Lets Eat: Feeding a Child with a Visual Impairment

Jill Brody, Lynne Webber

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Summary:

This guide is intended to help parents and caregivers of young children with visual impairments teach competent feeding skills. After an introduction, a section on stages in learning to eat discusses eating behaviors of infants and young children with visual impairments at various ages. Examples of some specific problems and solutions are included. The next section discusses issues that may contribute to delayed development of mature feeding skills. These include diminished visual acuity, misinterpretation of a child's cues, tactile defensiveness, lack of anticipation, repetitive movements, behavioral issues, related impairments, neuromuscular problems, arching, tongue thrust, and immature reflexes. Information on four organizational resources is provided.
 

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Bibliographic Information:

Jill Brody, Lynne Webber. Lets Eat: Feeding a Child with a Visual Impairment (1994). Blind Childrens Center: Los Angeles, CA. (28 pages).

Language: English

Reading Level: Average

Formats Available: Printed Material

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Availability:

(Also available in video format for $35.00 )

Blind Childrens Center
4120 Marathon Street
Los Angeles, CA
90029

Phone: (800) 222-3566
Fax: (323) 665-3828

Email: cathy@blindcntr.org
URL: http://www.blindcntr.org/

Languages Available: English

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Related Items:

Learning to Play: Common Concerns for the Visually Impaired Preschool Child
Move With Me: A Parents' Guide to Movement Development for Visually Impaired Babies
Muevete conmigo: Guía para los padres sobre el desarrollo de movimientos de bebés impedidos de la vista [Spanish] [Move with Me: A Parent's Guide to Movement Development for Visually Impaired Babies]
Reaching, Crawling, Walking...Let's Get Moving: Orientation and Mobility for Preschool Children

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Producer Information:

Intended User Audience:

The intended audience for the material is parents and family members as well as service delivery personnel in early intervention and early childhood special education. 

Product Development:

Faculty, trainers, and service delivery personnel were involved in developing this material. This group represented the disciplines of early intervention and early childhood special education. English and Spanish-speaking professionals, along with families from both cultures worked on this material. 

Product Evaluation:

At the present time, no formal evaluation has been completed on this material. Currently, there are no plans for evaluation. 

Product Dissemination:

At the present time, 7377 copies of the English version of this material, 1002 copies of the Spanish version, and 803 copies of the video have been disseminated throughout the United States as well as worldwide. 

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