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  1. 1. JosePresented by: Rina Rhea Co300607574
  2. 2. JoseYou are working as an ECE in a preschool room. Jose(age 4) is a child with low vision who has just startedin your room. Jose has just moved to Toronto. He hadbeen in a childcare center in Winnipeg before hisfather got transferred. Jose is an only child in a twoparent family, both parents work. Jose’s parents askyou about services in the Toronto area.
  3. 3. Jose’s NeedsFinancial help for familyVision impairmentresourcesNew environment andpeopleUnfamiliarityIntegration of differentmaterials and equipment inthe childcare environmentInclusion of Jose in allclassroom activities withadaptations made
  4. 4. Low VisionPeople who have low vision are sometimes called legallyblind’. This term refers to severe visual impairment (notnecessarily limited to distance vision). Low vision exists whena persons sight cannot be corrected to normal vision bywearing eye glasses or contact lenses but the person hassome vision. They use a combination of vision and othersenses to learn, although they may require adaptations inlighting or the size of print and sometimes Braille.
  5. 5. Changes to physical environment: Sensitivity Glare LightingFluorescent light is Children who are photophobic, maygenerally better Jose, need to:because it doesn’t castshadows Wear a hatTeachers should adapt and Wear heavily tinted glasses outsidecontrol lighting over a taskto ensure it is clear, well lit Wear lightly tinted or no tint Polaroidand without glare glasses inside Avoid reflected glare from whiteLights should be turned on tables and working areas or dirty orin the play area and wet should not becovered to allow the Avoid reflected glare frommaximum amount of whiteboards and computer screens.natural light to enter theroom
  6. 6. Changes to the physical environment: Contrast Working DistanceColor contrast helps will help Jose to Jose should sit at the front of theidentify objects and outlines during group during activities such asan activity and can also help with his story time. He may need to movedepth perception to the left or right side to accommodate his vision.Use colored paper that contrasts wellwith the tabletop Ensure the Jose sits next to staff during music time or other activitiesUse crayons and paints that are when he needs to copy bodystrong in color and provide good movements. The teacher maycontrast to paper need to demonstrate the movement directly to Jose andGlue sticks that are a different color: provide verbal information duringblue, pink, or green the activity.During meal time, mats should be Jose should be encouraged toboldly colored in contrast to the color scan large areas systematicallyof the drink. and effectively so he doesn’t walk into swings, bump into people, or trip on objects in his pathway.
  7. 7. Changes to the physical environment: Time SafetyJose may need additional The goal is to help Jose achieve independence:time to make sense of hisworld and tasks. Mark Jose’s locker or pegs with a bright ribbon or another shiny fabricJose may take longer to Encourage children to place everythingfind details in pictures or back in the same place to uphold routine and familiarity for Josecomplete a puzzle or tofind food on his plate. Encourage staff and children to be tidy with drawers, cupboard doors and doors.Jose needs time to adjust Doors should either be closed or open. Half open doors are a safety changes inenvironment, including Teach other children to ask for toys by name before taking the toys to anotherlighting. area
  8. 8. Teaching Strategies: Shadows Peer SupportDuring an activity, Jose All children in theneeds to be positioned toavoid shadows. classroom should be encouraged toTeachers should avoid introduce themselvesstanding or sitting with their by nameback to the light source asthe child will only see asilhouette. The children should be prompted to tell Jose ifJose must be given time for they are going to leavehis eyes to adjust to changesin lighting conditions. the play area or if a another child arrives,Jose may need more time to or if people enter oradjust to these changes so it leave the important to move slowlyfrom one area to another.
  9. 9. Teaching Strategies: Participation FamiliarityChildren with a lack of vision Jose may need to be shown the location of activities before starting are very good at avoiding the day. If Jose cannot see an tasks they may find activity at the end of the room or challenging. playground, he won’t be tempted to try it. Jose should continue to try Teachers should remember to move these tasks he may find close to Jose when communicating challenging and teachers so Jose knows who is speaking, where and what is required should make the necessary adaptations Staff should reassure Jose explain the new surroundings and give him Jose should be encouraged detailed descriptions of where they to keep trying and teachers are standing and what is around them should offer plenty of praise and encouragement for The key is to help Jose become achievements. familiar to the area so that he is comfortable independently
  10. 10. Teaching Strategies: Be specific ObservationsTeachers should use Teachers shouldspecific language todescribe actions to Jose. continue to observeReplace "over there" and and record Jose and"under there" with specific his behavior in the newlanguage such as "under environmentthe table" and "on themat". Teachers should beTeachers must understand consistently building athat inconsistencies in partnership with theJose’s behavior does notmean that he is tricking or parents in order to helplazy but may mean that the Jose reachhe is having difficulty with independencethe visual tasks
  11. 11. The Ontario Foundation for Visually Impaired Children Service areas: Durham Region ; Halton Region ; Peel Region ; Toronto ; York Region
  12. 12. The Ontario Foundation for Visually Impaired Children“In collaboration with other involved professionals, a consultant willdevelop a family-centered plan that addresses the developmental andunique learning needs of children with a visual impairment, with or withoutadditional disabilities. Programming emphasis is placed on the uniqueteaching strategies and learning styles of children with a visual impairmentto facilitate their over-all development, environmental access, andinteractions with their family and community.”"OFVIC - Home." OFVIC - Home. N.p., n.d. Web. 2 Apr. 2012. <>.Hours: Mon-Fri 8:30 am-4:30 pmEligibility: Ages: 5 year(s) and under. Diagnosis of a visual impairment (Blind or have low vision) supported by an Ophthalmologists reportReferrals: Referrals are made through the Central West Blind - Low Vision Early Intervention Program 905-855-3557Fees: None
  13. 13. The Ontario Foundation for Visually Impaired ChildrenPrimary Contact: Location:Lindsay Hillier, OFVICs day school and offices are located at Program Director, the High Park Forest Family and Community School in Toronto Resource Program;Phone: 416-767-5977 Website:Email:
  14. 14. Canadian NationalInstitute for theBlind Service Areas: Halton Region ; Peel Region
  15. 15. Canadian National Institute for the Blind“CNIB provides community-based support, knowledge and a nationalvoice to ensure Canadians who are blind or partially sighted have theconfidence, skills and opportunities to fully participate in life. * servicesinclude: counselling and training * services for children and families *independent living skills * orientation and mobility * computer training *consumer products * assistive technology * low vision services *accessible design services * accessible text services” "CNIB - Seeing beyond vision loss ." CNIB – Seeing beyond vision loss . N.p., n.d. Web. 3 Apr. 2012. <>.Hours: Mon-Fri 8:30 am-4:30 pm (by appointment only)Referrals: NoneFees: NoneLanguages: English ; Interpretive Services
  16. 16. Canadian National Institute for the BlindAddress: Primary Contact:Erindale Corporate Centre Cathy Tufts, Regional Supervisor, Client1270 Central Pkwy W, Ste Services; 100 Phone: 1-888-275-5332 extMississauga, ON L5C 4P4 5367; Email: cathy.tufts@cnib.caTTY Phone: 905-275-4409 Website: www.cnib.caOffice phone: 905-275- 5332
  17. 17. Zonta AccessiblePlayground Service Areas: Mississauga
  18. 18. Zonta Accessible Playground“Public park, owned and maintained by the City of Mississauga *innovative, barrier-free play space for people of all ages and abilities toplay and explore together, in a public park * islands offer distinct playareas that stimulate the senses, including touch, scent, sight andhearing”"Zonta Club of Mississauga - Zonta Accessible Playground." Zonta Club of Mississauga. N.p., n.d. Web. 3 Apr. 2012.<>. Eligibility: All ages Location: 410 Rathburn Rd W. Mississauga, ON Office phone: Mississauga Recreation & Parks 905-615-4100 or 311. If calling outside City limits call: 905-615-4311. TTY: 905-896-5151 Website:
  19. 19. City of Toronto TorontoPreschool Speech andLanguage Services Service Areas: Toronto, Peel Region, York Region, Mississauga, Waterloo, Niagara, Thunder Bay, London
  20. 20. City of Toronto Toronto Preschool Speech and Language Services“The Blind – Low Vision Early Intervention Program services areavailable to families who: live in Toronto, have a child from birthuntil school entry, are concerned about their childs vision, have achild that has been diagnosed by an ophthalmologist (a medicaldoctor who specializes in eyes) as being blind or having lowvision”“Welcome to Toronto Preschool Speech and Language Services." Welcome to Toronto Preschool Speechand Language Services. N.p., n.d. Web. 2 Apr. 2012. <>.Location: Hours: Monday-Friday 830-430 Toronto Public Health Office: 416-338-8255 225 Duncan Mill Road, TTY : 416-338-0025 Suite Website: 201, Toronto, ON,
  21. 21. City of Toronto Toronto Preschool Speech and Language ServicesEligibility: One or more of the following exists: • Visual Acuity of no better than 20/70 in the better eye after correction • Visual Field restriction to 20 degrees or less • A physical condition of the visual system which cannot be medically corrected and as such affects visual functioning to the extent that specially designed intervention is needed.Referral: Children and families who require the services of the Blind – Low Vision Early Intervention Program can be referred by calling 416- 338-8255 and/or faxing a Vision/Eye Report Referral Form to 416-338-8511. Referrals may be made by anyone, however the presence of one or more of the conditions listed above must be confirmed by an Ophthalmologist.
  22. 22. Other Resources:Ministry of Children and Community Care Access Youth Services: Center: cs/English/topics/specialneeds/sp ecialservices/index.aspxContact: Contact: 310-CCAC (2222) Toronto Region
477 Mount Pleasant Road 
3rd floor Child and Family 
Toronto, Ontario M7A 1G1 
 Benefits:Tel.: (416) 325-0500 http://www.cra-TTY: (416) 325-3600
  23. 23. Works Cited"CNIB - Seeing beyond vision loss ." CNIB – Seeing beyond vision loss . N.p., n.d. Web. 3 Apr. 2012. <>." Parenting and Child Health - Health Topics - Vision impairment." CYH Home - Home. N.p., n.d. Web. 2 Apr. 2012. < 114&np=306&id=1873>.“Assisting a young child who is vision impaired in the preschool or school classroom - Resources - Vision Australia Website." Home - Vision Australia Website. N.p., n.d. Web. 2 Apr. 2012. <>."BLV Parent resources - Toronto Preschool Speech and Language Services." Welcome to Toronto Preschool Speech and Language Services. N.p., n.d. Web. 2 Apr. 2012. <>.
  24. 24. Works Cited cont’dInclusion of Children with Special Needs. Toronto: Centennial College- Early Childhood Education, 2011. Print."OFVIC - Home." OFVIC - Home. N.p., n.d. Web. 2 Apr. 2012. <>."Ontario Foundation for Visually Impaired Children." Organization / Program Search. N.p., n.d. Web. 2 Apr. 2012. <>."Welcome to Toronto Preschool Speech and Language Services." Welcome to Toronto Preschool Speech and Language Services. N.p., n.d. Web. 2 Apr. 2012."Zonta Club of Mississauga - Zonta Accessible Playground." Zonta Club of Mississauga. N.p., n.d. Web. 3 Apr. 2012.