Early Tactile Learning Profile

Early Tactile

Learning

Profile

GENERAL

INFORMATION

Ann

Adk

•

Scott Baltisberger

•

Sara Kitchen

•

Debra Sewell

Early Tactile Learning Profile: General Information

● This document should be used to help develop a “Tactile Profile” for students with visual impairment who:

○ are chronologically and/or developmentally functioning between the ages of birth to 5 years old; and/or

○ have struggled with the acquisition of tactile skills/have not made expected progress; and/or

○ may be considered “non-traditional tactile learners” or “non-readers”.

● This is an observational checklist to assist in determining the need for additional evaluation and instruction in

specific skill areas.

● Many existing evaluation tools do not address the components of tactile learning in small enough increments that

are both observable and measurable, especially for students with multiple disabilities.

● Since skills are interrelated, a student’s overall cognitive, emotional, and physical development may have a

significant impact on how and why a student uses their hands.

● This profile is not the sole source for determining a student’s strengths and needs in relation to tactile development.

● The profile should be used in conjunction with the evaluation chart and instructional resources chart to determine

instructional strategies.

● To gain the most accurate information, it is important that multiple evaluators (TVI, COMS, other staff, family

members, etc.) collaborate to observe the student in a variety of settings. Ongoing observations will help identify

whether the student consistently demonstrates a skill.

● Tactile skills development:

○ is dependent on the development of both gross and fine motor skills. Gross motor skills (large muscles)

develop first and provide the foundation for fine motor (small muscle) development and refined tactile skills.

○ is generally acquired in a sequence from gross to fine motor, concrete to abstract, and awareness/attention

to understanding, creating a broad range of tactile skills at each level before moving on to the next level.

○ should be combined with concept development and language acquisition in order to develop skills for

literacy.

● This instrument includes:

○ Early Tactile Learning Profile: Checklist – this chart provides a short description of each important tactile

skill, “Answer” column, and a column for taking notes

○ Early Tactile Learning Profile: Evaluation Resources – this chart includes sources for student

information, and suggested evaluation tools that will assist in answering each question

○ Early Tactile Learning Profile: Instructional Resources – this chart provides sources for general

information, suggested activities, and guidance for creating appropriate activities

○ References - a list of all resources in the Early Tactile Learning Profile documents, including websites

○ Additional Resources - a document with suggestions of other important information on tactile learning for

students with visual impairments including those with additional disabilities and/or deafblindness.

Early Tactile Learning Profile: Checklist

How to Score the Checklist:

● It is

important to complete the entire checklist because:

○ acquisition

of tactile skills does not always occur at the same time or in the same sequence for all students.

○ a student may not follow the typical developmental sequence, causing gaps or holes in understanding

(splinter skills), and problems with the acquisition of subsequent tactile skills.

○ splinter skills do not give a good representation of the overall abilities of the student.

● After completing the entire checklist, review your responses and take the following actions:

○ If the answer is “yes”, the skill is generalized and the student can do it in any environment without prompting.

○ If the answer is “no”, refer to the corresponding question in the Instructional Resources document for

strategies to teach the skill.

○ If

the answer is “don’t know”, refer to the corresponding question in the Evaluation Resources chart for

further evaluation.

Beginning of table

Question Answ

(select

one)

Notes

1 Are there any medical conditions that

might impact the student’s tactile

senses? (e.g., diabetes, seizure

disorders, cerebral palsy, neuropathy)

Yes

Don’t

Know

2 Is the student taking any medications

that could impact the sense of touch?

Yes

Don’t

Know

3 Is there any information that might

indicate the student has experienced

highly aversive touch? (e.g.,

prematurity, extended hospitalizations,

abuse, neglect, use of hand-over-hand

technique, *developmental trauma)

*This can occur due to isolation

associated with a lack of access to

sensory information, an isolated

environment, or a caregiver’s lack of

understanding of the sensory

impairment.

Yes

Don’t

Know

4 Is there any indication of sensory

integration issues? (e.g., need for

excessive movement: spinning, rocking,

flapping; need for pressure: wedges

fingers under heavy objects, needs a lot

of roughhousing/hugging; doesn’t move

enough: passive, sleepy; over-reactive

to touch: startle or withdrawal response;

over-reactive to movement: cries or

vomits when moved suddenly, fearful of

moving through space; inability to use

senses simultaneously: can’t look and

touch or look and listen or listen and

touch at the same time)

Yes

Don’t

Know

5 Does the student primarily exhibit

reflexive motor responses? (e.g.

sucking reflex, neck righting reaction,

reflexive palmar grasp, walking/stepping

reflex, ATNR, STNR, protective

extension reaction)

Yes

Don’t

Know

6 Does the student have positive

emotional responses to touch? (e.g.,

calms when held or petted, coos or

snuggles when held)

Yes

Don’t

Know

7 Does the student exhibit intentional

motor responses? (e.g., patting or

reaching towards something, batting,

swiping, grasping, rolling toward).

Yes

Don’t

Know

8 Does the student use their hands to

explore his/her own body?

Yes

Don’t

Know

9 Does the student use hands to explore

objects that are in contact with

her/his body? (e.g., clothing, bedding,

toys, pets, food items)

Yes

Don’t

Know

10 Does the student use other body parts

to explore objects that are in contact

with her/his body? (e.g., feet, cheek,

mouth, elbow)

Yes

Don’t

Know

11 Does the student bring hands/objects

to her/his mouth?

Yes

Don’t

Know

12 Does the student bring his/her hands

together? (It is important to encourage

the student to develop the use of both

hands, even when the student tends to

neglect using one hand.)

Yes

Don’t

Know

13 Does the student intentionally use

touch to make contact with others?

(e.g., kicking, grabbing fingers, leaning

against, reaching towards, hitting, biting,

banging on, patting, pulling on someone

else’s clothes or hair)

Yes

Don’t

Know

14 Does the student use hands to sustain

physical contact with others (as

opposed to moving away or becoming

extremely passive)?

Yes

Don’t

Know

15 Does the student use hands to engage

in student-led mutual tactual

exploration with an adult? (i.e., shared

attention)

Yes

Don’t

Know

16 Does the student engage in teacher-led

mutual tactual exploration with objects

and/or actions? (e.g., shadowing, finger

plays, riding, modeling,

hand-under-hand)

Yes

Don’t

Know

17 Does the student intentionally use

touch to make contact with objects?

(Kicking, reaching toward, batting,

swiping)

Yes

Don’t

Know

18 Does the student intentionally grasp

and release objects, using palmar

grasp or thumb and fingers?

Yes

Don’t

Know

19 Does the student use entire hand in a

variety of ways to engage in gross

tactile exploration of objects? (e.g.,

squeezing, banging, holding, rubbing,

lifting, turning, scratching, tangling

fingers, transfering objects from hand to

hand).

Yes

Don’t

Know

20 Does the student use hands (one or

both) for refined tactile exploration to

obtain information about texture,

hardness, temperature, shape, size,

volume, and weight of larger objects by

performing all of the following actions?

● Lateral Motion (rubbing across

surface): Texture

● Pressure (pressing, squeezing,

poking): Hardness

● Static Contact (hands resting on

surface):Temperature

● Enclosure (holding/grasping):

Shape/size/volume

● Unsupported holding (holding in

hand): Weight

● Contour following (tracing

contours): Global & exact shape

(Adapted from Sidebar 5.3, p. 127 in

ECC Essentials and McLinden, p. 58)

Yes

Don’t

Know

21 Does the student show spatial

awareness by using their hands in a

systematic, organized way to locate

objects in customary locations or to

place objects in specific locations

(tactile search patterns).

Yes

Don’t

Know

22 Does the student use fingers for

intentional, systematic tactile

exploration to obtain information about

texture, hardness, temperature, shape,

size, volume, and weight of smaller

objects by performing all of the following

actions?

● Lateral Motion (rubbing across

surface): Texture

● Pressure (pressing, squeezing,

poking): Hardness

● Static Contact (fingers resting on

surface):Temperature

● Enclosure (holding/grasping):

Shape/size/volume

● Unsupported holding (holding

with fingers): Weight

● Contour following (tracing

contours, putting fingers into

holes): Global & exact shape

(Adapted from Sidebar 5.3, p.

127 in ECC Essentials, &

Learning Through Touch,

McLinden, Chapter 4, p 58-59)

Yes

Don’t

Know

23 Is the student beginning to make

comparisons by noticing/responding

to differences in tactile qualities of

objects such as texture, shape,

temperature, and size by pausing,

labeling, moving back and forth

between, etc.?

Yes

Don’t

Know

24 Does the student show recognition of

objects, based on their tactile qualities,

by using them in a routine or functional

manner? (e.g., put toothbrush in mouth,

use cup for drinking, sit on chair).

Yes

Don’t

Know

25 Can the student tactually recognize an

unfamiliar object that is similar to a

known object within an established

eaning category? For example, does

the student understand, through tactile

exploration, that an unfamiliar cup can

be used in the same way as a familiar

cup? (“Cup-ness”)

Yes

Don’t

Know

26 Does the student show recognition of

the labels/names of familiar objects

by tactually finding the requested object

amongst a group of 3-4 objects?

Yes

Don’t

Know

27 Does the student use fingers

individually to determine information

about the salient tactile features of three

dimensional materials? (e.g. finding the

handle on a cup, finding a small button

on a device, toy, or keyboard, putting

small objects into small containers).

Yes

Don’t

Know

28 Does the student have the finger

strength and pincer grasp to

manipulate and move objects that give

some resistance?

(e.g., turning a dial, pushing buttons,

taking lids off, squeezing toothpaste,

pulling zippers, snapping and

unsnapping, etc.)

Yes

Don’t

Know

29 Does the student independently (without

prompting) initiate tactile exploration

of the environment? (this skill is a

demonstration of the student’s

self-motivation & tactile curiosity).

Yes

Don’t

Know

30 Does the student independently

perform complex motor planning

tasks during functional activities or play

(e.g., putting pop beads together,

stacking, stringing beads, sorting,

putting objects in a container, nesting

toys).

Note: Taking apart and taking out

typically occur before putting together

and putting in.

Yes

Don’t

Know

31 Does the student show recognition of a

variety of objects, textures, symbols,

etc. that represent familiar activities and

concepts?

Yes

Don’t

Know

32 Does the student show recognition of

tactual representations of letters and

words?

Note: acquisition and generalization of

this skill is a bridge to braille literacy and

indicates readiness for pre-braille

instruction.

Yes

Don’t

Know

End of table

Created by Ann Adkins, Scott Baltisberger, Sara Kitchen, Debra Sewell; TSBVI Outreach and Curriculum Departments; 2021

Early Tactile Learning Profile: Evaluation Resources

How to Use the Evaluation Resources Chart:

● After completing the entire checklist, review your responses, and for any in which the answer is “don’t know”, refer

to the corresponding question on this chart to find resources for further evaluation.

Beginning of table

Question Evaluation Resources

1 Are there any medical conditions that might

impact the student’s tactile senses? (e.g.,

diabetes, seizure disorders, cerebral palsy,

neuropathy)

● Consult with parents

● Review medical records

● Individual Sensory Learning Profile Interview (Anthony)

https://vision.alberta.ca/media/99875/sensory%20profile.pdf

2 Is the student taking any medications that

could impact the sense of touch?

● Consult with parents

● Review medical records

● Individual Sensory Learning Profile Interview

(Anthony)

https://vision.alberta.ca/media/99875/sensory%20profile.pdf

3 Is there any information that might indicate the

student has experienced highly aversive

● Consult with parents

● Review medical records

touch? (e.g., prematurity, extended

hospitalizations, abuse, neglect, use of

hand-over-hand technique, *developmental

trauma)

*This can occur due to isolation associated with

a lack of access to sensory information, an

isolated environment, or a caregiver’s lack of

understanding of the sensory impairment.

● INSITE Developmental Checklist (Morgan & Watkins): Taction -

Responses to Touch and Handling, 0-3 months

● Tactile Strategies for Children Who Have Visual Impairments and Multiple

Disabilities (Chen & Downing), Chapter 3: Family Interview, p. 48-54

● Individual Sensory Learning Profile Interview

(Anthony)

https://vision.alberta.ca/media/99875/sensory%20profile.pdf

● Functional Scheme (Nielsen). Checklist for Developmentally Impeding

Function, pp. 213-214

● Ready Bodies, Learning Minds: Cultivating the Complete student, 3rd

edition (Oden), pp. 47-48 (short checklist)

● Ready Bodies, Learning Minds, 2nd edition (Oden), Chapter 3, pp.41-49

● Free Downloadable Checklists from Sensational Brain website

(Free

Resources tab) https://sensationalbrain.com/

4 Is there any indication of sensory integration

issues? (e.g., need for excessive movement:

spinning, rocking, flapping; need for pressure:

wedges fingers under heavy objects, needs a

lot of roughhousing/hugging; doesn’t move

enough: passive, sleepy; over-reactive to touch:

startle or withdrawal response; over-reactive to

movement: cries or vomits when moved

suddenly, fearful of moving through space;

inability to use senses simultaneously: can’t

look and touch or look and listen or listen and

touch at the same time)

● Consult with parents

● Consult with OT

● Free Downloadable Checklists from Sensational Brain website

(Free

Resources tab) https://sensationalbrain.com/

● Ready Bodies, Learning Minds: Cultivating the Complete student, 3rd

edition (Oden), pp. 47-48 (short checklist)

● Ready Bodies, Learning Minds, 2nd edition (Oden), Chapters 3-5

● Perkins Activity and Resource Guide: A Handbook for Teachers and

Parents of Students with Visual and Multiple Disabilities, 2nd edition

(Heydt, et al), Developmental Screening Checklist: Sensory Integration,

pp. 8-53 through 8-57

● SLK Guidebook and Assessment Forms: Using the Sensory Learning Kit

(Smith)

● Keys to Educational Success: Teaching Students with Visual Impairments

and Multiple Disabilities (Sacks & Zatta, Eds.), p. 376

5 Does the student primarily exhibit reflexive

motor responses? (e.g. sucking reflex, neck

righting reaction, reflexive palmar grasp,

walking/stepping reflex, ATNR, STNR,

protective extension reaction)

● Consult with OT & PT

● Texas 2 STEPS Evaluation (Brown, et al). Reflexes, pp. 9-10

● INSITE Developmental Checklist (Morgan & Watkins): Gross Motor -

General Posture and Movements, 0-5 months. Fine Motor - Prehension,

0-2

● Functional Scheme (Nielsen). Checklists for Fine Motor, Gross Motor,

Haptic-Tactile Perception, & Mouth Movement, 0-12 months

● Perkins Activity and Resource Guide: A Handbook for Teachers and

Parents of Students with Visual and Multiple Disabilities, 2nd edition

(Heydt, et al), Developmental Reflex Test, pp. 3-17 through 3-19

● SLK Guidebook and Assessment Forms: Using the Sensory Learning Kit

(Smith)

● Ready Bodies, Learning Minds: Cultivating the Complete student, 3rd

edition, (Oden), pp. 47-48 (short checklist)

● Ready Bodies, Learning Minds, 2nd edition (Oden), Chapter 2: Reflexive

Patterns, pp. 13-39

● Communication Matrix, (Rowland)

6 Does the student have positive emotional

responses to touch? (e.g., calms when held or

petted, coos or snuggles when held)

● INSITE Developmental Checklist (Morgan & Watkins): Taction -

Responses to Touch and Handling, 0-9 months; Social-Emotional -

Interactions with Persons, 0-12 months

● Functional Scheme (Nielsen). Checklists for Emotional Perception &

Social Perception, 0-9 months

● Oregon Project (Anderson, et al), Cognitive Section, Birth-1 year; Social

Section, Birth-1 year & 1-2 years; Compensatory Section, Birth-1 year &

1-2 years

● Tactile Strategies for Children Who Have Visual Impairments and Multiple

Disabilities (Chen & Downing), Chapter 3: Family Interview, p. 48-54;

● Communication Matrix, (Rowland)

● O&M Assessment: Early Years of Birth Through Three Years (Anthony),

Tactile Development

● Carolina Curriculum for Infants and Toddlers (Johnson-Martin, et al):

Personal-Social Sequence - Self-Regulation & Responsibility;

Interpersonal Skills

● SLK Guidebook and Assessment Forms: Using the Sensory Learning Kit

(Smith)

● PAIVI: Parents and Their Infants With Visual Impairments, 2nd edition

(Chen, Calvello, & Friedman), Functional Communication Screening

Checklist, III. Body-Based Communication (Expressive), p. 126

7 Does the student exhibit intentional motor

responses? (e.g., patting or reaching towards

● Texas 2 STEPS Evaluation (Brown, et al). Rolling, pp. 23-24; Reaching,

pp. 27-28; Grasping, p. 31

something, batting, swiping, grasping, rolling

toward).

● Functional Scheme (Nielsen). Checklists for Spatial Perception & Fine

Motor, 0-12 months

● INSITE Developmental Checklist (Morgan & Watkins): Fine Motor, Reach

& Grasp, 0-6 months; Taction - Exploration/Manipulation, 0-12 months

● Oregon Project (Anderson, et al), Fine Motor, Gross Motor & Cognitive

Sections, Birth-1 year

● O&M Assessment: Early Years of Birth Through Three Years (Anthony),

Tactile Development

● Perkins Activity and Resource Guide: A Handbook for Teachers and

Parents of Students with Visual and Multiple Disabilities, 2nd edition

(Heydt, et al), Developmental Screening Checklists: Gross Motor, pp.

3-64 through 3-66; Fine Motor, pp. 3-67 through 3-75

● SLK Guidebook and Assessment Forms: Using the Sensory Learning Kit

(Smith)

● PAIVI: Parents and Their Infants With Visual Impairments, 2nd edition

(Chen, Calvello, & Friedman)

, Screening Checklist for Interaction With

Objects, pp. 145-153

● Communication Matrix, (Rowland)

8 Does the student use their hands to explore

his/her own body?

● O&M Assessment: Early Years of Birth Through Three Years (Anthony),

Tactile Development

● Functional Scheme (Nielsen). Checklists for Object Perception, 0-6

months; Haptic-Tactile Perception, 0-12 months; Perception Through

Play & Activity, 0-12 months

● Texas 2 STEPS Evaluation (Brown, et al). Body Awareness, pp.75-76

● INSITE Developmental Checklist (Morgan & Watkins): Taction -

Exploration/Manipulation, 0-12 months

● Oregon Project (Anderson, et al), Cognitive Section, Birth-1 year

● SLK Guidebook and Assessment Forms: Using the Sensory Learning Kit

(Smith)

9 Does the student use hands to explore

objects that are in contact with her/his

body? (e.g., clothing, bedding, toys, pets, food

items)

● Functional Scheme (Nielsen). Checklists for Object Perception 0-6

months; Haptic-Tactile Perception, 0-12 months; Perception Through

Play & Activity, 0-12 months

● INSITE Developmental Checklist (Morgan & Watkins): Taction -

Exploration/Manipulation, 3-6 months, 6-9 months; Receptive

Communication, 0-1 month

● Oregon Project (Anderson, et al), Cognitive, Fine Motor & Compensatory

Sections, Birth-1 year

● Texas 2 STEPS Evaluation (Brown, et al). Body Awareness, pp.75-76

● Tactile Strategies for Children Who Have Visual Impairments and Multiple

Disabilities (Chen & Downing), Chapter 3: Family Interview, p. 48-54;

Observation of Use and Responses to Tactile Information, p. 56

● SLK Guidebook and Assessment Forms: Using the Sensory Learning Kit

(Smith)

● Teaching Students with Visual and Multiple Impairments: A Resource

Guide, 2nd edition (Smith & Levack). Guide for Functional Applications of

Tactual Skills, pp. 176-193 & p. 485

● Keys to Educational Success: Teaching Students with Visual Impairments

and Multiple Disabilities (Sacks & Zatta, Eds.), pp. 118-119

● Developmental Guidelines for Infants with Visual Impairments: A

Guidebook for Early Intervention, 2nd edition (Lueck, et al). Cognitive

Development Charts: Spatial Relations, pp. 131-133

● PAIVI: Parents and Their Infants With Visual Impairments, 2nd edition

(Chen, Calvello, & Friedman), Screening Checklist for Interaction With

Objects, pp. 145-153

10 Does the student use other body parts to

explore objects that are in contact with

her/his body? (e.g., feet, cheek, mouth, elbow)

● Functional Scheme (Nielsen). Checklists for Gross Movement, Spatial

Perception, Haptic Tactile Perception & Perception Through Play &

Activity, 0-12 months

● Oregon Project (Anderson, et al), Cognitive & Compensatory Sections,

Birth-1 year (mouth)

● SLK Guidebook and Assessment Forms: Using the Sensory Learning Kit

(Smith)

● Teaching Students with Visual and Multiple Impairments: A Resource

Guide, 2nd edition (Smith & Levack). Guide for Functional Applications of

Tactual Skills, pp. 176-193 & p. 485

11 Does the student bring hands/objects to

her/his mouth?

● Functional Scheme (Nielsen). Checklists for Fine Movement 0-3 months,

Perception through Play and Activity, 0-6 months

● INSITE Developmental Checklist (Morgan & Watkins): Taction -

Exploration/Manipulation, 0-3 months & 3-6 months

● O&M Assessment: Early Years of Birth Through Three Years (Anthony),

Tactile Development

● Oregon Project (Anderson, et al), Cognitive, Fine Motor &

Compensatory Sections, Birth-1 year

● SLK Guidebook and Assessment Forms: Using the Sensory Learning Kit

(Smith)

● Teaching Students with Visual and Multiple Impairments: A Resource

Guide, 2nd edition (Smith & Levack). Guide for Functional Applications

of Tactual Skills, pp. 176-193 & p. 485

● Keys to Educational Success: Teaching Students with Visual

Impairments and Multiple Disabilities (Sacks & Zatta, Eds.), pp. 118-119

● Developmental Guidelines for Infants with Visual Impairments: A

Guidebook for Early Intervention, 2nd edition (Lueck, et al). Fine Motor

Development Charts: Exploration, pp. 163-165

● PAIVI: Parents and Their Infants With Visual Impairments, 2nd edition

(Chen, Calvello, & Friedman), Screening Checklist for Interaction With

Objects, pp. 145-153

12 Does the student bring his/her hands

together? (It is important to encourage the

student to develop the use of both hands, even

when the student tends to neglect using one

hand.)

● Functional Scheme (Nielsen). Checklist for Fine Movement 0-6 months

● Texas 2 STEPS Evaluation (Brown, et al). Body Awareness, 2.1, p. 75;

Trunk, Arm & Leg Control, 2.4, p.19

● INSITE Developmental Checklist (Morgan & Watkins): Gross Motor -

Posture on Back, 3-6 months

● Oregon Project (Anderson, et al), Fine Motor Section, Birth-1 year & 1-2

years

● Carolina Curriculum for Infants and Toddlers (Johnson-Martin, et al):

Fine Motor Sequence - Bilateral Skills

● Perkins Activity and Resource Guide: A Handbook for Teachers and

Parents of Students with Visual and Multiple Disabilities, 2nd edition

(Heydt, et al), Developmental Screening Checklist: Fine Motor Skills (4

months), pp. 3-67 & 3-68

● Teaching Students with Visual and Multiple Impairments: A Resource

Guide, 2nd edition (Smith & Levack). Guide for Functional Applications

of Tactual Skills, pp. 176-193 & p. 485

● Keys to Educational Success: Teaching Students with Visual

Impairments and Multiple Disabilities (Sacks & Zatta, Eds.), pp. 118-119

● Developmental Guidelines for Infants with Visual Impairments: A

Guidebook for Early Intervention, 2nd edition (Lueck, et al). Cognitive

Development Charts: Spatial Relations, pp. 131-133; Fine Motor

Development Charts: Exploration, pp. 163-165

● PAIVI: Parents and Their Infants With Visual Impairments, 2nd edition

(Chen, Calvello, & Friedman), Screening Checklist for Interaction With

Objects, pp. 145-153

13 Does the student intentionally use touch to

make contact with others? (e.g., kicking,

grabbing fingers, leaning against, reaching

towards, hitting, biting, banging on, patting,

pulling on someone else’s clothes or hair)

● Functional Scheme (Nielsen). Checklists for Emotional Perception, 6-15

months; Social Perception, 6-18 months

● Oregon Project (Anderson, et al), Social Section, Birth-1 year & 1-2

years

● Texas 2 STEPS Evaluation (Brown, et al). Body Awareness, 2.5, p.75

● INSITE Developmental Checklist (Morgan & Watkins): Social-Emotional

- Interactions with Persons, 6-8 months

● Tactile Strategies for Children Who Have Visual Impairments and

Multiple Disabilities (Chen & Downing), Chapter 3: Family Interview, p.

48-54

● Communication Matrix, (Rowland)

● Teaching Students with Visual and Multiple Impairments: A Resource

Guide, 2nd edition (Smith & Levack). Guide for Functional Applications

of Tactual Skills, pp. 176-193 & p. 485

● Keys to Educational Success: Teaching Students with Visual

Impairments and Multiple Disabilities (Sacks & Zatta, Eds.),, pp. 118-119

● Developmental Guidelines for Infants with Visual Impairments: A

Guidebook for Early Intervention, 2nd edition (Lueck, et al). Fine Motor

Development Charts: Exploration, pp. 163-165

14 Does the student use hands to sustain

physical contact with others (as opposed to

moving away or becoming extremely passive)?

● Oregon Project (Anderson, et al), Social Section, Birth-1 year & 1-2

years

● Functional Scheme (Nielsen). Checklists for Emotional Perception, 0-30

months; Social Perception, 3-18 months

● INSITE Developmental Checklist (Morgan & Watkins): Taction -

Responses to Touch & Handling, Birth to 15 months; Social-emotional -

Social Play, 6-18 months.

● Tactile Strategies for Children Who Have Visual Impairments and

Multiple Disabilities (Chen & Downing), Chapter 3: Family Interview, p.

48-54, Observation of Use and Responses to Tactile Information, p. 56

● O&M Assessment: Early Years of Birth Through Three Years (Anthony),

Body Image/Awareness of Other’s Bodies

● Communication Matrix, (Rowland)

● PAIVI: Parents and Their Infants With Visual Impairments, 2nd edition

(Chen, Calvello, & Friedman), Functional Communication Screening

Checklist, IV. Concrete Communication (Expressive), pp. 127-129

15 Does the student use hands to engage in

student-led mutual tactual exploration with an

adult? (i.e., shared attention)

● Functional Scheme (Nielsen). Checklists for Emotional Perception, 6-15

months; Social Perception, 6-18 months

● Tactile Strategies for Children Who Have Visual Impairments and

Multiple Disabilities (Chen & Downing), Chapter 3: Family Interview, p.

48-54, Observation of Use and Responses to Tactile Information, p. 56

● Communication Matrix, (Rowland)

● First Things First: Early Communication for the Pre-symbolic student

with Severe Disabilities

(Rowland & Schweigert), Chapter 2:

Assessment, Appendix p. 53

● PAIVI: Parents and Their Infants With Visual Impairments, 2nd edition

(Chen, Calvello, & Friedman), Functional Communication Screening

Checklist, IV. Concrete Communication (Expressive), pp. 127-129

16 Does the student engage in teacher-led mutual

tactual exploration with objects and/or actions?

(e.g., shadowing, finger plays, riding, modeling,

hand-under-hand)

● Functional Scheme (Nielsen). Checklists for Emotional Perception, 6-15

months; Social Perception, 12-18 months

● Tactile Strategies for Children Who Have Visual Impairments and

Multiple Disabilities (Chen & Downing), Chapter 3: Family Interview, p.

48-54; Observation of Use and Responses to Tactile Information, p. 56

● Communication Matrix, (Rowland)

● First Things First: Early Communication for the Pre-symbolic student

with Severe Disabilities

(Rowland & Schweigert), Chapter 2:

Assessment, Appendix p. 53

● Oregon Project (Anderson, et al), Fine Motor Section, Birth-1 year, 1-2

years & 2-3 years; Cognitive Section, Birth-1 year; Social Section, 1-2

years (fingerplays)

● Developmental Guidelines for Infants with Visual Impairments: A

Guidebook for Early Intervention, 2nd edition (Lueck, et al). Fine Motor

Development Charts: Exploration, pp. 163-165

● PAIVI: Parents and Their Infants With Visual Impairments, 2nd edition

(Chen, Calvello, & Friedman), Functional Communication Screening

Checklist, IV. Concrete Communication (Expressive), pp. 127-129

17 Does the student intentionally use touch to

make contact with objects? (Kicking, reaching

toward, batting, swiping)

● Functional Scheme (Nielsen). Checklists for Fine Movement, Object

Perception, Spatial Perception, Perception through Play and Activity, &

Haptic-Tactile Perception, 0-6 months

● INSITE Developmental Checklist: Taction - Exporation/Manipulation, 3-9

months

● Oregon Project (Anderson, et al), Compensatory, Fine Motor & Cognitive

Sections, Birth-1 year

● Texas 2 STEPS Evaluation (Brown, et al). Reaching, 4.1-4.8, pp. 27-28

● Tactile Strategies for Children Who Have Visual Impairments and

Multiple Disabilities (Chen & Downing), Chapter 3: Family Interview, p.

48-54; Observation of Use and Responses to Tactile Information, p. 56

● First Things First: Early Communication for the Pre-symbolic student

with Severe Disabilities

(Rowland & Schweigert), Chapter 2:

Assessment, Appendix p. 53

● Carolina Curriculum for Infants and Toddlers (Johnson-Martin, et al):

Fine Motor Sequence - Grasp & Manipulation

● Communication Matrix, (Rowland)

● Keys to Educational Success: Teaching Students with Visual

Impairments and Multiple Disabilities (Sacks & Zatta, Eds.), pp. 118-119

● Home Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert), I, AB, p. 1

● School Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert), I, AB, p. 1

● PAIVI: Parents and Their Infants With Visual Impairments, 2nd edition

(Chen, Calvello, & Friedman), Screening Checklist for Interaction With

Objects, pp. 145-153

18 Does the student intentionally grasp and

release objects, using palmar grasp or thumb

and fingers?

● Functional Scheme (Nielsen). Checklists for Fine Movement 0-6 months,

Object Perception 0-9 months, Spatial Perception 0-6 months,

Perception through Play and Activity, 0-6 months, & Haptic-Tactile

Perception, 0-12 months

● Texas 2 STEPS Evaluation (Brown, et al). Grasping, 5.1-5.4, p. 31

● Oregon Project (Anderson, et al), Fine Motor Section, Birth-1 year, 1-2

years & 2-3 years

● INSITE Developmental Checklist (Morgan & Watkins): Fine Motor,

Grasp & Release, 0-12 months

● O&M Assessment: Early Years of Birth Through Three Years (Anthony),

Fine Motor/Upper Extremity Strength

● Perkins Activity and Resource Guide: A Handbook for Teachers and

Parents of Students with Visual and Multiple Disabilities, 2nd edition

(Heydt, et al), Developmental Screening Checklist: Fine Motor Skills,

pp. 3-67 through pp. 3-75

● Carolina Curriculum for Infants and Toddlers (Johnson-Martin, et al):

Fine Motor Sequence - Grasp & Manipulation

● Teaching Students with Visual and Multiple Impairments: A Resource

Guide, 2nd edition (Smith & Levack). Guide for Functional Applications

of Tactual Skills, pp. 176-193 & p. 485

● Home Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert), I, CDEHI, pp. 2-5

● School Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert), I, CDEHI, pp. 2-5

● Developmental Guidelines for Infants with Visual Impairments: A

Guidebook for Early Intervention, 2nd edition (Lueck, et al). Fine Motor

Development Charts: Prehension, pp. 161-162

● PAIVI: Parents and Their Infants With Visual Impairments, 2nd edition

(Chen, Calvello, & Friedman), Screening Checklist for Interaction With

Objects, pp. 145-153

19 Does the student use entire hand in a variety of

ways to engage in gross tactile exploration of

objects? (e.g., squeezing, banging, holding,

rubbing, lifting, turning, scratching, tangling

fingers, transfering objects from hand to hand).

● Functional Scheme (Nielsen). Checklists for Fine Movement, Object

Perception, Spatial Perception, Perception through Play and Activity, &

Haptic-Tactile Perception, 0-12 months

● INSITE Developmental Checklist (Morgan & Watkins): Fine Motor -

Manipulation & Coordination, 0-12 months; Taction - Exploration &

Manipulation, 3-9 months, Cognition - Object Exploration, 4-9 months.

● O&M Assessment: Early Years of Birth Through Three Years (Anthony),

Cause and Effect/ Means End

● Oregon Project (Anderson, et al), Fine Motor Section, 1-2 years, 2-3

years, 3-4 years & 4-5 years

● Perkins Activity and Resource Guide: A Handbook for Teachers and

Parents of Students with Visual and Multiple Disabilities, 2nd edition

(Heydt, et al), Developmental Screening Checklist: Fine Motor Skills,

pp. 3-67 through pp. 3-75

● Carolina Curriculum for Infants and Toddlers (Johnson-Martin, et al):

Fine Motor Sequence - Grasp & Manipulation, Bilateral Skills, Tool Use

● Teaching Students with Visual and Multiple Impairments: A Resource

Guide, 2nd edition (Smith & Levack). Guide for Functional Applications

of Tactual Skills, pp. 176-193 & p.485

● Home Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert), I, FG, p. 3-4

● School Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert), I, FG, p. 3-4

● Developmental Guidelines for Infants with Visual Impairments: A

Guidebook for Early Intervention, 2nd edition (Lueck, et al). Fine Motor

Development Charts: Exploration, pp. 163-165

● PAIVI: Parents and Their Infants With Visual Impairments, 2nd edition

(Chen, Calvello, & Friedman), Screening Checklist for Interaction With

Objects, pp. 145-153

20 Does the student use hands (one or both) for

refined tactile exploration to obtain

information about texture, hardness,

temperature, shape, size, volume, and weight of

larger objects by performing all of the following

actions?

● Lateral Motion (rubbing across surface):

Texture

● Pressure (pressing, squeezing, poking):

Hardness

● Static Contact (hands resting on

surface):Temperature

● Functional Scheme (Nielsen). Checklists for Fine Movement, Object

Perception, Spatial Perception, Perception through Play and Activity, &

Haptic-Tactile Perception 6-24 months

● O&M Assessment: Early Years of Birth Through Three Years (Anthony),

Concepts Related to Properties of Objects and the Environment

● INSITE Developmental Checklist (Morgan & Watkins): Fine Motor -

Manipulation & Coordination, 9-24 months; Taction - Identification, 6-24

months; Cognition - Object Exploration, 4-24 months

● Oregon Project (Anderson, et al), Fine Motor Section, 1-2 years;

Compensatory Section, 1-2 years, 2-3 years, 3-4 years & 4-5 years

● Perkins Activity and Resource Guide: A Handbook for Teachers and

Parents of Students with Visual and Multiple Disabilities, 2nd edition

(Heydt, et al), Developmental Screening Checklist: Fine Motor Skills,

pp. 3-67 through pp. 3-75

● Enclosure (holding/grasping):

Shape/size/volume

● Unsupported holding (holding in hand):

Weight

● Contour following (tracing contours):

Global & exact shape

(Adapted from Sidebar 5.3, p. 127 in ECC

Essentials and McLinden, p. 58)

● Assessment of Braille Literacy Skills: UEB and EBAE (ABLS) - Section

1: Emergent Literacy

● EVALS Kit (Sewell, et al): Checklists for Beginning Concepts,

Pre-Braille, & Tactile Graphics Skills for Math

● Teaching Students with Visual and Multiple Impairments: A Resource

Guide, 2nd edition (Smith & Levack). Guide for Functional Applications

of Tactual Skills, pp. 176-193 & p. 485

● Keys to Educational Success: Teaching Students with Visual

Impairments and Multiple Disabilities (Sacks & Zatta, Eds.), pp. 118-119.

● Home Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert), III, J, p. 16

● School Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert), III, J, p. 16

● Developmental Guidelines for Infants with Visual Impairments: A

Guidebook for Early Intervention, 2nd edition (Lueck, et al). Cognitive

Development Charts: Conceptual Understanding, pp. 127-130;Fine

Motor Development Charts: Exploration, pp. 163-165

● PAIVI: Parents and Their Infants With Visual Impairments, 2nd edition

(Chen, Calvello, & Friedman), Screening Checklist for Interaction With

Objects, pp. 145-153

21 Does the student show spatial awareness by

using their hands in a systematic, organized

way to locate objects in customary locations or

to place objects in specific locations (tactile

search patterns).

● Oregon Project (Anderson, et al), Cognitive Section, Birth-1 year, 2-3

years, 3-4 years, 4-5 years, & 5-6 years; Compensatory Section, Birth-1

year & 1-2 years; Fine Motor Section, Birth-1 year

● Texas 2 STEPS Evaluation (Brown, et al). Object Permanence, pp.

81-82; Directional/Positional Concepts, pp. 99-102;

● Functional Scheme (Nielsen). Checklists for Spatial Perception,

Perception through Play and Activity, & Haptic-Tactile Perception, 0-48

months

● EVALS Kit (Sewell, et al). Infused Skills Assessment: Organization -

Senses & Motor Skills

● EVALS Kit (Sewell, et al): Checklists for Beginning Concepts,

Pre-Braille, & Tactile Graphics Skills for Math

● INSITE Developmental Checklist (Morgan & Watkins): Cognition

(Spatial), 18-24 months

● Teaching Students with Visual and Multiple Impairments: A Resource

Guide, 2nd edition (Smith & Levack). Guide for Functional Applications

of Tactual Skills, pp. 176-193 & p. 485

● Home Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert), II, A-K, pp. 6-11; III, BCF, pp. 12-14

● School Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert), II, A-K, pp. 6-11; III, BCF, pp.

12-14

● Developmental Guidelines for Infants with Visual Impairments: A

Guidebook for Early Intervention, 2nd edition (Lueck, et al). Cognitive

Development Charts: Spatial Relations, pp. 131-133

● PAIVI: Parents and Their Infants With Visual Impairments, 2nd edition

(Chen, Calvello, & Friedman), Screening Checklist for Interaction With

Objects, pp. 145-153

22 Does the student use fingers for intentional,

systematic tactile exploration to obtain

information about texture, hardness,

temperature, shape, size, volume, and weight of

smaller objects by performing all of the following

actions?

● Lateral Motion (rubbing across surface):

Texture

● Pressure (pressing, squeezing, poking):

Hardness

● Static Contact (fingers resting on

surface):Temperature

● Enclosure (holding/grasping):

Shape/size/volume

● Unsupported holding (holding with

fingers): Weight

● Contour following (tracing contours,

putting fingers into holes): Global &

exact shape

● Functional Scheme (Nielsen). Checklists for Fine Movement, Object

Perception, Spatial Perception, Perception through Play and Activity, &

Haptic-Tactile Perception, 6-18 months

● Perkins Activity and Resource Guide: A Handbook for Teachers and

Parents of Students with Visual and Multiple Disabilities, 2nd edition

(Heydt, et al), Developmental Screening Checklist: Fine Motor Skills,

pp. 3-67 through pp. 3-75

● Oregon Project (Anderson, et al), Fine Motor Section, Birth-1 year, 1-2

years, 2-3 years, 3-4 years, 4-5 years & 5-6 years; Social Section, 1-2

years

● O&M Assessment: Early Years of Birth Through Three Years (Anthony),

Concepts Related to Properties of Objects and the Environment

● EVALS Kit (Sewell, et al): Checklists for Beginning Concepts,

Pre-Braille, & Tactile Graphics Skills for Math

● INSITE Developmental Checklist (Morgan & Watkins): Taction

(Identification), 15-24 months

● Teaching Students with Visual and Multiple Impairments: A Resource

Guide, 2nd edition (Smith & Levack). Guide for Functional Applications

of Tactual Skills, pp. 176-193 & p. 485

● Home Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert), III, J, p. 16

(Adapted from Sidebar 5.3, p. 127 in

ECC Essentials, & Learning Through

Touch, McLinden, Chapter 4, p 58-59)

● School Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert), III, J, p. 16

● PAIVI: Parents and Their Infants With Visual Impairments, 2nd edition

(Chen, Calvello, & Friedman), Screening Checklist for Interaction With

Objects, pp. 145-153

23 Is the student beginning to make comparisons

by noticing/responding to differences in

tactile qualities of objects such as texture,

shape, temperature, and size by pausing,

labeling, moving back and forth between, etc.?

● Functional Scheme (Nielsen). Checklists for Haptic-Tactile Perception &

Perception Through Play & Activity, 6-18 months

● INSITE Developmental Checklist (Morgan & Watkins): Cognition

(Classification) 2-6 years

● Texas 2 STEPS Evaluation (Brown, et al). Comparative Concepts, pp.

105-107

● Oregon Project (Anderson, et al), Cognitive & Compensatory Sections,

1-2 years, 2-3 years, 3-4 years & 4-5 years

● Assessment of Braille Literacy Skills: UEB and EBAE (ABLS) - Section

1: Emergent Literacy

● EVALS Kit (Sewell, et al): Checklists for Beginning Concepts,

Pre-Braille, & Tactile Graphics Skills for Math

● Teaching Students with Visual and Multiple Impairments: A Resource

Guide, 2nd edition (Smith & Levack). Guide for Functional Applications

of Tactual Skills, pp. 176-193 & p. 485

● Keys to Educational Success: Teaching Students with Visual

Impairments and Multiple Disabilities (Sacks & Zatta, Eds.), pp. 118-119

● Home Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert), III, I, p. 16

● School Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert), III, I, p. 16

● Developmental Guidelines for Infants with Visual Impairments: A

Guidebook for Early Intervention, 2nd edition (Lueck, et al). Cognitive

Development Charts: Conceptual Understanding, pp. 127-130

● SAM - Symbols and Meaning Guidebook: Assessment and Games Book

(Smith)

24 Does the student show recognition of

objects, based on their tactile qualities, by

using them in a routine or functional manner?

● Functional Scheme : (Nielsen). Checklist for Object Perception, 6-15

months

● INSITE Developmental Checklist (Morgan & Watkins): Cognition (Object

(e.g., put toothbrush in mouth, use cup for

drinking, sit on chair).

Exploration and Basic Schemes), 9-24 months; Taction (Identification),

6-21 months., (Classification), 5-6 years

● SAM - Symbols and Meaning Guidebook: Assessment and Games Book

(Smith)

● EVALS Kit (Sewell, et al). Infused Skills Assessment: Organization

Sections

● Oregon Project (Anderson, et al), Fine Motor Section, 2-3 years & 3-4

years; Cognitive Section, Birth-1 year,1-2 years & 2-3 years

● Communication Matrix (Rowland)

● Teaching Students with Visual and Multiple Impairments: A Resource

Guide, 2nd edition (Smith & Levack). Guide for Functional Applications

of Tactual Skills, pp. 176-193 & p. 485; Informal Assessment of Tactual

Symbol Use, pp. 487-488

● Assessment of Braille Literacy Skills: UEB and EBAE (ABLS) - Section

1: Emergent Literacy

● Home Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert), III, A, p.12

● School Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert), III, A, p.12

● Developmental Guidelines for Infants with Visual Impairments: A

Guidebook for Early Intervention, 2nd edition (Lueck, et al). Cognitive

Development Charts: Problem Solving, pp. 134-139

25 Can the student tactually recognize an

unfamiliar object that is similar to a known

object within an established meaning category?

For example, does the student understand,

through tactile exploration, that an unfamiliar

cup can be used in the same way as a familiar

cup? (“Cup-ness”)

● EVALS Kit (Sewell, et al). Infused Skills Assessment: Organization -

Representation/Cognition 1-3 years

● Functional Scheme (Nielsen). Checklist for Object Perception, 18-24

months.

● INSITE Developmental Checklist (Morgan & Watkins): Cognition

(Classification), 3-6 years

● Oregon Project (Anderson, et al), Compensatory Section, 1-2 years, 3-4

years & 4-5 years

● SAM - Symbols and Meaning Guidebook: Assessment and Games Book

(Smith)

● Assessment of Braille Literacy Skills: UEB and EBAE (ABLS) - Section

1: Emergent Literacy

● Teaching Students with Visual and Multiple Impairments: A Resource

Guide, 2nd edition (Smith & Levack). Informal Assessment of Tactual

Symbol Use, pp. 487-488

● Home Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert), III, J, p. 16

● School Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert), III, J, p. 16

● Communication Matrix, (Rowland)

26 Does the student show recognition of the

labels/names of familiar objects by tactually

finding the requested object amongst a group of

3-4 objects?

● INSITE Developmental Checklist (Morgan & Watkins): Taction

(Identification), 15-24 months; Cognition (Classification), 3-6 years

● EVALS Kit (Sewell, et al). Infused Skills Assessment: Organization -

Representation/Cognition, 2-3 years, 3-4 years

● Functional Scheme (Nielsen). Checklists for Object Perception, 6-15

months, Language, 6-15 months.

● Tangible Symbol Systems: Making the Right to Communicate a Reality

for Individuals with Severe Disabilities. (2nd ed.). (Rowland &

Schweigert) Appendix A, p. 47

● Communication Matrix, (Rowland)

● Oregon Project (Anderson, et al), Cognitive Section, 1-2 years & 2-3

years

● SAM - Symbols and Meaning Guidebook: Assessment and Games Book

(Smith)

● Home Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert), III, I, p. 16

● School Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert),III, I, p. 16

27 Does the student use fingers individually to

determine information about the salient tactile

features of three dimensional materials? (e.g.

finding the handle on a cup, finding a small

button on a device, toy, or keyboard, putting

small objects into small containers).

● Functional Scheme (Nielsen). Checklists for Fine Motor 9-48 months,

Haptic Tactile 9-48 months, Object Perception 9-48 months

● Oregon Project (Anderson, et al), Fine Motor Section, Birth-1 year, 1-2

years, 2-3 years, 3-4 years & 4-5 years

● EVALS Kit (Sewell, et al): Checklists for Beginning Concepts,

Pre-Braille, & Tactile Graphics Skills for Math

● Perkins Activity and Resource Guide: A Handbook for Teachers and

Parents of Students with Visual and Multiple Disabilities, 2nd edition

(Heydt, et al), Developmental Screening Checklist: Fine Motor Skills,

pp. 3-67 through pp. 3-75

● Teaching Students with Visual and Multiple Impairments: A Resource

Guide, 2nd edition (Smith & Levack). Informal Assessment of Tactual

Symbol Use, pp. 487-488

● Home Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert), II, HI, p. 9-10; III, GH, p. 15

● School Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert), II, HI, p. 9-10; III, GH, p. 15

28 Does the student have the finger strength and

pincer grasp to manipulate and move objects

that give some resistance?

(e.g., turning a dial, pushing buttons, taking lids

off, squeezing toothpaste, pulling zippers,

snapping and unsnapping, etc.)

● Functional Scheme (Nielsen). Checklists for Fine Motor 9-48 months,

Haptic Tactile 9-48 months, Object Perception 9-48 months

● Oregon Project (Anderson, et al), Fine Motor Section, Birth-1 year, 1-2

years, 2-3 years, 3-4 years, 4-5 years & 5-6 years; Compensatory

Section, 4-5 years & 5-6 years; Self-Help Section, 2-3 years & 3-4 years

● Perkins Activity and Resource Guide: A Handbook for Teachers and

Parents of Students with Visual and Multiple Disabilities, 2nd edition

(Heydt, et al), Developmental Screening Checklist: Fine Motor Skills,

pp. 3-67 through pp. 3-75

● INSITE Developmental Checklist (Morgan & Watkins): Self-help:

Dressing & Undressing - 3-4 years, 4-5 years & 5-6 years; Fine Motor -

manipulation & coordination, 2-3 years

● Assessment of Braille Literacy Skills: UEB and EBAE (ABLS) - Section

1: Emergent Literacy

● Home Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert), II, I, p. 10

● School Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert),II, I, p. 10

● Developmental Guidelines for Infants with Visual Impairments: A

Guidebook for Early Intervention, 2nd edition (Lueck, et al). Fine Motor

Development Charts: Prehension, pp. 161-162

29 Does the student independently (without

prompting) initiate tactile exploration of the

environment? (this skill is a demonstration of

the student’s self-motivation & tactile curiosity).

● Functional Scheme (Nielsen). Checklists for Social Perception 15-48

months, Emotional Perception 15-48 months, Haptic-Tactile Perception,

15-24 months.

● Oregon Project (Anderson, et al), Compensatory Section, 3-4 years &

4-5 years

● Keys to Educational Success: Teaching Students with Visual

Impairments and Multiple Disabilities (Sacks & Zatta, Eds.), pp. 118-119

● Home Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert), II, A-K, p. 6-11

● School Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert), II, A-K, p. 6-11

● Developmental Guidelines for Infants with Visual Impairments: A

Guidebook for Early Intervention, 2nd edition (Lueck, et al). Cognitive

Development Charts: Spatial Relations, pp. 131-133

30 Does the student independently perform

complex motor planning tasks during

functional activities or play (e.g., putting pop

beads together, stacking, stringing beads,

sorting, putting objects in a container, nesting

toys).

Note: Taking apart and taking out typically

occur before putting together and putting in.

● Functional Scheme (Nielsen). Checklists for Fine Movement 15-48

months, Perception Through Play & Activity 15-48 months

● Oregon Project (Anderson, et al), Fine Motor Section, 2-3 years, 3-4

years, 4-5 years & 5-6 years; Compensatory Section, 4-5 years & 5-6

years

● Perkins Activity and Resource Guide: A Handbook for Teachers and

Parents of Students with Visual and Multiple Disabilities, 2nd edition

(Heydt, et al), Developmental Screening Checklist: Fine Motor Skills,

pp. 3-67 through pp. 3-75

● INSITE Developmental Checklist (Morgan & Watkins): Fine Motor

(Reproducing Spatial Relationships), 3-4 years, 4-5 years

● Home Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert), II, H,I,J,K, 9-11; III, JK, 16-17

● School Inventory of Problem Solving Skills for Children with Multiple

Disabilities (Rowland & Schweigert), II, H,I,J,K, 9-11; III, JK, 16-17

● Developmental Guidelines for Infants with Visual Impairments: A

Guidebook for Early Intervention, 2nd edition (Lueck, et al). Cognitive

Development Charts: Conceptual Understanding, pp. 127-130 &

Problem Solving, pp. 134-139; Fine Motor Development Charts:

Manipulation, pp. 166-168

● PAIVI: Parents and Their Infants With Visual Impairments, 2nd edition

(Chen, Calvello, & Friedman), Screening Checklist for Interaction With

Objects, pp. 145-153

31 Does the student show recognition of a variety

of objects, textures, symbols, etc. that

● Communication Matrix, (Rowland)

● Tangible Symbol Systems: Making the Right to Communicate a Reality

represent familiar activities and concepts? for Individuals with Severe Disabilities. (2nd ed.). (Rowland &

Schweigert) Appendix A, p. 47

● EVALS Kit (Sewell, et al): Checklists for Beginning Concepts,

Pre-Braille, & Tactile Graphics Skills for Math

● Calendars (Blaha) Appendix, p 113

● SAM - Symbols and Meaning Guidebook: Assessment and Games

Book (Smith)

● Teaching Students with Visual and Multiple Impairments: A Resource

Guide, 2nd edition (Smith & Levack). Informal Assessment of Tactual

Symbol Use, pp. 487-488

● Oregon Project (Anderson, et al), Compensatory Section, Braille

Readiness, 2-3 years, & 3-4 years

32 Does the student show recognition of tactual

representations of letters and words?

Note: acquisition and generalization of this skill

is a bridge to braille literacy and indicates

readiness for pre-braille instruction.

● EVALS Kit (Sewell, et al): Checklists for Beginning Concepts,

Pre-Braille, & Tactile Graphics Skills for Math

● Assessment of Braille Literacy Skills: UEB and EBAE (ABLS) - Section

1: Emergent Literacy

● Teaching Students with Visual and Multiple Impairments: A Resource

Guide, 2nd edition (Smith & Levack). Informal Assessment of Tactual

Symbol Use, pp. 487-488

● Communication Matrix, (Rowland)

End of table

Created by Ann Adkins, Scott Baltisberger, Sara Kitchen, Debra Sewell; TSBVI Outreach and Curriculum Departments; 2021

Early Tactile Learning Profile: Instructional Resources

How to Use the Instructional Resources Chart:

● After completing the entire checklist, review your responses, and for any in which the answer is “no”, refer to the

corresponding question on this chart for resources for instruction including activities, teaching strategies, and

suggested materials.

Beginning of table

Question Instructional Resources

1 Are there any medical conditions that might impact the

student’s tactile senses? (e.g., diabetes, seizure disorders,

cerebral palsy, neuropathy)

N/A

2 Is the student taking any medications that could impact the

sense of touch?

N/A

3 Is there any information that might indicate the student has

experienced highly aversive touch? (e.g., prematurity,

extended hospitalizations, abuse, neglect, use of

hand-over-hand technique, *developmental trauma)

*This can occur due to isolation associated with a lack of

access to sensory information, an isolated environment, or a

caregiver’s lack of understanding of the sensory impairment.

● Tactile Strategies for Children Who Have Visual

Impairments and Multiple Disabilities (Chen & Downing),

Chapters 2, 3, 4 & 7

● Remarkable Conversations (Miles & Riggio), Chapters 1, 4

& 6

● Talking the Language of the Hands to the Hands

(Miles)

https://www.nationaldb.org/info-center/talking-hands-to-han

ds-factsheet/

● Active Learning Space website:

www.activelearningspace.org Principles tab, Five Phases

of Educational Treatment.

● Five Phases of Educational Treatment Used in Active

Learning Based on Excerpts from Are You Blind? (Hurst)

https://docs.google.com/document/

d/1xoSUh4SQmYfWCy8wY9ShflRaIQdYGyyuUJCzqqVM4

E8/edit?usp=sharing

● Are You Blind? (Nielsen)

● Incorporating Active Learning Theory Into Activity Routines

(Moss & Shafer) https://docs.google.com/document/

d/1DloNJNdD5842OAlH9Xgr1Rd1rcJfhbp0i_qZCGEcnx8/e

dit?usp=sharing

● D

esigning Routines (Kitchen & Baltisberger)

https://library.tsbvi.edu/assoc_files/74910151.pdf

● Ready Bodies, Learning Minds: Cultivating the Complete

Child, 3rd edition (Oden), Chapter 3: The Tactile System

● Ready Bodies, Learning Minds, 2nd edition (Oden), Chapter

3, pp.41-49

● Ready Bodies, Learning Minds: Activity Guide, 2nd edition

(Oden)

● Keys to Educational Success: Teaching Students with

Visual

Impairments and Multiple Disabilities (Sacks & Zatta, Eds.),

p. 29

● Tactile Processing, Parts 1 & 2 (

Martinage)

https://www.perkinselearning.org/videos/teachable-moment

tactile-processing-part-1#transcript

● Sensational Brain https://sensationalbrain.com/

4 Is there any indication of sensory integration issues? (e.g.,

need for excessive movement: spinning, rocking, flapping;

need for pressure: wedges fingers under heavy objects,

needs a lot of roughhousing/hugging; doesn’t move enough:

passive, sleepy; over-reactive to touch: startle or withdrawal

response; over-reactive to movement: cries or vomits when

moved suddenly, fearful of moving through space; inability to

use senses simultaneously: can’t look and touch or look and

listen or listen and touch at the same time)

● Sensory Integration and Sensory Motor Activities (Ricketts)

https://docs.google.com/document

d/1nvN8oVDPqA9F2mVvm8A8k0vnNA3NMT064PLmeKxt

LY/edit?usp=sharing

● Occupational Therapy and Sensory Integration for Visual

Impairment (Ricketts)

https://docs.google.com/document/d/1VQ8bORCjxjklmaKd

ZdeZTRnfh3eN2RQTPnVpG1A3lJk

/edit?usp=sharing

● S

ensational Brain ht

tps://sensationalbrain.com/

● Ready Bodies, Learning Minds: Cultivating the Complete

Child, 3rd edition (Oden): Tactile - pp. 45-51; Vestibular -pp.

59-71; Proprioceptive - pp. 73-79

● Ready Bodies, Learning Minds, 2nd edition (Oden),

Chapters 3-5

● Ready Bodies, Learning Minds: Activity Guide, 2nd edition

(Oden)

● Perkins Activity and Resource Guide: A Handbook for

Teachers and Parents of Students with Visual and Multiple

Disabilities, 2nd edition (Heydt, et al), Chapter 8: Sensory

Integration, pp. 8-4 through 8-52

● SLK Routines Book: Using the Sensory Learning Kit

(Smith)

● Tactile Processing, Parts 1 & 2

(Martinage)

https://www.perkinselearning.org/videos/teachable-moment

/tactile-processing-part-1#transcript

● Keys to Educational Success: Teaching Students with

Visual Impairments and Multiple Disabilities (Sacks &

Zatta, Eds.), pp. 375-377 and 462-464

● Remarkable Conversations (Miles & Riggio), Chapter 6

● Talking the Language of the Hands to the Hands

(Miles)

https://www.nationaldb.org/info-center/talking-hands-to-han

ds-factsheet/

5 Does the student primarily exhibit reflexive motor

responses? (e.g. sucking reflex, neck righting reaction,

reflexive palmar grasp, walking/stepping reflex, ATNR, STNR,

protective extension reaction)

● Texas 2 STEPS Curriculum (Brown, et al). Reflexes, pp.

9-27

● FIELA Curriculum (Nielsen). Activities, 0-12 months

● Active Learning Space website: Motor Development

Overview

https://activelearningspace.org/motor-skills/

● Ready Bodies, Learning Minds: Cultivating the Complete

Child, 3rd edition (Oden), pp. 35-40

● Ready Bodies, Learning Minds, 2nd edition (Oden),

Chapter 2: Reflexive Patterns, pp. 13-39

● Ready Bodies, Learning Minds: Activity Guide, 2nd edition

(Oden)

● SLK Routines Book: Using the Sensory Learning Kit

(Smith)

6 Does the student have positive emotional responses to

touch? (e.g., calms when held or petted, coos or snuggles

when held)

● FIELA Curriculum (Nielsen). Activities, 0-9 months

● Active Learning Space website:

www.activelearningspace.org Principles tab, Five Phases of

Educational Treatment

● Five Phases of Educational Treatment Used in Active

Learning Based on Excerpts from Are You Blind? (Hurst)

https://docs.google.com/document/

d/1xoSUh4SQmYfWCy8wY9ShflRaIQdYGyyuUJCzqqVM4

8/edit?usp=sharing

● Are You Blind? (Nielsen)

● Incorporating Active Learning Theory Into Activity Routines

(Moss & Shafer) https://docs.google.com/document/

d/1DloNJNdD5842OAlH9Xgr1Rd1rcJfhbp0i_qZCGEcnx8/e

dit?usp=sharing

● Designing Routines (Kitchen & Baltisberger)

https://library.tsbvi.edu/assoc_files/74910151.pdf

● Oregon Project (Anderson, et al), Cognitive Section, Birth-1

year; Social, Birth-1 year & 1-2 years

● Tactile Strategies for Children Who Have Visual Impairments

and Multiple Disabilities (Chen & Downing), Chapters 2, 3 & 4

● Remarkable Conversations, (Miles & Riggio), Chapters 1,4 &

● Talking the Language of the Hands to the Hands (Miles)

https://www.nationaldb.org/info-center/talking-hands-to-han

ds-factsheet/

● Carolina Curriculum for Infants and Toddlers

(Johnson-Martin, et al): Personal-Social Sequence -

Self-Regulation & Responsibility, pp. 83-94; Interpersonal

Skills, pp. 95-113

● Sensory Efficiency, Chapter 5 (Smith) in ECC Essentials

(Allman & Lewis)

● SLK Routines Book: Using the Sensory Learning Kit

(Smith)

● Tactile Processing, Parts 1 & 2

(Martinage)

https://www.perkinselearning.org/videos/teachable-moment /

tactile-processing-part-1#transcript

● PAIVI: Parents and Their Infants With Visual Impairments,

2nd edition (Chen, Calvello, & Friedman), Assessing Early

Communication, pp. 117-122

● Hand-Over-Hand Guidance: What Lesson Do We Teach?

(Story) https://docs.google.com/document

d/1R_pRy_yVw65vVq5XCD-nneseYtC74BKhwgxadtF7NX

8/edit?usp=sharing

Does the student exhibit intentional motor responses?

(e.g., patting or reaching towards something, batting, swiping,

grasping, rolling toward).

● Texas 2 STEPS Curriculum (Brown, et al). Rolling, pp.

101-122; Reaching, pp. 123-140; Grasping, pp. 141-150

● FIELA Curriculum (Nielsen). Activities, 0-12 months

● Oregon Project (Anderson, et al), Fine Motor, Gross Motor

& Cognitive Sections, Birth-1 year

● Sensory Efficiency, Chapter 5 (Smith) in ECC Essentials

(Allman & Lewis)

● SLK Routines Book: Using the Sensory Learning Kit

(Smith)

● Perkins Activity and Resource Guide: A Handbook for

Teachers and Parents of Students with Visual and Multiple

Disabilities, 2nd edition (Heydt, et al), Chapter 3: Motor

Development: Gross and Fine Motor Skills - rolling activity,

p. 3-35

● Remarkable Conversations (Miles & Riggio), Chapter 6

● Talking the Language of the Hands to the Hands

(Miles)

https://www.nationaldb.org/info-center/talking-hands-to-han

ds-factsheet/

● Fine Motor Development Published by the National

Association of Parents of the Visually Impaired

https://docs.google.com/document

d/18Q3PMt1WhKv9sU6i7qcHwhUavqoD-gdmf1wvVRNCT

XU/edit?usp=sharing

● PAIVI: Parents and Their Infants With Visual Impairments,

2nd edition (Chen, Calvello, & Friedman), Assessing

Interactions With Objects, pp. 137-143

● Active Learning Space website: Attractive Objects

https://activelearningspace.org/materials/attractive-objects

● Hold Everything! Twenty Stay-Put” Play Spaces for Infants

and Preschoolers with Sensory Impairments and Other

Special Needs (Clarke)

● Active Learning Space website: Scratching, Batting, Banging

https://activelearningspace.org/motor-skills/scratching-

and-banging/

Does the student use their hands to explore his/her own

body?

● FIELA Curriculum (Nielsen). Activities, 0-12 months

● Texas 2 STEPS Curriculum (Brown, et al). Body Awareness,

pp. 423-444

● Oregon Project (Anderson, et al), Cognitive Section, Birth-1

year

● Active Learning Space website: Motor Development

Overview

https://activelearningspace.org/motor-skills/

● Sensory Efficiency, Chapter 5 (Smith) in ECC Essentials

(Allman & Lewis)

● SLK Routines Book: Using the Sensory Learning Kit (Smith)

9 Does the student use hands to explore objects that are in

contact with her/his body? (e.g., clothing, bedding, toys,

pets, food items)

● FIELA Curriculum (Nielsen). Activities, 0-12 months

● Oregon Project (Anderson, et al), Cognitive, Fine Motor &

Compensatory Sections, Birth-1 year

● Texas 2 STEPS Curriculum (Brown, et al). Body

Awareness, pp. 423-444

● Tactile Strategies for Children Who Have Visual

Impairments and Multiple Disabilities (Chen & Downing),

Chapter 3: From Assessment to Intervention pp. 66-72

● Teaching Students with Visual and Multiple Impairments: A

Resource Guide, 2nd edition (Smith & Levack). Guide for

Functional Applications of Tactual Skills, pp. 176-193

● Active Learning Space website: Motor Development

Overview

https://activelearningspace.org/motor-skills/

● Sensory Efficiency, Chapter 5 (Smith) in ECC Essentials

(Allman & Lewis)

● SLK Routines Book: Using the Sensory Learning Kit

(Smith)

● Keys to Educational Success: Teaching Students with

Visual Impairments and Multiple Disabilities (Sacks &

Zatta, Eds.), pp. 118-119

● On the Way to Literacy: Early Experiences for Visually

Impaired Children (Wright & Stratton), Chapter 3, Learning

Through Touch, pp. 123-143

● Developmental Guidelines for Infants with Visual

Impairments: A Guidebook for Early Intervention, 2nd

edition (Lueck, et al). Cognitive Development, pp.111-145

● PAIVI: Parents and Their Infants With Visual Impairments,

2nd edition (Chen, Calvello, & Friedman), Assessing

Interactions With Objects, pp. 137-143

● Active Learning Space website: Attractive Objects

https://

activelearningspace.org/materials/attractive-objects

● Hold Everything! Twenty Stay-Put” Play Spaces for Infants

and Preschoolers with Sensory Impairments and Other

Special Needs (Clarke)

10 Does the student use other body parts to explore objects

that are in contact with her/his body? (e.g., feet, cheek,

mouth, elbow)

● FIELA Curriculum (Nielsen). Activities, 0-12 months

● Teaching Students with Visual and Multiple Impairments:

A Resource Guide, 2nd edition (Smith & Levack). Guide

for Functional Applications of Tactual Skills, pp. 176-193

● Active Learning Space website: Motor Development

Overview

https://activelearningspace.org/motor-skills/

● Sensory Efficiency, Chapter 5 (Smith) in ECC Essentials

(Allman & Lewis)

● Oregon Project (Anderson, et al), Cognitive &

Compensatory Sections, Birth-1 year (mouth)

● SLK Routines Book: Using the Sensory Learning Kit

(Smith)

● Active Learning Space website: Attractive Objects

https://activelearningspace.org/materials/attractive-objects

11 Does the student bring hands/objects to her/his mouth? ● FIELA Curriculum (Nielsen). Activities, 0-12 months

● Oregon Project (Anderson, et al), Cognitive, Fine Motor &

Compensatory Sections, Birth-1 year

● Teaching Students with Visual and Multiple Impairments:

A Resource Guide, 2nd edition (Smith & Levack). Guide

for Functional Applications of Tactual Skills, pp. 176-193

● Active Learning Space website: Motor Development

Overview

https://activelearningspace.org/motor-skills/

● Sensory Efficiency, Chapter 5 (Smith) in ECC Essentials

(Allman & Lewis)

● SLK Routines Book: Using the Sensory Learning Kit

(Smith)

● Keys to Educational Success: Teaching Students with

Visual Impairments and Multiple Disabilities (Sacks &

Zatta, Eds.), pp. 118-119.

● Developmental Guidelines for Infants with Visual

Impairments: A Guidebook for Early Intervention, 2nd

edition (Lueck, et al). Fine Motor Development,

pp.146-173

● PAIVI: Parents and Their Infants With Visual Impairments,

2nd edition (Chen, Calvello, & Friedman), Assessing

Interactions With Objects, pp. 137-143

● Active Learning Space website: Attractive Objects

https://activelearningspace.org/materials/attractive-objects

● Hold Everything! Twenty Stay-Put” Play Spaces for Infants

and Preschoolers with Sensory Impairments and Other

Special Needs (Clarke)

12 Does the student bring his/her hands together? (It is

important to encourage the student to develop the use of both

hands, even when the student tends to neglect using one

hand.)

● FIELA Curriculum (Nielsen). Activities, 0-6 months

● Oregon Project (Anderson, et al), Fine Motor Section,

Birth-1 year & 1-2 years

● Texas 2 STEPS Curriculum (Brown, et al). Body

Awareness, pp. 423-424; Trunk, Arm & Leg Control, pp.

91-92

● Teaching Students with Visual and Multiple Impairments:

A Resource Guide, 2nd edition (Smith & Levack). Guide

for Functional Applications of Tactual Skills, pp. 176-193

● Motor Activities to Encourage Pre-Braille Skills

(Sewell &

Strickling), https://docs.google.com/document/

d/1QktMCvR6r-KRjjWOW_p4hcLbXxH8UhVfHsSlNtPqoiA/

edit?usp=sharing

● Perkins Activity and Resource Guide: A Handbook for

Teachers and Parents of Students with Visual and Multiple

Disabilities, 2nd edition (Heydt, et al), Chapter 3: Motor

Development: Gross and Fine Motor Skills - Suggested

Activities to Encourage Specific Hand Skills, pp. 3-49

through pp. 3-59

● Active Learning Space website: Motor Development

Overview

https://activelearningspace.org/motor-skills/

● Sensory Efficiency, Chapter 5 (Smith) in ECC Essentials

(Allman & Lewis)

● Carolina Curriculum for Infants and Toddlers

(Johnson-Martin, et al): Fine Motor Sequence - Bilateral

Skills, pp. 379-392

● Keys to Educational Success: Teaching Students with

Visual Impairments and Multiple Disabilities (Sacks &

Zatta, Eds.), pp. 118-119.

● On the Way to Literacy: Early Experiences for Visually

Impaired Children (Wright & Stratton), Chapter 3, Learning

Through Touch, pp. 123-143.

● Developmental Guidelines for Infants with Visual

Impairments: A Guidebook for Early Intervention, 2nd

edition (Lueck, et al). Cognitive Development, pp.111-145;

Fine Motor Development, pp.146-173

● Experiential Learning: Activities for Concept Development

(Wright), Motor Development, pp. 21-27 (use

hand-under-hand instead of hand-over-hand)

● Ready Bodies, Learning Minds: Cultivating the Complete

Child, 3rd edition (Oden), pp. 41-43

● PAIVI: Parents and Their Infants With Visual Impairments,

2nd edition (Chen, Calvello, & Friedman), Assessing

Interactions With Objects, pp. 137-143

13 Does the student intentionally use touch to make contact

with others? (e.g., kicking, grabbing fingers, leaning against,

reaching towards, hitting, biting, banging on, patting, pulling

on someone else’s clothes or hair)

● FIELA Curriculum (Nielsen). Activities, 6-18 months

● Oregon Project (Anderson, et al), Social Section, Birth-1

year & 1-2 years

● Texas 2 STEPS Curriculum (Brown, et al). Body

Awareness, pp. 431 & 432

● Active Learning Space website

www.activelearningspace.org Principles tab, Five Phases

Active Learning

● Five Phases of Educational Treatment Used in Active

Learning Based on Excerpts from Are You Blind? (Hurst)

https://docs.google.com/document/

d/1xoSUh4SQmYfWCy8wY9ShflRaIQdYGyyuUJCzqqVM

E8/edit?usp=sharingAre You Blind? (Nielsen)

● Incorporating Active Learning Theory Into Activity Routines

(Moss & Shafer) https://activelearningspace.org/wp-

content/uploads/2022/03/

IncorpALTheoryActivityRoutines.pdf

● Designing Routines

(Kitchen & Baltisberger)

https://library.tsbvi.edu/assoc_files/74910151.pdf

● Tactile Strategies for Children Who Have Visual

Impairments and Multiple Disabilities (Chen & Downing),

Chapters 2, 3, 4 & 5

● Remarkable Conversations (Miles & Riggio), Chapters 1, 4

& 6

● First Things First: Early Communication for the

Pre-symbolic Child with Severe Disabilities

(Rowland &

Schweigert), Chapters 4-7, Appendix p. 53

● Teaching Students with Visual and Multiple Impairments: A

Resource Guide, 2nd edition (Smith & Levack). Guide for

Functional Applications of Tactual Skills, pp. 176-193

● Sensory Efficiency, Chapter 5 (Smith) in ECC Essentials

(Allman & Lewis)

● Keys to Educational Success: Teaching Students with

Visual Impairments and Multiple Disabilities (Sacks &

Zatta, Eds.), pp. 118-119

● Developmental Guidelines for Infants with Visual

Impairments: A Guidebook for Early Intervention, 2nd

edition (Lueck, et al). Fine Motor Development,

pp.146-173

14 Does the student use hands to sustain physical contact

with others (as opposed to moving away or becoming

extremely passive)?

● Oregon Project (Anderson, et al), Social Section, Birth-1

year & 1-2 years

● FIELA Curriculum (Nielsen). Activities, 0-30 months

● Tactile Strategies for Children Who Have Visual

Impairments and Multiple Disabilities (Chen & Downing),

Chapters 2, 3, 4 & 5

● Remarkable Conversations (Miles & Riggio), Chapters 1, 4

& 6

● Active Learning Space website

www.activelearningspace.org Principles tab, Five Phases of

Active Learning

● Five Phases of Educational Treatment Used in Active

Learning Based on Excerpts from Are You Blind? (Hurst)

https://docs.google.com/document/

d/1xoSUh4SQmYfWCy8wY9ShflRaIQdYGyyuUJCzqqVM 4

E8/edit?usp=sharing

● Are You Blind? (Nielsen)

● Incorporating Active Learning Theory Into Activity Routines

(Moss & Shafer) https://docs.google.com/document/

d/1DloNJNdD5842OAlH9Xgr1Rd1rcJfhbp0i_qZCGEcnx8/e

dit?usp=sharing

● Designing Routines (Kitchen & Baltisberger)

https://library.tsbvi.edu/assoc_files/74910151.pdf

● First Things First: Early Communication for the

Pre-symbolic Child with Severe Disabilities (Rowland &

Schweigert), Chapters 4-7, Appendix p. 53

● PAIVI: Parents and Their Infants With Visual Impairments,

2nd edition (Chen, Calvello, & Friedman), Assessing Early

Communication, pp. 117-122

15 Does the student use hands to engage in student-led mutual

tactual exploration with an adult? (i.e., shared attention)

● FIELA Curriculum (Nielsen). Activities, 6-18 months

● Tactile Strategies for Children Who Have Visual

Impairments and Multiple Disabilities (Chen & Downing),

Chapters 2, 3, 4 & 5

● Remarkable Conversations (Miles & Riggio), Chapters 1,

5 & 6

● Active Learning Space website:

www.activelearningspace.org Principles tab, Five Phases

Active Learning

● Five Phases of Educational Treatment Used in Active

Learning Based on Excerpts from Are You Blind? (Hurst)

https://docs.google.com/document/

d/1xoSUh4SQmYfWCy8wY9ShflRaIQdYGyyuUJCzqqVM

E8/edit?usp=sharing

● Are You Blind? (Nielsen)

● Incorporating Active Learning Theory Into Activity Routines

(Moss & Shafer) https://docs.google.com/document/

d/1DloNJNdD5842OAlH9Xgr1Rd1rcJfhbp0i_qZCGEcnx8/e

dit?usp=sharing

● Designing Routines (Kitchen & Baltisberger)

https://library.tsbvi.edu/assoc_files/74910151.pdf

● Talking the Language of the Hands to the Hands

(Miles)

https://www.nationaldb.org/info-center/talking-hands-to-ha

nds-factsheet/

● First Things First: Early Communication for the

Pre-symbolic Child with Severe Disabilities (Rowland &

Schweigert), Chapters 4-7, Appendix p. 53

● PAIVI: Parents and Their Infants With Visual Impairments,

2nd edition (Chen, Calvello, & Friedman), Assessing Early

Communication, pp. 117-122; List of Recommended

Objects

to Elicit Child’s Interactions, pp. 140-141

● Active Learning Space website: Attractive Objects https://

activelearningspace.org/materials/attractive-objects

● Hold Everything! Twenty Stay-Put” Play Spaces for Infants

and Preschoolers with Sensory Impairments and Other

Special Needs (Clarke)

● Hand-Over-Hand Guidance: What Lesson Do We Teach?

(Story) https://docs.google.com/document/

d/1R_pRy_yVw65vVq5XCD-nneseYtC74BKhwgxadtF7NX

8/edit?usp=sharing

Does the student engage in teacher-led mutual tactual

exploration with objects and/or actions? (e.g., shadowing,

finger plays, riding, modeling, hand-under-hand)

● FIELA Curriculum (Nielsen). Activities, 6-18 months

● Tactile Strategies for Children Who Have Visual

Impairments and Multiple Disabilities (Chen & Downing),

Chapters 2, 3, 4 & 5

● Active Learning Space website:

www.activelearningspace.org Principles tab, Five Phases of

Active Learning

● Five Phases of Educational Treatment Used in Active

Learning Based on Excerpts from Are You Blind? (Hurst)

https://docs.google.com/document/

d/1xoSUh4SQmYfWCy8wY9ShflRaIQdYGyyuUJCzqqVM 4

E8/edit?usp=sharing

● Are You Blind? (Nielsen)

● Incorporating Active Learning Theory Into Activity Routines

(Moss & Shafer) https://docs.google.com/document/

d/1DloNJNdD5842OAlH9Xgr1Rd1rcJfhbp0i_qZCGEcnx8/e

dit?usp=sharing

● Designing Routines (Kitchen & Baltisberger)

https://library.tsbvi.edu/assoc_files/74910151.pdf

● Talking the Language of the Hands to the Hands

(Miles)

https://www.nationaldb.org/info-center/talking-hands-to-ha

nds-factsheet/

● Remarkable Conversations (Miles & Riggio), Chapters 1, 4,

5 & 6

● First Things First: Early Communication for the

Pre-symbolic Child with Severe Disabilities (Rowland &

Schweigert), Chapters 4-7, Appendix p. 53

● Sensory Efficiency, Chapter 5 (Smith) in ECC Essentials

(Allman & Lewis)

● Oregon Project (Anderson, et al), Fine Motor Section,

Birth-1 year, 1-2 years & 2-3 years; Cognitive Section,

Birth-1 year; Social Section, 1-2 years

● Developmental Guidelines for Infants with Visual

Impairments: A Guidebook for Early Intervention, 2nd

edition (Lueck, et al). Fine Motor Development,

pp.146-173

● Experiential Learning: Activities for Concept Development,

(Wright), Cause & Effect, pp. 5-12; Sensory Awareness,

pp. 37-46 (use hand-under-hand instead of

hand-over-hand)

● PAIVI: Parents and Their Infants With Visual Impairments,

2nd edition (Chen, Calvello, & Friedman), Assessing Early

Communication, pp. 117-122; List of Recommended

Objects to Elicit Child’s Interactions, pp. 140-141

● Active Learning Space website: Attractive Objects

https://activelearningspace.org/materials/attractive-objects

● Hold Everything! Twenty Stay-Put” Play Spaces for Infants

and Preschoolers with Sensory Impairments and Other

Special Needs (Clarke)

● Hand-Over-Hand Guidance: What Lesson Do We Teach?

https://docs.google.com/document/

d/1R_pRy_yVw65vVq5XCD-nneseYtC74BKhwgxadtF7NX

8/edit?usp=sharing

Does the student intentionally use touch to make contact

with objects? (Kicking, reaching toward, batting, swiping)

● FIELA Curriculum (Nielsen). Activities, 0-12 months

● Oregon Project (Anderson, et al), Compensatory, Fine

Motor & Cognitive Sections, Birth-1 year

● Texas 2 STEPS Curriculum (Brown, et al). Reaching, pp.

125-140

● Sensory Efficiency, Chapter 5 (Smith) in ECC Essentials

(Allman & Lewis)

● Carolina Curriculum for Infants and Toddlers

(Johnson-Martin, et al): Fine Motor Sequence - Grasp &

Manipulation, pp. 361-377

● First Things First: Early Communication for the

Pre-symbolic Child with Severe Disabilities (Rowland &

Schweigert), Chapters 4-7, Appendix p. 53)

● Keys to Educational Success: Teaching Students with

Visual Impairments and Multiple Disabilities (Sacks &

Zatta, Eds.), pp. 118-119.

● Hands-On Problem Solving Skills for Children with

Multiple Disabilities: Guide to Assessment & Teaching

(Rowland & Schweigert)

● Remarkable Conversations (Miles & Riggio), Chapter 6

● PAIVI: Parents and Their Infants With Visual Impairments,

2nd edition (Chen, Calvello, & Friedman), List of

Recommended Objects to Elicit Child’s Interactions, pp.

140-141

● Active Learning Space website: Attractive Objects

https://activelearningspace.org/materials/attractive-objects

18 Does the student intentionally grasp and release objects,

using palmar grasp or thumb and fingers?

● Active Learning Space website: Developmental Process in

Learning to Grasp

https://activelearningspace.org/motor-skills/grasping/

● Promoting Comprehending Hands Through Active

Learning (Obrzut)

https://activelearningspace.pairsite.com/wp-content/uploa

ds/2021/12/ObrzutPromotingComprehendingHands2.pdf

● Motor Activities to Encourage Pre-Braille Skills (Sewell &

Strickling) https://docs.google.com/document/

d/1QktMCvR6r-KRjjWOW_p4hcLbXxH8UhVfHsSlNtPqoiA/

edit?usp=sharing

● Texas 2 STEPS Curriculum (Brown, et al). Grasping, pp.

143-150

● Oregon Project (Anderson, et al), Fine Motor Section,

Birth-1 year, 1-2 years & 2-3 years

● The Comprehending Hand (Nielsen), pp. 32-33

● Perkins Activity and Resource Guide: A Handbook for

Teachers and Parents of Students with Visual and Multiple

Disabilities, 2nd edition (Heydt, et al), Chapter 3: Motor

Development: Gross and Fine Motor Skills - Suggested

Activities to Encourage Specific Hand Skills, pp. 3-49

through pp. 3-59

● Teaching Students with Visual and Multiple Impairments: A

Resource Guide, 2nd edition (Smith & Levack). Guide for

Functional Applications of Tactual Skills, pp. 176-193

● Sensory Efficiency, Chapter 5 (Smith) in ECC Essentials

(Allman & Lewis)

● Carolina Curriculum for Infants and Toddlers

(Johnson-Martin, et al): Fine Motor Sequence - Grasp &

Manipulation, pp. 361-377

● Hands-On Problem Solving Skills for Children with Multiple

Disabilities: Guide to Assessment & Teaching

(Rowland & Schweigert)

● On the Way to Literacy: Early Experiences for Visually

Impaired Children (Wright & Stratton), Chapter 3, Learning

Through Touch, pp. 123-143

● Fine Motor Development Published by the National

Association of Parents of the Visually Impaired

https://docs.google.com/document/

d/18Q3PMt1WhKv9sU6i7qcHwhUavqoD-gdmf1wvVRNCT

XU/edit?usp=sharing

● Developmental Guidelines for Infants with Visual

Impairments: A Guidebook for Early Intervention, 2nd

edition (Lueck, et al). Fine Motor Development,

pp.146-173

● PAIVI: Parents and Their Infants With Visual Impairments,

2nd edition (Chen, Calvello, & Friedman)

, List of

Recommended Objects to Elicit Child’s Interactions, pp.

140-141

● Active Learning Space website: Attractive Objects

https:// activelearningspace.org/materials/attractive-

objects

● Hold Everything! Twenty Stay-Put” Play Spaces for Infants

and Preschoolers with Sensory Impairments and Other

Special Needs (Clarke)

Does the student use entire hand in a variety of ways to

engage in gross tactile exploration of objects? (e.g.,

● Motor Activities to Encourage Pre-Braille Skills

(Sewell &

Strickling),

squeezing, banging, holding, rubbing, lifting, turning,

scratching, tangling fingers, transfering objects from hand to

hand).

https://docs.google.com/document/d/1QktMCvR6r-

KRjjWOW_p4hcLbXxH8UhVfHsSlNtPqoiA/edit?

usp=sharing

● The Comprehending Hand (Nielsen), pp. 32-33

● FIELA Curriculum (Nielsen). Activities, 0-12 months

● Oregon Project (Anderson, et al), Fine Motor Section, 1-2

years, 2-3 years, 3-4 years & 4-5 years

● Teaching Students with Visual and Multiple Impairments:

A Resource Guide, 2nd edition (Smith & Levack). Guide

for Functional Applications of Tactual Skills, pp. 176-193

● Perkins Activity and Resource Guide: A Handbook for

Teachers and Parents of Students with Visual and Multiple

Disabilities, 2nd edition (Heydt, et al), Chapter 3: Motor

Development: Gross and Fine Motor Skills - Suggested

Activities to Encourage Specific Hand Skills, pp. 3-49

through pp. 3-59

● Sensory Efficiency, Chapter 5 (Smith) in ECC Essentials

(Allman & Lewis)

● Carolina Curriculum for Infants and Toddlers

(Johnson-Martin, et al): Fine Motor Sequence - Grasp &

Manipulation, pp. 361-377; Bilateral Skills, pp. 379-392;

Tool Use, pp. 393- 399

● Hands-On Problem Solving Skills for Children with

Multiple Disabilities: Guide to Assessment & Teaching

(Rowland & Schweigert)

● Developmental Guidelines for Infants with Visual

Impairments: A Guidebook for Early Intervention, 2nd

edition (Lueck, et al). Fine Motor Development,

pp.146-173

● PAIVI: Parents and Their Infants With Visual Impairments,

2nd edition (Chen, Calvello, & Friedman), List of

Recommended Objects to Elicit Child’s Interactions, pp.

140-141

● Active Learning Space website: Attractive Objects

https://activelearningspace.org/materials/attractive-objects

● Hold Everything! Twenty Stay-Put” Play Spaces for Infants

and Preschoolers with Sensory Impairments and Other

Special Needs (Clarke)

20 Does the student use hands (one or both) for refined tactile

exploration to obtain information about texture, hardness,

temperature, shape, size, volume, and weight of larger

objects by performing all of the following actions?

● Lateral Motion (rubbing across surface): Texture

● Pressure (pressing, squeezing, poking): Hardness

● Static Contact (hands resting on surface):Temperature

● Enclosure (holding/grasping): Shape/size/volume

● Unsupported holding (holding in hand): Weight

● Contour following (tracing contours): Global & exact

shape

(Adapted from Sidebar 5.3, p. 127 in ECC Essentials and

McLinden, p. 58)

● Sensory Efficiency, Chapter 5 (Smith) in ECC Essentials

(Allman & Lewis)

● FIELA Curriculum (Nielsen). Activities, 6-24 months

● Oregon Project (Anderson, et al), Fine Motor Section, 1-2

years; Compensatory Section, 1-2 years, 2-3 years, 3-4

years & 4-5 years

● Teaching Students with Visual and Multiple Impairments: A

Resource Guide, 2nd edition (Smith & Levack). Guide for

Functional Applications of Tactual Skills, pp. 176-193

● Motor Activities to Encourage Pre-Braille Skills

(Sewell &

Strickling),https://docs.google.com/document/

d/1QktMCvR6r-KRjjWOW_p4hcLbXxH8UhVfHsSlNtPqoiA/

edit?usp=sharing

● Perkins Activity and Resource Guide: A Handbook for

Teachers and Parents of Students with Visual and Multiple

Disabilities, 2nd edition (Heydt, et al), Chapter 3: Motor

Development: Gross and Fine Motor Skills - Suggested

Activities to Encourage Specific Hand Skills, pp. 3-49

through pp. 3-59

● Keys to Educational Success: Teaching Students with

Visual Impairments and Multiple Disabilities (Sacks &

Zatta, Eds.), pp. 118-119

● Hands-On Problem Solving Skills for Children with Multiple

Disabilities: Guide to Assessment & Teaching

(Rowland & Schweigert)

● On the Way to Literacy: Early Experiences for Visually

Impaired Children (Wright & Stratton), Chapter 3, Learning

Through Touch, pp. 123-143.

● Developmental Guidelines for Infants with Visual

Impairments: A Guidebook for Early Intervention, 2nd

edition (Lueck, et al). Cognitive Development, pp.111-145;

Fine Motor Development, pp.146-173

● PAIVI: Parents and Their Infants With Visual Impairments,

2nd edition (Chen, Calvello, & Friedman), List of

Recommended Objects to Elicit Child’s Interactions, pp.

140-141

● Active Learning Space website: Attractive Objects

https://activelearningspace.org/materials/attractive-objects

● Hold Everything! Twenty Stay-Put” Play Spaces for Infants

and Preschoolers with Sensory Impairments and Other

Special Needs (Clarke)

● Using Exploratory Procedures to Build Tactile Skills

(Ring)

https://www.pathstoliteracy.org/strategies/using-explorator

y-procedures-build-tactile-skills

21 Does the student show spatial awareness by using their

hands in a systematic, organized way to locate objects in

customary locations or to place objects in specific locations

(tactile search patterns).

● Oregon Project (Anderson, et al), Cognitive Section,

Birth-1 year, 2-3 years, 3-4 years, 4-5 years, & 5-6 years;

Compensatory Section, Birth-1 year & 1-2 years; Fine

Motor Section, Birth-1 year

● Texas 2 STEPS Curriculum (Brown, et al). Object

Permanence, pp. 485-496; Directional & Positional

Concepts, pp. 577-616

● FIELA Curriculum (Nielsen). Activities, 0-48 months

● Teaching Students with Visual and Multiple Impairments: A

Resource Guide, 2nd edition (Smith & Levack). Guide for

Functional Applications of Tactual Skills, pp. 176-193

● Feelin’ Groovy: Functional Tactual Skills

(Smith & Toy).

https://docs.google.com/document/

d/1pGfVdHhoAYj1VsR0C-

tprAc2_Y5KQ2mVp_PPIhQcrF0/edit?usp=sharing

● Hands-On Problem Solving Skills for Children with Multiple

Disabilities: Guide to Assessment & Teaching

(Rowland & Schweigert)

● On the Way to Literacy: Early Experiences for Visually

Impaired Children (Wright & Stratton), Chapter 3, Learning

Through Touch, pp. 123-143.

● Developmental Guidelines for Infants with Visual

Impairments: A Guidebook for Early Intervention, 2nd

edition (Lueck, et al). Cognitive Development, pp.111-145

● Experiential Learning: Activities for Concept Development,

(Wright), Object Permanence, pp. 29-36; Spatial

Awareness, pp. 47-53 (use hand-under-hand instead of

hand-over-hand)

● PAIVI: Parents and Their Infants With Visual Impairments,

2nd edition (Chen, Calvello, & Friedman), List of

Recommended Objects to Elicit Child’s Interactions, pp.

140-141

● Active Learning Space website: Attractive Objects

https://activelearningspace.org/materials/attractive-objects

● Hold Everything! Twenty Stay-Put” Play Spaces for Infants

and Preschoolers with Sensory Impairments and Other

Special Needs (Clarke)

22 Does the student use fingers for intentional, systematic

tactile exploration to obtain information about texture,

hardness, temperature, shape, size, volume, and weight of

smaller objects by performing all of the following actions?

● Lateral Motion (rubbing across surface): Texture

● Pressure (pressing, squeezing, poking): Hardness

● Static Contact (fingers resting on

surface):Temperature

● Enclosure (holding/grasping): Shape/size/volume

● Unsupported holding (holding with fingers): Weight

● Contour following (tracing contours, putting fingers

into holes): Global & exact shape

(Adapted from Sidebar 5.3, p. 127 in ECC Essentials,

& Learning Through Touch, McLinden, Chapter 4, p

58-59)

● Sensory Efficiency, Chapter 5 (Smith) in ECC Essentials

(Allman & Lewis)

● FIELA Curriculum (Nielsen). Activities, 6-18 months

● Perkins Activity and Resource Guide: A Handbook for

Teachers and Parents of Students with Visual and Multiple

Disabilities, 2nd edition (Heydt, et al), Chapter 3: Motor

Development: Gross and Fine Motor Skills - Suggested

Activities to Encourage Specific Hand Skills, pp. 3-49

through pp. 3-59

● Oregon Project (Anderson, et al), Fine Motor Section,

Birth-1 year, 1-2 years, 2-3 years, 3-4 years, 4-5 years &

5-6 years; Social Section, 1-2 years

● Teaching Students with Visual and Multiple Impairments: A

Resource Guide, 2nd edition (Smith & Levack). Guide for

Functional Applications of Tactual Skills, pp. 176-193

● Motor Activities to Encourage Pre-Braille Skills

(Sewell &

Strickling) https://docs.google.com/document/

d/1QktMCvR6r-KRjjWOW_p4hcLbXxH8UhVfHsSlNtPqoiA/

edit?usp=sharing

● Hands-On Problem Solving Skills for Children with Multiple

Disabilities: Guide to Assessment & Teaching

(Rowland & Schweigert)

● On the Way to Literacy: Early Experiences for Visually

Impaired Children (Wright & Stratton), Chapter 3, Learning

Through Touch, pp. 123-143

● PAIVI: Parents and Their Infants With Visual Impairments,

2nd edition (Chen, Calvello, & Friedman), List of

Recommended Objects to Elicit Child’s Interactions, pp.

140-141

● Active Learning Space website: Attractive Objects

https://activelearningspace.org/materials/attractive-objects

● Hold Everything! Twenty Stay-Put” Play Spaces for Infants

and Preschoolers with Sensory Impairments and Other

Special Needs (Clarke)

● Using Exploratory Procedures to Build Tactile Skills

(Ring)

https://www.pathstoliteracy.org/strategies/using-explorator

y-procedures-build-tactile-skills

23 Is the student beginning to make comparisons by

noticing/responding to differences in tactile qualities of

objects such as texture, shape, temperature, and size by

pausing, labeling, moving back and forth between, etc.?

● Active Learning Space website: Scratching, Batting,

Banging https://activelearningspace.org/motor-skills/

scratching-and-banging/

● A

ctive Learning Space website: Developmental Process in

Learning to Grasp

https://activelearningspace.org/motor-skills/grasping/.

● FIELA Curriculum (Nielsen). Activities, 6-18 months

● Teaching Students with Visual and Multiple Impairments: A

Resource Guide, 2nd edition (Smith & Levack). Guide for

Functional Applications of Tactual Skills, pp. 176-193

● Feelin’ Groovy: Functional Tactual Skills

(Smith & Toy).

https://docs.google.com/document/

d/1pGfVdHhoAYj1VsR0C-

tprAc2_Y5KQ2mVp_PPIhQcrF0/edit?usp=sharing

● Texas 2 STEPS Curriculum (Brown, et al). Comparative

Concepts, pp. 617-642

● Sensory Efficiency, Chapter 5 (Smith) in ECC Essentials

(Allman & Lewis)

● Oregon Project (Anderson, et al), Cognitive &

Compensatory Sections, 1-2 years, 2-3 years, 3-4 years &

4-5 years

● SAM - Symbols and Meaning Guidebook: Assessment and

Games Book (Smith)

● Keys to Educational Success: Teaching Students with

Visual Impairments and Multiple Disabilities (Sacks &

Zatta, Eds.), pp. 118-119

● Hands-On Problem Solving Skills for Children with

Multiple Disabilities: Guide to Assessment & Teaching

(Rowland & Schweigert)

● On the Way to Literacy: Early Experiences for Visually

Impaired Children (Wright & Stratton), Chapter 3, Learning

Through Touch, pp. 123-143

● Remarkable Conversations (Miles & Riggio), Chapter 6.

● Developmental Guidelines for Infants with Visual

Impairments: A Guidebook for Early Intervention, 2nd

edition (Lueck, et al). Cognitive Development, pp.111-145.

● PAIVI: Parents and Their Infants With Visual Impairments,

2nd edition (Chen, Calvello, & Friedman), List of

Recommended Objects to Elicit Child’s Interactions, pp.

140-141

● Active Learning Space website: Attractive Objects

https://activelearningspace.org/materials/attractive-objects

● Hold Everything! Twenty Stay-Put” Play Spaces for Infants

and Preschoolers with Sensory Impairments and Other

Special Needs (Clarke)

24 Does the student show recognition of objects, based on

their tactile qualities, by using them in a routine or functional

manner? (e.g., put toothbrush in mouth, use cup for drinking,

sit on chair).

●

FIELA Curriculum

(Nielsen). Activities, 6-15 months

● Routines (Smith) https://docs.google.com/document/

d/1IuK4a3mVnsnE2tcsggdr9qYdMDatiwRfyihsTGpohfg/

edit?usp=sharing

● Independent Living Activity Routines (TSBVI)

● Basic Skills Activity Routines (TSBVI)

● SAM - Symbols and Meaning Guidebook: Assessment

and Games Book (Smith)

● Teaching Students with Visual and Multiple Impairments:

A Resource Guide, 2nd edition (Smith & Levack). Guide

for Functional Applications of Tactual Skills, pp. 176-193

● Feelin’ Groovy: Functional Tactual Skills

(Smith & Toy).

https://docs.google.com/document/

d/1pGfVdHhoAYj1VsR0C-

tprAc2_Y5KQ2mVp_PPIhQcrF0/edit?usp=sharing

● Designing Routines (Kitchen & Baltisberger)

https://library.tsbvi.edu/assoc_files/74910151.pdf

● Incorporating Active Learning Theory Into Activity Routines

(Moss & Shafer) https://docs.google.com/document/

d/1DloNJNdD5842OAlH9Xgr1Rd1rcJfhbp0i_qZCGEcnx8/

e dit?usp=sharing

● Sensory Efficiency, Chapter 5 (Smith) in ECC Essentials

(Allman & Lewis)

● First Things First: Early Communication for the

Pre-symbolic Child with Severe Disabilities

(Rowland &

Schweigert), Chapters 4-7, Appendix p. 53

● Communication Matrix (Rowland)

● Calendars (Blaha), Chapters 1-2

● Oregon Project (Anderson, et al), Fine Motor Section, 2-3

years & 3-4 years; Cognitive Section, Birth-1 year,1-2

years

& 2-3 years

● Hands-On Problem Solving Skills for Children with Multiple

Disabilities: Guide to Assessment & Teaching

(Rowland & Schweigert)

● Remarkable Conversations (Miles & Riggio), Chapter 6

● Developmental Guidelines for Infants with Visual

Impairments: A Guidebook for Early Intervention, 2nd

edition (Lueck, et al). Cognitive Development, pp.111-145

Can the student tactually recognize an unfamiliar object

that is similar to a known object within an established

meaning category? For example, does the student

understand, through tactile exploration, that an unfamiliar cup

can be used in the same way as a familiar cup? (“Cup-ness”)

● FIELA Curriculum (Nielsen). Activities, 18-24 months

● Independent Living Activity Routines (TSBVI)

● Basic Skills Activity Routines (TSBVI)

● Calendars (Blaha), Chapters 1-3

● Oregon Project (Anderson, et al), Compensatory Section,

1-2 years, 3-4 years & 4-5 years

● SAM - Symbols and Meaning Guidebook: Assessment

and Games Book (Smith)

● Hands-On Problem Solving Skills for Children with

Multiple Disabilities: Guide to Assessment & Teaching

(Rowland & Schweigert)

● Feelin’ Groovy: Functional Tactual Skills (Smith & Toy).

https://docs.google.com/document/

d/1pGfVdHhoAYj1VsR0C-

tprAc2_Y5KQ2mVp_PPIhQcrF0/edit?usp=sharing

Does the student show recognition of the labels/names of

familiar objects by tactually finding the requested object

amongst a group of 3-4 objects?

● FIELA Curriculum (Nielsen). Activities, 6-15 months

● Tangible Symbol Systems: Making the Right to

Communicate a Reality for Individuals with Severe

Disabilities. (2nd ed.). (Rowland & Schweigert)

● Oregon Project (Anderson, et al), Cognitive Section, 1-2

years & 2-3 years

● SAM - Symbols and Meaning Guidebook: Assessment

and Games Book (Smith)

● Hands-On Problem Solving Skills for Children with

Multiple Disabilities: Guide to Assessment & Teaching

(Rowland & Schweigert)

● Feelin’ Groovy: Functional Tactual Skills

(Smith & Toy)

https://docs.google.com/document/

d/1pGfVdHhoAYj1VsR0C-

tprAc2_Y5KQ2mVp_PPIhQcrF0/edit?usp=sharing

Does the student use fingers individually to determine

information about the salient tactile features of three

dimensional materials? (e.g. finding the handle on a cup,

finding a small button on a device, toy, or keyboard, putting

small objects into small containers).

● FIELA Curriculum (Nielsen). Activities, 9-48 months.

● Motor Activities to Encourage Pre-Braille Skills

(Sewell &

Strickling), https://docs.google.com/document/

d/1QktMCvR6r-KRjjWOW_p4hcLbXxH8UhVfHsSlNtPqoiA/

edit?usp=sharing

● Oregon Project (Anderson, et al), Fine Motor Section,

Birth-1 year, 1-2 years, 2-3 years, 3-4 years & 4-5 years

● Perkins Activity and Resource Guide: A Handbook for

Teachers and Parents of Students with Visual and Multiple

Disabilities, 2nd edition (Heydt, et al), Chapter 3: Motor

Development: Gross and Fine Motor Skills - Suggested

Activities to Encourage Specific Hand Skills, pp. 3-49

through pp. 3-59

● Hands-On Problem Solving Skills for Children with Multiple

Disabilities: Guide to Assessment & Teaching

(Rowland & Schweigert)

● On the Way to Literacy: Early Experiences for Visually

Impaired Children (Wright & Stratton), Chapter 3, Learning

Through Touch, pp. 123-143

● Feelin’ Groovy: Functional Tactual Skills (Smith & Toy).

https://docs.google.com/document/

d/1pGfVdHhoAYj1VsR0C-

tprAc2_Y5KQ2mVp_PPIhQcrF0/edit?usp=sharing

Does the student have the finger strength and pincer grasp

to manipulate and move objects that give some resistance?

(e.g., turning a dial, pushing buttons, taking lids off, squeezing

toothpaste, pulling zippers, snapping and unsnapping, etc.)

● FIELA Curriculum (Nielsen). Activities, 9-48 Months

● Motor Activities to Encourage Pre-Braille Skills

(Sewell &

Strickling), https://docs.google.com/document/

d/1QktMCvR6r-KRjjWOW_p4hcLbXxH8UhVfHsSlNtPqoiA/

edit?usp=sharing

● A

ctive Learning Space website: Developmental Process in

Learning to Grasp

https://activelearningspace.org/motor-skills/grasping/

● Feelin’ Groovy: Functional Tactual Skills

(Smith & Toy).

https://docs.google.com/document/

d/1pGfVdHhoAYj1VsR0C-

tprAc2_Y5KQ2mVp_PPIhQcrF0/edit?usp=sharing

● Oregon Project (Anderson, et al), Fine Motor Section,

Birth-1 year, 1-2 years, 2-3 years, 3-4 years, 4-5 years &

5-6 years; Compensatory Section, 4-5 years & 5-6 years;

Self-Help Section, 2-3 years & 3-4 years

● Perkins Activity and Resource Guide: A Handbook for

Teachers and Parents of Students with Visual and Multiple

Disabilities, 2nd edition (Heydt, et al), Chapter 3: Motor

Development: Gross and Fine Motor Skills - Suggested

Activities to Encourage Specific Hand Skills, pp. 3-49

through pp. 3-59

● Hands-On Problem Solving Skills for Children with Multiple

Disabilities: Guide to Assessment & Teaching

(Rowland & Schweigert)

● On the Way to Literacy: Early Experiences for Visually

Impaired Children (Wright & Stratton), Chapter 3, Learning

Through Touch, pp. 123-143

● Developmental Guidelines for Infants with Visual

Impairments: A Guidebook for Early Intervention, 2nd

edition (Lueck, et al). Fine Motor Development,

pp.146-173

29 Does the student independently (without prompting) initiate

tactile exploration of the environment? (this skill is a

demonstration of the student’s self-motivation & tactile

curiosity).

● FIELA Curriculum (Nielsen). Activities, 15-48 Months

● Oregon Project (Anderson, et al), Compensatory Section,

3-4 years & 4-5 years

● Keys to Educational Success: Teaching Students with

Visual Impairments and Multiple Disabilities (Sacks &

Zatta, Eds.), pp. 118-119

● Hands-On Problem Solving Skills for Children with

Multiple Disabilities: Guide to Assessment & Teaching

(Rowland & Schweigert)

● Remarkable Conversations (Miles & Riggio), Chapter 6.

● Developmental Guidelines for Infants with Visual

Impairments: A Guidebook for Early Intervention, 2nd

edition (Lueck, et al). Cognitive Development, pp.111-145.

30 Does the student independently perform complex motor

planning tasks during functional activities or play (e.g.,

putting pop beads together, stacking, stringing beads, sorting,

putting objects in a container, nesting toys).

Note: Taking apart and taking out typically occur before

putting together and putting in.

● FIELA Curriculum (Nielsen). Activities, 15-48 Months

● Oregon Project (Anderson, et al), Fine Motor Section, 2-3

years, 3-4 years, 4-5 years & 5-6 years; Compensatory

Section, 4-5 years & 5-6 years

● Perkins Activity and Resource Guide: A Handbook for

Teachers and Parents of Students with Visual and Multiple

Disabilities, 2nd edition (Heydt, et al), Chapter 3: Motor

Development: Gross and Fine Motor Skills - Suggested

Activities to Encourage Specific Hand Skills, pp. 3-49

through pp. 3-59

● Active Learning Space website: Overview of Constructive

Play,

https://activelearningspace.org/implementation/constructiv

e-play

● Hands-On Problem Solving Skills for Children with Multiple

Disabilities: Guide to Assessment & Teaching

(Rowland & Schweigert)

● Motor Activities to Encourage Pre-Braille Skills

(Sewell &

Strickling), https://docs.google.com/document/

d/1QktMCvR6r-KRjjWOW_p4hcLbXxH8UhVfHsSlNtPqoiA/

edit?usp=sharing

● Developmental Guidelines for Infants with Visual

Impairments: A Guidebook for Early Intervention, 2nd

edition (Lueck, et al). Cognitive Development, pp.111-145;

Fine Motor Development, pp.146-173

● PAIVI: Parents and Their Infants With Visual Impairments,

2nd edition (Chen, Calvello, & Friedman), List of

Recommended Objects to Elicit Child’s Interactions, pp.

140-141

● Active Learning Space website: Attractive Objects

https://activelearningspace.org/materials/attractive-objects

● Ho

ld Everything! Twenty Stay-Put” Play Spaces for Infants

and Preschoolers with Sensory Impairments and Other

Special Needs (Clarke)

31 Does the student show recognition of a variety of objects,

textures, symbols, etc. that represent familiar activities and

concepts?

● Tangible Symbol Systems: Making the Right to

Communicate a Reality for Individuals with Severe

Disabilities. (2nd ed.). (Rowland & Schweigert)

● A Standard Tactile Symbol System

(

Hagood)

https://docs.google.com/document/

d/12QhCvOK4cH563HWzkFe3LuEqF2QIFUB0veEgNJfd6v

/edit?usp=sharing

● Tac

tile Connections Kit: Symbols for Communication

(Conlin, K., Jahnel. K., Pierce, T. & Poppe, K.) https://

www.aph.org/product/tactile-connections-kit-symbol

s-f

or-communication/

● Aidan’s Story: An Alternate Path to Braille and Literacy

(Adkins) TX SenseAbilities, Spring 2021

https://www.pathstoliteracy.org/alternate-path-braille-and-

literacy/

● Calendars (Blaha)

● Tactile Skills Necessary for Math (Sewell) in Nemeth At a

Glance (Cleveland et al) , pp. 13-26

● SAM - Symbols and Meaning Guidebook: Assessment and

Games Book (Smith)

● Keys to Educational Success: Teaching Students with

Visual Impairments and Multiple Disabilities (Sacks &

Zatta,

Eds.), pp. 118-119 and pp. 240-242

● Remarkable Conversations (Miles & Riggio), Chapters 1,

4 & 6

● Setting the Stage for Tactile Understanding (Poppe)

● Object Books (Smith, Shafer & Sewell) https://

docs.google.com/document/

d/19Pr43CNR27zxJHrXazioXup8We_OME_CjuR9SavAlM

o/edit?usp=sharing

● Oregon Project (Anderson, et al), Compensatory Section,

Braille Readiness, 2-3 years & 3-4 years

Does the student show recognition of tactual representations

of letters and words?

Note: acquisition and generalization of this skill is a bridge to

braille literacy and indicates readiness for pre-braille

instruction.

● Setting the Stage for Tactile Understanding (Poppe)

● Mangold Basic Braille Program (Mangold)

● Object Books

(Smith, Shafer & Sewell) https://

docs.google.com/document/

d/19Pr43CNR27zxJHrXazioXup8We_OME_CjuR9SavAlM

o/edit?usp=sharing

● Aidan’s Story: An Alternate Path to Braille and Literacy

(Adkins) TX SenseAbilities, Spring 2021

https://www.pathstoliteracy.org/alternate-path-braille-

and-literacy/

● Tactile Skills Necessary for Math (Sewell) in Nemeth At a

Glance (Cleveland et al) , pp. 13-26

Next Steps: Once the student has demonstrated mastery of all the skills in the Early Tactile Learning Profile, the student should be

ready for pre-braille instruction.

End of table

Created by Ann Adkins, Scott Baltisberger, Sara Kitchen, Debra Sewell; TSBVI Outreach and Curriculum Departments; 2021

References

Adkins, A. (2021, Spring). Aidan’s story: An alternate path to braille and literacy. TX

SenseAbilities, 14(2), 25-32. Retrieved on January 4, 2022 from

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-path-to-braille

Anderson, S., Boigon, S., Davis, K. & deWaard, C. (2007). The Oregon project: For

preschool children who are blind or visually impaired (6th ed.). Medford, OR:

Southern Oregon Education Service District.

Anderson, S., Boigon, S., Davis, K. & deWaard, C. (2007). The Oregon project: For

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Impaired.

Blaha, R. (2001). Calendars for students with multiple impairments including

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S., Wood, M., Adams, D., Bunch, M., Oaks, S., Phillips, S., & Reeves, G. (2019).

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Blind.

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Clarke, K.L. (2004). Hold everything! Twenty “stay-put” play spaces for infants and

preschoolers with sensory impairments and other special needs. Dayton, Ohio:

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https://www.ohiodeafblind.com/ocdbe_resources/hold-everything/

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R. A., & Roberson-Smith, B. (2012). TAPS: Teaching age-appropriate purposeful

skills - an orientation and mobility curriculum for students with visual impairments

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students using alternate learning standards emphasizing the Expanded Core

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for the Blind and Visually Impaired.

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book. Louisville, KY: American Printing House for the Blind.

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American Printing House for the Blind.

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A resource guide. Austin, TX: Texas School for the Blind and Visually Impaired

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Websites

Active Learning Space

www.activelearningspace.org

Active Learning Space is a website devoted to Active Learning, an approach based on

the research of Lilli Nielsen to promote the development of individuals with severe

multiple disabilities.

Specific articles from the Active Learning Space website that are referenced in

the Early Tactile Learning Profile include:

Five Phases of Educational Treatment. Active Learning Space. Retrieved on

January 4, 2022 from https://activelearningspace.org/principles/five-

phases-of-educational-treatment/

Motor Development Overview. Active Learning Space. Retrieved on January 4,

2022 from https://activelearningspace.org/motor-skills/

Overview of Constructive Play. Active Learning Space. Retrieved on January 4,

2022 from

https://activelearningspace.org/implementation/constructive-play

Scratching, Batting, Banging. Active Learning Space. Retrieved on January 4,

2022 from

https://activelearningspace.org/motor-skills/scratching-and-banging/

Design to Learn

https://www.designtolearn.com/

The Design to Learn website includes assessments and teaching strategies for children

and adults with low-incidence disabilities in both home and school environments. The

materials were developed by a team of researchers and special educators from the

Oregon Institute on Disability and Development with a special focus on communication

and cognitive skills for individuals with severe disabilities.

LilliWorks

https://tarantula-vibraphone-4sed.squarespace.com/

The LilliWorks website is a primary resource about Active Learning (AL), an approach

shown to reach learners with the most severe disabilities, including cerebral palsy,

deafness, blindness and developmental delay. It is also the sole source of Active

Learning equipment and books authorized by Dr. Lilli Nielsen.

National Center on Deaf-Blindness

https://www.nationaldb.org/

NCDB is part of a network of projects for children and youth with deaf-blindness (birth

through 21) that includes state deaf-blind projects in every state, as well as Puerto Rico,

the District of Columbia, the Pacific Basin, and the Virgin Islands. Funded by the U.S.

Department of Education, their primary mission is to support state deaf-blind projects as

they assist educators, agencies, families and organizations to acquire the knowledge

and skills needed to help children with deaf-blindness learn, access the general

education curriculum, and successfully transition to adult life.

Paths to Literacy

www.pathstoliteracy.org

Paths to Literacy is a joint project of the Perkins School for the Blind and the Texas

School for the Blind and Visually Impaired (TSBVI) to provide information related to

literacy for students who are blind or visually impaired, including those with additional

disabilities or deafblindness.

Perkins School for the Blind

www.perkins.org

The mission of the Perkins School for the Blind is to serve people with visual

impairments including those with multiple disabilities and deafblindness and their

families around the globe, as well as the educators, professionals and researchers who

support them.

Perkins elearning

www.perkinselearning.org

Perkins eLearning, part of the Perkins School for the Blind website, offers

professional development opportunities in a variety of formats ranging from free

video presentations to credit-earning online classes. Other options include

webinars, webcasts, and self-paced online tutorials.

Ready Bodies, Learning Minds

https://readybodieslearningminds.com/

This website by Athena Oden provides information on sensory integration and her

innovative and practical programs for teachers, therapists and parents.

Sensational Brain

https://sensationalbrain.com/

This website provides research-based education and products that enhance the lives of

children with developmental needs and provides information to empower the therapists,

teachers, and parents who work and live with them. Some of the products on the

website are free, including sensory checklists for home and school.

Texas School for the Blind and Visually Impaired

www.tsbvi.edu

Texas School for the Blind and Visually Impaired (TSBVI) serves as a special public

school for students in Texas identified as blind, visually impaired and deafblind, ages 6

through 22, on the TSBVI campus. They also provide support for families and

professionals throughout Texas in the form of outreach services, online courses,

consultations, publications, and in-person training.

Additional Resources

Adkins, A. (2017). A developmental sequence for teaching tactile skills. TX

SenseAbilities, 10(2), 18-20. Retrieved on January 4, 2022 from

https://www.tsbvi.edu/spring-2017-issue/5396-a-developmental-sequence-for-

tea ching-tactile-skills

Adkins, A, Cleveland, J. & Sewell, D. (2016). The development of tactile skills. TX

SenseAbilities, 10(1), 17-21. Retrieved on January 4, 2022 from

http://www.tsbvi.edu/fall-2016-issue/5263-the-development-of-tactile-skills

Anthony, T. (revised, 2004). Inventory of purposeful movement behaviors. In T. L.

Anthony, S. Shier Lowry, C. J. Brown, & D. D. Hatton, Developmentally

Appropriate Orientation and Mobility. Chapel Hill: University of North Carolina at

Chapel Hill. Retrieved on January 4, 2022 from

https://vision.alberta.ca/media/70453/purposeful%20movement%20inventory%

20 by%20anthony.pdf (also available in TAPS - see References, Pogrund et al.).

Cleveland, J. & Sewell, D. (2009). Early tactile learning. TX SenseAbilities, 3(3), 15-19.

Retrieved on January 4, 2022 from https://docs.google.com/document/

d/1jaNzB3fMidbiCxlMJeHXFO2D2UkkQzJkOiezppU1k_Y/edit?usp=sharing

Hagood, H. (2007). Basic skills infused skills assessment. Texas School for the Blind

and Visually Impaired website. Retrieved on January 4, 2022 from

https://drive.google.com/file/d/17kXoMc4kBAIkMXolhmCP4IVb54kMQtAl/view?

usp=sharing

Harrell, L. (2002). Teaching touch. Louisville, KY: American Printing House for the Blind.

Miles, B. (n.d.). Conversations: Connecting and learning with persons who are

deafblind. Perkins School for the Blind eLearning. Retrieved on January 4, 2022

from

https://www.perkins.org/resource/conversations-connecting-and-learning-

persons-who-are-deafblind/

Miles, B. (2005). Literacy for persons who are deaf-blind. National Center on

Deaf-Blindness. Retrieved on January 4, 2022 from

https://www.nationaldb.org/info-center/literacy-factsheet/

Miles, B. (n.d.). Reflections on deafblindness: Hands and touch. Perkins School for the

Blind eLearning. Retrieved on January 4, 2022 from

https://www.perkinselearning.org/videos/webcast/reflections-deafblindness-

hands -touch

Nagaishi, P. (1993). Motor development. In D. Chen (Ed.). First steps: A handbook for

teaching young children who are visually impaired. Los Angeles: Blind Children's

Center.

Nicholas, J. (2010). From active touch to tactile communication: What’s tactile cognition

got to do with it? Danish Resource Center on Congenital Deafblindness.

Retrieved on January 4, 2022 from

https://static.trogu.com/documents/articles/palgrave/references/nicholas%

20Fro m%20Active%20Touch%20to%20Tactile%20Communication.pdf

Rowland, C. (Ed.). (2009). Assessing communication and learning in young children

who are deafblind or who have multiple disabilities. Retrieved on January 4, 2022

from https://documents.nationaldb.org/DeafBlindAssessmentGuide_Rowland.pdf

Smith, M., & Toy, R. (1998). Feeling groovy: Functional tactile skills. See/Hear, 3(3),

14-28. Retrieved on January 4, 2022 from https://docs.google.com/

document/d/1pGfVdHhoAYj1VsR0C-tprAc2_Y5KQ2mVp_PPIhQcrF0/

edit?usp=sharing

Tactile learning: How your child learns through touch and their tactile system. (2016).

Integrated Learning Strategies. Retrieved on January 4, 2022 from

https://ilslearningcorner.com/2016-05-tactile-learning-how-your-child-learns-throu

gh-touch-and-their-tactile-system/

* Integrated Learning Strategies (ILS) http://ilslearningcorner.com is a website

that provides researched-based resources and information to help with sensory

issues, attention and focus, speech, learning disabilities and academic struggles.

ILS is a learning and academic center that offers a holistic approach on topics

such as learning styles, reflexes, motor skills, emotions & behavior. Of particular

interest are the website’s sections on gross motor skills, fine motor skills, and

sensory issues, which includes a subsection on tactile skills

https://ilslearningcorner.com/tag/tactile/.