Learning to Learn

Learning to Learn: a Systematic Child-Centered Model for SkillDevelopment in Young Children who are Deafblind

Funded by: U.S. Department of Education (grant # H324T990012) 
Charity Rowland, Ph.D., Principal Investigator 
Philip Schweigert, M.Ed., Co-Principal Investigator 
Dates: 10/01/1999 through 9/30/2004

Abstract

The Learning to Learn project had the goal of developing a seamless model of skill development for 3-8 year old children who are deaf blind. The instructional model addresses the fundamental skills necessary to understand and master the social environment (social interaction, pre-symbolic communication and symbolic communication) and the physical environment (manipulating objects and negotiating obstacles and barriers that arise at home, in class and in the community).

The Learning to Learn model has some unique features. The instructional content consists of the social, communicative and concept development skills needed to interact with the social and physical environments. The outcome is understanding of the social and physical environments such that the child can take in new information, respond to it and act on it appropriately. The instructional approach is individualized so that intervention harnesses the intrinsic motivations of each child in the pursuit of learning. The instructional approach is systematic so that families and professionals understand how learning unfolds and how intervention plans relate to the child's current skills and support the development of new skills. Learners include not just the child, but family members, who need to understand the child's behavior and how the home environment influences learning; and professionals who need to understand how the social and physical make-up of a classroom influence the child's ability to learn.

Additional Information Related to this Project:

Final Report

Journal Articles

Instructional Materials for Purchase: Design to Learn Package