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1. University of Western Ontario
April 8th
, 2013 Lindsay Hillier
Manager, Training and
Quality Assurance, BLVEIP
Visual Impairments
in Young Children
2. Agenda
• Overview of the Ontario Blind – Low Vision Early
Intervention Program
• Overview of common childhood visual impairments
• Impact of visual impairments on
service providers’ programming/goals
• Suggestions for modifying
audiologists’ test procedures for
children with visual issues
3. Ontario Blind – Low Vision
Early Intervention Program
• Implemented September 1st
, 2007
• 12 Regional Lead Agencies
across the province
3
4. 4
Program Goal
To promote an integrated system
of services and supports across
the province for families with
children who are blind or have low
vision, promoting:
early identification
intervention
support
6. Components of the Ontario BLVEIP
6
1. Early Childhood Vision Consultants (ECVC)
The Child/Parent ConnectionThe Child/Parent Connection
Attachment
Routine based support
The Child’s Skill DevelopmentThe Child’s Skill Development
The Child’s Ability to Function within hisThe Child’s Ability to Function within his
EnvironmentEnvironment
The Child within hisThe Child within his CommunityCommunity
Many children will have a number of
professionals providing service / therapy
7. Components of the Ontario BLVEIP
7
2. Family Support Workers
3. Provincial BLVEIP Training and
Development Centre
• Support to the 12 Regional Programs: individual
ECVCs and BLV Coordinators
• Provide the MCYS formal training for new ECVCs.
• Work with the Ministry of Children and Youth
Services, Early Learning and Child Development
Branch in the development/revisions of the BLV
service guidelines and provincial BLV work plans.
8. Areas Currently Served by Surrey Place Centre’s
Blind – Low Vision Early Intervention Program
Early Childhood
Vision Consultants:
•Toronto
•Durham
•York
•Peel
•Halton
8
9. Prevalence of Visual Impairments
• Approximately one child in a thousand
• Approximately 1% of all children with disabilities
• Approximately 50-70% of children with visual
impairments have additional disabilities
10. Defining Visual Impairment
Visual Impairment is defined as an impairment in
vision that, even with correction, adversely affects a
child’s interaction with his environment and may affect
the ability to access early learning opportunities and
educational material.
The term includes both low vision and blindness. Visual
impairment refers to the abnormality of the eyes, the
optic nerve or the visual center for the brain resulting in
decreased visual acuity and/or visual perceptual abilities.
14. Sensory experience from the external world
can influence how the brain wires itself
up after birth.
Visual experience is crucial for a child's
vision to develop normally -- a "use it or
lose it" situation.
Society for Neuroscience, 2007
15. 15
Babies Count
The National Registry for Children
With Visual Impairments,
Birth to 3 years
Deborah Hatton, Ph.D., & Sarah
Ivy, M.Ed.
Vanderbilt University
Burt Boyer, M.A.
American Printing House for the
Blind
September 2012
US National Data
22. Our Brain Operates like a Library
This analogy is more
accurate for children
with CVI as the image
arrives to the brain but
the brain has trouble
deciding what to do with
it
•Categorizing incoming
visual information
•Retrieving stored
visual information
26. We all went back to ourWe all went back to our
‘library’ to find a book‘library’ to find a book
that we stored. Thethat we stored. The
name we gave these inkname we gave these ink
blots are names ofblots are names of
previously stored visualpreviously stored visual
information.information.
27.
28.
29.
30. What is the
Foreground and what
is the Background??
The Coffee Beans or
the Face?
Figure-Ground
31. The “Primitive and often
Unconscious” part of our brain
Registers and
causes a
quick
response to
MOVEMENT
This is often still intact for children with CVI.
32.
33. Common Characteristics of Children with CVI
Program Implications• Face recognition difficulties
• Object generalization difficulties
• Object invariance difficulties
• Light gazing
• Visually attentive to colour
• Visually attentive to movement
• Latency
• Visual attention differences based on object placement
• –Complexity difficulties
– /Targets Objects
– Sensory Environment
– Array
• .Preference for familiar vs novel
• Visual motor behaviours
39. No Turning to Auditory Stimuli
You may need
to look for
atypical
responses to
the auditory
stimuli
Example: Some children will consistently roles their eyes in an
upward position when listening
40. Using vision after hearing
something occurs because
vision is giving more
.information
Many children with visual impairment areMany children with visual impairment are
getting more information from theirgetting more information from their
hearing then their vision therefore will nothearing then their vision therefore will not
.turn to sound.turn to sound
41. Many of the children
have physical issues
limiting their ability to
.turn their head
The turning of the head is not establishedThe turning of the head is not established
for many of the children -----for many of the children -----
------ too much work for little payout!------ too much work for little payout!
43. Keep Stimuli Close
.Visual items need to be close
Many children with CVI
have difficulty attending to
.objects in the distance
44. May Need to Repeat
After waiting for a
,response you may need to try
.again
Many children with CVI
have difficulty attending to
.objects in the distance
45. Ontario Blind – LowOntario Blind – Low
VisionVision
Early InterventionEarly Intervention
ProgramProgram
For specific recommendations and
suggestions, please contact your local
EARLY CHILDHOOD VISIONEARLY CHILDHOOD VISION
CONSULTANTCONSULTANT
50. Communication Systems
Can the child visually access
the communication system?
–Visual Motor
–Visual perception /
Functionally
–Cognitively
51. May need to use:
• CONCRETE ITEMS (easiest)
• PHOTOGRAPHS (more difficult)
• LINE DRAWINGS
(may or may not require both a
higher visual and cognitive ability)
52. Which Symbol is easier for a
child with CVI??
Need to be open to experimenting…..Need to be open to experimenting…..
–– There is no one answer!There is no one answer!
53. What is the best presentation of
communication materials?
Vertical or Horizontal Presentation?
56. • /Sufficient space between pictures symbols
• /Expect a consistent response with 2 choices
.presentations before increasing
• Using a consistent colour to
’anchor the child s visual focus
• Check for levels of glare
on materials
Other Considerations
Editor's Notes
Seneca College - November 3rd, 2008 Lindsay Hillier, Program Director, Ontario Foundation for Visually Impaired Children
CVI - A Functional Look Lindsay Hillier, Training and Development Centre, BLVEIP, OFVIC
