Vision Services and Resources for Young Children who are Visually Impaired Dr. Dean Stenehjem,...

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

Washington State School for the Blind

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Jake Koch

Blog Information:

“Life Liberty and the Pursuit of Happiness in a Sighted World”

http://llpsw.blogspot.com/

Email: jkoch@eagles.ewu.edu

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 don’t seek out favorite items visually

When they startle easily

When they don’t make eye contact

When they aren’t 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 (TVI’s) only teach braille.

Who are my students? (Ages 0-16)

48% are blind (vision isn’t used as primary means of gathering information)

46% are low vision6% are deaf-blind21% are braille readers or pre-braille18% are at grade-level61% 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 assessmentsProvide additional resourcesAssist with transitionsHelp teach the Expanded Core Curriculum…

What is the “Expanded Core” curriculum?

Social/ Emotional NeedsCompensatory or Functional Academic Skills/ Including Communication

Recreation and LeisureSensory Efficiency SkillsSelf-DeterminationOrientation and MobilityAssistive TechnologyIndependent Living NeedsCareer 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 children’s local communities.

Additional ResourcesAmerican Foundation for the Blind (www.afb.org)National Federation of the Blind (www.nfb.org)Texas School for the Blind and Visually Impaired (

www.tsbvi.org)Washington State School for the Blind (

www.wssb.org)Washington State Department of Services for the

Blind (www.dsb.wa.gov)Washington Sensory Disabilities Services (

www.wsdsonline.org)Family Connect (www.familyconnect.org)Hadley School for the Blind (www.hadley.edu)

References AFB. (2014). The expanded core curriculum for blind and visually

impaired children and youths. Retrieved from http://www.afb.org/info/programs-and-services/professional-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. 225-263). 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.

Dr. Dean Stenehjemdean.stenehjem@wssb.wa.gov

Emily Colemanemily.coleman@wssb.wa.gov

Jake Kochjkoch@eagles.ewu.edu