A Resource Manual for the Development and Evaluation of Special Programs for Exceptional Students: Volume V-K Movement Analysis and Curriculum for Visually Impaired Preschoolers C. Brown & B. Bours. (1986). State of Florida, Department of Education, Tallahassee. 230 pp.
The primary emphasis of this project has been to delineate early developmental behaviors that impact on the future orientation and mobility training of visually impaired children. It focuses on the analysis and curriculum of motor development in young visually impaired children, ages 2-5.
Subjects Covered:
Neurodevelopmental treatment approach
Movement analysis of visually impaired preschoolers
Assessment strategies
General curricular strategies
Integrating movement intervention within the home and preschool setting
N. Johnson-Martin, K. G. Jens, & S. M. Attermeier. (1986). Paul Brookes, Baltimore, MD. 323 pp.
This curriculum has been developed for infants and toddlers (birth to 24 months in developmental age) with a broad range of handicapping conditions. Specific adaptations for infants with visual impairments are included.
Subjects Covered:
Assessment Log and Developmental Progress Chart
Curriculum sequences in 24 different content areas such as tactual integration and manipulation, visual pursuit and object permanence, grooming, gross motor activities, etc.
E. C. Morgan. (1992). SKI HI Institute, Department of Communicative Disorders, Utah State University, Logan. 979 pp.
The INSITE model was developed to facilitate the provision of services to multihandicapped, sensory-impaired children in their homes. In this model, parents are the primary facilitators of development. Early intervention is stressed and home is considered the most appropriate setting for intervention. Psychological and emotional support for family members is part of the intervention. Information about the unique problems and needs of children with multiple and sensory impairments and their families is provided.
W. Drezek. (1995). American Printing House for the Blind, Louisville, KY. 268 pp.
This curriculum provides a basic outline of daily activities, as well as structure of materials and skills for the school year. It provides children from infancy through preschool age many opportunities to develop the awareness of skills that will make them ready to enter formal education.
D. Brown, V. Simmons, J. Methvin, S. Anderson, S. Boigon, & K. Davis. (1991). Jackson County Education Service District, Medford, OR. 480 pp.
This curriculum focuses on teaching preschoolers with visual and multiple impairments and parent-teacher partnership.
Subjects Covered:
The manual gives an overview of the project, developmental areas covered and how a visual impairment may affect them, an extensive skills inventory, directions on how to use the inventory, and strategies for implementation.
Teaching activities for developing cognition, language, socialization, vision, compensatory skills, self-help skills, and fine and gross motor are the largest section of the book which also includes supplemental teaching ideas.
The reference section includes a glossary, bibliography, resources, the latest field testing results, and blank forms.
E. Trief, Ed. (1992). Charles C. Thomas, Springfield, IL. 216 pp.
This book offers a curriculum model to early intervention programs providing services to visually impaired young children. It includes an extensive review of the literature with measurable behavioral objectives for each developmental level.
B. Dominguez & J. Dominguez. (1991). American Foundation for the Blind, New York. 149 pp.
This book offers information about preschool programming for young children who are visually impaired. It provides information for parents and early childhood special educators and is presented in English and Spanish in the same volume.
Subjects Covered:
Early learning and blind and visually impaired children
Activities for blind and visually impaired preschoolers: Group activities, art activities, cooking, reading and writing, computers, environmental awareness
R. Pogrund, D. Fazzi, & J. Lampert. (1992). American Foundation for the Blind, New York. 147 pp.
This book contains edited summaries of presentations by a variety of speakers at a series of summer institutes. The editors added supplementary material to provide a comprehensive publication on early childhood visual impairment.
Subjects Covered:
Working with families: hospitalization issues, cultural issues, communication strategies, transition issues
Medical and functional implications of vision loss
Developing cognition, concepts and language
Developing socio-emotional, play and self-help skills
Developing positive strategies for behavior management
L. Nielsen. (1993). SIKON, Copenhagen, Denmark. 168 pp.
This book reviews certain sequences of learning to help identify "the next step" in development and to determine "missing links" in sequences. Approaches and environmental adaptations that may facilitate learning are suggested.
Subjects Covered:
Active learning
The development of movement in fetuses, newborns, and infants without disabilities
Combining movement with tactual, visual, auditory, and other sensory experiences
Movements used as emotional responses
Comparison of the development of movement in infants with and without vision
Materials and toys
Learning to chew, eat, dress, undress, manipulate objects, and develop basic concepts through comparison
Combining movement with tactual, visual, auditory, and other sensory experiences
D. Chen, C. T. Friedman, & G. Calvello. (1989). American Printing House for the Blind, Louisville, KY. 176 pp.
These materials were designed to facilitate parents' role as primary interventionists and to develop strategies which are ecologically valid and chronologically age appropriate. The Parent Assessment of Needs is an ecological inventory which helps parents identify home-base goals and assign priority to objectives for their infants. The Parent Observation Protocol is a flexibly structured format for videotaping parents and infants during home routines. The PAVII "How-To" papers on assessment are screening tools designed by parents, teachers, psychologists, and others involved in assessing visually impaired infants. The Art of Home Visiting discusses the roles and responsibilities of a home visitor and offers practical suggestions for a home visit. Getting Ready for School helps parents and program staff to evaluate program options for preschool programming.
Subjects Covered:
Parent Assessment of Needs (PAN): Movement, interaction with objects
Parent Observation Protocol (POP)
Overview of the "How-To" Papers on Assessment
Identifying vision impairments in infants
Functional hearing screening
Assessing infant communication
Assessing interaction with objects
Developmental assessment
The art of home visiting
Getting ready for school
Learning together: A parent guide to socially based routines for visually impaired infants
L. Harrell & N. Akeson. (1987). American Foundation for the Blind, New York. 49 pp.
This book addresses the important issues related to visual development in infancy and provides information about various strategies to facilitate development.
Subjects Covered:
Implications of visual impairment on early development
S.S. Simmons & S. OÕMara Maida. (n.d.). Blind Childrens Center, Los Angeles, CA. 25 pp.
The purpose of this booklet is to help parents of young children who are visually impaired or blind understand what orientation and mobility is and how they can influence the independence of their child.
K. Ferrell. (1985). American Foundation for the Blind, New York.
Reach Out and Teach was written to give parents the information they need to raise their children with visual or multiple impairments. The materials consist of four parts: a parent handbook containing information on early child development with activities and ideas to be used in the home, a Reachbook or workbook to help parents keep track of their child's growth, a set of slide presentations, and a teacher's manual. The Parent Handbook (257 pp.) and the Reachbook (171 pp.) are companion volumes.
L. Alsop (1993). SKI HI Institute, Department of Communicative Disorders, Utah State University, Logan, UT. 576 pp.
This resource manual contains information and activities and is a training curriculum written specifically for nonprofessional people who work with infants and young children with deafblindness and other handicapping conditions. It is designed to be used by paraprofessionals, parents, and other caregivers, but it can also be used by professionals who are involved in teaching and guiding nonprofessionals to work effectively with children with deafblindness.
(1987). Obra Social of the Cabra de Pensiones, 1975 Rutgers Circle, East Lansing, MI. 44 pp.
This bilingual text for the early education of the blind child is for parents, pediatricians, teachers, and anyone who is involved with the first years of life. The goal of the text is to inform people about the principle aspects of the problem of infant blindness, and about activities recommended by professionals. The booklet covers prevention and then gives specific tips on caring for and stimulating a child at monthly developmental stages up to three years old.
