**4. A team approach for meeting the needs of learners with visual impairments**

Because children with visual impairments fall into a category of "low-incidence disabilities," early childhood educators who work within inclusive settings may only encounter students with visual impairments on a limited basis throughout their careers. In addition to the challenge of having minimal to no experience in delivering services that meet the unique needs of these students, early childhood educators may also not recognize that there are disability-specific specialists who are trained to work directly with these students.

In order to effectively serve students with visual impairments within inclusive settings, early childhood educators must recognize and understand that learners with visual impairments have unique needs. Even the youngest of students with visual impairments access information using a range of tools, including enlarged print, Braille, technology, screen-reading applications, audio output, and closecircuit televisions (CCTV). The tools being used by learners with visual impairments will vary based on age, individual capabilities, learning characteristics, and the extent of vision loss. Adaptations are determined by team decisions, after an assessment is completed by a certified teacher of students with visual impairments (TVI) and/or orientation and mobility (O&M) specialist.

Due to the complexities of vision loss that go beyond a typical classroom learning environment, early childhood educators who have students with visual impairments in their classroom settings can—and should—request services from professionals who are specialized in visual impairments and trained to work with children who have vision loss. Often times, these specialists are hired on an itinerant basis, meaning that they will come to the classroom setting and work with children who require their services on an as-needed basis as determined by the educational team. By working collaboratively with educational and mobility specialists to assist with assessment, planning, teaching, and implementation of strategies to address the expanded core curriculum (ECC)—including Braille, technology, and orientation and mobility (O&M) within inclusive settings, children with visual impairments who receive specialized services will receive a broad range of educational services to meet their unique needs.

#### **4.1 Specialists serving low incidence populations**

According to federal mandates, states are required to provide all students with a free, appropriate public education (FAPE). Critical shortages of special education teachers represent a serious challenge to achieving this goal for students with disabilities [28]. In providing services to students with low-incidence disabilities, the availability of qualified special education teachers is limited; this is especially true when a direct focus is placed on the education of students who are blind or visually impaired. Regardless of this shortage, students with visual impairments are entitled

**293**

*Including Children with Visual Impairments in the Early Childhood Classroom*

and mobility (O&M) specialist as an appropriate accommodation.

tional programs for all students who are visually impaired [29].

become independent within every day, community settings.

a good example, so that others can learn from your modeling.

**4.2 Collaboration for success within the early childhood classroom**

The addition of a teacher of students with visual impairments (TVI) and an orientation and mobility (O&M) specialist to the educational team of students with

viduals with visual impairments.

to the services of these professionals to facilitate learning goals within educational settings. Early childhood educators, as well as the parents of children with visual impairments who are placed within their classrooms, have a right to request the services of a teacher of students with visual impairments (TVI) and an orientation

A *teacher of students with visual impairments* (TVI) is a licensed teacher trained to provide disability-specific needs of children with visual impairments, including needs that go beyond those of a special education curriculum for high incidence populations. University programs that train teachers of students with visual impairments (TVI) include courses that cover a variety of tools and skills specific to the needs of students with visual impairments. These include teaching and using assistive technology, writing reports, assessing students with visual impairments through formal assessments, determining accommodations, teaching and using Braille for both literacy and mathematics, and addressing the expanded core curriculum (ECC), with the exception of orientation and mobility (O&M) training. These specialized services provided by TVIs are essential components of educa-

The area of orientation and mobility (O&M) is an important component of success within school and community settings, particularly for students with vision loss [30, 31]. Orientation and mobility (O&M), or the ability to move about in the home and community, is a specialized training designed to facilitate the ability of persons with visual impairments to perform independent travel skills [30]. Orientation and mobility (O&M) training can begin within early intervention to address early body movements, identification of sound sources—including voices, turning toward sounds, and first movements with scooting, crawling, and, eventually, walking. It is a skill set that continues through adulthood, when adults train to

Orientation and mobility (O&M) services enable individuals to acquire knowledge and skill sets needed to travel safely and independently [32–37], resulting in better accessibility to public domains and enhanced quality of life. *Orientation and mobility (O&M) specialists* are university-trained and certified to teach these skill sets to students—and adults—with visual impairments. Orientation and mobility (O&M) specialists are not the same as an occupational therapist (OT); these should not be confused when establishing services for children with visual impairments, as occupational therapists (OT) are not certified to provide O&M training for indi-

Early childhood teachers who are working with students who have visual impairments in the inclusive classroom can assist with orientation and mobility (O&M) skills by remembering some basic interactive tips. When interacting with a student who has a vision loss, always remember to introduce yourself. While a student with visual impairments may know you, that student may not immediately recognize your voice. When talking with a student who has a vision loss, do not direct your conversation to someone else and use a normal conversational voice. Always ask before rushing to assist a student with a visual impairment. Finally, when leaving a student who is blind, be sure to tell the student that you are leaving. As a classroom teacher, the interactions that you have with students who are visually impaired will be watched and imitated by other students in the class. Always remember to provide

*DOI: http://dx.doi.org/10.5772/intechopen.80928*

#### *Including Children with Visual Impairments in the Early Childhood Classroom DOI: http://dx.doi.org/10.5772/intechopen.80928*

to the services of these professionals to facilitate learning goals within educational settings. Early childhood educators, as well as the parents of children with visual impairments who are placed within their classrooms, have a right to request the services of a teacher of students with visual impairments (TVI) and an orientation and mobility (O&M) specialist as an appropriate accommodation.

A *teacher of students with visual impairments* (TVI) is a licensed teacher trained to provide disability-specific needs of children with visual impairments, including needs that go beyond those of a special education curriculum for high incidence populations. University programs that train teachers of students with visual impairments (TVI) include courses that cover a variety of tools and skills specific to the needs of students with visual impairments. These include teaching and using assistive technology, writing reports, assessing students with visual impairments through formal assessments, determining accommodations, teaching and using Braille for both literacy and mathematics, and addressing the expanded core curriculum (ECC), with the exception of orientation and mobility (O&M) training. These specialized services provided by TVIs are essential components of educational programs for all students who are visually impaired [29].

The area of orientation and mobility (O&M) is an important component of success within school and community settings, particularly for students with vision loss [30, 31]. Orientation and mobility (O&M), or the ability to move about in the home and community, is a specialized training designed to facilitate the ability of persons with visual impairments to perform independent travel skills [30]. Orientation and mobility (O&M) training can begin within early intervention to address early body movements, identification of sound sources—including voices, turning toward sounds, and first movements with scooting, crawling, and, eventually, walking. It is a skill set that continues through adulthood, when adults train to become independent within every day, community settings.

Orientation and mobility (O&M) services enable individuals to acquire knowledge and skill sets needed to travel safely and independently [32–37], resulting in better accessibility to public domains and enhanced quality of life. *Orientation and mobility (O&M) specialists* are university-trained and certified to teach these skill sets to students—and adults—with visual impairments. Orientation and mobility (O&M) specialists are not the same as an occupational therapist (OT); these should not be confused when establishing services for children with visual impairments, as occupational therapists (OT) are not certified to provide O&M training for individuals with visual impairments.

Early childhood teachers who are working with students who have visual impairments in the inclusive classroom can assist with orientation and mobility (O&M) skills by remembering some basic interactive tips. When interacting with a student who has a vision loss, always remember to introduce yourself. While a student with visual impairments may know you, that student may not immediately recognize your voice. When talking with a student who has a vision loss, do not direct your conversation to someone else and use a normal conversational voice. Always ask before rushing to assist a student with a visual impairment. Finally, when leaving a student who is blind, be sure to tell the student that you are leaving. As a classroom teacher, the interactions that you have with students who are visually impaired will be watched and imitated by other students in the class. Always remember to provide a good example, so that others can learn from your modeling.

#### **4.2 Collaboration for success within the early childhood classroom**

The addition of a teacher of students with visual impairments (TVI) and an orientation and mobility (O&M) specialist to the educational team of students with

*Early Childhood Education*

**impairments**

to work directly with these students.

services to meet their unique needs.

**4.1 Specialists serving low incidence populations**

(TVI) and/or orientation and mobility (O&M) specialist.

There are educational *specialists who are specifically trained to work directly with students who have visual impairments*. In addition to working directly with students, these specialists also work with teachers, administrators, and families, to create individualized plans designed to meet the unique needs of students with vision loss. Early childhood educators who have children with visual impairments placed within their classroom settings can request the services of a teacher of students with visual impairments (TVI) and an orientation and mobility (O&M) specialist to assist with accessibility, technology, and ECC skill sets that go beyond typical classroom protocols.

**4. A team approach for meeting the needs of learners with visual** 

Because children with visual impairments fall into a category of "low-incidence disabilities," early childhood educators who work within inclusive settings may only encounter students with visual impairments on a limited basis throughout their careers. In addition to the challenge of having minimal to no experience in delivering services that meet the unique needs of these students, early childhood educators may also not recognize that there are disability-specific specialists who are trained

In order to effectively serve students with visual impairments within inclusive settings, early childhood educators must recognize and understand that learners with visual impairments have unique needs. Even the youngest of students with visual impairments access information using a range of tools, including enlarged print, Braille, technology, screen-reading applications, audio output, and closecircuit televisions (CCTV). The tools being used by learners with visual impairments will vary based on age, individual capabilities, learning characteristics, and the extent of vision loss. Adaptations are determined by team decisions, after an assessment is completed by a certified teacher of students with visual impairments

Due to the complexities of vision loss that go beyond a typical classroom learning environment, early childhood educators who have students with visual impairments in their classroom settings can—and should—request services from professionals who are specialized in visual impairments and trained to work with children who have vision loss. Often times, these specialists are hired on an itinerant basis, meaning that they will come to the classroom setting and work with children who require their services on an as-needed basis as determined by the educational team. By working collaboratively with educational and mobility specialists to assist with assessment, planning, teaching, and implementation of strategies to address the expanded core curriculum (ECC)—including Braille, technology, and orientation and mobility (O&M) within inclusive settings, children with visual impairments who receive specialized services will receive a broad range of educational

According to federal mandates, states are required to provide all students with a free, appropriate public education (FAPE). Critical shortages of special education teachers represent a serious challenge to achieving this goal for students with disabilities [28]. In providing services to students with low-incidence disabilities, the availability of qualified special education teachers is limited; this is especially true when a direct focus is placed on the education of students who are blind or visually impaired. Regardless of this shortage, students with visual impairments are entitled

**292**

visual impairments can be imperative to success. These professionals address unique learning needs, such as Braille, technology, orientation and mobility (O&M), and other areas of the expanded core curriculum that are not addressed within teacher training programs designed for early childhood educators. While early childhood educators can provide access to standard curriculum materials, unique learning needs—including Braille, technology, orientation and mobility (O&M), and other areas of the expanded core curriculum (ECC) must be addressed by knowledgeable professionals training in these specific disciplines [26].

Once these professionals are part of a student's educational planning team, early childhood educators should work cooperatively with them, as well as the school administration, student families, and other related service providers to provide educational experiences that are effective and enjoyable. As the use of specialized curriculum, equipment, materials, and individualized instruction becomes incorporated into the inclusive classroom setting, the early childhood educator should regularly collaborate with the teacher of students with visual impairments (TVI) and the orientation and mobility (O&M) specialist to become familiar with these additions to the classroom setting. Because itinerant staff often travel between school buildings, there will be times when the classroom teacher is a student's only point of contact. Returning to ideas presented at the beginning of this chapter, early childhood educators who work with students with visual impairments in inclusive settings should be familiar with the adaptations and accommodations used by these students to ensure student success, as they may be the only point of contact available to the student at a given point in time.

## **5. Final considerations and "take-away tips"**

As role models to students, early childhood educators who have students with visual impairments in their classroom settings are responsible for ensuring that these children are welcomed and given the opportunity to form social relationships within the school community. Early childhood educators must have an awareness of the unique needs of these students, especially in areas where there is not a teacher of students with visual impairments (TVI) or an orientation and mobility (O&M) specialist assigned to the student.

When working with students who have visual impairments, be challenged to take risks that encourage the growth of these students. Do not simply plan to eliminate parts of a curriculum that may be challenging for a child with a visual impairment, but find meaningful ways to make it accessible. Be aware of situations where a child may have limited exposure so that examples or explanations can be provided to expand learning concepts. Do not be afraid to ask what the child sees. Having a concrete understanding of a child's perspective may assist teachers with expanding upon this knowledge.

Ensure that all children in the inclusive classroom setting feel safe. Use peer interactions to develop positive self-esteem and have high expectations for all students, including those with visual impairments. Remember that students with vision loss will sometimes miss non-verbal cues that are provided within classroom settings. Emphasize listening skills for all students, avoid using non-verbal expressions—such as shoulder shrugs, head nodding, or facial expressions—to manage classroom behaviors. Simple sound cues—such as a tap on a student's desk—or a gentle touch can quietly ensure that a child with a visual impairment is being included in a discussion.

Provide students with appropriate materials to maximize learning and have a variety of learning resources on-hand to quickly adapt and/or explain concepts to

**295**

**Author details**

Danene K. Fast

provided the original work is properly cited.

The Ohio State University, Columbus, Ohio, USA

\*Address all correspondence to: fast.40@osu.edu

© 2018 The Author(s). Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/ by/3.0), which permits unrestricted use, distribution, and reproduction in any medium,

*Including Children with Visual Impairments in the Early Childhood Classroom*

a child with vision loss. Early childhood educators should regularly consult with parents and specialists to identify ways to support student learning. Remember that disability-specific skills, such as orientation and mobility (O&M) or Braille, will be addressed by a specialist; however, familiarity with these concepts are important to understand all aspects of the child participating in the early childhood classroom

Finally, when in doubt of how to handle a particular situation, never be afraid

I would like to express my appreciation to Dr. Tiffany Wild for her encourage-

to reach out and ask questions. Communication and collaboration with other professionals who have had similar experiences is one of the biggest resources for educators who are working with children with visual impairments for the first time. Remember that all students—regardless of background, income, disability, diversity, or visual impairment—have the same rights within the classroom setting. Provide them with daily opportunities to develop their goals, dreams, and aspirations, keeping in mind that all kids—regardless of their variations—are more alike

*DOI: http://dx.doi.org/10.5772/intechopen.80928*

setting.

than different.

**Acknowledgements**

ment and support in developing this chapter.

*Including Children with Visual Impairments in the Early Childhood Classroom DOI: http://dx.doi.org/10.5772/intechopen.80928*

a child with vision loss. Early childhood educators should regularly consult with parents and specialists to identify ways to support student learning. Remember that disability-specific skills, such as orientation and mobility (O&M) or Braille, will be addressed by a specialist; however, familiarity with these concepts are important to understand all aspects of the child participating in the early childhood classroom setting.

Finally, when in doubt of how to handle a particular situation, never be afraid to reach out and ask questions. Communication and collaboration with other professionals who have had similar experiences is one of the biggest resources for educators who are working with children with visual impairments for the first time. Remember that all students—regardless of background, income, disability, diversity, or visual impairment—have the same rights within the classroom setting. Provide them with daily opportunities to develop their goals, dreams, and aspirations, keeping in mind that all kids—regardless of their variations—are more alike than different.
