Starting Points: Instructional Practices for Young Children Whose Multiple Disabilities Include Visual Impairment
Deborah Chen, Jamie Dote-Kwan
This handbook provides basic information on the needs of young children (ages 3-8) whose multiple disabilities include visual impairments. Chapters address the following topics: (1) common disabilities associated with visual impairment, the primary educational needs of these children, and the complexity involved in teaching them; (2) the need for clearly defined program philosophies, goals and practices to promote meaningful learning opportunities, including meeting exceptional learning needs, involving the child as an active learner, and integrating objectives from various disciplines; (3) procedures to develop and to plan instruction that are meaningful to the child and important to the family; (4) selected instructional strategies such as task analysis, chaining and shaping, use of natural cues and instructional prompts, fading, and creating an environment that encourages active participation; (5) strategies for promoting communication with nonverbal children and those who have severe language difficulties; (6) specific adaptations and strategies for working on daily living skills; (7) roles and responsibilities of a behavior support team, orientation and mobility specialists, and an occupational therapist; (8) the development of an instructional program for a 4-year-old child with multiple disabilities, including visual impairment; and (9) strategies for facilitating communication between the special education and regular education teacher. A
Deborah Chen, Jamie Dote-Kwan. Starting Points: Instructional Practices for Young Children Whose Multiple Disabilities Include Visual Impairment (1995). Blind Childrens Center: Los Angeles, CA.
final chapter details a family's experience in parenting a little boy who is blind and has multiple medical needs. Each chapter contains references.
Reading Level: Average
Formats Available: Printed Material
Blind Childrens Center
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Languages Available: English
Intended User Audience:
This handbook is intended for service delivery personnel as well as administrators, college faculty and preservice educators who work in early childhood/early intervention settings with children from 3-5 years (primarily) who have visual impairments and other disabilities.
The level of experience is intended to be introductory and beginning.
The intent is that the material will be used with preschoolers who have visual impairments and other disabilities in general - no specific cultural or linguistic group is otherwise targeted.
The material was developed by personnel in the early childhood special ed, Occupational Therapy, Orientation and Mobility and Special Education/Visual Impairments fields.
The cultural background of the developers was Asian-American, Euro-American, and Hispanic American.
The material has not been translated into other languages.
The material has not been formally evaluated or field tested.
1,610 copies of Starting Points have been distributed. Dissemination has been national as well as some international dissemination to English-speaking countries such as England, Australia, Canada,
India, New Zealand and Switzerland.
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