WEBVTT 00:00:10.445 --> 00:00:15.007 Perception and movement 00:00:15.057 --> 00:00:22.277 How are perception and movement related? 00:00:22.626 --> 00:00:23.646 Well, that's a topic 00:00:23.646 --> 00:00:25.026 that has actually preoccupied me 00:00:25.026 --> 00:00:27.526 in my professional life since the beginning. 00:00:27.526 --> 00:00:28.266 And I think 00:00:28.266 --> 00:00:29.586 first of all, you could say 00:00:29.586 --> 00:00:31.066 they are very closely related. 00:00:31.066 --> 00:00:33.366 And I also think 00:00:33.366 --> 00:00:34.646 that one can say 00:00:34.646 --> 00:00:39.606 perception without movement is almost impossible. 00:00:39.606 --> 00:00:42.386 The two are interdependent. 00:00:44.086 --> 00:00:47.926 I'm supposed to make it clear somehow. 00:00:47.926 --> 00:00:51.506 I'll make it very simple using the pencil. 00:00:52.386 --> 00:00:59.086 If I am to perceive the pencil without movement, 00:00:59.086 --> 00:01:01.846 then it will be very little. 00:01:01.846 --> 00:01:04.486 You could make it clear by doing this, 00:01:04.486 --> 00:01:06.406 I would suggest that, 00:01:06.406 --> 00:01:08.306 you should just try it yourself. 00:01:08.306 --> 00:01:11.226 Place your hand flat on the 00:01:11.226 --> 00:01:13.686 surface and place the pencil on it. 00:01:13.686 --> 00:01:16.126 Then keep your hand completely still, 00:01:16.126 --> 00:01:17.146 without cheating. 00:01:17.146 --> 00:01:19.286 And then, for most 00:01:19.286 --> 00:01:21.406 people, it takes barely more than ten seconds 00:01:22.082 --> 00:01:23.162 then you no longer feel 00:01:23.162 --> 00:01:24.462 that the pencil is there. 00:01:24.462 --> 00:01:26.562 Of course you know it's there and you can see it. 00:01:26.562 --> 00:01:28.342 But really feeling it, 00:01:28.342 --> 00:01:29.742 so from this perception, 00:01:29.742 --> 00:01:30.582 it's gone. 00:01:30.582 --> 00:01:34.142 And only when it starts moving again, 00: 01:34.442 --> 00:01:37.242 then you feel it again. 00:01:37.242 --> 00:01:39.982 And normally we do it this way, 00:01:39.982 --> 00:01:41.322 with the pencil, often, 00:01:41.322 --> 00:01:43.262 in different ways, 00:01:43.262 --> 00:01:45.802 that we always keep it moving, 00:01:45.802 --> 00:01:47.502 in order to feel it. 00:01:48.002 --> 00:01:51.102 And this cycle of perception and movement, 00:01:51.102 --> 00:01:52.062 we also find 00:01:52.062 --> 00:01:54.802 fundamentally very satisfying. 00:01:54.802 --> 00:01:56.102 We need it too. 00:01:56.102 --> 00:02:01.002 When I sit here now and then I stay 00:02:01.002 --> 00:02:05.422 sit here again, almost entirely in seconds, completely still. 00:02:05.422 --> 00:02:06.682 I do a little bit like this, 00:02:06.682 --> 00:02:08.021 I do a little bit like this, 00:02:08.021 --> 00:02:09.801 go back, go forward. 00:02:09.801 --> 00:02:11.702 I make sure there's movement, 00:02:11.702 --> 00:02:14.242 in this case for my own body, 00:02:14.242 --> 00:02:15.762 so that I can feel it. 00:02:16.674 --> 00:02:18.394 And if you're really forced to 00:02:18.394 --> 00:02:20.594 stand motionless somewhere, like an English guard, 00:02:20.594 --> 00:02:22.454 to stand motionless somewhere, 00:02:22.454 --> 00:02:24.254 then you will quickly feel 00:02:24.254 --> 00:02:26.394 that you feel less and less of your body 00:02:26.394 --> 00:02:29.234 and increasingly 00:02:29.234 --> 00:02:30.214 in that case, tense up, 00:02:30.214 --> 00:02:32.194 because the body wants to move, 00:02:32.194 --> 00:02:33.034 because it realizes 00:02:33.034 --> 00:02:34.234 I'm about to get lost. 00:02:34.234 --> 00:02:38.594 And that actually applies to all areas of perception. 00:02:38.594 --> 00:02:44.934 If you – this is my favorite example – 00:02:45.762 --> 00:02:48.082 used to go to school or 00:02:48.082 --> 00:02:50.022 of course also lectures or presentations. 00:02:50.022 --> 00:02:52.042 And when it gets a little boring 00:02:52.042 --> 00:02:54.302 and it's maybe warm too, and 00:02:54.302 --> 00:02:56.262 you stare at the wall like that. 00:02:56.262 --> 00:02:59.782 Maybe there's a single nail or a stain. 00:02:59.782 --> 00:03:04.362 And you stare and stare, and after a while you realize 00:03:04.362 --> 00:03:07.242 actually everything is disappearing now 00:03:07.242 --> 00:03:09.402 into a benevolent gray, 00:03:09.402 --> 00:03:10.462 in a fog. 00:03:10.462 --> 00:03:12.142 And the one up there is talking, 00:03:12.142 --> 00:03:13.062 can keep talking, 00:03:13.062 --> 00:03:14.102 he doesn't bother you anymore. 00:03:14.946 --> 00:03:18.046 That means that even with the eyes, 00:03:18.046 --> 00:03:21.306 when there is no more movement, 00:03:21.306 --> 00:03:24.846 then perception slowly fades away. 00:03:25.369 --> 00:03:33.504 What does the connection between perception and movement mean for people with profound intellectual and multiple disabilities? 00:03:33.506 --> 00:03:34.886 We are dealing with people 00:03:34.886 --> 00:03:38.826 who are limited in their ability to move 00:03:38.826 --> 00:03:41.406 and, in some cases, in their ability to perceive. 00:03:41.406 --> 00:03:44.226 And that's when we realize 00:03:44.226 --> 00:03:49.906 that someone who, in extreme cases, is restrained 00:03:49.906 --> 00:03:52.606 sitting in a wheelchair, 00:03:52.606 --> 00:03:55.266 can hardly move actively, 00:03:55.266 --> 00:03:58.926 will, according to everything we know, 00:03:58.926 --> 00:04:01.966 be much less aware of themselves, 00:04:02.402 --> 00:04:04.222 and less of their environment. 00:04:04.222 --> 00:04:09.482 And other people 00:04:09.482 --> 00:04:15.402 who have problems processing their perceptions, 00:04:15.402 --> 00:04:18.202 we often see 00:04:18.202 --> 00:04:21.982 that they also have problems with their movement. 00:04:21.982 --> 00:04:26.882 A common example 00:04:26.882 --> 00:04:30.182 where it is often misinterpreted 00:04:31.810 --> 00:04:34.870 is when someone approaches a caregiver, 00:04:34.870 --> 00:04:37.510 looks at her in a friendly manner, 00:04:37.510 --> 00:04:41.910 grabs her hair and almost pulls it out. 00:04:41.910 --> 00:04:45.430 This is, of course, understandably interpreted as 00:04:45.430 --> 00:04:48.130 aggressive act or something like that, 00:04:48.130 --> 00:04:49.230 that hurts her too. 00:04:49.230 --> 00:04:52.610 But it may be that 00:04:52.610 --> 00:04:54.750 it has nothing to do with that at all, 00:04:54.750 --> 00:04:56.230 but that this person 00:04:56.230 --> 00:04:59.190 with his tactile perception, 00:04:59.190 --> 00:05:01.170 that is, feeling by grasping, 00:05:01.634 --> 00:05:03.834 has difficulties. 00:05:03.834 --> 00:05:06.454 And he needs much more, 00:05:06.454 --> 00:05:08.614 as Felicie Affolter says, 00:05:08.614 --> 00:05:11.354 experience of resistance to realize 00:05:11.354 --> 00:05:13.414 that I have something in my hand at all. 00:05:13.414 --> 00:05:16.254 And that's why my colleague is suffering, 00:05:16.254 --> 00:05:18.774 because he's pulling her hair so hard, 00:05:18.774 --> 00:05:21.014 because he has to use so much force 00:05:21.014 --> 00:05:22.734 to even notice that there's anything there. 00:05:22.734 --> 00:05:25.734 And so perhaps some glasses get broken, 00:05:25.734 --> 00:05:31.174 some well-intentioned contact fails 00:05:31.778 --> 00:05:33.338 and much more. 00:05:33.338 --> 00:05:36.218 So I actually see 00:05:36.218 --> 00:05:44.638 a central question in our everyday work. 00:05:44.638 --> 00:05:48.358 How can someone move 00:05:48.358 --> 00:05:54.358 and what do they feel when they do so, and how do they organize their feelings? 00:05:55.708 --> 00:06:04.948 What tasks arise from the connection between perception and movement? 00:06:05.858 --> 00:06:09.038 In the early years of my own work, 00:06:09.038 --> 00:06:11.598 I tinkered around a lot with 00:06:11.598 --> 00:06:14.098 which was common practice at the time, 00:06:14.098 --> 00:06:15.478 programs, 00:06:15.478 --> 00:06:18.138 how to train perception 00:06:18.138 --> 00:06:21.058 and movement, of course. 00:06:21.058 --> 00:06:23.158 When it came to movement, I got 00:06:23.158 --> 00:06:25.478 support from the physical therapists, 00:06:25.478 --> 00:06:27.638 and when it came to perception, from the occupational therapists. 00:06:27.638 --> 00:06:34.198 And there are certainly things that can be done, 00:06:34.198 --> 00:06:39.406 which can be called support. 00:06:39.406 --> 00:06:43.686 But I am finding it increasingly difficult 00:06:43.686 --> 00:06:45.966 when I imagine it as a program 00:06:45.966 --> 00:06:50.846 and above all as a constructive curriculum, for example. 00:06:50.846 --> 00:06:52.926 Ideally with checks 00:06:52.926 --> 00:06:55.226 built in. 00:06:55.226 --> 00:06:58.666 I think it's much more complex 00:06:58.666 --> 00:07:01.106 than we thought. 00:07:01.106 --> 00:07:03.706 And we, 00:07:04.770 --> 00:07:06.730 00:07:04.770 --> 00:07:06.730 if we think about it from an educational perspective, 00:07:06.730 --> 00:07:08.410 then I believe 00:07:08.410 --> 00:07:09.950 it is most important 00:07:09.950 --> 00:07:10.830 what we can do 00:07:10.830 --> 00:07:12.550 that we clear away everything that gets in the way. 00:07:12.550 --> 00:07:15.730 And that also means 00:07:15.730 --> 00:07:17.030 closing the window 00:07:17.030 --> 00:07:19.370 if there is noise outside, or closing the door 00:07:19.370 --> 00:07:21.050 if people are walking past outside. 00:07:21.050 --> 00:07:24.650 These are all simply 00:07:25.026 --> 00:07:28.046 attractors, points of attraction, 00:07:28.046 --> 00:07:30.366 which automatically claim our attention. 00:07:30.366 --> 00:07:31.686 Movement is something 00:07:31.686 --> 00:07:33.266 whether you want to or not, 00:07:33.266 --> 00:07:34.786 to which you first react, 00:07:34.786 --> 00:07:36.126 and then you're away from this. 00:07:36.126 --> 00:07:40.046 And that's difficult for many of the people 00:07:40.046 --> 00:07:41.186 we work with, find it difficult 00:07:41.186 --> 00:07:42.686 to come back again. 00:07:42.686 --> 00:07:46.246 So should we really make a clean break? 00:07:46.246 --> 00:07:47.946 Do you mean that literally? 00:07:47.946 --> 00:07:49.706 So if one thing, 00:07:49.706 --> 00:07:50.286 if now the 00:07:50.498 --> 00:07:52.438 pencil is the object of that, 00:07:52.438 --> 00:07:54.178 what we want to do today, 00:07:54.178 --> 00:07:57.938 then please only the pencil and nothing else. 00:07:57.938 --> 00:08:01.518 So that nothing distracts you visually, 00:08:01.518 --> 00:08:04.358 so that nothing distracts you tactilely, and 00:08:04.358 --> 00:08:06.178 acoustically either. 00:08:06.178 --> 00:08:15.958 And that also applies to social interaction. 00:08:19.298 --> 00:08:21.618 Relatively long and 00:08:21.618 --> 00:08:23.518 covering a long distance. 00:08:23.518 --> 00:08:26.058 What about faces? 00:08:26.058 --> 00:08:28.898 For us educators, it's always very important 00:08:28.898 --> 00:08:31.778 that someone looks at us when we talk to them. 00:08:31.778 --> 00:08:34.058 We could also think about 00:08:34.058 --> 00:08:35.798 why this is so important to us. 00:08:35.798 --> 00:08:38.758 But for someone 00:08:38.758 --> 00:08:43.457 whose visual perception is, 00:08:43.457 --> 00:08:44.138 let's say, 00:08:44.138 --> 00:08:46.398 visually impaired, 00:08:46.626 --> 00:08:47.986 and whose processing is then 00:08:47.986 --> 00:08:50.126 also very severely impaired, 00:08:50.126 --> 00:08:56.346 it's not so easy to see such a face as important. 00:08:56.346 --> 00:08:58.726 And that would mean now, 00:08:58.726 --> 00:08:59.446 in my case, 00:08:59.446 --> 00:09:01.126 the books in the background have to go, 00:09:01.126 --> 00:09:03.866 there has to be a neutral background. 00:09:03.866 --> 00:09:07.306 And we would also have to see 00:09:07.306 --> 00:09:09.106 we really did try that, 00:09:11,106 00:09:09.106 --> 00:09:11.546 can you perhaps make a face 00:09:11.546 --> 00:09:14.066 a little more distinctive? 00:09:15.042 --> 00:09:18.502 But in any case, there shouldn't be five mobiles in the background, 00:09:18.502 --> 00:09:21.102 a large window pane, 00:09:21.102 --> 00:09:22.842 where the sun shines in, 00:09:22.842 --> 00:09:26.462 with stars stuck on it, 00:09:26.462 --> 00:09:28.842 but I think you have to 00:09:28.842 --> 00:09:30.802 the perspective of the, 00:09:30.802 --> 00:09:32.222 I'll say child's, 00:09:32.222 --> 00:09:34.242 but that applies to adults just as much, 00:09:34.242 --> 00:09:34.962 even for someone 00:09:34.962 --> 00:09:36.082 who is lying in bed, 00:09:36.082 --> 00:09:37.822 and see 00:09:37.822 --> 00:09:40.282 what they can actually see. 00:09:41.826 --> 00:09:42.946 And when I'm lying down 00:09:42.946 --> 00:09:46.766 and I mainly see two large, 00:09:46.766 --> 00:09:48.266 dazzlingly bright stripes, 00:09:48.266 --> 00:09:49.766 then a face 00:09:49.766 --> 00:09:51.326 leaning over me, 00:09:51.326 --> 00:09:52.986 it can look as friendly as it wants, 00:09:52.986 --> 00:09:54.786 it's really just a shadow. 00:09:54.786 --> 00:09:58.246 And I believe 00:09:58.246 --> 00:09:59.686 these things are more important 00:09:59.686 --> 00:10:06.746 that we as educators remove obstacles, 00:10:06.746 --> 00:10:09.606 barriers, disruptive elements. 00:10:09.606 --> 00:10:13.330 And then the person in question has the chance to 00:10:13.330 --> 00:10:14.870 their opportunities, 00:10:14.870 --> 00:10:17.270 which were also very limited, 00:10:17.270 --> 00:10:18.710 to use them. 00:10:18.710 --> 00:10:21.830 And we don't have to fight against it, so to speak, 00:10:21.830 --> 00:10:26.450 to cope with all the additional ballast as well. 00:10:26.450 --> 00:10:28.810 That's almost more important to me now 00:10:28.810 --> 00:10:29.830 than saying 00:10:29.830 --> 00:10:32.210 today we're practicing with the pencil. 00:10:32.210 --> 00:10:36.090 Of course, it also means 00:10:36.090 --> 00:10:40.154 that we give the children the opportunity to play while eating, 00:10:40.154 --> 00:10:43.054 but also while practicing hygiene or whatever else is on the agenda. 00:10:43.054 --> 00:10:45.954 that we give the opportunity 00:10:45.954 --> 00:10:48.234 that things can really be felt, 00:10:48.234 --> 00:10:50.274 smell, and see. 00:10:50.274 --> 00:10:55.114 So that means taking a little more time. 00:10:55.114 --> 00:10:56.754 Before, please, 00:10:56.754 --> 00:10:59.194 you could call it didactic analysis, 00:10:59.194 --> 00:11:01.414 if you like, look at 00:11:01.414 --> 00:11:04.074 what is actually characteristic about the matter? 00:11:04.074 --> 00:11:07.394 And how is Sophie supposed to 00:11:07.906 --> 00:11:09.998 notice, for example, 00:11:09.998 --> 00:11:11.318 that this is a washcloth? 00:11:11.318 --> 00:11:15.578 What's the difference between that and a dishcloth? 00:11:15.578 --> 00:11:18.598 And that's something you'd have to look into. 00:11:18.598 --> 00:11:21.378 And how can you make her understand that? 00:11:21.378 --> 00:11:25.358 Verbal explanations don't work with this group of people. 00:11:25.358 --> 00:11:28.098 And maybe you also have to see 00:11:28.098 --> 00:11:30.118 if it's important to you, 00:11:30.118 --> 00:11:31.438 if you think it's important 00:11:31.438 --> 00:11:34.358 that the washcloth always has a different 00:11:34.358 --> 00:11:37.698 color than the dishcloth and things like that. 00:11:38.530 --> 00:11:39.310 So I think 00:11:39.310 --> 00:11:40.610 there's a lot you can do there. 00:11:41.712 --> 00:11:48.978 To what extent is there a difference between therapeutic and educational work in perception and movement? 00:11:50.178 --> 00:11:52.698 There is something fundamental that can be said about this. 00:11:56.834 --> 00:11:58.254 Therapy, 00:11:58.254 --> 00:12:01.094 whether it's physical or occupational therapy in this case, 00:12:01.094 --> 00:12:03.194 is certainly, 00:12:03.194 --> 00:12:05.134 if we think of the ICFs, 00:12:05.134 --> 00:12:08.534 more strongly oriented towards function. 00:12:08.534 --> 00:12:11.574 And by no means always, 00:12:11.574 --> 00:12:13.194 as we like to say, 00:12:13.194 --> 00:12:15.334 defectively oriented, 00:12:15.334 --> 00:12:17.614 but functionally oriented. 00:12:17.614 --> 00:12:22.574 And basically works with open content 00:12:22.574 --> 00:12:28.670 on skills and coordination 00:12:28.670 --> 00:12:30.970 such as a specific function of vision, 00:12:30.970 --> 00:12:31.750 sensing, 00:12:31.750 --> 00:12:36.230 moving can be better organized 00:12:36.230 --> 00:12:38.450 and perhaps also developed. 00:12:38.450 --> 00:12:39.810 So that is, let's say, 00:12:39.810 --> 00:12:43.930 a relatively clearly defined segment. 00:12:43.930 --> 00:12:47.150 And I would expect educators to 00:12:47.150 --> 00:12:50.070 they would put the whole thing into a larger context, 00:12:50.070 --> 00:12:53.350 without neglecting the function. 00:12:54.370 --> 00:12:56.290 And actually, I would also, 00:12:56.290 --> 00:12:57.970 if it were my team, 00:12:57.970 --> 00:12:58.610 push for 00:12:58.610 --> 00:13:03.210 the therapists to keep an open mind, 00:13:03.210 --> 00:13:04.990 what they are good for and what 00:13:04.990 --> 00:13:07.110 Lisa can do with them. 00:13:07.110 --> 00:13:09.130 So in that respect, there 00:13:09.130 --> 00:13:10.570 is of course a lot of overlap. 00:13:10.870 --> 00:13:14.470 I think 00:13:14.470 --> 00:13:17.910 it would be a misunderstanding 00:13:17.910 --> 00:13:18.950 if one were to say 00:13:18.950 --> 00:13:23.858 therapists want to make people healthy 00:13:23.858 --> 00:13:26.018 or that therapists only want 00:13:26.018 --> 00:13:30.858 it to work and are not interested in anything else. 00:13:30.858 --> 00:13:33.858 And educators just want 00:13:33.858 --> 00:13:37.818 that something is learned in the traditional sense. 00:13:37.818 --> 00:13:39.858 But it's actually about 00:13:39.858 --> 00:13:42.158 that with a different, 00:13:42.158 --> 00:13:42.478 I hope 00:13:42.478 --> 00:13:47.618 that it has become clear that emphasis promotes independent activity. 00:13:50.946 --> 00:13:52.266 Educators perhaps a little 00:13:52.266 --> 00:13:56.146 more holistically application-oriented.