Opening Doors Part 10

A Structured Programme

Working with a structured programme in this way with these children has been suggested by Professor Gordon Dutton to be invaluable. He said about Ali: "Despite entering the tent at the 'ripe old age' of eight years old she started to be able to look around and enjoy her environment when in the 'real world'." This suggests that a structured programme of evolution from a visually and auditory silent world into the 'cluttered world' is needed. This was done intuitively by Suzanne Little when she introduced the light projection system into the colour tent. In addition to this it would be good to progressively introduce more items into the tent world, to train the child to have the ability to see pairs of items and make choices, followed by triads."

'Opening the Door with Light and Colour'

Why does being in a Colour Tent work?

Being in a colour tent can allow the child to respond to a light source and emerge from the tent gradually into the real world, something that a sensory room for example does not allow. The child can be taken out of the tent slowly so that it is not such an onslaught on the senses to emerge outside the tent. Whereas a child can have a response to a focussed light source in the darkness of the Multi sensory room and become engaged with it, when they are taken out of the room the change from the dark to the light can affect their response and so mean they are not able to maintain the sensory awakening they might have had in the tent.

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