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beyond visual confirmation - multi-sensory approach to the introduction

I think it useful to publish an excerpt from the introduction to the book by Stephen Maria Bolis Dolcino: "Beyond the visual confirmation."
This book is an important contribution for those who wish to study issues of school integration of students with visual impairments, but not all.
The entire song can be downloaded free from:
www.centrocresci.it .




INTRODUCTION Since early youth I considered art, or rather the need expression of the human being as a primary, vital, just the second order in need of feeding or cover.
I remember very clearly the anxiety of saying something "mine", something that had until then kept secret in me as a vague, undefined for my need to say, do, to communicate, to create.
I also remember, vividly, Irene Prat, my art teacher, I repeated tirelessly "I give you the tools, you have to work ...".
From this assumption, therefore, I leave now to consider the issue of art education for disadvantaged children, especially for the blind, with the intention of putting into light the subjects' own perception and use of space and matter, through reflection, perhaps provocative, and the digression on many aspects of reality that we tend to take for granted.
Experience some of the resources and tools that could be used in an autonomous and conscious to come to realize the real need of expression of the artist - the young artist in this case - means "do research" means aim at the realization of a consistent and not a product of chance, then undermined by the intervention of others.
tools and means that once known, allow for a real autonomy of use, and revision control achievements.
I think, in this regard that, as regards music and poetry has been said and done a lot, so I would like to move towards those types of language that, at the base, body-space requirement of expression, emotional, animistic or simply evolutionary, or of rational inquiry. In this same area that I would place both the dance-free motion and creative-is plastic, meaning it, not mere sculpture or model, but also the reconstruction, the first private and then possibly hand, the spatial relationships of which, directly or indirectly, we are part.

Hoping to do something useful I intend to publish shortly a few chapters of the book.

Coordinator Luigi Cerruti
Information:
info@centrocresci.it

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Today I find it useful to publish the report of psychomotrist Loredana Manenti, operator of the Center for Visual Rehabilitation of Vercelli, on the refresher course held at the foundation approach Multisensory Robert Hollman in recent months.


FINAL REPORT

Refresher Course was held at the Foundation R. Hollman Centre - advice and support for the development of children with visual impairment Cannero Riviera (VB) for a total of 5 modules of 3 days each (Ott: / March 2008) followed by a training period of one week (April 2008). The center is
Founded in 1979 following a bequest from a benefactor Dutch with the intent to build a pilot center for advanced medical and social recovery of children with visual impairment in total gratuity of sevices offered.
The hotel's main target is the round care for children with visual impairments sometimes associated with important plurihandicap.
The rehabilitation treatments are offered to the child with her parents in an environment that facilitates psychologically suitable to express the best of its capabilities. He tries to act both on the preventive / enable, and therapy / rehabilitation.
An early start is a guide and support budget for parents who are accompanied in the delicate and tortuous process of growth of the child through a constant listening. In addition, insights, tools and facilitation where necessary direct intervention aimed at rehabilitation of the child.
Specifically it is an early start (0-5 years) delicate and crucial stage of the cycle of life that accompanies the disabled child and his parents. The intervention offered uses a constant mo toring of these early stages of growth of the child intended to promote mutual understanding and empathic listening difficulties of the new family through a residential stay for a period of 3 weeks, followed by a further stay of week. Parallel the aforesaid course, can be suggested days of observation / evaluation for a functional framework for the development or monitoring of the latter. For children in the area will be pursued outpatient treatments targeted and aimed at the completion of the proposed rehabilitation activities to one's community services.
These were a bit 'over the premises of which were followed in the specific course content focused multi-sensory approach with children who are blind pluridisabili.
E 'was divided into two parts: theoretical
· supported by video and slide projections on some
° maintains with the demonstration using of the tools used for sensory stimulation.
very interesting from my point of view, the presentation of the first two methods based on stimulation of the basal Prof; Frolich introduced by the therapist Teresa Vysocka with practical examples on different postures to be performed with children with plurihandicap.

pity that his involvement was limited to two modules of the course that were not enough to study a subject so vast and important for all of us who work with this type of user.

The second methodology based on a proposal for Snoezelen multisensory method, which is still unknown and not applied in Italy, was born intuition and professionalism of two Dutch therapists who have attempted to break away from traditional therapeutic activities. Its name comes from two Dutch words "SNUFFELEN" (browse, search out, explore), and "DOEZELEN (nap, relax).
The intervention was originally intended in particular to severely disabled, who have had positive feedback on several levels. It 'was applied later to other types of users to which it was necessary to provide a relaxed and full of sensory information base.
The goal is to help the person to feel good at what he does. The room where this intervention is practiced is furnished with cushions where you can sit back and relax and is enhanced by stimuli vibrating proposed visual flashing lights or disseminated, or produced by spot lights, aromas and everyday culture (like the scent of chocolate and coffee) and otherwise as the essences of herbs.
These sensory information, may be associated also proposed buds.
As background music, soothing sounds and melodies accompany these proposals and creating the environment.
Every person involved in this experience can take what they need starting from what can be done, fostered by the extreme flexibility of stimuli.
In such an environment can encourage attention, exploration, manipulation, reducing both verbal stereotypies that mobility, increase interaction with the environment and foster communication, also proposed the stimuli, not being structured cogntiva not require special processing. Applied
in Italy and Europe in various contexts, also used in the Foundation qiesta methodology also makes use of tactile stimuli (such as massage), the proprioceptive containment through natural materials (wheat, millet, puffed rice in tanks) or even of contact with the fur of dogs used in pet therapy.
We have found that this sensory moment is particularly pleasing to children with severe disabilities associated with visual impairment, children with relational problems, or simply to all those children who are tired of feeling make direct requests from adults and must rediscover the pleasure of "watching" to "touch", "smell", "trust" ... In conclusion
having to give its view on the course can say that the update has met my expectations to 60%. The course participants were divided among companies with experience in the field and students / operators have not yet entered into employment then the needs were substantially different. To us with more experience was most interested in the practical part of the course and that we would have gladly skipped the theoretical quite obvious and of little interest.
Then in the final test of satisfaction were found the two positions of the group on the objectives and the inadequate discontent of practical group work.
has proved much more useful part of training at the facility where I could observe for a week the case of a child (2 years) with ID and neurovisivo affected by Angelman syndrome already reported six months after the foundation by January 2007.
addition to this case I was presented by psychologist of the center I watched other kids more serious, from time to time in different treatments.
Very important was the meeting and the comparison with the various therapists in the center, especially with Teresa Vysocka that the human and professional point of view has a very important contribution to my work. She has dedicated a space to share the experiences of the sessions that I observed in her therapy room and give me practical advice on cases that I follow in my work so much to offer its own observation to a serious case of a child that I follow at the my work place.
Our collaboration has been maintained to the end of the course and we agree with the mother of the child in question can be sent to Prof. Frolick a user of this little video for more tips on how to proceed by seeking new targets even with respect to gravity appropriate. The budget
experience is concluded in a positive way beyond the course itself for the opportunity to make these important meetings with other operators and their experiences have increased my personal baggage, and have brought new life and new energy to support a lot of work delicate and difficult.

are welcome comments and considerations.


Information:
info@centrocresci.it

website:
www.centrocresci.it

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Beyond the visual confirmation

In addition to announcing the publication on our site, www.centrocresci.it ,
for now individual chapters of the book by Stephen Maria Bolis Dolcino entitled Beyond beyond visual confirmation, which you will find some information in the following lines, I am pleased to inform you that the project for the course on the stimulation baseline, presented in the previous post, is nearing completion. It is expected that will likely occur on a weekend in late February of next year.
Those interested can contact us, and not just defined, ticeverà the detailed program. Unfortunately, the number of participants is limited.


BEYOND 'THE VISUAL CONFIRMATION

plastic kinesthetic education aimed at achieving better understanding of human space, architectural and environmental safety and a better expression themselves through movement

Content: Study of in-depth issues that are the basis of education, especially education
art, children in situation of 'handicap, with a more specifically focused on the blind . Proposals and observations accompanied by examples and proposals of operational strategies.



Summary Introduction Motivation and framework for the study


First Chapter
What do I mean complete and total grasp of the key coreor ~: A synthesis of evolutionary stages in the child with all your senses and disadvantaged children on a sensorial level, so particular blind or visually impaired- ways of learning-management of the body and environment-questions about how the overall perception in the presence of a sensory-impaired importance of space. According to Chapter


What I mean by capacity for analysis and synthesis of tactile referred both to the characteristics of matter, both global and specific characteristics of the form: reflection on the collaboration of sensory receptors and the weight that the experience has on these - change child's mental regarding its sensory characteristics - tactile experience - the overall perception in the blind - tactile sensation of space, not mental images and visual reconstruction formal touch.
Tutorial: analysis of an object.

Third Chapter
Start a personal concept, extravisiva, space: tactile concrete pad - subjective reactions to stimuli - the difficulty of spatial orientation. implications sensory, affective, cognitive - construction of a tactile-kinesthetic conception of architectural space environment experienced in the first place - sull'inscindibilità reflection of sensory information - the value of the movement as a means of inquiry space hypothesis: study on the example of spherical active tabs in the search form.

Fourth Chapter
importance of listening to themselves to investigate introspective and re-form and spatial perception to the importance of creative thinking-learning-perceptual and mental image of truth - the importance of 'education in listening. More active research
formal teaching unit on the central perspective.

fifth chapter
Start a creative concept. plastic-kinesthetic space - return to the theme of the instrument should be seen as a "body extension" - how the subjective perception as a "fulcrum" of reality - the creative reworking of perception - the embodiment as a means of expression - design creative as the reciprocal of search formal - the act of creation "to Beyond the visual confirmation. "

directresses structural volume (from Bruno Munana)
card active research structural syllabus on the pyramid.

Bibliography Annex

Catalogue for the visually impaired Pinacoteca Burgundy: the design and realization of the descriptions and tactile boards.


Information:
info@centrocresci.it

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beyond visual impairment

I like to point out this interesting article published today in the Journal of Vicenza.

06-10-2008 - visually handicapped children "cured" with the meaning of waste and love.

Il Giornale di Vicenza

born a child with severe visual impairment: what to do? For a parent it is difficult to rework the grief that causes the painful birth of a child with severe visual impairment. It results in an understandable but unwarranted feelings of guilt, confusion, despair and, sometimes, despair. What to do? Since the birth of a child blind, visually impaired compared to a severe reaction to external stimuli in a radically different. From the blind child perceives, albeit without distinction, the face of whoever is holding her hands early and tends towards the colored shapes hanging from the cradle; six months to turn his head to locate the origin of a sudden noise and extends to all what he sees, then crawling, without even account, is related to space. Little or none of this occurs in the blind: he, if not promptly encouraged to make contact with his surroundings, unmotivated to get out of himself, remains inert in the most important period for mental and physical growth and affect, sometimes in irreversibly, the orderly development of his personality. It is essential that caregivers know him leverage with competence and trust, under debris. If it is proven that 80% of visually impaired adults of knowledge derived from visual experience, it is also scientifically proven that all children, pre-school, they begin to internalize concepts and experiences mainly interacting with the environment through touch. In other words, tactile exploration experienced early in life depend mainly, the cognitive processes in both the blind in the blind. Prof. Antonio Quatraro in Courier Braille No 8.11, shows that by manipulating all of us as kids, we have implemented the three-dimensional geometric shapes and then and only by exploring the tactile feel smooth and rough. By the fire he savored the warmth with your body, and the body moving, he finds space. There is common ground between touch and sight that matches the idea of \u200b\u200bspace and acquisition of property geometriche.Sicuramente proper contact with environments, objects and people who can not sees a normal love life and take their place in society. Currently, among other things, the technology allows him to access any type of information. This is not to deny the limitations, difficulties, hardships and above the inevitable dependence on others means that the visually impaired, it is intended only to demonstrate that, despite everything, the blind, using the messages it receives from under debris, can lead a happy and rewarding life. This is possible even to those who have lost their sight as adults if they do not regret adagino on the lost goods, but fail to integrate their perceptions evoking visual images internalized in the past.

Information:
info@centrocresci.it

(Coordinator Luigi Cerruti,
e-mail address:
luiscer@tiscali.it )

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And if the world were baseline?? Teresa Wysocki

Every child is unique, is an individual and is distinguished from others through his own individuality, which includes all the facilities, opportunities, needs and abilities. This indicates the unrepeatable individuality of each human being with dignity, but it goes against everything "the obligation to normal," causing social pressure to which disabled people feel exposed.
Stimulation Baseline was created in the 70s by Prof. Andreas Fröhlich (Landstuhl, Germany), psychologist and special educator, and is an approach aimed at children / teenagers / adults with severe disabilities.
The main objective of stimulation baseline, and to re-assess what the disabled person has their own grave and stand-alone (although very limited) and the ability to build himself and his actions to the outside world.
The world of people with severe disability is very limited and accompanied by daily pain, trauma, fears, insecurities and the feeling of not being healthy and vital.
The lack of movement prevents the person with severe disabilities to enter into a relationship, satisfactorily with the outside world and severely limits the perception of oneself and one's body, affecting quality of life and that of his family.
often causes the severity of disability in people who revolve around insecurities, fears, expectations are too high or even lack of expectations, which does not allow them to have an adequate planning.
The person with severe disabilities often feels like an "object manipulation" and this causes in her passivity, apathy and isolation.
The disabled person trying to point out their needs in ways that are often not recognized and therefore the difficulty of communication prevents their satisfaction.
More serious are the problems of these children's family and the world rehabilitation increase the therapeutic proposals, however, preventing the child to reach the psychological well-being in everyday life, increasing their dependency.
Stimulation Basal, emphasizes the following essential requirements for each individual and proposes them as the rights of persons with disabilities:

• Elementary vital (to avoid pain, hunger, thirst)
  
• Need to moving stimuli, changes in life daily (contact with the outside world)
  
• need for security, stability and trust in human relationships
  
• Bond, being in relationship, feel accepted
  
• Recognition and esteem
  
• be independent, autonomous, deciding for themselves
  
• Need fun and joy in life
  

How Stimulation Basal meet these needs?

Through the use of stabilizers and facilitating various postures and mental well-being trying to optimize the opening to the outside world of the child allowing him to "live it" is perceived as an individual active in his environment, albeit limited. In this situation the child with disabilities (including severe) plays a starring role and experience firsthand (Without external request) and with its own capabilities in its power to the world of objects (self-determination).
Through its activities the child is able to become aware of his actions, increasing motivation and joy in doing individually and as a consequence, self-esteem.
Stimulation Basal also helps to change the chaotic overabundance of stimuli and allows the child to approach the world as a structure more understandable and less fear.

The main proposal of stimulation baseline, and especially bodily experience through:
- vestibular stimulation (experience the movement)
- somatic stimulation (tactile experience through the skin)
- vibratory stimulation (deep perception of their body).

These stimuli form a pattern of allow more body conscious:

the viability
the I = I = = I like the activities
like consistency (the experience yourself as a complex unit)

If the world were "baseline" for each disabled person would be granted full respect for their needs, the right to learn and evolve, the right to feel good every day of their lives and their right to their dignity.
I end this article with a discussion of Prof. Fröhlich, the originator of this approach:
"Do not are the techniques and methods of stimulation that heal a patient. They must not determine what is good for the patient, but rather seek, in a very sensitive, to understand their real needs. Only then will we be able to put forward proposals seeking to serve and support in areas where it can be any type of activity.
We must prevent or counteract a serious lack of consistently providing opportunities for severely disabled people to realize one's own ego. " Text

useful for exploring the concept of Basal Stimulation:

• Fröhlich Andreas , stimulation baseline for children, adolescents and adults with multiple disabilities. Care, treatment and rehabilitation. Edizioni Del Cerro, 2007

Dr. Teresa Wysocki
Educator specializing
Trainer / expert for the Stimulation Basal
Web: www.stimolazionebasale.it
E-mail: info@stimolazionebasale.it

Translator English To Hawaiian

a basal stimulation

Meanings Pedagogical and educational

Basal Stimulation is a pedagogical approach .
The main objective of Basal Stimulation is to promote the individual development of persons with severe and very severe disabilities.
The term "stimulation" is meant as a way of promoting the development of the person and not as an act of offering an incentive. As for the term
baseline was chosen to clarify that it is a primary and fundamental way. You want to rediscover sensations and experiences to the disabled person primary that every human being feels very beginning of conception and that will test all his life.
Precisely because it is a concept and not a therapeutic technique finally formulated, the reflections of this pedagogical approach to be constantly reviewed and adapted to the single reality every disabled person.
the center of educational thought is the man with his physical and psychic reality.

Today we are aware that people with severe special needs, for a long time not considered by the study of special education, they need an individualized educational intervention, tailored to their characteristics, their needs.
How can I offer you the tools and necessary to enable him to live by our help?
Basal Stimulation leads us, with its reflection, far away.

It proposes specific ways of educational interaction that allow the disabled person to find a better quality of life, to have possibility, however small, of change and evolution. Stimulation Basal consider severely disabled person as a whole needs and intervenes in all spheres of his life.
It enables those concerned, in spite of their disabilities, to find a justification report and participation in their journey of personal growth.

E 'from his body, that the disabled person and you feel there is through the body that comes into contact with the world around her.
On this basis, the interpersonal relationship plays a decisive role in the evolution of each.
This is not to suggest activities or procure the stereotyped feelings, it comes to assessing the individual situation, to meet the availability and the pace of the person, to find the conditions and arrangements that allow the disabled person to live through meaningful experiences of their bodies and get in touch with the world outside, people and things.
Andreas Fröhlich from the idea of \u200b\u200bproposing to offer the experiences of elementary "baseline" without waiting for the reactions.
On the basis of an emotional relationship, we hope that people find meaning in the experience of being there, and the sense of the experience itself that is proposed for harmonious integration of its development.

Stimulation Basal want to put the individual at the center and not the method or activity.

To develop this approach requires creativity and imagination. All this is essential to suggest some means of educational interaction with people who are in a different logic and have different ways of perceiving.
Stimulation Basal helps us become aware of the complexity of the global and wealth of people with severe disabilities, who throughout their lives, encourage us to challenge our way of being.
This approach has never ceased to evolve and the author encourages us to a constant questioning of philosophy, methodology, he is constantly seeking, while remaining firm on the basis of their thought, collaboration with other disciplines and an openness to other approaches.

Information:

info@centrocresci.it

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STIMULATION BASAL

The Centre also addresses a particular attention to children who have visual impairments as well, are suffering from additional diseases are often very serious.

The therapeutic rehabilitation to these children to specialists based on proven methodologies for effective results. One of these is the "Basal Stimulation".
and it is precisely this method that our Centre will organize a course in the coming months aimed at operators in the field of rehabilitation.
Below is a brief introductory article, which is followed by more detailed information.

What things the "Basal Stimulation?".

Stimulation Basal, according to the method of Prof. A. Frohlich (Germany), consists of a rehabilitative intervention, accompanying and support for people with severe disabilities.
Aimed at children, adolescents and adults who receive non-autonomous and communicate with the outside world only through their body.
people with severe disabilities who need a rehabilitative intervention that takes account of their biography, their real needs and their communication skills.
This type of rehabilitation is aimed primarily at stimulating greater development of skills of those who are severely disadvantaged, to promote increased motivation and awareness of its existence and thus improve the quality of life.
The world of people with severe disabilities is very limited and focused mainly on the physical contact that allows experienced and sensorimotor experiences.
Stimulation Basal fact helps to compensate for their lack of experience and movement, also creates harmonious and stimulating atmosphere which enables people with severe disabilities to "live it" and "feel" in its environment as a human being active.
use the proposal of simple stimuli we try to help people with severe disabilities to discover themselves and their bodies, in fact the same is created through a social network and relationship with the objects and it favors a process of change between the ' I and the world by helping to change the chaotic overabundance of stimuli and to approach the world as a structure more understandable, made fewer fears.

Basal Stimulation is a very practical method for teachers, educators, therapists, allowing even after the theoretical training to implement this approach to create a significant educational facility to express their individual capacities.

Training complete theoretical Basal stimulation is divided into three levels:

• the first (18-20 hours), aims to raise awareness of the problems and needs of persons with severe disabilities. It also proposes topics such as: facilitating the postures, the actual activities, proposals vestibular, somatic, vibratory, the concept of angle baseline.

• the second (18-20 hours), is an integrative course in which they are treated and expanded topics such as: communication with people with severe disabilities, the professional touch, closeness and distance training. It also developed the same method and its application.

• course study (7-8 hours) is held in a single day and consists of an integrated course in which it deals with issues such as: baseline game, massage baseline, the daily rhythm, and so on.

During the course of theory, participants are involved in practical exercises in order to deepen the content.

At the end of the course each participant will receive a certificate of participation that European dimension in the field of stimulation baseline.

After the theoretical part is advisable in order to complete the training, supervision practice, working on specific cases, using the concept of Basal Stimulation.


Dr. Teresa Wysocki
Educator specializing
Professor of Basal Stimulation

Information:
info@centrocresci.it

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INTEGRATION SCHOOL PUPILS visually impaired

The education of visually impaired pupils

With ' beginning of the school the problem reoccurs still unsolved real integration of pupils with visual impairment. Above are the structural weaknesses of the Italian school system, because, first, the lack specialist support teachers, who lack what most obvious consequence of the extreme difficulty in ensuring continuity of teaching. In fact, not infrequently happens that a child of five primary school teachers to support change over the five years, without considering those cases in which even during the school year several alternate training figures.
As a consequence this results in a severe shortage in teaching methodology and often disoriented by the pupil.
The other problem is the near absence of specific material tactile or adequately enlarged and unfortunately the same is true for textbooks.
An even greater difficulty is found when it comes to children with additional disabilities. For these reasons, the Chamber
Provnciale Italian Union of the Blind and Visually Impaired of Vercelli for several years has sought to bridge these gaps by offering a consultancy service to the schools targeted mainly to provide specialist teachers and class that support an adequate educational support school-with a team of specialists.
this purpose was set up a structure called Educational Resource Center School for the Blind and Visually Impaired (growth).

For detailed information can be found at:
www.centrocresci.it

your opinions are welcome and experiences on this with any advice and suggestions.

Coordinator: Luigi Cerruti

Information: info@centrocresci.it