richland,* Osnat Zur, Keith J. Holyoak *To
More informationCustomer Relationship Management Systems why many large companies do not have them?
Customer Relationship Management Systems why many large companies do not have them? Manuela Cunha 1 4, João Varajão 2,3, Daniela Santana 2, Isabel Bentes 2 1 Instituto Politécnico do Cávado e do Ave, Portugal
More informationDefinitions, Identification, and Supportive Professionals
Definitions, Identification, and Supportive Professionals Dolly Bhargava, M. Spec. Ed. with Supportive Information from Elmwood Visual Resource Centre, Christchurch, New Zealand Vision plays an important
More informationCORTICAL VISUAL IMPAIRMENT
Idaho Project for Children and Youth with Deaf-Blindness Fact Sheet CORTICAL VISUAL IMPAIRMENT Definition: Cortical Visual Impairment (CVI) is a temporary or permanent visual impairment caused by the disturbance
More informationVISUAL ARTS VOCABULARY
VISUAL ARTS VOCABULARY Abstract Artwork in which the subject matter is stated in a brief, simplified manner; little or no attempt is made to represent images realistically, and objects are often simplified
More informationBackground. Bereavement and Grief in Childhood. Ariel A. Kell. University of Pittsburgh. December 2011
Running Head: BEREAVEMENT AND GRIEF Background Bereavement and Grief in Childhood by Ariel A. Kell University of Pittsburgh December 2011 BEREAVEMENT AND GRIEF 2 When looking at how individuals experience
More informationinnovative, interactive technology for special needs education, corporate presentation systems and digital kiosks
innovative, interactive technology for special needs education, corporate presentation systems and digital kiosks VisiLift the plasma with altitude VisiLift is a fully mobile interactive HD touchscreen
More informationAdvice for Teachers of Colour Blind Secondary School Students
Advice for Teachers of Colour Blind Secondary School Students Colour vision deficiency (CVD) affects 1 in 12 boys (8%) and 1 in 200 girls. There are approximately 400,000 colour blind pupils in British
More informationDevelopmental Phases
Dribbling with Foot Dribbling with foot, commonly used in soccer, involves controlling a ball and travelling with it. It is a foot-eye coordination skill that requires visual tracking, dynamic balance
More informationCOACHES PERCEIVED IMPORTANCE OF DRILLS ITEMS IN BASKETBALL PLAYERS' LONG-TERM DEVELOPMENT
Revista de Psicología del Deporte 2009. Vol. 18 - suppl., pp. 457-461 ISSN: 1132-239X Universitat de les Illes Balears Universitat Autònoma de Barcelona COACHES PERCEIVED IMPORTANCE OF DRILLS ITEMS IN
More informationCounting Money and Making Change Grade Two
Ohio Standards Connection Number, Number Sense and Operations Benchmark D Determine the value of a collection of coins and dollar bills. Indicator 4 Represent and write the value of money using the sign
More informationTeaching Methodology for 3D Animation
Abstract The field of 3d animation has addressed design processes and work practices in the design disciplines for in recent years. There are good reasons for considering the development of systematic
More informationMaking tessellations combines the creativity of an art project with the challenge of solving a puzzle.
Activities Grades 6 8 www.exploratorium.edu/geometryplayground/activities EXPLORING TESSELLATIONS Background: What is a tessellation? A tessellation is any pattern made of repeating shapes that covers
More information