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An Interest in Interaction: It may not be obvious at first because of how difficult it can be to communicate, but most children want interactions, and DB students do, too. ASSUME that the child wants interactions and proceed with the idea that one of your main goals is to establish a relationship. Everything you do will work better if you take the time to make relationship first, to secure an attachment that will make both of your comfortable.

Extended periods of play on the body  At the times when other children begin to move through and explore their environments, DB children sometimes prefer to stay in one place and keep themselves occupied by engaging in vocal or sensory play. This may continue through the first year of life if there is no intervention to help the child develop an interest in, and the skills to maneuver in, her environment. PT and OT can be a huge help by providing age appropriate motor activities, adapted for absence of vision and hearing, and focusing on interactive strategies.

Atypical motor skill development: Largely because of the tendency to extend play on the body well into the first year, instead of learning to crawl and explore, motor development milestones are often reached later than might be expected for sighted, typically-developing peers. A few of these motor features are:

Muscle tone: Were not sure exactly why, but children with low vision often have low muscle tone, especially at the proximal joints.

Static and dynamic balance: Visual, tactile and proprioceptive input is bundled as it travels through the nervous system, which means that many DB students will have balance problems.(See CHARGE Association info)

Non-purposeful movement: The social signals that teach us how to (and make us want to) control non-purposeful movements such as flicking a pen, or wiggling a foot, are largely absent for the DB child. Without the social constraints, there is little to compete with the pleasure of the movement itself.

Gait pattern deviations: Children with visual impairment, blindness and DB are prone to:

Toe walking:
Walking on tip toes. This is often a sensory strategy. Try it: Youll see immediately that by walking on your toes, you get amazingly more sensory information (through calf muscles, across the metatarsal heads) than using a heel strike. Toe-walking is part of typical motor development, usually diminishing within 4 6 months of full weight bearing. If you work with a DB child of child with visual impairment who is still toe-walking a few months after they begin ambulation, its time to intervene. Many of these children respond well to a short course of supramalleolar AFOs.
Toe-out gait pattern:
Because many DB children use wide-based gait patterns due to instability at the hip (low proximal tone and sometimes muscle weakness), it is not uncommon to note a toe-out gait. Toe-out is a compensatory adaptation for weakness or lack of sensation in the hip, alignment problems at the knee, etc. If it persists as long as 6 months after ambulation begins, an orthopedic check is indicated.
Pronation at the midfoot:
Toe-out gait, and weakness or internal rotation at the hip, can cause a child or adult to walk with foot pronated, which later can cause hip and back problems. There is no period in which walking in pronation will be beneficial to the child, and it should be addressed early.

Need More Info? See:

Strickling, Chris. "Motor Focus: Promotiing Movement Experiences and Motor Development," in Early Focus: Working with Young Children Who are Blind or Visually Impaired and Their Families. Rona L. Progurnd and Dianes Lfazzi, editors. American Foundation for the Blind, 11 Penn Plaza, Suite 300, New York, NY 10011, pp 287-325.