1. MEETING THE NEEDS OF
CHILDREN AND FAMILIES:
Jose
Alviya Vawda
Inclusion of Children with Special
Needs
ECEP- 233
April 4th, 2011

2. JOSE: CASE STUDY
“You are working as an ECE in a
preschool room. Jose (age 4) is a child
with low vision who has just started in
your room. Jose has just moved to
Toronto. He had been in a childcare in
Winnipeg before his father was
transferred. Jose is an only child in a
two-parent family, both parents work.
Jose’s parents ask you about services
in the Toronto area” (Case Studies, Week

3. A LOOK AT JOSE’S CASE
The following are the main points I picked up on and feel are huge
factors when looking at Jose’s case. I have included an explanation
for why each point is significant.
 Jose has low-vision: This may impact the type of experiences and
materials Jose can work with. I must consider what adaptations need to be
made to the experiences and materials to meet Jose’s needs. In no way
should Jose be excluded but steps should be taken to include him in all
aspects of the childcare.
 Jose is an only child, in a two parent family: This is
important to know because both parents can be asked questions
about Jose, in an attempt to get to know Jose better. Also since Jose
is an only child we know that his parents attention is focused on him.
 He and his family are new to Toronto: This may mean that
Jose and his family do not know a lot about life in Toronto.

4. A LOOK AT JOSE’S CASE CONTINUED
... to Toronto and thus
 Jose’s family moved from Winnipeg
are not new to the country. This is important because this may mean
there won’t be a language barrier and the family is familiar with
life, laws etc in Canada. Also the family may have accessed
national services in Winnipeg that have branches in Toronto.
 The move was due to a job transfer. This is important to
know because the family did not move due to a calamity or other
dire reasons. This is important to know as the family will may not
need extra social support services as a family with an emergency
would require.
 Jose’s parents have asked about services in the area.
Since the parents have asked for the services, getting permission
in the way of a Form 14 sign will be easier to do.

5. WHAT IS NORMAL VISION VS. LOW
VISION?
Normal vision is the “ability to see comfortably what is
around us, whether far away or near, with or without
glasses” (CNIB, 2011). Normal vision is considered anything
between 20/20 and 20/30. This means that a person can
see objects as far as 20 feet away clearly. Any small
changes of up to 20/60 is manageable for most people. It
just means that they can see at 20 feet what people with
20/20 vision could see at 60 feet (CNIB,2011).
In comparison low vision is changes in vision anywhere from
20/60 to 20/190 which makes visual activities for the
individual difficult. (CNIB, 2011). Many times low vision is

6. FACTS ABOUT LOW VISION
An important thing to remember is low vision is not the same
as being blind. An individual can still see but at a very
short distance. In order to be considered blind a person’s
vision must be 20/200 or more (CNIB, 2011).
Many people associate low vision as an elderly person
issue. This may be due to the fact that the majority of
individuals with a low vision issue are elderly however low
vision can occur at any age (CNIB, 2011).

7. CAUSES OF LOW VISION
Many people believe that watching TV for extensive
periods of time is the cause for low vision. This is
untrue. The following are a list of causes for low
vision:
 Birth defects
 Injuries
 Certain diseases of the body
 Commonly it is due to scarring because of deterioration of
the
light-sensitive tissue that lines the back of the eye (retina).
 Cataract
 Glaucoma
 Damage to the optic nerve (carrier for visual images to the

8. A LOOK AT LOW VISION
This is a diagram of a normal human eye*. The blue arrows indicate where damage
typically is seen for an individual with low vision. Please note that not ALL
problems are seen in one eye.
Damage to optic nerve
Scarring or
deterioration of retina.
Cataract (clouded lens)
*Image from http://www.nei.nih.gov/health/eyediagram/images/NEA08.gif. Arrow notes added in,

9. HOW IS LOW VISION DIAGNOSED?
Typically an optometrist “conducts eye examinations, prescribe
glasses and diagnoses some eye disease” (Class notes, Week 9).
For further help an optometrist will refer an individual to a
ophthalmologist. Ophthalmologist are trained to conduct “eye
exams, provide medical eye care, surgical eye care, diagnosis
and treat eye conditions related to other diseases, like
diabetes, arthritis , or brain conditions ( multiple sclerosis/optic
neuritis), carry out eye disease and injury preventive services
and plastic surgery” (WebMD, 2011).

10. AFTER LOW VISION HAS BEEN DIAGNOSED.
After a ophthalmologist diagnoses low vision, he/she may refer you
to “other low-vision and rehabilitation specialists or suggest low-
vision aids” (CNIB, 2011).
Examples of low vision aids:
Optical Devices Non- Optical Devices
Magnifying glasses Large print reading material
Strong reading glasses Large print on household
devices such as
telephones, calculators
(CNIB,2011).

11. EFFECTS OF LOW VISION
Low vision effects children in each area of development.
Here are some examples in each group
 Physical Development
Gross and fine motor skills such as hand-eye- coordination are slow to
develop.
 Intellectual Development
Difficulty reading and writing
 Social and Emotional Development
Interaction with others
 Cognitive Development
“Concept development(e.g., object identification, function, and
characteristics)” (Ministry of Children and Youth Services, 2010)

12. FIRST STEPS IN INCLUSION
 Talk with Parents
This is discussed further in slide 17. Ask Jose’s parents to fill out a Form
14 to begin the search for appropriate services (Class notes: Week 5).
 Talk with Jose
Learn what Jose is interested in, what he feels he wants to learn and
develop at.
 Talk with Staff
Discuss what you have learned by talking to Jose, and his parents. Plan
ways to implement strategies and brainstorm ideas to best include
Jose at the centre.
 Individual Program Plan
“Assist in creating and implementing an IPP. [Provide] thoughts, ideas,
observations, strategies and solutions” (Class notes: Week 5).
 Contact a Resource Consultant
The resource consultant will assist Jose’s family, and the staff of the
centre in learning the strengths, needs, goals and more for Jose.

13. HOW CAN JOSE’S NEEDS BE MET?
Physical Environment
Due to Jose’s disorder being visual I felt the following
changes should be made.
 Enlarge the font on all objects meant for children’s
use. These would include cubby names, various
centres names, calendar, daily schedule, clock etc.
Include simple, large pictures where applicable
(Medicine Net, 2004).
 There can be audio recorded versions of books
available.
 If Jose knows Braille and is comfortable using it,
signs and books in the room can be included in
Braille.
 Adjust lighting (Medicine Net, 2004)
 Contrasting colors to make objects stand out

14. HOW CAN JOSE’S NEEDS BE MET?
Physical Environment
Stabilize:
“Secure toys or materials” (Class notes: Week 5). This is
important as coordination is sometimes a problem for
children with low vision (Albinism, 2002).
Enhance:
Use bright colours to make objects stand out. This relates
back to using contrasting colours in the room to make
them easier to see.
Enlarge:
Enlarge toys and materials that Jose uses to make them
easier to see and handle. Example: use large beads or
objects such as paper towel rolls to sting beads. (Class
notes: Week 5)

15. HOW CAN JOSE’S NEEDS BE MET?
Teaching Strategies
 Giving instructions
This may be an effective strategy for Jose because it is verbal
rather then visual. Giving instructions can help Jose out a lot
when he first comes to the centre and is getting use to how things
work. The staff and I will use this strategy to let Jose know what
we may be doing next, or how to carry out a new task or skill.
Hand over Hand
This strategy can be effective because it is a full physical prompt.
It will help the staff teach the necessary steps of everyday tasks
to Jose.
 Prompting & Fading
As Jose gets familiar with the centre the staff and I will fade on
the strategy of giving instructions. From giving full instructions we
will fade to prompting and over time saying nothing at all.

16. TEACHING STRATEGIES
 Visual Communication
This strategy can be adapted to meet Jose’s needs.
Children with low vision often struggle in the area of
language development. This strategy will not only help Jose
communicate but also “say and use more verbal words”
 PECS
PECS stands for picture exchange communication system.
Jose could use this system to communicate with staff about
something he may need or want (Class notes: Week 8)

17. HOW CAN JOSE’S PARENTS BE INCLUDED?
The first steps to include Jose in all areas of childcare is
to speak with his parents about Jose. Some of the
things that I feel would be important to discuss are:
 What areas of development is Jose strong in?
 Which areas of development is Jose working on?
 What interests does Jose have?
 Does Jose use any visual aids? If yes, which ones?
 What services were used in Winnipeg?
 What strategies are used at home to help Jose?
 What strategies were used at the Winnipeg childcare
centre to include Jose?

18. HOW CAN OTHER CHILDREN BE
INCLUDED?
 There can be children’s books in the room that
help the other children understand what low vision
is.
 Children who are strong in an area that Jose is
working at can be paired with him and help him
develop in the area further.
 If Jose is comfortable doing so, he can discuss
with the group what low vision is and how life is for
him.

19. AGENCIES FOR LOW VISION IN TORONTO
CANADIAN NATIONAL INSTITUTE FOR THE BLIND TORONTO PRESCHOOL SPEECH AND LANGUAGE SERVICES:
BLIND-LOW VISION EARLY INTERVENTION PROGRAM
Type of agency: Registered charity. Type of agency: Intervention Program. A referral
Phone: 1-800-563-2642 can be made to access family support, intervention
of consultation services (Ministry of Children and
National Office: 1929 Bayview Ave Youth Services, 2011).
Toronto, ON M4G, Canada
Phone: 416 338 8255
Website: http://www.cnib.ca/en/
Website: http://www.tpsls.on.ca/blv/index.htm
CANADIAN COUNCIL OF THE BLIND
Type of agency: National organization that provides
peer support, advocacy public awareness, learning
and empowerment (CCB, 2010)
Phone: (613)567-0311
National Office: 401 - 396 Cooper St. Ottawa,
ON K2P 2H7 Canada
Provincial chapters can be
contacted
Website: http://www.ccbnational.net/content/

20. FOCUS ON ONE AGENCY:
CANADIAN NATIONAL INSTITUTE FOR THE
Contact Information:
BLIND
 Phone: 1-800-563-2642
 National Office: 1929 Bayview Ave
Toronto, ON M4G, Canada
 Website: http://www.cnib.ca/en/
Their Vision:
“CNIB is a registered charity, passionately providing community-based
support, knowledge and a national voice to ensure blind and partially sighted
Canadians have the confidence, skills and opportunities to fully participate in life”
(CNIB,2011).
Service Jose and his Family will Benefit From:
“Child and Family Services: Provides supportive counselling, service
coordination, information, advocacy and programming for children and their families.
Early Intervention Services Specialists work with children from birth to school age
and their families to assess developmental needs associated with vision loss, taking
into consideration additional disabilities, and environmental needs to help
schools accommodate students with vision loss” (CNIB, 2011).

21. BIBLIOGRAPHY
Class notes:
Inclusion of Children With Special Needs ( Week 4, Week 5,Week 6, Week 8, Week 9)
Websites:
 The National Organization for Albinism and Hypopigmentation (2002) How does low vision affect
motor skill and coordination development? http://www.albinism.org/faq/children.html#Anchor-How-
46384 (March 28th, 2011)
 Canadian Council for the Blind (2010) Contact Info
http://www.ccbnational.net/content/index.php?option=com_content&view=article&id=50&Itemid=53
(March 28th,2011)
 CNIB (2011) What is Low Vision? http://www.cnib.ca/en/your-eyes/eye-conditions/low-vision/ (March
9th, 2011)
 Medicine Net (2004) Low Vision, What Does It Mean?
http://www.medicinenet.com/script/main/art.asp?articlekey=22102&page=2 (March 23rd, 2011)
 Ministry of Children and Youth Services (2010) Blindness and low vision
http://www.children.gov.on.ca/htdocs/English/topics/earlychildhood/blindnesslowvision/index.aspx
(March 27th, 2011)
 Ministry of Children and Youth Services (2010) Services for children who are blind or have low
visionhttp://www.children.gov.on.ca/htdocs/English/topics/earlychildhood/blindnesslowvision/brochure.
aspx (March 27th, 2011)
 Toronto Preschool Speech & Language Services (2010) Blind –Low Vision Early Intervention Program
http://www.tpsls.on.ca/blv/index.htm (March 28th,2011)
 WebMD (2011) Eye Health Information Centre: Eye Doctors: Optometrists and Ophthalmologists
http://www.webmd.com/eye-health/eye-doctors-optometrists-ophthalmologists (March 11th, 2011)

22. BIBLIOGRAPHY
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