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From Chapter 5, Daily Life
Why All This Discussion about Sensory Processes?
Since your child will need to rely so much on other sensory systems to learn and adapt to his world, it is important that you understand why many children with visual impairments may have difficulty with daily life activities that depend on responding effectively to movement, touch, taste, and hearing. Researchers have found that sensation is influenced by the context and the demands of the moment as well as the child's prior sensory experiences, current state of alertness, and emotional state (Williamson, Anzalone, and Hanft, 2001). This helps explain why an only child may respond negatively to the noise of a busy birthday party or a mall while a child reared in a home full of busy children is not fazed by noise and may even be happiest in the midst of chaos and activity.
The Function of Sensory Information
While well-meaning friends, neighbors, and interventionists may suggest specific "sensory experiences" for you to try, consider first whether the recommended activity will give your child a more functional (real-life) way to control or adjust to his environment. Stimulating should not take the form of doing to the child, but of allowing him to actively explore, control, and make accommodations in a naturally occurring setting or play opportunity. Rather than devise isolated ways to stimulate sensory development, look for ways to involve your child in sensory experiences that occur naturally and that match his level of readiness. For example, exposing your toddler to different textures such as a feather duster, a wire whisk, and strips of velvet, corduroy, and sandpaper in the absence of a meaningful context may result in tantrums or boredom. However, he may be much more accepting of his bath towel, the plastic of his highchair tray, the graininess of his cheerios, and the rubbery feel of Dad's sunglasses because he has explored them in the comfort and security of pleasurable situations and familiar routines.
The bottom line is this: your child needs to learn to use sensory information (sights, sounds, smells, surface changes, textures, and taste) for:
- anticipating what is happening or about to happen;
- being alert to dangerous situations;
- calming and organizing;
- helping make appropriate choices or decisions;
- controlling the environment;
- orienting in time and space; and
- moving safely in the environment
If a sensory experience does not meet one of the above functions, it may serve no useful purpose and, in fact, may be disorganizing. The smell of powder may cue your child that he is about to have his diaper changed; soap bubbles signify it is bath time; and the smell of toast means breakfast is finally ready. Calling your child's attention to the oven buzzer or microwave beep helps him orient to and navigate his way into the kitchen for mealtime and alerts him to prepare for eating. When your child can anticipate what is about to happen, he will gradually begin to initiate control and independence.
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