Students may stare up into the lights, or they may hang their head down and appear to be asleep. Stress can be triggered by too much sensory information at once (visual, auditory, touch, movement and even smells). Multiple environments and tasks that are visually challenging can have a cumulative effect throughout the school day (Tietjen, 2019). This cumulative effect results in increased fatigue and often a decrease in reliable visual function. Common classroom factors which may trigger stress in students with CVI: • Too many colors • Complex or unknown shapes • Overwhelming number of choices • Too many questions • Materials that are positioned too far away or where they can’t be easily seen • Distracting sources of light or movement, such as something fluttering in a window, or a ceiling fan • Too much movement or noises in the periphery, including noises behind them.
To facilitate student learning, teams will need to identify and minimize things that trigger student stress in the classroom. The following section offers a list of possible solutions.
SOLUTION #1: LEARN TO RECOGNIZE AND ADDRESS STRESS Stress can appear in many forms. The team should work together to identify the indicators of students’ stress and the triggers. Many of these indicators of stress may have previously been mis-interpreted as bad behavior, so it is important that the team does this analysis together in order to get a more complete understanding of the student’s needs. Team members can brainstorm activities and routines that are comfortable and calming for the student. See Table 1 for examples. Keep in mind that all students are different and activities that calm them are different. If there is not a TVI on the team, a consult with the district TVI should be requested.
Table 1. Examples of Indicators of Stress and Calming Activities Behaviors When Stressed Calming Activities
Behaviors When Calm
Humming loudly Snoring noises
Reading about Elmo
Looks at pages for up to 10 seconds Head down and to the right, eyes closed or unfocused
Listening to “my day” stories
Kicking feet
ABC Song
Rocking or swinging rhythmically
Closes eyes and won’t respond to any questions
Helper singing the alphabet song with silent pauses for student to “sing it in their head” Listening to a favorite audio book on the computer using a head switch to pause/ play it
Melodic Vocalizing
Rubs face, eyes and head
Smiles and squeals
SOLUTION #2: MINIMIZE PASSIVITY BY GIVING STUDENTS CONTROL Another major contributor to student stress is lack of physical control over their own experiences. Students with CVI who need AAC are likely to have multiple physical challenges. Many won’t be able to walk, and learn to rely on others to move them around. This limits their ability to integrate visual information about the world around them. They may also have fine motor challenges in addition to difficulties with visually guided reach, and learn to rely on others to manipulate materials for them. As passive participants their days are spent watching others. When they cannot escape the visual complexities around them, even watching can become stressful. They are at great risk for developing learned helplessness. They may not understand that they can influence outcomes, and have no way to learn self-determination without the help of assistive technology devices. Providing appropriate scaffolds that encourage students to explore, manipulate and ultimately control their environment is crucial. A variety of access tools can be used to operate the computer, iPad or a voice output communication aid (VOCA). Students can learn to turn the pages in an electronic book, play music, activate a message to get attention, activate a series of messages to read a story. Alter- nate access options may include using other body parts (e.g., head, elbow, leg) and/or eye gaze technologies. Be sure to include the OT/PT on the team when determining how to modify materials to maximize opportunities for students to be actively engaged
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February / March, 2020 | www.closingthegap.com/membership Closing The Gap © 2020 Closing The Gap, Inc. All rights reserved.
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