Early Intervention

baby in a little roomBabies born with congenital vision impairments need to be taught to interact with their environment, even if they can’t see it.  It is widely recognised that “high-quality early intervention services are essential for promoting early development” (Chen, 2009, p. 3). A team of  specialists, including speech therapists, occupational therapists, physiotherapists, orientation and mobility specialists assess the developmental functioning of the child, profile strengths and weaknesses and produce a plan to work with the family to support the child (Chen, 2009; Thomaidis, Kaderoglou, Stefou, Damianou, & Bakoula, 2000).

Early intervention is focused around the child and recognises their dependence on the family (Brown, Galambos, Poston, & Turnbull, 2007). Therapists provide caregivers information to incorporate therapy into their daily routines and community (Keilty & Kristin, 2006). The NHS (2006) Developmental Journal for babies and children with visual impairment provides a thorough resource for professionals working with babies with vision impairments to assist them to develop tactile and auditory sensitivity, language, behaviour, learning, social and communication (NHS, 2006).

Dr Lilli Nelson’s believes that it is important to teach independence in learning right from the youngest stage of development. This Youtube clip shows Zoe in the Little Room, receiving feedback from many household items. Zoe in the little room

This is part of Dr Nelson’s Active Learning Approach, which:

  1. Emphasises toys and familiar items with sound and touch
  2. Emphasises everyone can learn, regardless of their disability
  3. Believes in the need for equipment to support feedback with the natural environment
  4. Applying active learning to the passive child
  5. Believes helping should not take over, or it creates dependence
  6. Believes there needs to be tolerance for inaction
  7. Stresses the need for the child to be in tune with their environment.

 

little boy using broom as cane

Early intervention will also focus on assisting a child to move through their environment, including pre-cane training.  Precane training uses a variety of items that children push around to navigate their environment, including toy lawnmowers, cornpoppers and brooms. By pushing these toys around, they learning information about obstacles, drop offs and staying safe.  More information about pre-cane training.

 

References:

Brown, I., Galambos, D., Poston, D., & Turnbull, A. (2007). Person-Centred and Family-Centred Support. In I. Brown & M. Percy (Eds.), A comprehensive guide to intellectual and developmental disabilities (pp. 351-361).

Chen, D. (2009). Guiding Principals in Early Intervention. In E. Trief & R. Shaw (Eds.), Every day activities to promore visual efficiency (pp. 3-19). New York: NY: AFB Press.

Keilty, B., & Kristin, M. (2006). Physical and social adaptions of families to promote learning in everyday experiences Topics in Early Childhood Special Education, 26(4), 219-233.

NHS. (2006). Developmental Journal for babies and children with visual impairment.  Retrieved from www.earlysupport.org.au

Thomaidis, L., Kaderoglou, E., Stefou, M., Damianou, S., & Bakoula, C. (2000). Does early intervention work? A controlled trial. Infants & Young Children: An Interdisciplinary Journal of Special Care Practices, 12(3), 17-22.