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Los Angeles Unified School DistrictEarly Childhood EducationProgram for the Visually ImpairedEarly Start ProgramPresenters: Peggy Tutor Mynga ChiPhilosophyChildren 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.

PhilosophyLearning 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 PopulationCurrent active caseload Partially Sighted Blind DBLLAUSD VI services onlyLAUSD & RC (All DBL) servicesPendingapproximately 120Major Diagnoses of VI Children ServedOptic 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.

CataractsVarious syndromesOverwhelming majority of children we serve have congenital, not adventitious (post-birth trauma) visual impairment.

Learning Needs of Children with Visual ImpairmentThe 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 andfor functional tasks. (Project Ideas, Texas Council for Developmental Disabilities, 2008)

Educational Strategies for the Visually ImpairedVariability- spectrum from mild to moderately visually impairedSupporting/facilitating parent child interactionExperienced based learningRepeated opportunities for hands on learningIncorporating skills learned into daily routinesVisual stimulation activitiesVerbal description of activities/Simple languageUse of other senses to access the environment

Unique Characteristics of the Young Blind ChildPotential difficulties in mother-child bonding and attachmentDelayed and hard to elicit smileLow verbalization ratesLack of eye contactPassive infant More subtle cues than a typical developing child, mother has to learn to read the childTactile defensivenessMannerisms

ChallengesChallenges 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.

ChallengesMulti-cultural considerations1. 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.

ChallengesProviding 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.

ChallengesTimely 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.

BenefitsBenefits 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.

BenefitsBenefits 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.

BenefitsWe 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 SupportsTeaming 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 SupportsDiscovering 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 SupportsCoaching, modeling and demonstrating techniques repetitively to ensure parent-caregiver participationPromoting 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 developmentReinforcing parent efforts in learning activities and appropriate development dialogue serve to empower parents.Use of appropriate specialized equipment and materialsLight Box Activity

Little Room

Strategies and SupportsUse of appropriate assessment toolsQuality collaboration with multidisciplinary team membersFamilies use of and involvement with appropriate community agencies and resourcesEducational planning and implementation designed to meet the unique strengths and challenges of individual children and families.

Strategies and SupportsEvidence and content-based best practice strategies and techniquesEBP 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 (wwwcinfor@w-w-c.org).

(Buysee, V. et al., Evidence-Based Practice, What does it Really Mean for Early Education and Intervention, 2006)

Program FeaturesOngoing Observation/Assessment Informal and formalOregon ProjectELAP Early Learning Accomplishment ProfileChecklistsHigh Risk Signs of Visual ImpairmentLevel of Vision DevelopmentInformal observational assessment of HearingSpeech and Language Development

Program FeaturesCurriculumThe Creative Curriculum for Infants and ToddlersDevelopmental Guide for Infants and Toddlers who are BlindDevelopmental Guidelines for Infants with Visual Impairment (Deborah Chen, Amanda Hall Lueck, Linda S. Kekelis)Natural environment and supportsHomeFamily or community day care settingProgram FeaturesFamily Support CentersParent peer support, group learning working on social play and self help skills Valley site Tarzana ElementaryCity site Blend SchoolOnce a week for 150 minutesPsychiatric Social Worker Supported by Nurse, O & M, OT and PT

Blend Family Support CenterCircle Time

Tarzana Family Support CenterMusic Time

Program FeaturesFamily oriented/centered servicesServices 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 FeaturesRelationship-based servicesThis 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 FeaturesEarly literacyEveryday 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 FeaturesDesired Results for children/families1. 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 FeaturesInfant Massage Promotes attachment and bonding between child and parentFacilitates communication and promotes body awareness

Clinical observation Improved postural tone, symmetry and decrease of hypersensitivity (Occupational Therapy Forum, October 1988)

Program FeaturesQualified Staff-Professional Team Masters degree/Credentialed StaffSix teachers of the visually impairedTwo orientation and mobility specialistsBilingual (Spanish) special education trainee/assistant supportSupport instructional activities through modeling and demonstrationShare relevant child information with teachers and parentsInterpret and translate oral and written information.

Program FeaturesPsychiatric social workerNetworking with community agencies for appropriate family resourcesFamily assessments coping mechanisms, stages of griefShort-term family counseling personal growthParenting support, behavioral management techniquesCrises support housing, immigration, abuse

Program FeaturesOccupational therapistSupports sensory skill development, tactile and oral motor explorationsSupports play appropriate skills and facilitation of developmental playBilateral exploration of objects and materialsReferral to community agencies

Sensory skill development

Program FeaturesPhysical therapistPositioning supportMovement exploration and motor skill developmentReferral to community resourcesNurseFacilitate understanding of childs disabilityEnsures childs physical tolerance and health for educational servicesUpdate childs medical informationFacilitate referrals for appropriate medical support and sharing of relevant medical informationPromote general child and family healthy lifestyles

Program FeaturesEducational SupportsCSMT Clearinghouse for Specialized Media and TechnologyAPH Registry American Printing House for the BlindBabies CountLow Incidence Funds for specialized materials/equipment

Community Collaborative Partners6 Regional Centers in the LAUSD catchment area Eastern Los Angeles Regional CenterHarbor Regional CenterLanterman Regional CenterNorth Los Angeles County Regional CenterSouth Central Los Angeles Regional CenterWestside Regional Center

Community Collaborative PartnersEarly Head Start Agencies El Nido Family CenterChildrens Institute Inc.Hope St. Family CenterVolunteers of AmericaUSCUCLAHomeSafe/Vista de Mar

Community Collaborative PartnersPrivate and Community AgenciesBraille Institute CA Deaf/Blind Services Junior Blind of AmericaTherapeutic Learning CenterBlind Childrens CenterCenter for the Partially SightedCommunity/Family Day Care CentersMedical Community Hospitals Physicians Clinics

Collaborative Partners-LAUSDEarly Childhood Education programs Early Education CentersReady for School CentersDistrict EHS Centers - futurePreschool Special EducationPart C Transition to Preschool IFSPsTransition Service FacilitatorsPreschool Intake and Assessment TeamsPart B - FVA AssessorsPreschool AssessmentPreschool program visitsPreschool Transition IEP meetingHead Start Agencies

Collaborative TechniquesAnnual procedural and program descriptive meetingsFamily Resource Center and Vendor Meetings Assigned contact personsNumerous Telephone contactsCollaborative TechniquesInteragency AgreementsMemorandums of UnderstandingBackgroundPurposeResponsibilities of each agencyChild FindReferral procedures Fax, mail, e-mailConfidentiality and exchange of informationIFSP developmentCollaborative TechniquesInteragency AgreementsMemorandums of UnderstandingTransition proceduresTraining and technical assistanceCommunity partnershipConflict ResolutionPeriod of agreementApprovalsSignaturesAppendixes (not mandatory)

Collaborative TechniquesJoint IFSP Development Initial, 6-month review, Annual and TransitionAttend in person, by report, by phoneReceipt fax, mail, e-mailReferrals and Parent MeetingsReleases of InformationAccompanying parents when attending medical (primarily ophthalmological) appointments.

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