Generated by All in One SEO v5.0.1.1, this is an llms.txt file, used by LLMs to index the site.

# Active Learning Space

A collaborative project of Penrickton Center for Blind Children, Perkins School for the Blind, and Texas School for the Blind & Visually Impaired

## Sitemaps

- [XML Sitemap](https://activelearningspace.org/sitemap.xml): Contains all public & indexable URLs for this website.

## Pages

- [Active Learning Space](https://activelearningspace.org/) - Welcome to the Active Learning Space! This site is designed to provide an introduction to Active Learning, which is an educational approach developed by Dr. Lilli Nielsen. This is a collaborative project of Penrickton Center for Blind Children, Texas School for the Blind and Visually Impaired, and Perkins School for the Blind. It is intended
- [Example of Selecting Materials for a Position Board](https://activelearningspace.org/materials/example-of-selecting-materials-for-a-position-board/) - Example of Selecting Materials for a Position Board Before beginning the design process for a position board, it is important to begin with an assessment of the student, such as the Functional Scheme Assessment. In addition, it is essential for the team to review the learner’s preferences, using a tool such as the Active Learning
- [Materials and Activities Planning Sheet](https://activelearningspace.org/program-planning/materials-and-activities-planning-sheet/) - Active Learning Materials and Activities Planning Sheet An Active Learning Materials and Activities Planning Sheet might be used to gather information for program planning for a student utilizing an Active Learning approach. Gathering information takes a little time, many conversations with caregivers, some trial and error, and a lot of observation. You may download the Active
- [Emotional Development and Self-Identity](https://activelearningspace.org/principles/social-and-emotional-development/emotional-development-and-self-identity/) - Emotional Development and Self-Identity Developmental Age ConsiderationsWhat a child chooses to do with their time, unprompted, is highly indicative of how the child identifies themself. It is important to understand the child’s perspective of their own behavior in order to correctly facilitate their skill development in all areas. This Social and Emotional Development chart, taken from
- [Developmentally Appropriate Activities](https://activelearningspace.org/principles/social-and-emotional-development/developmentally-appropriate-activities/) - Developmentally-Appropriate Activities When we offer any child an activity that does not match their developmental level, the child will reject (or try to reject) that activity. This is why we often see individuals with significant developmental delays, especially as they grow older, being described as having challenging behaviors. Actually, they are probably responding in an
- [Materials](https://activelearningspace.org/materials/) - Materials OverviewAlthough educators and parents may have a reasonably good knowledge base about how children learn, it is important to understand the effect that disabilities have on a individual’s ability to learn. His or her own combination of special needs impacts the motor and sensory pathways in a unique way. The materials used to provide an Active
- [Ideas for Younger Learners](https://activelearningspace.org/family/ideas-for-younger-learners/) - Ideas for Younger Learners Active Learning at Home Parents are often feel they must buy expensive equipment to support Active Learning activities at home, but that is not at all true. Just take a look at a few ideas from parents. We should point out that these activities need supervision and all environments should be
- [Speech-Language Pathology & Auditory Services](https://activelearningspace.org/related-services-and-therapies/speech-language-pathology-auditory-services/) - Speech-Language Pathology & Audiological Services Many children, in fact most children, with significant developmental delays will have challenges related to speech, language, and communication. Usually a speech-language pathologist and an audiologist will do an initial assessment to determine eligibility for services, but then what services can they provide? Using an Active Learning approach, not only
- [Art, Music, Dance Therapy](https://activelearningspace.org/related-services-and-therapies/art-music-dance-therapy/) - Art, Music, Dance Therapy Art, music and dance are all suited to using an Active Learning approach, and they are areas that offer so much to students with significant developmental disabilities. While not every school district has a full time art, music, or dance therapist on staff, many do. What do these therapies focus on and
- [Adapted PE, Recreation and Leisure](https://activelearningspace.org/related-services-and-therapies/adapted-pe-recreation-and-leisure/) - Adapted PE, Recreation and Leisure Adapted Physical Education Adapted Physical Education (APE) is physical education which has been adapted or modified, so that it is as appropriate for the person with a disability as it is for a person without a disability. Though not specifically a related service or therapy, we include it here as
- [Related Services and Therapies](https://activelearningspace.org/related-services-and-therapies/) - Related Services and Therapies Children with significant disabilities should have access to these related services among other possible services as determined by the IEP team:speech-language pathology and audiology servicesphysical and occupational therapyrecreation, including therapeutic recreationart, music, and dance therapyorientation and mobility servicesparent counseling and trainingAdditionally vision and hearing services from certified teachers of students who
- [Resonance Board](https://activelearningspace.org/equipment/things-you-can-make/resonance-board/) - Resonance Boards: Making Your Own The Resonance Board is a very inexpensive piece of equipment that can be used alone and with a variety of other pieces of equipment such as the Little Room, Support Bench and Essef Board. The Resonance Board is the perfect place to let a child explore a box full of
- [Little Room](https://activelearningspace.org/equipment/things-you-can-buy/little-room/) - Little Room By Dr. Lilli Nielsen The “Little Room” is designed to give blind infants, children with slow development, severely disabled children and children with combinations of disabilities the possibility to gain the ability of reaching, the beginning of the understanding of space, and early object concept.Non-handicapped children are reaching for objects when they are
- [Setting Up the Classroom](https://activelearningspace.org/implementation/setting-up-the-classroom/) - Setting Up the Classroom A frequent concern from educators about Active Learning is how to set up a classroom to accommodate the equipment and learning environments utilized in this approach. Our best advice is to get creative. Few classrooms serving children who need this approach have ONLY children who need Active Learning equipment and materials.
- [Sensory Efficiency Skills](https://activelearningspace.org/implementation/expanded-core-curriculum/sensory-efficiency-skills/) - Sensory Efficiency Skills One of the primary principles of Active Learning is helping the child to develop all of his/her sensory channels to the greatest extent possible. In Pathways to Learning we are made aware of the need to assess the extent these sensory channels are available to the child and design activities and learning
- [Compensatory Skills](https://activelearningspace.org/implementation/expanded-core-curriculum/compensatory-skills/) - Compensatory Skills Compensatory skills are skills that allow students with vision impairments to access their education curriculum. This typical includes the use of print, braille, tactile maps, tactile symbols, audio recordings of books or podcasts, and use of screen readers to access information on computers and the internet. Other skills include study skills, organizational skills,
- [Video Clips of Learners with CVI](https://activelearningspace.org/children-with-cortical-visual-impairments/video-clips-of-learners-with-cvi/) - Video Clips of Learners with CVIThe video clips on this page demonstrate some of the ways in which an Active Learning approach can be used with a learner with cerebral/cortical visual impairment (CVI). For more information on this topic, we invite you to watch the full webinar.We are grateful to Diane Sheline of Strategy to
- [CVI and Active Learning](https://activelearningspace.org/implementation/cvi-and-active-learning/) - CVI and Active LearningMany children with significant multiple disabilities also have cerebral/cortical visual impairment (CVI) and thus the question often arises about how to adapt Active Learning materials and an Active Learning approach for these learners. It is important to remember that not all sensory areas are addressed during a single activity and, thus, vision
- [Oral Motor Development and Speech](https://activelearningspace.org/oral-motor-skills/oral-motor-development-and-speech/) - Oral Motor Development and Speech VocalizationOral motor activities are often associated only with eating and drinking, but the mouth is also used to express oneself through vocalizations and eventually language. As the lips, tongue, and cheeks develop increased sensory and motor skills, the ability to create varying sounds increases. As cognitive development occurs, language skills
- [Stereotypical Behaviors and Self-Stimulation](https://activelearningspace.org/principles/social-and-emotional-development/stereotypical-behaviors-and-self-stimuation/) - Stereotypical Behaviors and Self-Stimulation One very human trait we all share is the need to regulate our sensory nervous system. Sometimes we are very sleepy and need to rouse ourselves, and at other times we need to calm ourselves down. If we are bored we will look for something to hold our interest, and conversely
- [Effects of Anxiety and Stress](https://activelearningspace.org/principles/social-and-emotional-development/effects-of-anxiety-and-stress/) - Effects of Anxiety and Stress Research shows that stress and anxiety can greatly impact brain development and learning. Unfortunately children with significant developmental disabilities and sensory losses experience high levels of stress daily. This compounds the challenges they face in learning. Fortunately we can do something about it using an Active Learning approach.A massive anxiety
- [Social and Emotional Development](https://activelearningspace.org/principles/social-and-emotional-development/) - Social and Emotional Development From Children’s Emotional Development Is Built into the Architecture of Their Brains, a paper developed by the Center for the Developing Child Harvard University:From birth, children rapidly develop their abilities to experience and express different emotions, as well as their capacity to cope with and manage a variety of feelings. The development of
- [What Is Play?](https://activelearningspace.org/principles/what-is-play/) - What Is Play? Some Thoughts“Play is:A complex set of behaviors characterized by fun and spontaneityPlay can be sensory, neuromuscular, cognitive & any combination of the three.Play involves repetition of experience, exploration, experimentation, and imitation of one’s surroundings.”~ Linda L. Florey 1981“Play is the universal language of childhood. It is through play that children understand each other
- [Rolling Over](https://activelearningspace.org/motor-skills/rolling-over/) - Rolling Over Not only is rolling the first step in developing postural control (important for later development of fine motor skills such as handwriting), it is also important because it engages a part of the brain responsible for making the left and right sides of the body “talk” to and coordinate with each other (important for reading,
- [Reaching](https://activelearningspace.org/motor-skills/reaching/) - Reaching Reaching Things on the BodyThe ability to reach for objects is important and something that may not happen without support for a child with limited vision or blindness or a child with physical challenges involving hands and arms. There are many activities to help a child develop the ability to coordinate the use of
- [Moving in Supine](https://activelearningspace.org/motor-skills/moving-in-supine/) - Moving in Supine Children need time to practice moving while on their backs. This helps to develop leg, arm, and neck strength, among other things. These movements help the child to gain core strength and allow for the use of arms and hands in combination with vision, touch, and hearing. Supine Play on the Resonance
- [Putting an Object Inside Another](https://activelearningspace.org/cognitive-skills/putting-an-object-inside-another/) - Putting an Object Inside Another To play constructively a child must, first, be able to put one object inside another and then later on learn how to take things out of a container. How do these skills develop?Bringing the hand to the mouth is probably the first experience a child has with putting one object
- [Constructive Play Basics](https://activelearningspace.org/cognitive-skills/constructive-play-basics/) - Constructive Play Basics When thinking about a child playing constructively, the image of using lego blocks to build a spaceship, or shaping sand into a sandcastle on the beach, 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 should
- [Webinars on the Functional Scheme](https://activelearningspace.org/assessment/webinars-on-the-functional-scheme/) - Webinars on Completing the Functional Scheme During 2015-16 TSBVI Outreach staff hosted a series of webinars focusing on Dr. Lilli Nielsen’s Functional Scheme assessment tool. These webinars are hosted by Kate Hurst and Matt Schultz and include special presenters from Penrickton Center for the Blind in Michigan. There are 5 total webinars: September, December, January,
- [Final Thoughts on the Five Phases](https://activelearningspace.org/principles/five-phases-of-educational-treatment/final-thoughts-on-the-five-phases/) - Final Thoughts on the Five Phases Utilizing the educational treatments in your interactions with children is more an art than a science. You must be a good observer of the child. Make your best guess about which educational treatment to use in any interaction.During a single interaction, depending on the emotional state and developmental level
- [Phase 5 Experiencing Consequences](https://activelearningspace.org/principles/five-phases-of-educational-treatment/phase-5-experiencing-consequences/) - Phase 5 Experiencing Consequence Children at the earliest developmental levels (birth to an emotional level of 2 years) will typically need the adult to utilize the techniques in Phases 1-3. Only when the child is developed emotionally to the level of 24 months will an adult use Phase 4 Sharing the Work and then later
- [Phase 3 Interacting](https://activelearningspace.org/principles/five-phases-of-educational-treatment/phase-3-interacting/) - Phase 3 Interacting Children at the earliest developmental levels (birth to an emotional level of 2 years) will typically need the adult to utilize the techniques in Phases 1-3. Only when the child is developed emotionally to the level of 24 months will an adult use Phase 4 and then later Phase 5 with the
- [Phase 1 Offering](https://activelearningspace.org/principles/five-phases-of-educational-treatment/phase-1-offering/) - Phase 1 Offering Children at the earliest developmental levels (birth to an emotional level of 2 years) will typically need the adult to utilize the techniques in Phases 1-3. Only when the child is developed emotionally to the level of 24 months will an adult use Phase 4 and then later Phase 5 with the
- [Patty Obrzut on the Five Phases](https://activelearningspace.org/principles/five-phases-of-educational-treatment/patty-obrzut-on-the-five-phases/) - Patty Obrzut on the Five Phases Five Phases of Educational TreatmentPatty Obrzut, Assistant Director at Penrickton Center for Blind Children in Michigan, shares her thoughts about the Five Phases of Educational Treatment. Dr. Nielsen goes into depth about this information in her book, Are You Blind? We encourage you to read this book, but in
- [Articles](https://activelearningspace.org/articles/) - Articles Related to Active Learning Dr. Lilli NielsenArticles by Dr. Lilli NielsenActive Learning and the Blind, Multiply Disabled ChildFuture Reflections, 2004This article is an edited version (with permission of the author) of the introduction and the first chapter of her book, Early Learning Step by Step: Children with Vision Impairment And Multiple Disabilities. Following the
- [Physical Therapy](https://activelearningspace.org/related-services-and-therapies/physical-therapy/) - Physical Therapy Physical therapy is one of the related services under Part B of IDEA. According to American Physical Therapy Association:Physical therapy is provided to support the student’s individualizededucation program (IEP).Physical therapists work collaboratively with a student’s IEP teamand participate in screening, evaluation, program planning, andintervention.As a member of the IEP team, physical therapists design
- [Parent Training](https://activelearningspace.org/related-services-and-therapies/parent-training/) - Parent Training Parent training is a very important related service, especially when it comes to Active Learning. Though many parents are early adopters of Active Learning and bring the approach to their team, an equal number of parents and caregivers know nothing about the approach. They may be reluctant to endorse this educational practice without
- [Websites](https://activelearningspace.org/resources/websites/) - Websites Schools and Programs Using an Active Learning ApproachByhaveskolen, Svendborg, DenmarkInstitutt for Aktiv Læring, NorwayKilparrin Early Learning Center, South AustraliaKoninklijke Visio (Royal Dutch Visio), the NetherlandsLilli Nielsen Schule, Kiel, GermanyNarbethong State Special School, Brisbane, AustraliaPenrickton Center for Blind Children, Michigan, USASpecific to Active LearningHere are some websites with information about Active Learning or child development
- [Administrators](https://activelearningspace.org/administrators/) - Note to Administrators To assist administrators and supervisors in their jobs of evaluating programming and educational staff implementing an Active Learning approach with a student(s) we have developed some tools to supplement the district’s or state’s process. We hope this helps you become more confident in evaluating these programs and the teachers working with the
- [Bathroom Activities](https://activelearningspace.org/family/activities-for-home/bathroom-activities/) - Bathroom Activities Note: With all activities, safety comes first. These activities need to be supervised by an adult and may need to be modified if you child has a lot of hand and arm strength.Wash Your HandsWhat we hear repeatedly about COVID 19 is the benefit of frequent handwashing. Many children hate to wash their
- [Scratch, Position, and Grab Board](https://activelearningspace.org/equipment/things-you-can-buy/scratch-position-and-grab-boards/) - Scratch, Position, and Grab Boards The Scratch, Position, and Grab (SPG) Board is a perceptualyzing aid designed to fulfill a learner’s need for activity, while promoting increased fine motor development from a level of scratching, to a level of grasping and manipulation of objects. The SPG-Board provides conditions for learning the position of objects/materials, and
- [HOPSA Dress](https://activelearningspace.org/equipment/things-you-can-buy/hopsa-dress/) - HOPSA Dress The HOPSA Dress By Dr. Lilli NielsenPurposeThe HOPSA-dress (H-d) is designed to give wheelchair users the opportunity to move their legs, learning to bear their own weight, balance while standing, and achieve the ability to walk.Technical InformationThe H-d is manufactured in three sizes to fit persons 1-7 years of age, 7-14, and adults.
- [Sources for Materials](https://activelearningspace.org/materials/sources-for-materials/) - Sources for Materials Here are a list of sources for purchasing some of the specific materials shown on this website.Able Net Inc. – https://www.ablenetinc.com/ 1-800-322-0956Switches/computer/communication devices Adaptations by Adrian – 1-888-214-8372 www.adaptationsbyadrian.com Adapted clothes- ponchos and outerwear Benik Corporation – www.benik.com 1-800-442-8910 Benik Vests, elbow/hand splints Brookstone – www.brookstone.com 1-800-846-3000Hand-held massagers Materials MenuMaterialsAttractive ObjectsExample of Selecting Materials for a Position BoardIdeas from the FieldKinetic SandLoop Turner, Tubing and ElasticMatch Materials to
- [Kinetic Sand](https://activelearningspace.org/materials/kinetic-sand/) - Kinetic Sand Want to work on fine motor skills to develop finger isolation and grasp? Kinetic sand is a great material for doing that. You can purchase kinetic sand or you can make other types of “sand” for your child to play with using hands or feet. Of course, there is always beach sand, sand
- [Classroom Centers and Activities for Older Students](https://activelearningspace.org/implementation/classroom-centers-activities-for-older-students/) - Classroom Centers and Activities for Older Students Active Learning is an approach that can be used with learners of any age, if they are functioning under a 4-year-old developmental level (48 months). Many activities are suitable for learners of all ages, using materials from the environment and familiar objects.For ideas on setting up centers for
- [Social Skills](https://activelearningspace.org/implementation/expanded-core-curriculum/social-skills/) - Social Skills Social skills are usually tied to emotional skills development in most of the literature. Social skills begin at birth during the interactions between the caregiver and the child.Developing trust between caregiver and child is critical to emotional development and all other development. Learning is difficult with someone who does not make you feel
- [Expanded Core Curriculum](https://activelearningspace.org/implementation/expanded-core-curriculum/) - Expanded Core Curriculum The Expanded Core Curriculum (ECC) is the body of knowledge and skills that are needed by students with visual impairments due to their unique disability-specific needs. Students with visual impairments need the expanded core curriculum in addition to the core academic curriculum of general education. The ECC should be used as a
- [CVI Strategies](https://activelearningspace.org/children-with-cortical-visual-impairments/cvi-strategies/) - Strategies for Learners with CVI Using an Active Learning ApproachPeople often wonder what kind of modifications should be made to Active Learning activities, materials or equipment for children with CVI (cortical visual impairment). It is beyond the scope of this website to provide an introduction to CVI, but there is a lot of good information in
- [Children with Cortical Visual Impairments](https://activelearningspace.org/children-with-cortical-visual-impairments/) - Children with Cerebral/Cortical Visual Impairment The CVI Now website from Perkins says this about Cerebral/Cortical Visual Impairment. CVI stands for Cerebral/Cortical Visual Impairment. CVI is a brain-based visual impairment caused by damage to the visual pathways or visual processing areas of the brain. Learners struggle with visual attention and visual recognition resulting in a lack
- [Oral Motor Development Issues](https://activelearningspace.org/oral-motor-skills/oral-motor-development-issues/) - Oral Motor Development Issues Prior to creating any intervention strategy, you must first complete an assessment. There are three main components to oral motor deficiencies. They are sensory, motor, and behavioral. A child can have deficits in one, two or all three of these areas. For additional information about strategies to address eating, visit the Activities of
- [Standing and Walking](https://activelearningspace.org/motor-skills/standing-and-walking/) - Standing and Walking Not all children with significant disabilities will achieve the ability to stand and walk independently. Certain issues like paralysis, hip displacement, spinal injury or cerebral palsy can all affect a child’s ability to stand or walk. Still we can help the learner to experience being in an upright position where arms and legs are
- [Scratching, Batting and Banging](https://activelearningspace.org/motor-skills/scratching-and-banging/) - Scratching, Batting, and Banging Some of the first steps a child takes in learning to use his/her hands are scratching, batting and banging. Children are born with a reflexive grasp which they begin to learn to control in a predictable progression that includes the ability to voluntarily open and close their hands, bring the hand
- [Communicating with the Learner](https://activelearningspace.org/principles/five-phases-of-educational-treatment/communicating-with-the-learner/) - Communicating with the Learner Non-Verbal CommunicationOne of the great challenges of interacting with a child who is significantly developmentally delayed is the challenge of communication. Because many of these children have no spoken language, they are more reliant on communicating through other forms. For example their expressive language tends to be through body movements and
- [Pulling to Stand, Crawling, Cruising](https://activelearningspace.org/motor-skills/pulling-to-stand-crawling-cruising/) - Pulling to Stand, Crawling, Cruising As children gain sufficient strength in their legs, arms, torso, and neck they will usually begin to attempt to pull to standing, crawl and cruise. Movements like these require both strength AND coordination of muscle movements. Children who have significant challenges may take a very long time to achieve this
- [Moving in Prone](https://activelearningspace.org/motor-skills/moving-in-prone/) - Moving in Prone All children need to spend time on their tummies. The American Occupational Therapy Association shares in Tummy Time Tip Sheet the following information:TUMMY TIME is an important activity for your baby’s development and is endorsed by the American Academy of Pediatrics (AAP). Because the AAP recommends that babies sleep on their backs for
- [Expanded Core Curriculum](https://activelearningspace.org/program-planning/expanded-core-curriculum/) - Expanded Core Curriculum The Expanded Core Curriculum (ECC) is the body of knowledge and skills that are needed by students with visual impairments due to their unique disability-specific needs. Students with visual impairments need the expanded core curriculum in addition to the core academic curriculum of general education. The ECC should be used as a
- [Transition Services](https://activelearningspace.org/program-planning/developing-an-iep-to-reflect-active-learning/transition-services/) - Transition Services As students get older, it is increasingly important to begin to focus on the skills that they will need for adult life. This should include skills that they need for everyday life, such as movement, communication, and self-care (toileting, dressing, bathing, eating, etc.), as well as other functional skills. Sometimes introducing materials that
- [Expanded Core Curriculum Assessment](https://activelearningspace.org/assessment/expanded-core-curriculum-assessment/) - Expanded Core Curriculum Assessment The Expanded Core Curriculum (ECC) is the body of knowledge and skills that are needed by students with visual impairments due to their unique disability-specific needs. Students with visual impairments need the expanded core curriculum in addition to the core academic curriculum of general education. The ECC should be used as
- [Five Phases of Educational Treatment](https://activelearningspace.org/principles/five-phases-of-educational-treatment/) - Five Phases of Educational Treatment Interacting with the LearnerIt is imperative that all individuals with multiple special needs be given the opportunity to participate in educational programming that meets the learner’s developmental needs. In her book Are You Blind? Dr. Nielsen describes how some children with multiple special needs exhibit severe anxiety or behavioral challenges
- [Repetition](https://activelearningspace.org/principles/key-points-overview/repetition/) - Repetition The Importance of RepetitionPractice makes perfect! This is critical to learning for anyone because repetition creates and strengthens neural connections in the brain. Provide plenty opportunities (thousands and thousands) for the learner to practice a skill so that it becomes part of the individual’s personality. The more “automatic” a skill becomes the less energy
- [Active Participation](https://activelearningspace.org/principles/key-points-overview/active-participation/) - Active Participation It is critical that the individual initiates some actions without prompting (verbal or physical) from the adult. Through self-initiated activity the learner is developing neural connections and memories that may not be established by having an adult manipulate his/her body.Let the learner determine when and how to act on an object or make
- [The Philosophy of the Approach](https://activelearningspace.org/principles/the-philosophy-of-the-approach/) - The Philosophy of the Approach of Active Learning By: Dr. Lilli NielsenThe philosophy of the approach of Active Learning is to give the child the opportunity to learn, and so step by step, achieve the pre-requisites that would enable him/her to learn at higher and higher levels.The approach of Active Learning developed primarily while working
- [What Is Active Learning?](https://activelearningspace.org/principles/what-is-active-learning/) - What Is Active Learning? Active Learning is an approach based on the work of Dr. Lilli Nielsen, a developmental psychologist and preschool teacher, who worked for over 43 years with children and adults with multiple disabilities at Refsnaesskolen, the National Institute for Blind and Partially Sighted Children and Youth in Denmark. The approach is not
- [Events](https://activelearningspace.org/resources/events/) - Events Below is a listing of training events and activities related to Active Learning. If you have an event you would like to share, please email kitchens@tsbvi.edu. Resources MenuResourcesArticlesBooks by Dr. NielsenCoursesDocument DownloadsEventsFacebook & PinterestFormsPodcasts & WebinarsResearchSuggestions for Funding SourcesTraining IdeasWebsites June 2025 Texas Active Learning Conference 2025Hosted at: ESC Region 11 on June 10-12, 2025Sponsored by: Education Service Center Region
- [Fine Arts](https://activelearningspace.org/implementation/content-domains/fine-arts/) - Fine Arts One of the underlying principles of Active Learning is that all individuals should be active participants, and that materials and the environment should be adapted in such a way as to encourage this. As such, the emphasis is on the process of activities, rather than the product. This means that facilitating exploration
- [Document Downloads](https://activelearningspace.org/resources/document-downloads/) - Document Downloads Guides and Directions DocumentsBelow are links to all of the guides and directions documents that can be downloaded from the Active Learning Space website. These are listed in alphabetical order according to title.Active Learning Materials and Activities Planning Sheet (Word Version)Active Learning Materials and Activities Planning Sheet (PDF Version)Active Learning Skills ChecklistCan Active
- [Daily Living Activities](https://activelearningspace.org/family/activities-for-home/daily-living-activities/) - Daily Living Activities Gaining independence in completing activities of daily living is something all parents and educators want for the child. Every child has the potential to make gains in these areas whether or not they become fulling independent in the activity. These activities include things like eating, bathing, brushing teeth, toileting, washing hands, dressing
- [Videos of Children](https://activelearningspace.org/site-map-video-index/video-index/videos-of-children/) - Videos of Children PrinciplesJack’s Progression – 4 Years of Progress – Principles – What is Active LearningRylan Before and After: Encouraging Learning and Engagement – Principles – What is Active LearningRJ and the Chimes – Key Points – Active ParticipationAyanna and Her Music Teacher Vocalizing – Key Points – Active ParticipationKaty on a Swing –
- [Taking a Look at the FIELA Curriculum](https://activelearningspace.org/implementation/taking-a-look-at-the-fiela-curriculum/) - Taking a Look at the FIELA Curriculum Many of the children who are congenitally blind with additional disabilities or deafblind have a great deal of difficulty learning because of their inability to access information in the environment the way a typically developing child does. Though they learn in similar ways, the learning process a typically
- [Using the FIELA Curriculum](https://activelearningspace.org/implementation/using-the-fiela-curriculum/) - Using the FIELA Curriculum The FIELA Curriculum is made up of a book (The FIELA Curriculum: 730 Learning Environments), a catalog of activity cards and a velcro board which is used to organize the child’s week. It was developed by Dr. Nielsen to help us determine which environments and experiences are appropriate for an individual
- [Assessment](https://activelearningspace.org/assessment/) - Assessment Functional Scheme and Other Assessment ToolsThe Functional Scheme assessment and re-assessment tool was developed by Dr. Nielsen to meet the needs of children and adults with multiple special needs who are functioning at a developmental level under 48 months. The purpose of the tool is to create the best possible basis for developing an
- [Cognitive Skills](https://activelearningspace.org/cognitive-skills/) - Overview of Cognitive Skills What Does Constructive Play Have to Do with 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 recognize things like same and different, one and
- [Teacher Evaluation Tool](https://activelearningspace.org/administrators/teacher-evaluation-tool/) - Teacher Evalution Tool Each school district has policies and procedures for evaluating teachers, but sometimes these tools do not address their work with children who are significantly developmentally delayed and functioning under a developmental level of 4 years old. Additionally administrators may not be familiar with the philosophy and principles that guide instruction using an
- [Activity Ideas from the Field](https://activelearningspace.org/implementation/activity-ideas-from-the-field/) - Activity Ideas from the Field Many activities can be implemented using materials that are readily available. It is important to determine which phase of educational treatment the learner is in, and adapt the activity accordingly.We welcome your ideas! Please email us at borgk@tsbvi.edu if you have something you’d like to share.Ping Pong Ball DropVision teacher
- [Ideas for Older Learners](https://activelearningspace.org/family/ideas-for-older-learners/) - Ideas for Older Learners There is no single right way to set up Active Learning activities for older learners. Their individual preferences and developmental level should be taken into consideration, as well as the family’s priorities. As an individual enters his or her teen years, families typically begin to think about what’s next. Where will
- [Welcome to Active Learning Space](https://activelearningspace.org/welcome-to-active-learning-space/) - Welcome to Active Learning Space Active Learning is an approach based on the work of Dr. Lilli Nielsen, a developmental psychologist and preschool teacher, who worked for over 43 years with children and adults with multiple disabilities at Refsnaesskolen, the National Institute for Blind and Partially Sighted Children and Youth in Denmark. The approach is
- [Social Studies](https://activelearningspace.org/implementation/content-domains/social-studies/) - Social Studies Neither the Dynamic Learning Maps Essential Elements or the Common Core State Standards has essential elements listed for Social Studies. The Texas standards list essential elements in the Early Childhood Vertical Alignments and Texas Early Learning Pathways in the domain of Social Studies. The focus of Social Studies includes skills related to people
- [Site Map](https://activelearningspace.org/site-map-video-index/site-map/) - Site Map HomePrinciplesPrinciples OverviewWhat is Active Learning?The Philosophy of the ApproachWhat Is Play?Pathways to LearningHow Special Needs Children Spend Their DayDynamic Learning CirclePatty Obrzut Discusses the Dynamic Learning CircleWhen Things Go WrongSocial and Emotional DevelopmentPatty Obrzut Discusses Developmentally Appropriate ActivitiesEffects of Anxiety and StressEmotional Developmental and Self-IdentityStereotypical Behaviors and Self-StimulationKey Points OverviewActive ParticipationDevelopmentally AppropriateLimited DistractionsReinforcingRepetitionFive
- [Self-Determination](https://activelearningspace.org/implementation/expanded-core-curriculum/self-determination/) - Self-Determination Skills People sometimes think that individuals with significant developmental disabilities, especially when they are functioning at a developmental age of under four years, are not capable of achieving self-determination skills. Sometimes, they think these skills are not important for them to learn. However, self-determination is at the very heart of an Active Learning approach.Children
- [Science](https://activelearningspace.org/implementation/content-domains/science/) - Science Science has led to the discovery of everything from gravity to medicine. Science is based on curiosity—and when children aim to learn more about the world around them, it is science that often holds the clues they need for a better understanding.How to Teach Kids Science and Why Is It ImportantLearning Liftoff website 2021
- [Recreation and Leisure](https://activelearningspace.org/implementation/expanded-core-curriculum/recreation-and-leisure/) - Recreation and Leisure One very important facet of a successful and fulfilling life is what we do for fun, recreation and leisure skills. There are very few activities that individuals with visual impairments or deafblindness cannot participate in if properly adapted. Moreover, the need for physical activity and ways to relax and restore the mind,
- [Outdoor Activities](https://activelearningspace.org/family/activities-for-home/outdoor-activities/) - Outdoor Activities Note: With all activities, safety comes first. These activities need to be supervised by an adult and may need to be modified if you child has a lot of hand and arm strength.Tired of being stuck inside your house? Most children benefit from a dose of outdoor time whether it is a walk
- [Orientation and Mobility](https://activelearningspace.org/implementation/expanded-core-curriculum/orientation-and-mobility/) - Orientation and Mobility One area of the Expanded Core Curriculum is Orientation and Mobility. “Orientation” refers to the ability to know where you are and where you want to go, whether you’re moving from one room to another or walking downtown for a shopping trip.”Mobility” refers to the ability to move safely, efficiently, and effectively
- [Map Sticks](https://activelearningspace.org/implementation/expanded-core-curriculum/orientation-and-mobility/map-sticks/) - Map Sticks Dr. Joe Gibson has worked for many years with adults who are deafblind and he is now the coordinator of the Deafblind International Outdoor Network. Based in Norway, he believes strongly in the benefits of outdoor activities for individuals with a combined vision and hearing loss, including those with multiple disabilities. He recently
- [Math](https://activelearningspace.org/implementation/content-domains/math/) - Math Mathematics includes things like number sense, weight and measurement, geometry, fractions, and problem-solving skills. At the earliest levels this involves such skills as learning the numbers and being able to count, one-to-one correspondence, identification of shapes, sorting and categorizing, recognizing patterns, being able to add to and take away from a set, and recognizing
- [Journey Sticks](https://activelearningspace.org/implementation/expanded-core-curriculum/orientation-and-mobility/journey-sticks/) - Journey Sticks Dr. Joe Gibson, who is the coordinator of the Deafblind International Outdoor Network, has worked for many years with adults who are deafblind. He is passionate about the benefits of outdoor activities for individuals with dual sensory impairment, including those with multiple disabilities, and has done extensive research on this topic. Although his philosophy
- [Implementation](https://activelearningspace.org/implementation/) - Implementation Active Learning is more than equipment or materials. It is an approach that can be used to implement instruction in general curriculum and expanded core curriculum, and also to support therapies such as physical therapy, occupational therapy, music therapy, and speech therapy. These ideas can also be used in the home or community.Some things
- [FIELA Curriculum](https://activelearningspace.org/program-planning/fiela-curriculum/) - FIELA Curriculum You may also want to visit the Assessment page to hear a lecture from Patty Obrzut on the FIELA Curriculum.FIELA Curriculum offers a variety of level appropriate activities for children with multiple special needs. To help plan a daily routine, some activity ideas require use of gross motor skills, others fine motor skills, and
- [Content Domains](https://activelearningspace.org/implementation/content-domains/) - Content Domains in the Standard Curriculum The law requires that all children have access to the standard or general curriculum, which includes at a minimum math, science, and language arts, and may also include fine arts, physical education, and social studies. Most of these content domains includes the development of foundational cognitive or reasoning skills
- [Career Education](https://activelearningspace.org/implementation/expanded-core-curriculum/career-education/) - Career Education Like all children, learning about careers starts very early in life. We all observe activities that our parents and others do each day that constitutes their job or career. We may not understand what a “job” is yet, but we begin to associate certain tasks and places with jobs that people do. We
- [Assistive Technology](https://activelearningspace.org/implementation/expanded-core-curriculum/assistive-technology/) - Assistive Technology There are a couple of things to share about assistive technology. First of all, the equipment used in Active Learning is assistive technology. Giving a child access to play with this equipment addresses instruction in assistive technology. Secondly, and most importantly, things that we think of as assistive technology like the use of computers
- [Activity and Goal Matrix](https://activelearningspace.org/implementation/activity-and-goal-matrix/) - Activity and Goal Matrix An Activity and Goal Matrix can help you evaluate whether or not your planned activities provide a focus on the student’s IEP goals. It can help ensure there are ample opportunities in all activities to work on these goals. Infusing skill-building opportunities throughout the day and in a variety of environments
- [Activities of Daily Living](https://activelearningspace.org/implementation/expanded-core-curriculum/activities-of-daily-living/) - Activities of Daily Living Gaining independence in completing activities of daily living is something all parents and educators want for the child. Every child has the potential to make gains in these areas whether or not they become fulling independent in the activity. These activities include things like eating, bathing, brushing teeth, toileting, washing hands,
- [Self-regulation](https://activelearningspace.org/hillarys-sandbox/self-regulation/) - “Just like all infants, young children with CHARGE syndrome self-stimulate in order to learn about their bodies, to extend and practice skills, to self-regulate, to amuse themselves, and to make themselves feel more confident and comfortable (Murdoch, 2000). With multi-sensory impairment the need to self-stimulate becomes more intense and more persistent because the brain is
- [Kate's Page](https://activelearningspace.org/kates-page/) - Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo. Kate’s Menuall about kateKate’s costumes
- [Hillary's Sandbox](https://activelearningspace.org/hillarys-sandbox/) - Infants and Active LearningWhile Active Learning is an approach developed for individuals with sensory and additional disabilities, the strategies and philosophy are appropriate for any child who is from birth to 48 months of age. MenuGreat for typical infants tooBirth to three months
- [Orientation and Mobility Services](https://activelearningspace.org/related-services-and-therapies/orientation-and-mobility-services/) - Orientation and Mobility Services Orientation and mobility instruction and Active Learning go together like peanut butter and jelly. Here’s what American Printing House for the Blind’s Family Connect has to share about Orientation and Mobility: People who are blind or visually impaired must learn to orient to their surroundings and move independently and safely across a
- [Research](https://activelearningspace.org/resources/research/) - Research While there is not yet a large body of research on Active Learning, there are some sources available. Please contact us if you know of additional research that should be included here.Specific to Active LearningBoestrup, Annette Morell. (2016) Active Learning at Byhaveskolen, Denmark: An evaluation study of the Visual Communications Class’ concerning the 2015/2016 group of school-starters.
- [Points to Guide Teacher Evaluation Discussion](https://activelearningspace.org/administrators/points-to-guide-teacher-evaluation-discussion/) - Points to Guide Teacher Evaluation Discussion When beginning an evaluation discussion with an instructor who implements an Active Learning approach for a child under that developmental level of 48 months, consider using some of the following questions to guide the discussion.This guide was developed collaboratively by staff at Texas School for the Blind & Visually
- [Portfolios](https://activelearningspace.org/documenting-progress/portfolios/) - Portfolios Another way to document progress is a Student Portfolio. A Student Portfolio contains examples of what the student does. These examples could include videos of a student in a learning environment, a form like the one above related to skills demonstrated during observations, artifacts such as art activities, anecdotal information from the members of
- [Family](https://activelearningspace.org/family/) - Family Pages Using an Active Learning Approach at HomeIn this section you will find ideas for families to try at home and in the community. Many families have shared photos, videos and ideas of things they have tried at home. While it may seem intimidating at first to try to figure out how to make
- [Training Ideas](https://activelearningspace.org/resources/training-ideas/) - Training Ideas There are many ways that the Active Learning Space website can be used for training, from self-study or working on specific areas as a team or small group. We have compiled some ideas of how families, Education Consultants, and others have used the site to support trainings they provide.From Kate Hurst, Statewide Staff Development
- [Forms](https://activelearningspace.org/resources/forms/) - Forms We have developed a variety of forms to use in planning and documenting progress with your student who is using an Active Learning Approach.Active Learning Materials and Activities Planning Sheet might be used to gather information for program planning for a student utilizing an Active Learning approach. Gathering information takes a little time, many
- [Patty Obrzut Discusses the Dynamic Learning Circle](https://activelearningspace.org/principles/dynamic-learning-circle/patty-obrzut-discusses-the-dynamic-learning-circle/) - Patty Obrzut Discusses the Dynamic Learning Circle In February 2016, Patty Obrzut, an expert on Active Learning from Penrickton Center for Blind Children, recorded a series of video clips on the Dynamic Learning Circle.Overview – Dynamic Learning CircleDescription: An overview of the Dynamic Learning Circle, a critical part of understanding the Active Learning approach. This approach
- [Podcasts and Webinars](https://activelearningspace.org/resources/podcasts-and-webinars/) - Podcasts and Webinars Podcasts“If You Can Breathe You Can Learn” – Active Learning with Charlotte CushmanPerkins eLearning To Go, Aired 5/21/2019 WebinarsPenrickton Center for Blind Children, Perkins School for the Blind and Texas School for the Blind & Visually Impaired have been collaborating on a series of webinar study groups each year. Most of these have
- [Courses](https://activelearningspace.org/resources/courses/) - Courses TSBVI has developed a series of free online courses on Active Learning that are offered for credit approved by ACVREP and Texas State Board of Education Certification for varying amounts of CEUs. Check each course for number of CEUs you will receive when you have completed the course.All of our online courses are listed
- [Dynamic Learning Circle](https://activelearningspace.org/principles/dynamic-learning-circle/) - Dynamic Learning Circle Below is a chart showing the Dynamic Learning Circle described by Dr. Nielsen. This is a great tool to use when observing a child play. As you observe your child try to determine where he or she is in the Dynamic Learning Circle. This will help you to fine-tune your activities and
- [Resources for Aligning Goals to the Standard Curriculum](https://activelearningspace.org/program-planning/resources-for-aligning-goals-to-the-standard-curriculum/) - Resources for Aligning to the Standard Curriculum 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
- [Tips on Completing the Functional Scheme](https://activelearningspace.org/assessment/tips-on-completing-the-functional-scheme/) - Tips on Completing the Functional Scheme The first time you complete the Functional Scheme, you may feel a bit overwhelmed. These tips will help you and your team work through the process. You may download a print version of these tips here:Download PDF Version of Tips on Completing the Functional SchemeDownload Word Version of Tips on Completing
- [Introduction of Tools](https://activelearningspace.org/cognitive-skills/introduction-of-tools/) - Introduction of 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 learn to pull
- [Stacking Objects](https://activelearningspace.org/cognitive-skills/stacking-objects/) - Stacking Objects Stacking of objects is another key element to constructive play. Around the age of 12 to 15 months children begin to imitate an adult who is stacking objects. Although children without disabilities frequently start by stacking blocks, these objects can lack inspiration for a child with visual impairments. Blocks may also be too
- [Taking Apart and Putting Together](https://activelearningspace.org/cognitive-skills/taking-apart-and-putting-together/) - 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
- [Banging Games](https://activelearningspace.org/cognitive-skills/banging-games/) - Banging Games From the age of eight months to about two years, children engage in banging games. Everyone can picture a child sitting at the dinner table banging his or her spoon on the high chair. Who hasn’t emptied out the pots and pans from a cupboard to have a child bang away on them
- [Concept of Quantity](https://activelearningspace.org/cognitive-skills/concept-of-quantity/) - Concept of Quantity Learning about the concept of quantity is important for constructive play. At an early age, a child kicks his or her legs or bangs on an object, and then takes a short break. A child can hold his hand fisted as one item, or separate the fingers to see five individual fingers.
- [Cause and Effect, Object Permanence](https://activelearningspace.org/cognitive-skills/cause-and-effect-object-permanence/) - Cause and Effect, Object Permanence Early Cognitive ConceptsChild psychologist Jean Piaget identified the Sensorimotor stage of development as occurring between 0-2 years in typical children. (Learn more about Piaget’s Stages of Development.) During this period, two key early cognitive concepts develop, namely the understanding of cause and effect and learning about object permanence. Children in
- [Forms for Documenting Progress](https://activelearningspace.org/documenting-progress/forms-for-documenting-progress/) - 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. Below
- [Documenting Progress in IEP Goals and Benchmarks](https://activelearningspace.org/documenting-progress/documenting-progress-in-iep-goals-and-benchmarks/) - 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. Here is what the Individuals with Disabilities Education Act says about documenting student progress on goals:Documenting student progress is a requirement of IDEA.IDEA states that each child’s
- [Documenting Progress](https://activelearningspace.org/documenting-progress/) - Documenting Progress The Individuals with Disabilities Education Act requires documentation of progress in completing annual goals on the student’s IEP. Teams need to document skills in the IEP and may also track skills not specifically noted in a learner’s IEP goals. Here is what the Individuals with Disabilities Education Act says about documenting student progress
- [From Assessment to IEP to Instruction](https://activelearningspace.org/program-planning/from-assessment-to-iep-to-instruction/) - From Assessment to IEP to Instruction One of the challenges for many educators when considering an Active Learning approach for use with their students with significant developmental delays who function at 48 months or younger in most areas of development is access to the standard or academic curriculum. State and federal laws insure that all
- [Placement](https://activelearningspace.org/program-planning/developing-an-iep-to-reflect-active-learning/placement/) - Placement FAPE and PlacementThe final step in the IEP meeting is to determine where the student’s IEP should be implemented. IDEA requires that the child be educated in the least restrictive environment (LRE). That may look different for each child depending on the options available within the local school district and what provides the student
- [Positive Behavioral Interventions and Supports](https://activelearningspace.org/program-planning/developing-an-iep-to-reflect-active-learning/positive-behavioral-interventions-and-supports/) - Positive Behavioral Interventions and Supports According to IDEA (§300.324(a)(2)(i)-(v)) the IEP team should also address any positive behavioral interventions and supports (PBIS) needed to address behavior that impedes learning. Information documented in the Functional Scheme evaluation sections on Developmentally Impeding Functions helps to identify some of these behaviors.Positive Behavioral Interventions and Supports (PBIS)Positive Behavioral Interventions
- [Special Factors in the IEP](https://activelearningspace.org/program-planning/developing-an-iep-to-reflect-active-learning/special-factors-in-the-iep/) - Special Factors in the IEP IDEA (Individuals with Disabilities Education Act) lists five special factors that the IEP team must consider in the development, review, and revision of each child’s IEP. The special factors listed on the Parent Information and Resource Center website include:BehaviorLimited English ProficiencyBlindness or Visual ImpairmentCommunication Needs/DeafnessAssistive TechnologyBehaviorSchools are required to have structured guidelines
- [Supplementary Aids, Related Services, and Program Modifications](https://activelearningspace.org/program-planning/developing-an-iep-to-reflect-active-learning/supplementary-aids-related-services-and-program-modifications/) - Supplementary Aids, Related Services, and Program Modifications In IDEA, §300.320(a)(4), it states “each child’s IEP must contain a statement of the special education supplementary aids and related services, and program modifications based on peer-reviewed research to the extent practicable are provided to the child. The purpose of these aids, services and modifications are to help
- [Goals and Benchmarks](https://activelearningspace.org/program-planning/developing-an-iep-to-reflect-active-learning/goals-and-benchmarks/) - Goals and Benchmarks In the development of the IEP the educational team creates goals and accompanying benchmarks (or objectives) to include in programming. These goals are based on assessment and the PLAAFP and should be guided by priorities set by the family with the educational team.Most of the students who will benefit from an Active
- [Phase 4 Sharing the Work](https://activelearningspace.org/principles/five-phases-of-educational-treatment/phase-4-sharing-the-work/) - Phase 4 Sharing the Work Children at the earliest developmental levels (birth to an emotional level of 2 years) will typically need the adult to utilize the techniques in Phases 1-3. Only when the child is developed emotionally to the level of 24 months will an adult use Phase 4 Sharing the Work and then
- [Can Active Learning Be Used for General Education Instruction?](https://activelearningspace.org/program-planning/can-active-learning-be-used-for-general-education-instruction/) - Can Active Learning Be Used for General Education Instruction? One of the issues related to Active Learning that is often raised by instructors is that it looks like “play”. This makes it difficult to explain how the child is actually focused on the same important “work” that engages the time of students without these significant challenges. Because
- [Present Levels of Academic Achievement and Functional Performance](https://activelearningspace.org/program-planning/developing-an-iep-to-reflect-active-learning/plaffp/) - Present Levels of Academic Achievement and Functional Performance What is the PLAAFP?When a student first enters a school program the IEP is developed only after thorough evaluation (Full Individual Evaluation or FIE) has been made.The FIE is used to determine eligibility for special education and specific needs related to accessing a Free and Appropriate Public
- [Developing an IEP to Reflect Active Learning](https://activelearningspace.org/program-planning/developing-an-iep-to-reflect-active-learning/) - Developing an IEP to Reflect Active Learning For school-aged students in public education, the Individual Educational Program (IEP) is a critical document for guiding all instruction. It is in effect the legal document that spells out a variety of things that will be provided to the child in the school setting. The IEP is developed
- [Phase 2 Imitating](https://activelearningspace.org/principles/five-phases-of-educational-treatment/phase-2-imitating/) - Phase 2 Imitating Children at the earliest developmental levels (birth to an emotional level of 2 years) will typically need the adult to utilize the techniques in Phases 1-3. Only when the child is developed emotionally to the level of 24 months will an adult use Phase 4 and then later Phase 5 with the
- [Key Points Overview](https://activelearningspace.org/principles/key-points-overview/) - Key Points Overview These are the key points of Active Learning: active participation, repetition of opportunities, developmentally appropriate, reinforcing to the individual, and limited distractions.Understanding and remembering the Key Points of Active Learning is important when working with a child. You may want to download this poster created by Shay Utley, COMS, from Mansfield ISD
- [When Things Go Wrong](https://activelearningspace.org/principles/dynamic-learning-circle/when-things-go-wrong/) - When Things Go Wrong Occasionally an individual will get stuck in a specific part of the Dynamic Learning Circle. This can lead to disruptive behaviors, self-stimulation, or other problems in learning. It is important to recognize when this happens and to know what to do to help the child get back on track.Patty Obrzut Talks
- [Pathways to Learning](https://activelearningspace.org/principles/pathways-to-learning/) - Pathways to Learning A child with special needs is a life-long learner, just like his or her peers. And like his/her peers, he or she will gradually learn according to his/her level of physical, mental and emotional capacity. Learning is therefore restricted only by a lack of learning opportunities in a poor learning environment.In order
- [Family Room Activities](https://activelearningspace.org/family/activities-for-home/family-room-activities/) - Family Room Activities There are many things you can do in the Family Room to make this space more of an Active Learning environment for your child. Since this is a place where the whole family gathers, you need activities that the child can do independently and also things that other family members can do
- [Sitting Independently](https://activelearningspace.org/motor-skills/sitting-independently/) - Sitting Independently Independent sitting requires strong neck, shoulder, and core muscles. It also requires balance and good proprioception (feedback from joints and muscles to your brain). Vision can also play a role in developing sitting skills. A key goal for sitting is to be able to use your arms, hands, legs, feet and head while in
- [Mobiles](https://activelearningspace.org/equipment/things-you-can-make/mobiles/) - Mobiles Some children may benefit from use of an activity mobile. Although not as properly equipped as a Little Room, these perceptual aids provide an easy way to hang items so that a child can independently manipulate the objects with his/her hands, feet or mouth. There are many different kinds of mobiles that can be
- [Kitchen Classics](https://activelearningspace.org/family/activities-for-home/kitchen-classics/) - Kitchen Classics Note: With all activities, safety comes first. These activities need to be supervised by an adult and may need to be modified if you child has a lot of hand and arm strength.The kitchen is the heart of the home and a great place to find things to use to create Active Learning
- [Mounts for Musical Instruments](https://activelearningspace.org/equipment/things-you-can-make/mounts-for-musical-instruments/) - Mounts for Musical Instruments Learners with multiple disabilities often have difficulty holding a musical instrument and playing it. Creating a stand for instruments enables learners to play them more independently, by tapping, banging, or shaking them. Your music therapist may be able to help you locate commercially made mounts or stands or you can ask
- [Activity Wall](https://activelearningspace.org/equipment/things-you-can-make/activity-wall/) - Activity Wall Pegboard can be mounted on a wall to create an activity wall. Items are attached to the pegboard or suspended with elastic protected by plastic tubing, so that the learner can explore materials independently. If multiple children will be using the activity wall, it is best to mount objects at a range of different
- [Aprons, Vests, Gloves, Scarves, and Belts](https://activelearningspace.org/equipment/things-you-can-make/aprons-vests-gloves-scarves-and-belts/) - Aprons, Vests, Gloves, Scarves and Belts Many children have very limited use of their hands and feet and/or arms and legs. They may not be able to hold objects in their hands or be able to bat at or shake the objects. One thing you can do to give a child like this the ability
- [Books and Experience Stories](https://activelearningspace.org/equipment/things-you-can-make/books-and-experience-stories/) - Books and Experience Stories Pegboard BooksPegboard books provide a way for young children who are blind or visually impaired, including those with multiple disabilities, to begin to explore books. Based on the work of Dr. Lilli Nielsen and her Active Learning approach, this format uses real objects attached to pieces of pegboard. The common household
- [Points to Consider When Choosing Materials](https://activelearningspace.org/materials/points-to-consider-when-choosing-materials/) - Points to Consider When Choosing Materials The learner’s preferencesInitially you want to offer the learner a wide variety of objects to gain a sense of his or her preferences and interests. Are there certain qualities that attract the learner? For example, does the learner like shiny things or things that can be bent? Does the
- [Books By Dr. Nielsen](https://activelearningspace.org/resources/books-by-dr-nielsen/) - Books By Dr. Nielsen Information included in this website is based on the works of Dr. Lilli Nielsen, and is not meant to replace these materials in anyway. These books are available through LilliWorks. It is recommended that anyone interested in implementing Active Learning techniques read the following materials authored by Dr. Nielsen:Are You Blind?This book
- [Buncher](https://activelearningspace.org/equipment/things-you-can-make/buncher/) - Buncher Because of visual impairment and/or motor problems, some children are unable to pick up an object again once they have let go of it. Since it is the repetition of grasping and letting go that lead to the ability of grasping and holding, the user will benefit from holding the object with the use
- [Attractive Objects](https://activelearningspace.org/materials/attractive-objects/) - Attractive Objects Adapted from Space and Self, (Nielsen, 1992)Most objects could be perceived as useful as equipment for the “Little Room” or the Position Board. It is the children’s reaction in the form of increased activity that indicates whether an object is attractive.The list of objects presented here is meant as inspiration and to demonstrate
- [Essef Board](https://activelearningspace.org/equipment/things-you-can-buy/essef-board/) - Essef Board The ESSEF Board By Dr. Lilli NielsenMany handicapped children perform all too few leg and feet movements, and many children have difficulty in learning to keep their balance. The “Essef Board” may diminish these problems.While sitting on the lap of an adult, on a chair, or in a wheelchair the child can kick
- [Matching Materials to Goals](https://activelearningspace.org/materials/matching-materials-to-goals/) - Matching Materials to Goals When selecting materials and activities for a learner, it is important to begin by creating a profile of the individual. This includes an assessment that identifies what the child is able to do in various areas, a learning media assessment or identification of the preferred sensory channels, and a list of
- [Grasping](https://activelearningspace.org/motor-skills/grasping/) - Grasping Steps in the Developmental Process of Grasping In her book The Comprehending Hand, Dr. Lilli Nielsen lists the various steps in the developmental process involved in the ability to grasp:hand to mouthhand to handobjects held in handobjects held in hand put to mouthlosing objectsobjects transferred from one hand to the otherreaching out for objectsknocking objects on the
- [Loop Turner, Tubing and Elastic](https://activelearningspace.org/materials/loop-turner-tubing-and-elastic/) - Loop Turner, Tubing and Elastic Tips for Hanging ObjectsWhen hanging objects in a Little Room, Tabletop Mobiles, Position Board or other environment you want to make sure that items are secured properly. Here are some tips for doing this from Patty Obrzut and the folks at Penrickton Center for Blind Children. Materials you may need:Tubing (aquarium, tube-feeding,
- [Resonance Board](https://activelearningspace.org/equipment/things-you-can-buy/resonance-board/) - Resonance Board By: Dr. Lilli Nielsen The Resonance Board is made of 4 mm plywood size 150 x 150 cm (120 x 120 cm if the child is very small.) Along the edge of the underside you apply a wooden strip, which is 2 x 2 cm. It is very important to apply the strip
- [Motor Skills](https://activelearningspace.org/motor-skills/) - Motor Skills From neuroscientist Daniel Wolpert:We have a brain for one reason and one reason only — that’s to produce adaptable and complex movements. Movement is the only way we have affecting the world around us… I believe that to understand movement is to understand the whole brain. And therefore it’s important to remember when
- [Download Teacher Evaluation Document](https://activelearningspace.org/administrators/download-teacher-evaluation-document/) - Download Guide for Administrators Evaluating Teachers Using an Active Learning Approach During Instruction For the convenience of administrators and supervisors conducting evaluation of teachers using an Active Learning approach with students who are significantly developmentally delayed and functioning below the developmental age of four, we have developed this guide. We recognize your desire to give
- [Boards and Trays](https://activelearningspace.org/equipment/things-you-can-make/boards-and-trays/) - Boards and Trays There are a variety of boards and trays that you can make for a child to explore on a Resonance Board, table top, or wheelchair tray. One of the key features of Active Learning is that materials are presented in such a way that the learner is able to independently explore and
- [Activities for Home](https://activelearningspace.org/family/activities-for-home/) - Activities for Home Note: With all activities, safety comes first. These activities need to be supervised by an adult and may need to be modified if you child has a lot of hand and arm strength.“Learning is achieving knowledge by being active.” Dr. Lilli Nielsen, from Early Learning Step by Step Family MenuFamily PagesActivities for
- [Ideas from the Field](https://activelearningspace.org/materials/ideas-from-the-field/) - Ideas from the Field: Materials Materials do not need to be expensive or fancy, and not everything needs to be ordered from a specialty catalog. There are many great options available at local stores, such as hardware stores or garden centers. We invite you to share examples of Active Learning materials that you have created
- [Configuring a Little Room](https://activelearningspace.org/equipment/things-you-can-buy/little-room/configuring-a-little-room/) - Configuring a Little Room Download the contents of this page in a printable file. Download Word Version of Configuring a Little Room Download a PDF version of Configuring a Little Room. The Little Room can be configured in a variety of sizes. Individuals unable to sit up independently should always use a shorter Little Room
- [Lectures, Webinars and Adult Demonstrations](https://activelearningspace.org/site-map-video-index/video-index/lectures-webinars-and-adult-demonstrations/) - Lectures, Webinars and Adult Demonstrations Below is a complete listing of videos and the pages they can be found on at the Active Learning Space website. You will note that some of these videos appear on more than one page and may illustrate more than one principle or skill. If you are using these videos
- [Video Index](https://activelearningspace.org/site-map-video-index/video-index/) - Video Index We have compiled a complete list of all the videos available on Active Learning Space. This was last updated May 2022. The videos fall into the following categories:Videos of ChildrenLectures, Webinars, and Adult DemonstrationsYou will notice that many of the same videos appear on different pages in different sections of the website. The
- [Occupational Therapy](https://activelearningspace.org/related-services-and-therapies/occupational-therapy/) - Occupational Therapy Much like physical therapy provided in a school setting, occupational therapy is tied to access and participation in a child’s educational program as part of special education services. Many children with significant developmental delays functioning at a developmental level of under 48 months, especially those with vision and/or hearing loss require these services.
- [About Teacher Evaluation](https://activelearningspace.org/administrators/about-teacher-evaluation/) - About Teacher Evaluation What Is Active Learning and Who Needs It?Students with multiple and significant challenges who are also dealing with vision and hearing loss, face very unique challenges when it comes to learning. Active Learning is a best practice instructional approach being utilized world-wide for children who are blind, visually impaired, and deafblind experiencing
- [Position Boards](https://activelearningspace.org/equipment/things-you-can-make/position-boards/) - Position Boards Homemade Position Boards are perceptualizing aids designed to fulfill a learner’s need for activity, while promoting increased fine motor development from a level of scratching, to a level of grasping and manipulation of objects. The Scratch, Position, and Grab (SPG) Board is made by Lilli Works, but may no longer available. It is
- [Support Bench](https://activelearningspace.org/equipment/things-you-can-buy/support-bench/) - Support Bench By Dr. Lilli Nielsen The Support Bench is put together to help children who are more than two years old and not yet able to sit without support. When the gross motor development is slower than the growth of the body it will be difficult for the child to achieve the stages of
- [Selecting Panels for a Little Room](https://activelearningspace.org/equipment/things-you-can-buy/little-room/selecting-panels-for-a-little-room/) - Selecting Panels for a Little Room The Little Room includes side panels that can be changed out depending on the skills the child is practicing. It is important to select the appropriate panels to use when placing a child in a Little Room. Below are images fo the various panels and suggestions for how they
- [Language Arts](https://activelearningspace.org/implementation/content-domains/language-arts/) - Language Arts Language arts skills at the earliest levels include listening and speaking, expanding both children’s understanding of what they hear, as well as their ability to communicate their own ideas and experiences. As children get older reading and writing become a part of the standard curriculum. Communication skills are also part of the Expanded
- [Oral Motor Skills](https://activelearningspace.org/oral-motor-skills/) - Oral Motor Skills Oral Motor DevelopmentOral motor skill development refers to the use and function of the lips, tongue, hard and soft palates, jaw, and teeth. The movement and coordination of these structures is very important in speech production, safe swallowing, and consuming various food items. Oral Motor Skills MenuOral Motor SkillsOral Motor Development IssuesOral
- [Reinforcing](https://activelearningspace.org/principles/key-points-overview/reinforcing/) - Reinforcing Motivation and ReinforcementNone of us will do things that we do not feel benefit us in some way. In other words, we need motivation. This is true for any individual. Our role as the adults working with the learner is to figure out what is motivating for the individual. For the sensorimotor learner, we
- [Limited Distractions](https://activelearningspace.org/principles/key-points-overview/limited-distractions/) - Limited Distractions Become Aware of the DistractionsWhen anyone is trying to learn something new, distractions work against the process. For example, have you ever tried to learn a new computer program and people won’t stop talking or asking you questions? If you are like most people, you probably will have a hard time learning what
- [Developmentally Appropriate](https://activelearningspace.org/principles/key-points-overview/developmentally-appropriate/) - Developmentally Appropriate Target Skills at the Appropriate Developmental LevelSkills develop in a fairly predictable order. For example, you can’t throw a ball until you have the ability to pick it up. You can’t pick it up until you can coordinate the movement of your fingers. In Active Learning it is important to understand the developmental sequence
- [Site Map & Video Index](https://activelearningspace.org/site-map-video-index/) - Documents, Site Map and Video Index For your convenience we have provided a list of all our downloadable guides and instructions for making equipment and materials. We have also added a site map and a video index.Hopefully, these tools will help you easily find everything you are looking for on Active Learning Space.Reprint and Reuse
- [Things You Can Make](https://activelearningspace.org/equipment/things-you-can-make/) - Things You Can Make One of the common concerns we frequently encounter is that many of the items are very expensive to purchase. There are many good reasons for this, the primary one being that Dr. Nielsen researched her designs to determine the best materials and configuration to insure safety standards and also achieve maximum
- [Multi-Function Activity Table](https://activelearningspace.org/equipment/things-you-can-buy/multi-function-activity-table/) - Multi-Function Activity Table by Dr. Lilli Nielsen PurposeThe Multi-Function Activity Table (MFAT) is designed to allow the learner (child or adult) to initiate a large variety of cognitive activities while sitting on the floor, or in a chair, or wheelchair.Technical InformationThe MFAT is designed in such a way that the tabletop can be set at
- [Echo Bucket](https://activelearningspace.org/equipment/things-you-can-make/echo-bucket/) - Echo Bucket Many children who have significant disabilities may not use their voice to develop speech or develop important listening skills. These skills are often the focus of the speech therapist or teacher of the deaf and hard of hearing if the child has a hearing impairment. Goals such as discriminate between two sound sources,
- [HOPSA Dress Tracks](https://activelearningspace.org/equipment/things-you-can-buy/hopsa-dress-tracks/) - HOPSA Dress Tracks There are several options to consider when trying to put in a HOPSA Dress track depending on where the track is going and the liability requirements for that area. Penrickton Center for Blind Children prefers to use a track that is made to lift individuals who have the weight and height of children
- [Things You Can Buy](https://activelearningspace.org/equipment/things-you-can-buy/) - Things You Can Buy Dr. Nielsen invested a great deal of time researching and refining the designs for her “perceptualizing aids” or the equipment associated with her Active Learning instructional approach. For this reason we strongly recommend that you purchase only authentic Active Learning Equipment. The authorized dealer in the United States is LilliWorks at www.lilliworks.org.A
- [Equipment](https://activelearningspace.org/equipment/) - Equipment A young boy plays in a Little Room. Dr. Nielsen designed various “perceptualizing aids” or equipment to facilitate activity in individuals with multiple disabilities. A key factor in the development of these aides was to allow the learner to be an active participant when positioned in supine (on back), prone (on stomach), in sitting,
- [Suggestions for Funding Sources](https://activelearningspace.org/resources/suggestions-for-funding-sources/) - Suggestions for Funding Sources The best resources are local! Individuals like to help those within their community. You might wish to try some of the following:Lion Clubs International can direct you to a local lions club. Their goal is to help individuals who are visually impaired.Knights of Columbus Local chapters will help those with cognitive disabilities.Boy
- [Program Planning](https://activelearningspace.org/program-planning/) - Program Planning In developing instruction for any child we follow this sequence:Observe and assessSet goalsPlan and carry out instructional activities to work on goalsTake dataRevise goals and instructional strategies as needed Repeat steps 1-5Planning a full-day’s programming for a child using an Active Learning approach may seem challenging. But actually, most any activity can be adapted
- [Facebook and Pinterest](https://activelearningspace.org/resources/facebook-and-pinterest/) - Facebook and Pinterest For those of you who are Facebook or Pinterest fans, there are a number of places you can go to find out more about Active Learning.FacebookActive Learning for the Disabled: LilliWorks Foundation (Closed Group)Aktiv Læring (in Norwegian and English)Penrickton Center for Blind ChildrenPinterestFind great ideas for using Active Learning methods and equipment on our Pinterest
- [Resources](https://activelearningspace.org/resources/) - Resources There are a variety of resources related to Active Learning to help you learn more about the approach through webinars, workshops or online courses, where to get funding to equip a room, forms for planning and documentation, Facebook, and other websites.You may also want to subscribe to our free e-newsletter, so you can be
- [Team Assessment Process](https://activelearningspace.org/assessment/team-assessment-process/) - Team Assessment Process For the most part, children who will benefit from an Active Learning approach are served by a multitude of individuals in any given year. Usually the team includes a classroom teacher, paraprofessionals, physical, occupational, or speech/language therapists, teacher of students with visual impairments, teacher of the deaf and hard of hearing, orientation
- [Principles Overview](https://activelearningspace.org/principles/) - The Principles of Active Learning The Active Learning approach emphasizes that all individuals learn best by active participation. All activity, especially in the earliest stages of development, actually “wires our brains” and establishes critical foundational concepts and skills necessary for all future learning. Individuals with multiple disabilities (cerebral palsy, visual impairment, cognitive impairment, autism, hearing
- [Planning and Supporting a More Active Life at Home](https://activelearningspace.org/family/planning-and-supporting-a-more-active-life-at-home/) - Planning and Supporting a More Active Life at Home By David Wiley, Transition Specialist TSBVI, Texas Deafblind OutreachEditor’s note: While David’s article is written about people who are deafblind, the ideas he discusses are relevant for a much wider population including those individuals with significant disabilities.Helping a young person who is deafblind develop an active
- [In the Shed or Workshop](https://activelearningspace.org/family/activities-for-home/in-the-shed-or-workshop/) - In the Shed or Workshop Note: With all activities, safety comes first. These activities need to be supervised by an adult and may need to be modified if you child has a lot of hand and arm strength.One of the best places to find things to create Active Learning environment is the shed or workshop,
- [Putting It All Together](https://activelearningspace.org/cognitive-skills/putting-it-all-together/) - Putting It All Together What happens when you put all of these essential elements of constructive play together? Play becomes much more complex and imaginative. When the child has mastered some of the basic foundational concepts and skills used in play, he has the opportunity to decide how to construct and organize the materials used
- [Documenting Progress Using the Functional Scheme](https://activelearningspace.org/documenting-progress/documenting-progress-using-the-functional-scheme/) - Documenting Progress Using the Functional Scheme The Functional Scheme is the tool developed by Dr. Lilli Nielsen that helps to determine developmental skills level. We recommend that the student’s Functional Scheme be updated at least annually. You may want to review this video from Patty Obrzut about the Functional Scheme if you are not familiar with
- [OSEP Guidance Letter](https://activelearningspace.org/program-planning/developing-an-iep-to-reflect-active-learning/osep-guidance-letter/) - Office of Special Education Programs (OSEP) Guidance Letter One of the issues often raised by instructors related to Active Learning is that it looks like “play”. This makes it difficult to explain how the child is actually focused on the same important “work” that engages the time of students without these significant challenges. State and federal
- [Site Collaborators](https://activelearningspace.org/site-collaborators/) - About Us This site has been collaboratively developed by Penrickton Center for Blind Children in Taylor, Michigan, Perkins School for the Blind in Watertown, Massachusetts, and Texas School for the Blind and Visually Impaired in Austin, Texas. We hope that you will feel free to use and share the contents to educate yourself and
- [How Special Needs Children Spend Their Day](https://activelearningspace.org/principles/how-special-needs-children-spend-their-day/) - How Special Needs Children Spend Their Day If we compare the typical daily activities of a child with disabilities to those of a child without disabilities we may see these things:ActivityNon-DisabledDisabledSelf-Care/Activities of Daily Living XMobility ActivitiesX Fine Motor ActivitiesX CommunicatingX In Therapy XAt Doctor’s Appointments XPlaying IndependentlyX Playing with childrenX Playing with adults XSpending time alone XOur goal should be to find ways that help
- [Mailing List](https://activelearningspace.org/mailing-list/) - Subscribe to Our Mailing List If you would like to receive our newsletter notifying you of updates to the website and other news about Active Learning, please subscribe to our mailing list. This mailing list will not be shared with others.* indicates required field Email Address * First Name Last Name Home MenuWelcome to Active Learning SpaceMailing List Site Collaborators
- [Classroom Environments](https://activelearningspace.org/implementation/classroom-environments/)
- [Technology](https://activelearningspace.org/implementation/expanded-core-curriculum/technology/)

## Landing Pages

- [Active Learning Space](https://activelearningspace.org/active-learning-space/)