Introduction
“I once knew a
little boy who spend recess periods standing right in the middle of a
wind-swept playground just praying that someone-anyone-would notice him and
knowing all the time that nobody would.
I once knew a
child who sent Valentine Cards to every person in the whole class, and received
not a single one in return. I once knew an adolescent who always sat at an
empty table in a Junior High School Cafeteria pretending that he wasn’t even
aware that he was sitting next to emptiness.
I once knew a
teenager who spent days waiting for the telephone to ring, but it never did,
and who spent Saturday nights alone with his radio pretending that he was
listening to it.
I once knew a man
who was afraid that because he happened not to see, he would be consigned to an
eternity of loneliness where there would be nobody who would want to marry
him.”...
This particular passage was taken from Harold
Krentz’s book, To Race the Wind, 1972.
One of the major problems facing children
today is the absorption into a society and culture which is not necessarily of
their making, and may not even be of their liking. All children experience
difficulty at some time in assimilating into the community or engaging in
community activities, but these difficulties are multiplied many times for
children with visual impairment.
Challenges of Early Intervention
More is known about the importance of early
experience and the appropriateness of strategies for successful intervention.
The challenges facing the field of visual impairment are far more complex than
they were 50 years ago. Today, all children have a fundamental right to an
adequate and appropriate education, regardless of the severity of the
disability. Educability is no longer synonymous with “schoolability” (Lippman
& Goldberg, 1973). Children previously under-served or denied access to an
education must now be identified and placed in the least restrictive
educational environment.
We have for too long represented to the world
that the blind need special treatment while at the same time beseeching the
sighted population to treat the blind without unusual or other-than-normal
attitude. This apparent contradiction has created in many countries a crisis
situation in the development of special education program planning. In this new
millennium, in order to build a future for blind children everywhere, we must
identify the differences that are unique to children with visual impairment to
ensure this population’s full growth in all areas of cognitive, psycho-social
and physical development.
Dr. Ferrell shares with us the history of
services for young children with visual impairment in the
In sharp contrast is the paper by Prof.
Sudesh Mukhopadhyay, which gives the reader an overview of early childhood
enrolment in the Asian Region, issues of unique needs that often compete with
needs for survival, and the new emphasis on trying to reach the girl child and
parents. These issues are addressed in the context of building on existing
programs in early childhood education for all children.
Fuch’s paper provides a brief overview on the
early intervention program in
Dr. Walthes’ presentation was originally
presented as the keynote for the 50th anniversary meeting of ICEVI in
These four papers all have the common thread
of the diverse needs of young children with visual impairment and the different
ways these countries address those needs. The reality is many things we need
can wait with the exception of these children.
”Right now is the
time his bones are being formed, his blood being made, and his senses are being
developed. To him we cannot answer ”tomorrow.” His name is TODAY. (Raynor,
1978).
Susan Spungin
Thematic Editor