Self-Efficacy of Providers of Early Intervention Services to Young Children with Visual Impairments and Their Families

2020 ◽  
Vol 114 (2) ◽  
pp. 114-126
Author(s):  
Mindy S. Ely ◽  
Michaelene M. Ostrosky ◽  
Meghan M. Burke
Keyword(s):  
Early Childhood ◽  
Early Intervention ◽  
Young Children ◽  
Self Efficacy ◽  
Low Vision ◽  
Visual Impairments ◽  
Infants And Toddlers ◽  
Efficacy Measures ◽  
Recommended Practices ◽  
Children With Visual Impairments

Introduction: Anthony cautions that the training of teachers of students with visual impairments (i.e., blindness and low vision) and orientation and mobility (O&M) specialists covers a broad age range, which may result in limited curricular content essential for those who will work with very young children with visual impairments. The current study focuses on the self-efficacy of vision professionals regarding their work with infants and toddlers in using evidence-based approaches found in the early childhood literature. Methods: Teachers and O&M specialists ( n = 109) from 11 states participated in a survey of perceptions of self-efficacy and working with infants and toddlers with visual impairments. Correlates of preparedness, experience, vision-specific self-efficacy, and early intervention self-efficacy were investigated. Results: Participants indicated that they felt inadequately trained to work with infants and toddlers. Self-efficacy measures regarding motivation to implement vision-specific recommended practices were higher than motivation to implement early intervention practices; however, self-efficacy measures for early intervention confidence and practice were higher than vision-specific confidence and practice. Although participants’ ratings of the vision training program they attended were not correlated with their own self-efficacy measures, the amount of early childhood education content reported by participants was significantly correlated with all self-efficacy measures. Further, experience was correlated with self-efficacy. Discussion: Results support the need for a greater emphasis on early intervention content in visual impairment training programs. Additionally, the fact that half of the respondents in this study were over 50 years of age suggests that a turnover in personnel is imminent. Inevitably, this new workforce will lack experience. Information for practitioners: Professional preparedness that includes a strong foundation in recommended practices in early childhood will strengthen the workforce and should ultimately improve services to infants and toddlers with sensory disabilities and their families. Practitioners may need to seek out this specialized training.

Applying the Foundational Concepts from Early Intervention to Services Provided to Young Children with Visual Impairments: A Literature Review

2018 ◽  
Vol 112 (3) ◽  
pp. 225-238 ◽  
Author(s):  
Mindy S. Ely ◽  
Michaelene M. Ostrosky
Keyword(s):  
Early Intervention ◽  
Adult Learning ◽  
Literature Review ◽  
Visual Impairment ◽  
Low Vision ◽  
Visual Impairments ◽  
Natural Environments ◽  
Infants And Toddlers ◽  
Early Intervention Services ◽  
Family Centered

Introduction The foundational concepts of early intervention are: family-centered and relationship-based practices, natural environments, child learning, adult learning, and quality team practices (Pletcher & Younggren, 2013). In this literature review, the authors consider the application of these concepts to services provided to families of infants and toddlers with visual impairments (that is, those with blindness or low vision) by vision professionals. Methods Three databases (ERIC, ProQuest, and PsychINFO) were used to search for articles from 1997 to 2016, focusing specifically on infants and toddlers with visual impairments. Twenty-seven articles met the criteria for inclusion in the review. Results Family-centered practices are valued by virtually all researchers in the field of visual impairment. Practices that promote parent-child relationships are especially important, given the specialized needs for early communication and the development of strong social relationships. Concerning the natural environment, commentators from the field of visual impairment are critical of federal definitions of natural environments; however, a broader definition of natural environments is supported. Child and adult learning are viewed as important for the promotion of positive outcomes for children and families who receive early intervention services, as is practice that promotes the formation of quality teams. Discussion The foundational concepts of early intervention (Pletcher & Younggren, 2013) have applicability to professionals working with infants and toddlers with visual impairments and their families. Research supports these concepts as beneficial in achieving positive child and family outcomes. Implications for practitioners Pre-service and in-service training programs for visual impairment should include early intervention principles and concepts in a manner that prepares the workforce to address the unique needs of this population.

The Expanded Core Curriculum Areas Experienced by Campers during Camp Abilities: A Qualitative Study

2021 ◽  
Vol 115 (1) ◽  
pp. 28-41
Author(s):  
Lauren J. Lieberman ◽  
Katie Ericson ◽  
Maria Lepore-Stevens ◽  
Karen Wolffe
Keyword(s):  
Focus Group ◽  
Independent Living ◽  
Core Curriculum ◽  
Low Vision ◽  
Visual Impairments ◽  
Structured Learning ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Expanded Core Curriculum ◽  
Children With Visual Impairments

Introduction: The expanded core curriculum (ECC) refers to the generally accepted nine areas of instruction that children who are visually impaired (i.e., those who are blind or have low vision) must learn through explicit instruction in order to live independently as adults. Children with visual impairments must experience immersion in the ECC in their daily lives throughout the year rather than only being taught these skills during the school year by teachers of students with visual impairments. Therefore, this research was undertaken to determine whether athletes attending Camp Abilities, a sports camp for children with visual impairments, experienced new ECC skills or practiced previously learned ECC skills and if so, how. Method: Researchers chose to interview 10 athletes from a purposeful sample of 30 children who had previously attended camp. The 10 coaches who worked with these athletes one-on-one participated in focus group discussions at the end of the weeklong camp. In addition, all athletes and coaches attending camp listed their thoughts on posters describing how all athletes attending experienced areas of the ECC. Finally, researchers documented observations of athletes’ opportunities to practice ECC content throughout the weeklong program. Researchers transcribed interviews and focus group discussions and reviewed for themes relating to ECC areas that were part of the students’ lived experience during camp. Results: Three major conclusions emerged from reviews of the interviews, discussion group transcripts, posters, and observations: (1) athletes and coaches were initially unclear about what the ECC areas were and how the athletes experienced the ECC in their everyday academic and home activities; (2) following clarification of the ECC areas, the athletes came to recognize how they learned and applied ECC skills during the camp experience; and (3) a more structured instructional approach to applying the ECC at camp may further enhance their experiences. Discussion: The youth participants were not able to list and describe all of the ECC areas when interviewed at the end of camp. However, adult participants (coaches) listed most ECC areas and described how athletes experienced the ECC during camp in their focus group discussions. Once researchers clarified ECC areas for athletes, they identified self-determination, recreation and leisure, social interaction, and independent living as the areas of the ECC most often experienced during camp. Implications for practitioners: Practitioners need to pay attention to structured learning of the ECC areas and consider articulating for students which areas overlap in their everyday lives, so that they are fully aware of the multiple skills they are acquiring. Camp Abilities is a functional way for youths with visual impairments to experience all areas of the ECC.

Essential Experiences to Undergird the Early Development of Literacy

1997 ◽  
Vol 91 (1) ◽  
pp. 14-24 ◽  
Author(s):  
A.J. Koenig ◽  
C. Farrenkopf
Keyword(s):  
Young Children ◽  
Early Literacy ◽  
Early Development ◽  
Early Life ◽  
Life Experiences ◽  
Visual Impairments ◽  
Literacy Events ◽  
Children With Visual Impairments

This study identified a repertoire of essential early life experiences to which young children with visual impairments need to be exposed to undergird their development of literacy. The authors analyzed 254 stories from three published basal literacy series to identify the experiences necessary to bring meaning to each story. Through analysis and categorization of the data, they then identified 22 global areas of experience as essential. Guidelines for providing these experiences are suggested, including ways to link experiences to early literacy events.

scholarly journals FORMATION OF ART COMPETENCE USING THE UKRAINIAN FOLK TOY AMONG YOUNGER SCHOOLCHILDREN WITH LOW VISION

2019 ◽  
pp. 159-168
Author(s):  
Svitlana Fedorenko ◽  
Alisa Dashkovska
Keyword(s):  
Primary Schools ◽  
Low Vision ◽  
Educational Institution ◽  
Visual Impairments ◽  
Educational Environment ◽  
Educational Process ◽  
Experimental Methodology ◽  
Educational Work ◽  
Folk Toy ◽  
Children With Visual Impairments

The article notes that remedial and compensatory focus of the teaching and education of children with visual impairments is the content of all educational activities in the institutions with special education that is implemented during the formation of competences necessary for their further socialization. An important value acquired by the use of folk toy becomes more important in correctional and educational work of Ukrainian special educational institutions for primary school age children with visual impairments, which helps to eliminate secondary deviation, resulting from the impairment. It is noted that the low level of activity with a folk toy among elementary schoolchildren with visual impairments is related to the fact that it did not find its proper place in the educational process of special schools for a number of reasons. The experimental method of art competence formed around Ukrainian folk toys in primary schools for students with low vision, which depends on the creation of optimal educational environment in a special educational institution, is described. In the design of the educational environment, the appropriate organizational and didactic pedagogical conditions for the formation of components (cognitive, activity, emotional) of visual competence about Ukrainian folk toys for pupils with reduced vision were determined. The proposed experimental methodology, including seminars, workshops, trainings, etc., favoured the increase of teachers’ professional competence level in using Ukrainian folk toys in corrective work with children that have monistic sight. An example of the content and organization of several topics of the workshop «Ukrainian Folk Toy», which became the main form of work on the formation of components of artistic competence, is presented. The effectiveness of the experimental training technique is proved.

Prevention as Early Intervention for Young Children at Risk: Recognition and Response in Early Childhood

2011 ◽  
Author(s):  
Cathryn Lehman ◽  
Jennifer L. Salaway ◽  
Stephen J. Bagnato ◽  
Robert M. Grom ◽  
Barbara Willard
Keyword(s):  
At Risk ◽  
Early Childhood ◽  
Early Intervention ◽  
Young Children ◽  
Children At Risk ◽  
Risk Recognition ◽  
Recognition And Response
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