Vision Services and Resources for Young Children who are Visually Impaired Dr. Dean Stenehjem,...
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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
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Transcript of 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
ResourceCenter 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
5th Year Transition Program
Jake Koch
Blog Information:
“Life Liberty and the Pursuit of Happiness in a Sighted World”
http://llpsw.blogspot.com/
Email: [email protected]
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.
