Presenters: Peggy Tutor Mynga Chi. Philosophy Children and Families are Visually Impaired Together. Parents are children’s first and primary teachers

Presenters: Peggy Tutor Mynga Chi

Philosophy Children and Families are Visually Impaired Together. Parents are childrens first and primary teachers and their relationships with their children make it possible for them to more fully promote childrens growth and development. Best practice services require appropriate collaboration between parents, teachers and other providers to support child development.

Philosophy Learning strategies and activities should be embedded in childrens and families daily routines. Quality interactions with parents, siblings and other family members are key precursors to optimum child development. Children and families must be actively engaged in activities for learning to occur. Materials found everyday in the home can be used to facilitate child and parent growth, development and learning.

Home made toy

Infant/Toddler VI Population Current active caseload Partially Sighted Blind DBL LAUSD VI services only LAUSD & RC (All DBL) services Pending approximately 120

Major Diagnoses of VI Children Served Optic Nerve Hypoplasia-range of vision needs as well as health issues. Albinism- extreme sensitivity to light and a range of vision disabilities. Cortical-Neurological Vision Impairment eye structure intact however, neurologic impairment is present. Retinopathy of Prematurity range of vision needs depending the severity of the condition. Cataracts Various syndromes Overwhelming majority of children we serve have congenital, not adventitious (post-birth trauma) visual impairment.

Learning Needs of Children with Visual Impairment The learning needs of children with visual impairment vary. Low vision Vision is the primary sensory channel. Functionally blindLimited vision for functional tasks but need their tactile and auditory channels for learning. Totally blindUse tactile and auditory channels for learning and for functional tasks. (Project Ideas, Texas Council for Developmental Disabilities, 2008)

Educational Strategies for the Visually Impaired Variability- spectrum from mild to moderately visually impaired Supporting/facilitating parent child interaction Experienced based learning Repeated opportunities for hands on learning Incorporating skills learned into daily routines Visual stimulation activities Verbal description of activities/Simple language Use of other senses to access the environment

Unique Characteristics of the Young Blind Child Potential difficulties in mother-child bonding and attachment Delayed and hard to elicit smile Low verbalization rates Lack of eye contact Passive infant More subtle cues than a typical developing child, mother has to learn to read the child Tactile defensiveness Mannerisms

Challenges Challenges of providing comprehensive vision services to a diverse population: Children have a range of health issues (other than vision). Children have a range of visual disabilities. Children and families abilities vary.

Challenges Multi-cultural considerations 1. Child/family home language when it differs from that of the teacher. 2. There is an additional level of collaboration necessary when a bilingual special education assistant/trainee is required. 3. Families cultural backgrounds, educational expectations of parents, parental views on disabilities.

Challenges Providing services in the home 1. Families have different socioeconomic levels 2. There are different size of the physical space or accommodations of parents homes. 3. Materials available for home educational uses differ 4. There are different levels of safety in neighborhoods.

Challenges Timely and appropriate collaborations with community and district partners do not always flow smoothly. Each child and family is unique in terms of disability, family systems and support that are required. Even children with the exact diagnosis and background have different needs and skill levels.

Benefits Benefits of providing comprehensive services to children and families: It is exciting to see growth and change in individual children in all areas of development. We have the opportunity to empower parents and families in various areas of their lives and their childrens educational development.

Benefits Benefits of providing comprehensive services to children and families: We have built powerful relationships with families and with our community partners that facilitate quality service delivery to children and families. We are able to engage in program evaluation and brainstorm with partners how to jointly serve the overall needs of children and families.

Benefits We have the opportunity to participate in life long and life changing events that shape both childrens and parents/families outlooks and attitudes. We witness child and parent bonding and the amazing courage, resiliency and love family members display toward one another.

Strategies and Supports Teaming with parents/caregiver- combining teacher expertise regarding visual impairment/ diseases, knowledge of eye anatomy, and child development with parent knowledge of individual child likes, dislikes, habits, motivation, developmental strengths and challenges to provide quality services.

Strategies and Supports Discovering through observation, informal and formal assessment and parent interview how vision impairment impacts childs overall cognitive, communication, adaptive, social-emotional, fine and gross motor development. Developing and implementing with families a family service plan (IFSP), looking at the familys priorities and needs, including low vision, functionally blind and totally blind educational strategies as appropriate, positioning, sensory, and support strategies, activities that encourages voluntary movement, orientation and mobility and exploration of the physical environment.

Strategies and Supports Coaching, modeling and demonstrating techniques repetitively to ensure parent-caregiver participation Promoting parent-caregiver repetitive turn-taking involvement in all activities. Sharing relevant information with parents and/or caregivers regarding childs vision loss, strengths and challenges and overall development Reinforcing parent efforts in learning activities and appropriate development dialogue serve to empower parents. Use of appropriate specialized equipment and materials

Light Box Activity

Little Room

Strategies and Supports Use of appropriate assessment tools Quality collaboration with multidisciplinary team members Families use of and involvement with appropriate community agencies and resources Educational planning and implementation designed to meet the unique strengths and challenges of individual children and families.

Strategies and Supports Evidence and content-based best practice strategies and techniques EBP is a decision-making process that integrates the best available research evidence with family and professional wisdom and values. EBP facilitates decision-making regarding the best ways to deliver instruction. The What Works Clearinghouse established by the U.S. Department of Education Sciences provides a central, independent and trusted source of scientific evidence of what works in education ([email protected]). (Buysee, V. et al., Evidence-Based Practice, What does it Really Mean for Early Education and Intervention, 2006)

Program Features Ongoing Observation/Assessment Informal and formal Oregon Project ELAP Early Learning Accomplishment Profile Checklists High Risk Signs of Visual Impairment Level of Vision Development Informal observational assessment of Hearing Speech and Language Development

Program Features Curriculum The Creative Curriculum for Infants and Toddlers Developmental Guide for Infants and Toddlers who are Blind Developmental Guidelines for Infants with Visual Impairment (Deborah Chen, Amanda Hall Lueck, Linda S. Kekelis) Natural environment and supports Home Family or community day care setting

Program Features Family Support Centers Parent peer support, group learning working on social play and self help skills Valley site Tarzana Elementary City site Blend School Once a week for 150 minutes Psychiatric Social Worker Supported by Nurse, O & M, OT and PT

Blend Family Support Center Circle Time

Tarzana Family Support Center Music Time

Program Features Family oriented/centered services Services are coordinated with parents and caregivers who serve as equal team members in developing educational plans. Evidenced-based strategies, techniques and practices are implemented. Parental participation facilitates parent education and promotes increased positive relationships and appropriate behavioral support. Encourages appropriate parenting skills and higher quality parent verbalizations. (Home Visiting: Strengthening Families by Promoting Parenting Success. Policy Brief, 2007)

Program Features Relationship-based services This model focuses on responsive care-giving. The teacher mirrors the attributes and attitudes that are fostered by the parent. This practice facilitates optimal parent-child interactions. (Wilcox & Weber, Infant Child Research Program, ASU-Tempe, 2001)

Parent-Child Interaction

Program Features Early literacy Everyday home and community activities, routines and events serve to encourage infants and toddlers to listen, talk and learn the building blocks of everyday literacy. Introduction to books, Braille books, real objects, and concept box. Assisting parents in developing scripts to recite or read when completing daily routines. (Allai, Gultentag et al., Journal of Primary Prevention, 2008)

The Hungry Caterpillar

Program Features Desired Results for children/families 1. Children are personally and socially competent. 2. Children are effective learners. 3. Children show physical and motor competence. 4. Children are safe and healthy. 1. Families support their childrens learning and development. 2. Families achieve their goals. (CA State Department of Education)

Program Features Infant Massage Promotes attachment and bonding between child and parent Facilitates communication and promotes body awareness Clinical observation Improved postural tone, symmetry and decrease of hypersensitivity (Occupational Therapy Forum, October 1988)

Program Features Qualified Staff-Professional Team Masters degree/Credentialed Staff Six teachers of the visually impaired Two orientation and mobility specialists Bilingual (Spanish) special education trainee/assistant support Support instructional activities through modeling and demonstration Share relevant child information with teachers and parents Interpret and translate oral and written information.

Program Features Psychiatric social worker Networking with community agencies for appropriate family resources Family assessments coping mechanisms, stages of grief Short-term family counseling personal growth Parenting support, behavioral management techniques Crises support housing, immigration, abuse

Program Features Occupational therapist Supports sensory skill development, tactile and oral motor explorations Supports play appropriate skills and facilitation of developmental play Bilateral exploration of objects and materials Referral to community agencies

Sensory skill development

Program Features Physical therapist Positioning support Movement exploration and motor skill development Referral to community resources Nurse Facilitate understanding of childs disability Ensures childs physical tolerance and health for educational services Update childs medical information Facilitate referrals for appropriate medical support and sharing of relevant medical information Promote general child and family healthy lifestyles

Program Features Educational Supports CSMT Clearinghouse for Specialized Media and Technology APH Registry American Printing House for the Blind Babies Count Low Incidence Funds for specialized materials/equipment

Community Collaborative Partners 6 Regional Centers in the LAUSD catchment area Eastern Los Angeles Regional Center Harbor Regional Center Lanterman Regional Center North Los Angeles County Regional Center South Central Los Angeles Regional Center Westside Regional Center

Community Collaborative Partners Early Head Start Agencies El Nido Family Center Childrens Institute Inc. Hope St. Family Center Volunteers of America USC UCLA HomeSafe/Vista de Mar

Community Collaborative Partners Private and Community Agencies Braille Institute CA Deaf/Blind Services Junior Blind of America Therapeutic Learning Center Blind Childrens Center Center for the Partially Sighted Community/Family Day Care Centers Medical Community Hospitals Physicians Clinics

Collaborative Partners-LAUSD Early Childhood Education programs Early Education Centers Ready for School Centers District EHS Centers - future Preschool Special Education Part C Transition to Preschool IFSPs Transition Service Facilitators Preschool Intake and Assessment Teams Part B - FVA Assessors Preschool Assessment Preschool program visits Preschool Transition IEP meeting Head Start Agencies

Collaborative Techniques Annual procedural and program descriptive meetings Family Resource Center and Vendor Meetings Assigned contact persons Numerous Telephone contacts

Collaborative Techniques Interagency Agreements Memorandums of Understanding Background Purpose Responsibilities of each agency Child Find Referral procedures Fax, mail, e-mail Confidentiality and exchange of information IFSP development

Collaborative Techniques Interagency Agreements Memorandums of Understanding Transition procedures Training and technical assistance Community partnership Conflict Resolution Period of agreement Approvals Signatures Appendixes (not mandatory)

Collaborative Techniques Joint IFSP Development Initial, 6-month review, Annual and Transition Attend in person, by report, by phone Receipt fax, mail, e-mail Referrals and Parent Meetings Releases of Information Accompanying parents when attending medical (primarily ophthalmological) appointments.

Resources www.fpg.unc.edu/~edin/resbytype.cfm?type=19 www.wonderbaby.org http://www.pbs.org/independentlens/eyes-of- me/film.html http://www.pbs.org/independentlens/eyes-of- me/film.html

Documents

Presenters: Peggy Tutor Mynga Chi. Philosophy Children and Families are Visually Impaired Together. Parents are children’s first and primary teachers