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Supportive practices to include young children who are blind or vision impaired in early childhood settings
Focus: Early Intervention
Topic: Inclusive Education
Royal Victorian Institute for the Blind
Level 1 /252 Dorset Rd
Boronia 3155
Victoria
Australia
03 9761 0011
“Young children who are blind or vision impaired are educationally advantaged by inclusion in local early childhood programs.”
The following paper outlines the inclusive practices of Early Childhood Educators at the Royal Victorian Institute for the Blind, Melbourne, and describes strategies which support these beliefs.
The RVIB mission is “to be the leading provider of services, resources and information which enable people who are blind or vision impaired to maximise their independence and quality of life”
RVIB provides a unique early childhood intervention service to families, and children who reside in Victoria. Services includes home visiting, early intervention group programs, consultancy to early childhood intervention agencies, visiting teacher services to local early childhood programs and professional development throughout the state.
Other RVIB services for adults and children include information, education, employment training and rehabilitation.
The principles of Family Centred Practice underpin the service. Families and professionals form a partnership using the family’s strengths to enhance learning for their child. The importance of providing appropriate experiences which focus on the child’s specific needs, as identified in the Family Service and Support Plan, and which are possible in the family environment is vital.
We believe that all young children learn through play and that children who are blind or vision impaired may :
The paradigm shift in service delivery models in early childhood intervention, over the last 15 years, has seen inclusive programs develop as standard practices in the community. In Victoria young children who have a disability and are enrolled in their local early childhood centre, may be eligible for additional government funding. An assistant can be employed to work as part of the team, to support a child in a program the selection of this staff member should involve families, but it is not always possible.
Funding usually covers 5 hours per week of aide time. Children with a disability can therefore only for half the time. For children who are blind, the funding is inadequate. It does not enable them to become an integral part of their local program. Other children in the program often perceive them as “visitors”, hindering the process of inclusion. Some programs, through the generosity of committees who manage the centre, provide additional funding from their own resources, but this is not widespread. It also perpetuates a charitable rather than an equitable model.
RVIB Early Childhood Educators have been strongly influenced by Dr Lilli Nielsen’s philosophy of active learning. Children are dynamic participants, who learn best through play and who need ample opportunities to both repeat experiences and practise skills.
In our work with children, we have found that family routines provide frequent opportunities for learning. These can be reconstructed to develop rich play experiences that enhance readiness for inclusion in local early childhood settings.
Successful inclusion occurs when many factors related to the individual child are considered and practices are developed to support them and their family. We have endeavoured through the book “I’m Posting the Pebbles” to articulate these factors and to share our own experiences with other people in the field. It was written to be a stand-alone reference. It can be used by centres who do not have access to support services, and families, teachers and others working with children who have a vision impairment.
At RVIB, we offer some programs in a segregated setting and support children attending inclusive programs. In group programs strategies have been developed which foster children’s willingness to participate in new activities by “following the child’s lead”. We have worked closely with families to transfer the child’s learning to other environments.
Families may need support to identify appropriate elements when selecting an early childhood program. It is essential that they choose a program in which they feel accepted and where the staff are willing to become “partners”. The attitude of the staff to inclusion, the number of children in the group, lighting and glare and layout of the playground, are some of the factors to consider, especially if the child has additional impairments. It is helpful if parents are able to discuss these issues with other families who have attended similar programs and to anticipate some of the highlights and issues which may arise. At RVIB we provide forums for this to occur.
So what do families want their child to gain from attending an inclusive setting? One of the most common goals which families identify, is for their child to develop social skills. These skills often take some time to establish and, initially children often rely on the adults in the program as their contacts.
Preparing staff in inclusive programs needs to begin well before the child commences at the centre. If the child already attends an early intervention group, then a visit to that setting will offer opportunities for the mainstream teacher to observe the child in a familiar environment where the child and family are comfortable and at ease.
Ideally the child should visit the new setting prior to commencement.
Orientation and Mobility sessions can be more successful when the centre is quiet and other children are not present. This ensures that key locations are identified. If the child is blind, several sessions may be necessary to thoroughly prepare the child and his family for the program.
Soon after enrolment, when the child has settled and staff have been able to get to know the child, a planning meeting is held. It may be called a Family Service and Support Plan [FSSP], Preschool Support Plan [PSSP], or an Individual Service Plan [ISP]. At this meeting goals are set .Among the questions families may be asked is “What do you want your child to do, or learn, in the inclusive setting?”
General or long term goals may be identified such as TO:
Specific goals, which can be easily measured, are also set
These can include:
· put his lunchbox in the basket and to hang his bag on her hook,
· walk from the gate to the entrance to preschool, trailing along the fence
· sit at the snack table with other children
Many families feel apprehensive about venturing into the community. They are sometimes dubious about whether their child will be accepted. They often feel anxious about having to answer questions about their child, and may be panicky about having to retell their often painful story to community families.
Families have suggested some successful strategies to resolve these issues
· Bring a photo of the child with an accompanying explanation outlining the child’s vision, what he likes to play with, and helpful ways that other adults and children can interact with him
· Ask the child to talk to his peer group about his eye condition, (if he has the inclination, skills and understanding to do so ).
· Play games in the group where children identify objects and scenarios using tactual and auditory cues
· Invite a sighted peer and parent home for a visit
Children who are blind or vision impaired are often at different stages of learning to their peers and their entering behaviours reflect this. In the initial stages of inclusion in the program it is important that family and specialist staff identify and communicate the child’s learning style, and offer appropriate opportunities for participation so that the child feels secure. Initially a “safe place” should be established where the child can begin each session. Familiar play materials should be provided so he can concentrate on understanding what is happening around him rather than having to learn about new materials as well
Other children can be encouraged to play nearby and to observe the strategies and methods of interaction used by the adult.
It is important that the child explore their new environment. This promotes independence and curiosity. Children who are blind need repetition and they may need to practise in other environments to fully develop their skills.
Language used by adults to promote understanding warrants a whole paper of its own. However, clear, accurate language which relates to the child’s previous experiences will assist in interpreting new activities and episodes into meaningful experiences. Most inclusive programs are busy environments, and the child needs ample time to listen, while playing with familiar materials, to adapt to the noise level, their peers and the setting.
It is important that staff in inclusive settings receive relevant training and ongoing support to enable them to extend the child’s opportunities for learning. Some strategies we have developed to enable this to occur include having an opportunity to observe the child in setting where he is comfortable. This may be an early intervention setting or at home, with family and early intervention worker identifying the child’s current interests and strengths. Families can discuss the child’s specific needs and fears eg eating, mannerisms, preferably without the child being able to hear the discussion.
Valuable ways to transfer knowledge and information include
We have found that regular reviews of goals with family and staff also promotes sharing and understanding of vision impairment.
Activities offered in the inclusive program can be adapted or modified to enable the child to participate. The book “I’m Posting the Pebbles” details these. Teachers can determine the prerequisite skills necessary for new activities and offer opportunities to practise.
To maintain appropriate interaction with their peers children who are blind or vision impaired need to develop confidence, self esteem, language and independence and an interest in others. Most parents anticipate that their child’s participation in an early childhood program will enhance the development of social skills. Social skill development is dependent on the child’s emotional and cognitive functioning, the desire and ability to communicate and an awareness of accepted social interactive behaviours.
We have noticed that initial attempts at interactions with peers may be physical rather than verbal, especially when the child is in a stressful situation. This can be misinterpreted by adults, and evoke retaliation form peers. Building positive relationships with peers is based on shared interested and trust, and takes time.
In our experience we have found that young children cannot concentrate on both social interactions and new experiences. Staff need to be clear about the purpose of activities: whether the child is learning a new skill or having the opportunity to focus on interactions. An adult sharing a new activity alongside the child can, rather than use coaction, clearly verbalise their actions, clarifying for the child the activity and the range of possible responses.
Interacting with peers may be difficult because:
If adults are always present to interpret or speak on the child’s behalf, opportunities for social interaction between peers will be limited with the adult seen as pivotal and the focus of the interaction. The following are some ways in which interactions can be fostered.
Children who are blind or vision impaired can be successfully included in their local programs.
They need
· More time to process and integrate information
· More time to experiment, practise, fail, practise again and achieve
· Sensitive adult intervention to explain and interpret aspects of the environment which are not readily accessible to them
· Thoughtful modifications to the environment and activities which allow the to achieve for themselves
· Adults who demonstrate and encourage, but allow them to achieve their goals in their own way
As with all children, the path to independence is both challenging and enjoyable for all concerned.
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