Unit 3: Examples of simulation in the classroom

UNIT LINKS:

Here are some examples of simulation that is used in the classroom. Please watch the videos below.

Below you will find a hands on activity to learn about aging and their struggles.

Virtual Aging Simulation Assignment

Adapted from "Through Their Eyes Project"

Objectives

To develop an appreciation for the effects age-related changes in sensory-motor function have on daily living activities
To increase knowledge of the physical requirements for accomplishing tasks basic to community living
To increase sensitivity to the feelings engendered when functional skills are impaired, and independence is compromised
To explore the accessibility of our environment (as both physical and social spaces)

Facts About Age-Related Impairments

A brief, yet factually informative overview of the age-related impairments for the five senses is provided below. For an excellent overview of statistics regarding aging, review the associated Power Point Presentation.

Vision

Age-related changes in vision usually begin in midlife, then tend to stabilize until around age 70 or 80 when further visual changes occur. About 95% of individuals over 70 years of age develop cataracts or some other form of vision loss. Although older individuals can compensate environmentally for many of these changes by increasing illumination, reducing glare, using large, clear visual images, and using higher contrasts between foreground and background materials, they are more likely to experience problems with daily tasks.

Hearing

Changes in acoustic acuity begin at midlife. They usually are very mild until individuals reach 60 or 70 years of age, when reduced ability to hear low intensity and high frequency sounds pose significant problems for over a third of older individuals. Presbycusis, or high-frequency loss, makes it difficult to distinguish consonants and understand verbal messages. “That’s the wrong way” may be interpreted as “That’s the long way.” To improve communication, raising your voice does not help. Instead, use a low-pitched voice and speak slowly. Rephrase your sentence if the hearing-impaired person does not understand you. Avoid background noise and make sure that your face is in clear view of the listener (to enable lip reading).

Smell and Taste

Many older people complain that food no longer tastes as good as it did when they were younger. This may have less to do with the food or the cook than with other sensory, age-related changes. The ability to derive pleasure from eating is mediated, to a large degree, by the sense of smell. Odor detection and appreciation diminish with age. Researchers found that 50% of those 65-80 years old showed evidence of impairment in odor identification (Doty & Snow, 1988). Reduced olfactory function puts older individuals at risk for succumbing to noxious substances in their environment such as leaking gas or spoiled food as well as poor nutrition. Taste sensation shows only minor changes in late adulthood. The ability to taste salt appears to be moderately diminished, while detection of sweet, sour, and bitter flavors remains relatively unimpaired. It is worth noting, however, that dental disease, poor oral hygiene, and some medicines can alter the ability to taste (Baum, 1985).

Mobility

The ability to be mobile and to remain active depends upon the combined functions of the cardiovascular, respiratory, and musculoskeletal systems. Age-related changes in these three systems are well documented in literature; however, the inevitability of some of these changes is currently in question (Ellis, 1991). Major threats to mobility and other activities of daily living (ADLs) are caused by illnesses, such as arthritis, strokes, or pulmonary disease.

Simulation Activities/Supplies List

1. Popcorn

2. Gloves - any kind

3. Masking tape

4. Sunglasses or old pair of glasses

5. Straw

6. Ear plugs, cotton balls or ear buds

7. Book, newspaper or magazine

List of Simulation activities:

1. Put a small handful of popcorn kernels into your shoes, then walk VERY SLOWLY with a cane or walker (keep a slow pace).

Go down to the local Market, walk through the market to see what’s on the menu for today, and return home (try it with ear plugs, cotton or your ear buds or glasses too), or
Put on some gloves with a few popcorn kernels in each finger, then go out to a store, buy a coffee or a water or your favorite beverage, and return home.

2. Get an old pair of sunglasses, or old glasses. tape the glasses on each side of the lens to narrow your vision. Use a solid color tape like masking tape. Put your gloves back on with a few kernels of popcorn in each finger. Tape your thumb and index finger together on each hand. Wearing the glasses and the gloves, – use a computer and research the book “Resilience in Aging.” Record details – call #, year, author, publisher, and the title and authors for chapter 18.

3. Wearing earplugs, cotton balls or your ear buds – Call a friend or family member and explain to them what you are doing and why, (try it with gloves too).

4. Put the straw in your mouth and breath only through the straw – walk up some stairs and come back down, (try it with glasses too).

5. Wearing gloves (tape fingers) – remove your shoes (untie them), put them back on and tie them up; put on your jacket, do up the zipper then remove them.

6. Wearing the glasses (reading) and gloves –Find a copy of a book, magazine or newspaper. Look through it and try to read a few paragraphs, then write a summary of what you read with you gloves and glasses on.

Reflection Questions

After completing the age-related impairment simulation activities, reviewing the Power Point Presentation and taking the Pre-assignment survey, the entire class will be participating in a meaningful discussion via the discussion board about their individual experiences with the simulation exercise. You are asked to answer two students and post your own reflections by answering the following questions.

- What happened while you were out there?
- Did you experience any difficulties?
- Describe your feelings about this experience.
- What changes did you observe? – about yourself? – about other participants? – about other people responding to you?
- Does the experience stimulate thoughts about the reactions and behaviors of older individuals who have some form of impairment?
- Does the experience suggest changes in your feelings or behavior towards aged individuals?

UNIT LINKS:

Unit 1: What is simulation and what are the different types of simulation?

Unit 2: Advantages and disadvantages of simulation in the classroom?

Unit 3: Examples of simulation in the classroom.

Unit 4: Thank you.