Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
(part-one)
Prepared by:
Mst Roma Akter Student ID# 300672640 Course: ECEP- 233-002 Instructor: Chris Cadieux Date: March 11, 2014
A visual impairment is the consequence of a functional loss of vision. A visual impairment occurs when any part of the optical system is defective, diseased, or malfunctions. The visual impairment is the result of a defective part, it is usually present at birth . The eye specialist ophthalmologist/optometrist) is qualified to identify or diagnose these problems. A visual impairment can also occur when the central nervous system is damaged.
http://www.wonderbaby.org/articles/raising-blind-child
http://www.tsbvi.edu/curriculum-a-publications/3/1069-preschool-children-with-visual-impairments-by-virginia-bishop
3 months 4 months:
5 months:
6 months
eye-hand coordination developed and successful; gazes at objects close to eyes; can fixate at 3' and then shift gaze to near point
eye movements coordinated and smooth; shifts visual attention easily; recognizes faces up to 6' away; form discrimination emerges; transfers object from hand to hand with visual monitoring; may anticipate position of falling object; fixates where object has disappeared; acuity approximately 20/200 manipulates objects; acuity near normal; depth perception developing turns object in hand and explores visually can see tiny (2-3nim) objects nearby; observes facial expressions and tries to imitate; looks for object seen hidden; visually alert to new objects, persons, places; vision monitors hand and body movements far and near acuity good; binocular vision stronger; has focus and accommodation; depth perception good; discriminates geometric forms; scribbles spontaneously; vision monitors movement in space vertical orientation (walking; building block towers); matches identical objects; points to pictures in a book; scribbles vertically, horizontally, and in circular motions; identifies forms
12-18 months:
Meeting the needs of Laila in the child care setting Modifications to the Physical environment Things to consider safety and sensory cues Used modified Materials Changes the classroom structure Inclusion of physical activity Modified curriculum
http://www.afb.org/default.aspx
Physical Space
Edges of steps should be highlighted with contrasting paint or plastic nosings Slanted floor surfaces should be highlighted in contrasting colors Windows should have blinds that are effective in reducing glare Sitting in areas of bright sunlight should be avoided Furniture should be kept in the same place
Sources: http://connectability.ca/2011/10/25/programming-for-children-withhttp://www.dailymail.co.uk/news/article-2286259/UK-FIVE-times-special-needs-pupils-EUaverage-Schools-accused-classifying-poor-performers-having-learning-difficulties.html
Equipment needs to keep in one place for consistency Equipment should be at the childs level Visibility Uncluttered Wall displays, presentable, and put eye level Signs for different rooms, doors and walls should be painted in different colors to provide a contrast Door knobs and light switches should be highlighted in different colors Equipment in the playground area should be different colors Corridors should be free of obstacles diffused strip lighting is preferred
Source: http://connectability.ca/2011/10/25/programming-for-children-with-visual-impairments/
Services: The CNIB provides relevant, specialized services nationwide They support and/or conduct research about vision to ensure the continued development of services. The CNIB also supports medical research and influences public policy, and the development of technology that helps people who are blind or visually impaired lead independent lives.
Source: http://connectability.ca/2011/10/11/visual-impairment/
Services: Early Intervention Autism Services Community Support Family, Group and Individual Treatment Day Treatment Residential Treatment Area of Services: East York, Scarborough & some other area of Toronto Cost: Free of Cost, Age limit: birth to 12 years of age Referrals: Not mentioned but contact Tel: 416-321-5464 for an appointment
Source: http://www.aislingdiscoveries.on.ca/
Self -Evaluation
Learning outcome Strength Weaknesses Challenges Discussions of the learning Future strategies for improvement Meet the G, C & E outcomes
*Please refer to the note page for detailed self evaluation and G,C & E reflection
Bibliography
http://connectability.ca/2011/10/11/visual-impairment/ http://www.education.gov.sk.ca/vision http://xixi12.hubpages.com/hub/visual-impairment-in-children http://www.tsbvi.edu/curriculum-a-publications/3/1069-preschoolchildren-with-visual-impairments-by-virginia-bishop http://www.cnib.ca/en/Pages/default.aspx www.pwd-online.ca www.cnib.ca www.visioninstitute.optometry.net http://www.aoa.org/patients-and-public/resources-for-teachers/howyour-eyes-work http://www.aoa.org/patients-and-public/resources-for-teachers/howyour-eyes-work http://www.who.int/mediacentre/factsheets/fs282/en/ http://www.cnib.ca/en/Pages/default.aspx http://www.who.int/mediacentre/factsheets/fs282/en/ http://www1.lvib.org/programs/little-lighthouse/ Chris Cadieux, ECEP-233; Reading package part-1,2,3. handout (week-1,2,3,4&5)