**Acknowledgements**

*Early Childhood Education*

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

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 avail-

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)

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

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

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

professionals training in these specific disciplines [26].

able to the student at a given point in time.

specialist assigned to the student.

expanding upon this knowledge.

included in a discussion.

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

**294**

I would like to express my appreciation to Dr. Tiffany Wild for her encouragement and support in developing this chapter.
