ZQMS-ARC-REC-002

ASSIGNMENT COVER

REGION: Mashonaland West

PROGRAM: Bachelor Of Science Special Education INTAKE: 29

FULL NAME OF STUDENT: Celani Mukome PIN: P188163W

MAILING ADDRESS: 7722 Ruvimbo 1

CONTACT TELEPHONE/CELL: 0774 323 447 ID. NO.: 08-540546 B58

COURSE NAME: Educations With For Students With Visual Disabilities

COURSE CODE: SPED 202

ASSIGNMENT NO. e.g. 1 or 2: 2 DUE DATE: 19/10/19

ASSIGNMENT TITLE:

Discuss the educational interventions which can be given to a child who loses sight
before pre-school
MARKER’S COMMENTS:
______________________________________________________

______________________________________________________________________________

OVERALL MARK: _____________ MARKER’S NAME: ________________________

MARKER’S SIGNATURE:_______________________________ DATE: ______

This essay is going to discuss Educational interventions which can be given to a child who

loses sight before pre-school. To begin with, visual experience is crucial and it is also crucial

to help the child learn to integrate alternative sensory information. Lieberman Byrne, et al

(2008) cites that limited functional abilities blind children to perform daily tasks and poorer

fitness decrease opportunities to learn and improve motor skills. In addition, Brambring, 2006

Brambring 2007 Fazz, Bova, Ondei and Branchi 2005,Jan et al (1990) suggest that early

detection of developmental delays and appropriate intervention programmes could reduce or

even prevent skills in children with visual impairment.

However, there are key words to be defined which are interventions, sight and pre-school.

Intervention means any interference that may affect the interests of others. It is the act of

intervening interposition. Sight means see accurately as to sight an object. Pre-school is an

education institution for children too young for elementary school.

Fazzi et al (2005) asserts that the proper assessment of the bilateral coordination is essential

to creating programs to improve motor development in the specific case of children with

severe visual impairment. In addition Fazzi et al 2005 suggests that the cause of the deficits

could be different among children with visual impairment that in their sighted peers as by

auditory-motor coordination. However, Noordzy, Zuidhoek and Postman (2007) found that

for visual imagery, people use the channels currently available such that hap tic for the blind,

visual for the sighted.

Furthermore, Cion et al (2000) Guzzetta et al 2001 cite that measures of visual system

integrity constitute reliable indicators of neurological status and brain function integrity,

especially in pre-term children. In addition Cioni et al (2000) Meuri et al (1999), O’Reily et

al (2010)emphasizes that early visual impairment is essential, the earlier they are discovered

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the sooner intervention. Programs can be implemented which can positively influence the

cognitive outcome of visually impaired children.

According to Chen (2001) multiple children with visual impairment and especially those with

visual impairments may require direct language instruction in order to develop language

skills. In addition, Asha (2008), Saslha 2011 highlight the need to include speech language

therapists in the early intervention team for children with visual impairment. However, Asha

2008, Sasha 2011 suggests that early intervention known to augment young children’s

development and promote better long-term functional outcomes for both the child and the

family.

Furthermore Akin, Atasvan, Turan ad Kayihan (2007) suggest that the motor skills of

children with low vision may improve when they are involved in rehabilitation programs.

However Ellinoudis et al, (2011), Creuze, Jongmans Schoemaker, and Smits-Englesman

(2001) assert that valid and reliable motor tests are essential to identify those who might

benefit from intervention and to monitor motor development. According to Houwen et al

2009, Skaggs and Hopper (1996) although the validity and reliability of such tests have been

demonstrated in children with normal sight when applied in those with visual impairment the

tools often undergo changes in materials and procedures and in these cases there are no stat

on validity reliability.

According to Hartwell 1985, Leeler et al (2000) pre-school period of a child’s life is a

decisive factor for his or her future development. However Brown, Simmons and Methvin

(1991) assert those early interventions of blind and visually impairment children and their

families is systemic interdisciplinary team and professional support to the blind or visually

impaired child from the time of birth to the time he or she goes to school.

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In addition Schneekloth (1989), Skellenger and Hill (1994), Troster and Bramming (1994)

cite that it is intended for a blind or visually impaired child and his or her family to get

included into the narrow and wider social environment as equally and competitively as

possible. Furthermore Bishop (1996), Kekelis, Sacks (1988), the first step to inclusion

signifies equal opportunities for the blind and visually impaired in education, at work in

partnership and life in general.

According to Ferrel (2000), Ferrell, Shaw and Dietz (1998) early intervention of the blind and

visually impaired children should start immediately after birth of the child or immediately

when risk factors are discovered. However in relation to child’s needs and his or her

personality Hyebner, Nerk-Adam, Stryker and Wolffe (2004) assert that different experts take

part in early intervention that is paediatricians, physiotherapists, play therapists, speech

therapists, nurses, special education teachers and social workers. In addition Chen (1999)

cites that early intervention is based on and integrated approach to the child and does not

divide him or her into medical psychological, social and pedagogical part.

Furthermore Rogow (1988) state that ages two to thirteen are crucial periods for language

learning. However Rogow (1988) suggest that this is the best period to intervene rather than

after puberty. He notes that language and speech disorders associated with neurological

impairment included perception disorders decoding and encoding speech. Therefore for this

reason, warren (1977) recommends the need for experience and verbal usage to grow

together. In addition Perez-Pereira (1990) also says that the use of rhymes and songs is also

important for children with visual impairment learning language.

According to Soriano (2005) early intervention is not intended for professional support and

empowerment of the child only. He argues that the parents are also in need of suitable

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professional help and support, since they find themselves in a new unexpected role, at which

they need professional guidance.

According to Buckman (1992), Dickson, Huels and Murphy (1983), Dube et al (2003)

opthalmogists is usually the one who has to communicate to the parents the news on

blindness of their child, therefore a lot of attention is given to the very education paediatrician

ophthalmologists and other medical staff in the field of communication, interpersonal

relationship and empathy development towards the child’s parents and their siblings.

Furthermore Ferrel (1994) argues that a psychologist with intensive knowledge from the field

of motivation of incentives offers the parents the opportunity to give meaning to this type of

incentives for optimal development of their blind or visually impaired child. In addition

McHigh, (2003) asserts that the siblings of visually impaired child are in need of help and

support. However Chapius (2000) asserts that when grandparents or other relations of the

child with special needs are partly involved in education, they should be included in full early

intervention.

According to Chapman (1978), children with visual impairment lack non-verbal strategies.

However facial and body expressions are very important as they accompany speech. In

addition Warren (1977) recorded that blind children are worse than the sighted in expressing

bodily action. Furthermore Eisentadt (1955) recorded that the way blind children expressed

themselves. However Eisentadt asserts that a visually impaired child can be taught to make

facial expressions and gestures this can be done in drama lessons.

In conclusion Mills (1993) observes that visually impaired children do learn language

successful, although they would be using alternative routes, because of lack of sight.

However Perez Pereira and Castro (1992) agree with the view that lack of sight is not

necessarily the cause of serious language impairment.

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Reference

1. Bishop V.E (1996) Teaching Visual Impairment, Children Springfield IL; Charles C

Thomas.

2. Brabrim M (1996), Early Intervention With Blind Children; Man Finding of the

Biefeld Longitudinal Study.

3. Chapman E (1978), Visually Handicapped Children and Young People; London,

Routlege and Kegan Paul.

4. Perez Pereira M (In Press 1990) Limitations, Repetitions, Routines and the Child’s

Analysis of language; Insights for the Blind; Journal of Child Language. Education

5. Warren D.H (1977); Visual Impairment in Kauffman J.M and Hallahan D.P

Handbook for Special Education Engelwood; Cliffs, Prentice Hall.