Assessment of children ages 0-3 who have visual impairments, including functional vision, orientation and mobility, and learning media assessments. In this course students will study the development of the complete visual system. Students will also review motor development in children with visual impairments. The course will provide an in-depth focus of methods used in completing a functional vision assessment on young children with visual impairments. CVI Scale, Oregon, and InSite will be reviewed. Orientation and Mobility assessment tools and their appropriateness for children aged birth to three will be analyzed
In this course students will focus on becoming an effective collaborator with the families of children who are blind or visually impaired. Students will develop their skills in working as a team member with other professionals who are involved with children who are blind or visually impaired. Course content includes family-centered assessment and interventions, providing parent support and education at the early stages of their child's development, knowledge of multicultural and diverse families, engaging high-risk families, and transitions form home to school.
Students will study typical development in each domain area with heavy focus on the implications to professional practices when a child has a visual impairment. In addition, a special emphasis on early motor development; development of play skills; pre-academic considerations; and expanded core curriculum in early intervention.
The course includes an in-depth study of the most common disabilities that accompany vision loss in young children, the characteristics of those disabilities and their impact on assessment, family systems, collaboration, and intervention. Areas of the expanded core, including assistive technology, will be explored as related to specific disability needs. Resources for Developmental Therapy Vision Specialists and Developmental Therapy Orientation and Mobility Specialists will be highlighted.
The department of Special Education at Illinois State University is committed to developing special educators who seek to "realize the Democratic Ideal: by developing the highest education and quality of life potential for all learners, including those with disabilities. Courses offered through the Department seek to develop the knowledge, performance, and disposition standard required of the professional special educator. These standards have been defined by National Board for Professional Teaching Standards (NBPTS), the Council for Exceptional Children- Division for Visual Impairments.