Calendar Activities

Dr. Jan Van Dijk initiated the use of calendar systems with children who are deafblind and have additional disabilities. Calendar activities can begin at the resonance level, with anticipation boxes, and are continued through the levels of symbolic representation and interactive skill development. The calendar is used to develop anticipation and to provide a frame of reference for teaching a wide variety of communication skills.

Calendars come in many forms. The selection of a specific type of calendar is based on the needs and capabilities of each student. They may be as simple as a single basket containing an object that represents "What I am going to do now." They may have a series of compartments that contain objects, parts of objects, photographs, line drawings or tactile symbols representing the activities of the day. Some calendars include a symbol for choice-making that allows a student to select a favored activity. Others may look very much like regular calendars consisting of months, days and dates with information in large print or Braille.

Although calendars are used to teach communication, they ARE NOT communication systems. Like a routine, a calendar is a strategy to provide structure and predictability for students who are deafblind. Calendars also provide an opportunity to "converse" with a communication partner that speaks the same language. The communication partner is the person who does the calendar activity with the student. In the school setting it is the teacher or intervener. Many families also have calendars at home.

Calendars teach communication by:

• Supporting a child's transition from concrete to abstract forms of communication by showing that a symbol represents an activity.
• Teaching appropriate ways to request or reject activities or people and increase the number of topics about which a student can communicate.
• Teaching conversation rules such as turn-taking and comfortable pacing.
• Providing a communication partner that understands the student's method of communication.

Types of Calendars

As the name suggests, calendars teach time concepts and clarify the meaning of vocabulary about time. Calendars are designed to accurately reflect a student's internal concept of time and can be individualized to accommodate the unique sensory modification needs of each student. There are 3 different levels or formats of calendar systems that progress systematically across a range of time frames:

• Anticipation calendars
• Daily calendars
• Expanded calendars (weekly, multi-weekly, monthly and annual)

Other Activities

• Memory boxes, books, or bags. This could include an "All About Me" bag. The child takes the bag home and brings it back filled with 4-6 special items that tell something about him or her. The child shares the contents with a conversational partner or classmates.
  
  
• Experience books (items from an event experienced by the child are placed onto the pages of a simple, sturdy book along with Braille and print text). Click for information on creating experience books..
  
  
• Remnant books. Remnant books are a visual/tactual way of helping students record important events in their lives. The books can be used to facilitate face-to-face communication or writing topics.
  
  
• A Story Box is a way for young children with visual impairments to experience a story. These can be made by carefully selecting commercially available books, or by creating stories about the child and people around the child. Story boxes or bags contain a collection of items that correspond to things mentioned in a story. Click for story bag ideas.