Presentation on theme: "Vision Services and Resources for Young Children who are Visually Impaired Dr. Dean Stenehjem, Superintendent Washington State School for the Blind Jake."— Presentation transcript:
Vision Services and Resources for Young Children who are Visually Impaired Dr. Dean Stenehjem, Superintendent Washington State School for the Blind Jake Koch, Student Eastern Washington University Emily Coleman, Teacher of the Visually Impaired Washington State School for the Blind
Resource Center Hub H.R. Services To Local School Dist. Research & Development Professional Development Intensive On-campus Programs Statewide Assist. Tech. Services Birth to Three Services in Communities Instructional Resource Center – Regional Lib. Braille Production Center Partner – Braille Prison Programs Accessible Online Learning Digital Research Curriculum Dev. University & Private Partners Outreach Direct & Consultative Services Specialized School Programs Statewide Service Delivery Model Thousands served through Effective Partnerships Statewide Coordination 5 th Year Transition Program
Jake Koch Blog Information: Life Liberty and the Pursuit of Happiness in a Sighted World
What is a Teacher of the Visually Impaired? Trained in Special Education with an emphasis in visual impairments Work with providers serving children who have significant vision deficits Provide support and education to families with a child who is visually impaired Provide direct instruction and consult services
Misconception #1: Only children who are totally blind need vision services.
When else might a student need vision services? When they run into obstacles frequently while crawling and/ or walking When they keep their head turned to one side or the other, or at another unique angle When they dont seek out favorite items visually When they startle easily
When they dont make eye contact When they arent tracking objects or people When they hold toys and objects extremely close When they have multiple impairments
***Images are from the Arizona Center for the Blind and Visually Impaired Normal Vision
Perception of Blindness Only an estimated 15% of those who are legally blind have absolutely no vision.
Central Vision Loss
Peripheral Vision Loss
Right Visual Field Loss
Lower Visual Field Loss
Misconception #2: Teachers of the Visually Impaired (TVIs) only teach braille.
Who are my students? (Ages 0-16) 48% are blind (vision isnt used as primary means of gathering information) 46% are low vision 6% are deaf-blind 21% are braille readers or pre-braille 18% are at grade-level 61% have a Cortical Visual Impairment
What does Cortical Visual Impairment (CVI) mean? Eyes often appear normal, but visual processing has been compromised Requires specialized adaptations and accommodations Intervention can lead to improved use of vision!!!
Characteristics include: Color preference Need for movement Light-gazing Difficulty with visual complexity Visual field deficit Visual latency Lack of distance vision Atypical vision reflexes Difficulty with novelty Lack of visually-guided reach (Roman-Lantzy, 2007)
Services for a Child who is Visually Impaired (Bishop, 2000) Assess functional vision and learning media Make educational recommendations – Assist with IFSP/ IEP Collaborate with families and staff Recommend additional assessments Provide additional resources Assist with transitions Help teach the Expanded Core Curriculum…
What is the Expanded Core curriculum?
Social/ Emotional Needs Compensatory or Functional Academic Skills/ Including Communication Recreation and Leisure Sensory Efficiency Skills Self-Determination Orientation and Mobility Assistive Technology Independent Living Needs Career Education (AFB, 2014)
Social/ Emotional Needs
Compensatory/ Functional Academic Skills
Recreation and Leisure AND Sensory Efficiency
Orientation and Mobility
Independent Living Needs and… Career Education
WSSB Specifically: VISION: Independence for blind and visually impaired children. MISSION: To provide specialized quality educational services for visually impaired and blind youth ages birth-21 within the state of Washington. PURPOSE: To serve as a statewide demonstration and resource center and provide direct and indirect services to students both on campus and in the childrens local communities.
Additional Resources American Foundation for the Blind (www.afb.org)www.afb.org National Federation of the Blind (www.nfb.org)www.nfb.org Texas School for the Blind and Visually Impaired (www.tsbvi.org)www.tsbvi.org Washington State School for the Blind (www.wssb.org)www.wssb.org Washington State Department of Services for the Blind (www.dsb.wa.gov)www.dsb.wa.gov Washington Sensory Disabilities Services (www.wsdsonline.org)www.wsdsonline.org Family Connect (www.familyconnect.org)www.familyconnect.org Hadley School for the Blind (www.hadley.edu)www.hadley.edu
References AFB. (2014). The expanded core curriculum for blind and visually impaired children and youths. Retrieved from development/teachers/expanded-core-curriculum/the-expanded-core- curriculum/12345 Bishop, V. (2000). Early childhood. In A. Koenig & M. Holbrook (Eds.), Foundations of Education (2 ed., Vol. II, pp ). New York, NY: AFB Press. Chen, D. (2014). Essential elements in early intervention: Visual impairment and multiple disabilities. (2nd ed.). New York, NY: AFB Press. Pogrund, R., & Fazzi, D. (2002). Early focus: Working with young children who are blind or visually impaired and their families. (2nd ed.). New York, NY: AFB Press. Roman-Lantzy, C. (2007). Cortical visual impairment: An approach to assessment and intervention. New York, NY: AFB Press.