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Meeting the Needs of Children and Families(part-one)

Child with severe Vision Impairment

Prepared by:

Mst Roma Akter

Student ID# 300672640

Course: ECEP- 233-002

Instructor: Chris Cadieux

Date: March 11, 2014

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SEVERE VISION IMPAIRMENT

Laila is a 15 month old infant

She has been diagnosed with severe vision

impairment

Her parents are very concerned and upset

They worry about her safety

How Laila will form friendships

They are new to the city of Toronto

Expecting their second child

They ask me about services in the areahttp://www1.lvib.org/programs/little-lighthouse/

Meet Laila

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What is Severe Vision Impairment?

A visual impairment is the consequence of a functional lossof vision.

A visual impairment occurs when any part of the optical

system is defective, diseased, or malfunctions.The visual impairment is the result of a defective part, it isusually present at birth .

The eye specialist ophthalmologist/optometrist) is qualified toidentify or diagnose these problems.

A visual impairment can also occur when the central nervoussystem is damaged.

http://www.wonderbaby.org/articles/raising-blind-child

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How Does Vision Work?

Vision is composed of eyes, eye muscles, optic nerve) and

the perceptual system (brain)

Optical component collects visual stimuli and sends them to

the brain

The brain builds a collection of imagesLight rays pass through the cornea

Then focused on the macular area of the retina

The retina then begins the sorting process and sends the

images through the optic nerve to the brain

Any defect or malfunction at any stage of the visual process

can result in impaired vision.

http://magic-of-eyes.weebly.com/how-does-the-human-eye-work.html

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How Does Vision Work?

http://www.tsbvi.edu/curriculum-a-publications/3/1069-preschool-children-with-visual-impairments-by-virginia-bishop

http://www.tsbvi.edu/curriculum-a-publications/3/1069-preschool-children-with-visual-impairments-by-virginia-bishophttp://www.tsbvi.edu/curriculum-a-publications/3/1069-preschool-children-with-visual-impairments-by-virginia-bishophttp://www.tsbvi.edu/curriculum-a-publications/3/1069-preschool-children-with-visual-impairments-by-virginia-bishophttp://www.tsbvi.edu/curriculum-a-publications/3/1069-preschool-children-with-visual-impairments-by-virginia-bishophttp://www.tsbvi.edu/curriculum-a-publications/3/1069-preschool-children-with-visual-impairments-by-virginia-bishophttp://www.tsbvi.edu/curriculum-a-publications/3/1069-preschool-children-with-visual-impairments-by-virginia-bishophttp://www.tsbvi.edu/curriculum-a-publications/3/1069-preschool-children-with-visual-impairments-by-virginia-bishophttp://www.tsbvi.edu/curriculum-a-publications/3/1069-preschool-children-with-visual-impairments-by-virginia-bishophttp://www.tsbvi.edu/curriculum-a-publications/3/1069-preschool-children-with-visual-impairments-by-virginia-bishophttp://www.tsbvi.edu/curriculum-a-publications/3/1069-preschool-children-with-visual-impairments-by-virginia-bishophttp://www.tsbvi.edu/curriculum-a-publications/3/1069-preschool-children-with-visual-impairments-by-virginia-bishophttp://www.tsbvi.edu/curriculum-a-publications/3/1069-preschool-children-with-visual-impairments-by-virginia-bishophttp://www.tsbvi.edu/curriculum-a-publications/3/1069-preschool-children-with-visual-impairments-by-virginia-bishophttp://www.tsbvi.edu/curriculum-a-publications/3/1069-preschool-children-with-visual-impairments-by-virginia-bishophttp://www.tsbvi.edu/curriculum-a-publications/3/1069-preschool-children-with-visual-impairments-by-virginia-bishophttp://www.tsbvi.edu/curriculum-a-publications/3/1069-preschool-children-with-visual-impairments-by-virginia-bishophttp://www.tsbvi.edu/curriculum-a-publications/3/1069-preschool-children-with-visual-impairments-by-virginia-bishophttp://www.tsbvi.edu/curriculum-a-publications/3/1069-preschool-children-with-visual-impairments-by-virginia-bishophttp://www.tsbvi.edu/curriculum-a-publications/3/1069-preschool-children-with-visual-impairments-by-virginia-bishophttp://www.tsbvi.edu/curriculum-a-publications/3/1069-preschool-children-with-visual-impairments-by-virginia-bishophttp://www.tsbvi.edu/curriculum-a-publications/3/1069-preschool-children-with-visual-impairments-by-virginia-bishophttp://www.tsbvi.edu/curriculum-a-publications/3/1069-preschool-children-with-visual-impairments-by-virginia-bishop

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Vision Chart: The reflections of Lailas Vision

Age Normal Visual development

1 month: follows moving object to midline; regards faces

2 months eyes fixate, converge, and focus; follows vertical movements; prefers faces tocomplex patterns; attends to objects up to 6 feet away; becomes aware of brightlights (stares) and colors (yellow, orange red)

3 months eye movements become smoother; glances at I " object; anticipates feeding viavisual stimulus

4 months: hand regard (15 weeks); eyes begin to shift focus; recognizes familiar faces(smiles); visually explores new environment; follows objects past midline; capable

of horizontal, vertical, circular eye movements, though may still be somewhat

uncoordinated; unsuccessful reach for dangling object; regards object in hand, and

mouths

5 months: eye-hand coordination developed and successful; gazes at objects close to eyes;can fixate at 3' and then shift gaze to near point

6 months eye movements coordinated and smooth; shifts visual attention easily; recognizesfaces up to 6' away; form discrimination emerges; transfers object from hand to

hand with visual monitoring; may anticipate position of falling object; fixates where

object has disappeared; acuity approximately 20/200

7 months: manipulates objects; acuity near normal; depth perception developing

8 months: turns object in hand and explores visually

9-10

months:

can see tiny (2-3nim) objects nearby; observes facial expressions and tries to

imitate; looks for object seen hidden; visually alert to new objects, persons, places;

vision monitors hand and body movements

12 months: far and near acuity good; binocular vision stronger; has focus andaccommodation; depth perception good; discriminates geometric forms; scribbles

spontaneously; vision monitors movement in space

12-18

months:

vertical orientation (walking; building block towers); matches identical objects;

points to pictures in a book; scribbles vertically, horizontally, and in circular

motions; identifies forms

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Meeting the needs of Laila in the child care setting

Modifications to the Physical environment

Things to consider safety and sensory cues

Used modified MaterialsChanges the classroom structure

Inclusion of physical activity

Modified curriculum

http://www.afb.org/default.aspx

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Modifications to the Physical environment

Edges of steps should be highlighted with

contrasting paint or plastic nosings

Slanted floor surfaces should be highlighted in

contrasting colors

Windows should have blinds that are effective in

reducing glare

Sitting in areas of bright sunlight should be avoided

Furniture should be kept in the same place

Sources: http://connectability.ca/2011/10/25/programming-for-children-with-

http://www.dailymail.co.uk/news/article-2286259/UK-FIVE-times-special-needs-pupils-EU-

average-Schools-accused-classifying-poor-performers-having-learning-difficulties.html

Physical Space

http://connectability.ca/2011/10/25/programming-for-children-with-http://www.dailymail.co.uk/news/article-2286259/UK-FIVE-times-special-needs-pupils-EU-http://www.dailymail.co.uk/news/article-2286259/UK-FIVE-times-special-needs-pupils-EU-http://www.dailymail.co.uk/news/article-2286259/UK-FIVE-times-special-needs-pupils-EU-http://www.dailymail.co.uk/news/article-2286259/UK-FIVE-times-special-needs-pupils-EU-http://www.dailymail.co.uk/news/article-2286259/UK-FIVE-times-special-needs-pupils-EU-http://www.dailymail.co.uk/news/article-2286259/UK-FIVE-times-special-needs-pupils-EU-http://www.dailymail.co.uk/news/article-2286259/UK-FIVE-times-special-needs-pupils-EU-http://www.dailymail.co.uk/news/article-2286259/UK-FIVE-times-special-needs-pupils-EU-http://www.dailymail.co.uk/news/article-2286259/UK-FIVE-times-special-needs-pupils-EU-http://www.dailymail.co.uk/news/article-2286259/UK-FIVE-times-special-needs-pupils-EU-http://www.dailymail.co.uk/news/article-2286259/UK-FIVE-times-special-needs-pupils-EU-http://www.dailymail.co.uk/news/article-2286259/UK-FIVE-times-special-needs-pupils-EU-http://www.dailymail.co.uk/news/article-2286259/UK-FIVE-times-special-needs-pupils-EU-http://www.dailymail.co.uk/news/article-2286259/UK-FIVE-times-special-needs-pupils-EU-http://www.dailymail.co.uk/news/article-2286259/UK-FIVE-times-special-needs-pupils-EU-http://www.dailymail.co.uk/news/article-2286259/UK-FIVE-times-special-needs-pupils-EU-http://www.dailymail.co.uk/news/article-2286259/UK-FIVE-times-special-needs-pupils-EU-http://www.dailymail.co.uk/news/article-2286259/UK-FIVE-times-special-needs-pupils-EU-http://connectability.ca/2011/10/25/programming-for-children-with-http://connectability.ca/2011/10/25/programming-for-children-with-http://connectability.ca/2011/10/25/programming-for-children-with-http://connectability.ca/2011/10/25/programming-for-children-with-http://connectability.ca/2011/10/25/programming-for-children-with-http://connectability.ca/2011/10/25/programming-for-children-with-http://connectability.ca/2011/10/25/programming-for-children-with-http://connectability.ca/2011/10/25/programming-for-children-with-

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Modifications to the Physical environment

Accessibility

Equipment needs to keep in one place for consistencyEquipment should be at the childs level

Visibility

Uncluttered Wall displays, presentable, and put eye level

Signs for different rooms, doors and walls should be paintedin different colors to provide a contrastDoor knobs and light switches should be highlighted indifferent colors

Equipment in the playground area should be different colors

Corridors should be free of obstacles

diffused strip lighting is preferred

Source: http://connectability.ca/2011/10/25/programming-for-children-with-visual-impairments/

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Teaching strategies for Laila

Allocate enough time and space for laila.

Implementing the four strategies: Stabilize,

enlarge, enhance and simplify method.

Allow enough time during the transition.Follow strategies such as: Prompting and Fading.

Reinforcements.

Sources: http://connectability.ca/2010/09/24/adapted-play-materials/

http://www.ridbc.org.au/blindnesshttp://ameritasinsight.com/category/vision/

http://connectability.ca/2010/09/24/adapted-play-materials/http://www.ridbc.org.au/blindnesshttp://www.ridbc.org.au/blindnesshttp://connectability.ca/2010/09/24/adapted-play-materials/http://connectability.ca/2010/09/24/adapted-play-materials/http://connectability.ca/2010/09/24/adapted-play-materials/http://connectability.ca/2010/09/24/adapted-play-materials/http://connectability.ca/2010/09/24/adapted-play-materials/

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Meeting the needs of Lailas Family

Support from child care centre

Provide extra time for families

Engaged, connected,& build relationship

Value their feelings and minimize stressProvide information about the Agencies and

programs in the community.

Resources to understand severe vision

impairment: Paediatric ophthalmologist,optometrist, & optician

Gynaecologist help as lailas mom is pregnant

Source: http://www.ridbc.org.au/news/little-lamb-helps-children-vision-loss-learn

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Resources and Agencies in the Toronto area

Canadian National Institute for the Blind (CNIB)

The early intervention Program1929 Bayview Avenue

Toronto, ON M4G 3E8

Helpline: 1-800-563-2642

phone: (416) 486-2500-Ext. 7616

Fax: (416) 480-7028

Website: www.cnib.ca

Central Contact: Office of Beverley Ginon- Ext. 7616, who will help about the nearest serviceSponsoring Agencies: Canadian National Institute for the Blind (CNIB)

Area: Ontario Division

Population Served: Families and other Children up to 6 years who are blind or visually impaired

Services:

The CNIB provides relevant, specialized services nationwide

They support and/or conduct research about vision to ensure the

continued development of services.The CNIB also supports medical research and influences publicpolicy, and the development of technology that helps people whoare blind or visually impaired lead independent lives.

Source: http://connectability.ca/2011/10/11/visual-impairment/

http://www.cnib.ca/http://connectability.ca/2011/10/11/visual-impairment/http://connectability.ca/2011/10/11/visual-impairment/http://connectability.ca/2011/10/11/visual-impairment/http://connectability.ca/2011/10/11/visual-impairment/http://www.cnib.ca/

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Resources and Agencies in the Toronto area

Vision Institute of Canada: not-for-profit optometry clinicYork Mills Centre

16 York Mills Road

Suite 110 (Ground Floor)

Toronto, ON M2P 2E5

Canada Tel: (416) 224-2273 Fax: (416) 224-9234

Email: dispensaryvic@rogers.com

Website: www.visioninstitute.optometry.net

Cost: Free for children upon family doctors referral

Services:

Offers both regular and specialized eye care services to patients of all ages

All funds raised support services to persons in chronic care facilities

Persons with visual impairments, brain injuries, developmental disabilities

and unique vision problems.Source: http://connectability.ca/2011/10/11/visual-impairment/

mailto:dispensaryvic@rogers.comhttp://www.visioninstitute.optometry.net/http://connectability.ca/2011/10/11/visual-impairment/http://connectability.ca/2011/10/11/visual-impairment/http://connectability.ca/2011/10/11/visual-impairment/http://connectability.ca/2011/10/11/visual-impairment/http://www.visioninstitute.optometry.net/mailto:dispensaryvic@rogers.com

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Resources and Agencies in the Toronto area

Family Support Network Toronto

1645 Sheppard Avenue West TORONTO, ON M3M 2X4

PHONE: (416) 633-0515 FAX: (416) 633-7141

E-mail: bpowell@hincksdellcrest.orgE-mail: rfine@hinkcsdellcrest.orgContact: Barbara Powell/Rochelle Fine

Sponsoring Agency: The Hincks-Dellcrest Centre/Community Program

Area: North York West of Bathurst

Population Served: Isolated families and/or children (0 to 5 years)

with(or at risk of) developmental delays, and/or parents requestingparenting support.

Cost: free

Source: http://oaicd.ca/

mailto:bpowell@hincksdellcrest.orgmailto:rfine@hinkcsdellcrest.orgmailto:rfine@hinkcsdellcrest.orgmailto:bpowell@hincksdellcrest.org

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Resources and Agencies in the Toronto area

Aisling Discoveries Child and Family Centre(Non-Profit Organization and funded by the United way)

325 Milner Avenue, Suite 110

Scarborough, ON Canada, M1B 5N1

Telephone: 416-321-5464, ext. 233Fax: 416-321-1510

Email: mailus@aislingdiscoveries.on.ca

Services:

Early Intervention

Autism Services

Community Support

Family, Group and Individual Treatment

Day Treatment

Residential TreatmentArea of Services: East York, Scarborough & some other area of Toronto

Cost: Free of Cost, Age limit: birth to 12 years of age

Referrals: Not mentioned but contact Tel: 416-321-5464 for an appointment

Source: http://www.aislingdiscoveries.on.ca/

mailto:mailus@aislingdiscoveries.on.camailto:mailus@aislingdiscoveries.on.ca

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Self -Evaluation

Learning outcome

Strength

Weaknesses

ChallengesDiscussions of the learning

Future strategies for improvement

Meet the G, C & E outcomes

*Please refer to the note page for detailed self evaluation and G,C & E reflection

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Bibliography

http://connectability.ca/2011/10/11/visual-impairment/

http://www.education.gov.sk.ca/vision

http://xixi12.hubpages.com/hub/visual-impairment-in-childrenhttp://www.tsbvi.edu/curriculum-a-publications/3/1069-preschool-children-with-visual-impairments-by-virginia-bishop

http://www.cnib.ca/en/Pages/default.aspx

www.pwd-online.ca

www.cnib.ca

www.visioninstitute.optometry.nethttp://www.aoa.org/patients-and-public/resources-for-teachers/how-your-eyes-work

http://www.aoa.org/patients-and-public/resources-for-teachers/how-your-eyes-work

http://www.who.int/mediacentre/factsheets/fs282/en/

http://www.cnib.ca/en/Pages/default.aspxhttp://www.who.int/mediacentre/factsheets/fs282/en/

http://www1.lvib.org/programs/little-lighthouse/

Chris Cadieux, ECEP-233; Reading package part-1,2,3. handout(week-1,2,3,4&5)

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5/27/2018 Roma Akter- child Inclusion Vision Impairment

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