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The guide explains why motivating, enriched environments and natural learning opportunities support curiosity and engagement, leading to growth in physical, cognitive, social, and emotional skills. It also outlines essential components such as assessment and planning, engaging learning environments and materials, and structured observation and documentation practices.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/active-learning-ncdb-practice-guide/585722/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/active-learning-ncdb-practice-guide/585722.png","ImageObject",300,407,{"name":92,"@type":93},"Riley West","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What does “Active Learning” mean in this guide?","Question",{"text":111,"@type":112},"It refers to an instructional approach developed by Lilli Nielsen that uses developmentally appropriate, enriched environments to foster independent learning for children with significant support needs, including those who are deaf-blind.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"Why are Active Learning strategies important for children who are deaf-blind?",{"text":116,"@type":112},"Because limited access to auditory and visual information often reduces motivation to explore, the strategies compensate by providing motivating environments and natural opportunities within the child’s reach to promote curiosity and engagement.",{"name":118,"@type":109,"acceptedAnswer":119},"How do practitioners apply Active Learning through assessment and planning?",{"text":120,"@type":112},"They review prior documentation on hearing and vision, motor skills, and emotional/cognitive development, arrange additional assessments if needed, determine preferences through observation and input, and create an Active Learning plan with the family and team that is updated as abilities and preferences change.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},585722,1792080231,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143},1099523885074,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","| \u003Cbr>ACTIVE LEARNING NCDB Practice Guide\u003Cbr>\u003Cbr>\u003Cbr>Practice Rationale ................2\u003Cbr>Essential Components..........3\u003Cbr>Assessment and Planning ................. 3\u003Cbr>Engaging Learning Environments and Materials ............................................. 3\u003Cbr>Independent Play and Exploration ...4\u003Cbr>Developmentally Appropriate Interactions ....................................... 5\u003Cbr>Observation and Documentation ...... 5\u003Cbr>NCDB Practice Guides outline the essential components of instructional practices commonly used with children who are deaf-blind . For\u003Cbr>more information on Active Learning, [go to nationaldb.org](go to nationaldb.org).\u003Cbr>Characteristics of Engaging Environments........................4\u003Cbr>It’s Working If .......................5\u003Cbr>Learn More ............................6\u003Cbr>References ............................6\u003Cbr>|  |\n| --- | --- |\n| National Center on Deaf-Blindness, [August 2022 | nationaldb.org](August 2022 | nationaldb.org)\u003Cbr>The contents of this publication were developed under a grant from the U.S. Department of Education,\\#H326T180026. However, those contents do not necessarily represent the policy of the U.S.\u003Cbr>Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Susan Weigert. |  |\n| | |\n\n\n| \u003Cbr>The term “active learning” is used ina variety of educational contexts. As described in this guide, however, it refers to an instructional approach developed by Lilli Nielsen—a Danish psychologist—for promoting the learning and development of children who have significant support needs. Nielsen’s Active Learning involves a range of strategies, including developmentally appropriate, enriched environments that foster independent learning. It is most effective for children of any age who are functioning at a developmental age of birth to 48 months, although it can be used with children at higher development levels. Practitioners using this approach must have specific training on its underlying theory and methods. | Practice Rationale\u003Cbr>Because children who are deafblind have limited access to auditory and visual information in their environments, they often lack sensory input that provides motivation to explore their environments. This is especially true of those with extensive support needs. Active Learning strategies compensate for this by providing motivating environmentsand natural opportunities within a child’s reach that promote curiosity, learning, and engagement. This leads to the development of higher physical, cognitive, social, and emotional skills. |\n| --- | --- |\n\n[nationaldb.org](nationaldb.org) Active Learning | 2  \n| Essential Components\u003Cbr>Each bolded item below is an essential component of Active Learning. The bullets are the skills a teacher or other adult using this approach with a child or youth who is deaf-blind would display if implementing the components correctly. |  |\n| --- | --- |\n| Assessment and Planning\u003Cbr>The teacher or other practitioner\u003Cbr>❑ Reviews prior assessment reports and documentation of the child’s hearing and vision, fine and gross motor skills, and emotional and cognitive development\u003Cbr>❑ Conducts or arranges for additional assessments if existing reports do not provide sufficient information\u003Cbr>❑ Determines, through observation, input from caregivers and teachers, and prior documentation, the child’spreferences for activities, objects, materials, and sensory input (including those that are disliked or not welltolerated)\u003Cbr>❑ Develops an Active Learning plan, in collaboration with the family and other team members, based on the child’s abilities, preferences, and learning goals\u003Cbr>❑ Includes in the plan how to use Active Learning strategies and equipment to help the child achieve learning goals and to access the general education curriculum and expanded core curriculum\u003Cbr>❑ Uses the plan consistently and updates it as the child’s abilities and preferences change (a minimum of once per year)\u003Cbr","cbCaic8hC6gihNVK","https://ap.wps.com/l/cbCaic8hC6gihNVK","pdf",1112728,"English","# Practice Rationale\n# Essential Components\n## Assessment and Planning\n## Engaging Learning Environments and Materials\n## Independent Play and Exploration\n## Developmentally Appropriate Interactions\n## Observation and Documentation\n# Characteristics of Engaging Environments\n# It’s Working If\n# Learn More\n# References","[{\"question\":\"What does “Active Learning” mean in this guide?\",\"answer\":\"It refers to an instructional approach developed by Lilli Nielsen that uses developmentally appropriate, enriched environments to foster independent learning for children with significant support needs, including those who are deaf-blind.\"},{\"question\":\"Why are Active Learning strategies important for children who are deaf-blind?\",\"answer\":\"Because limited access to auditory and visual information often reduces motivation to explore, the strategies compensate by providing motivating environments and natural opportunities within the child’s reach to promote curiosity and engagement.\"},{\"question\":\"How do practitioners apply Active Learning through assessment and planning?\",\"answer\":\"They review prior documentation on hearing and vision, motor skills, and emotional/cognitive development, arrange additional assessments if needed, determine preferences through observation and input, and create an Active Learning plan with the family and team that is updated as abilities and preferences change.\"}]","ACTIVE LEARNING NCDB Practice Guide | PDF",1792055654,15]