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    The Early Years: Strategies and Resources for working with very young visually impaired children

    Presented on Friday 12 June

    Using the Early Support developmental journal for babies and children with visual impairment

    Lorna Hall

    General overview of development - contents

    Vision section - what's in it?

    Notes: Included because babies and young chd with very limited vision may not achieve their full potential without the promotion of vision. Such babies need to be helped to develop and achieve their vision a early as possible so that they gain maximum developmental benefit from vision.

    Formal assessment of functional vision

    The formal assessment of functional vision is a series of scaled measurements upon which prescription of development and educational guidance can be based
    (Developed by Dr Patricia Sonksen)

    Vision Levels

    V1 : No perception of light

    V2 : Aware of light and large reflecting objects (of 12 cm in size and more) within 30cm, but not of V3 or V4 objects

    V3 : Aware of objects (of 12cm or less) within 30cm, but not V4 items.

    V4 : Aware of objects (1.2cm in size or less) on a well contrasted table top within 30cm.

    Level 4 is not demonstrable even in fully sighted babies until 5-6 months of age, as before this age such small objects do not catch their interest.

    Standard observation of functional vision - examples of lures

    V1 - no response to glowing light source in a dark room

    V2 - large tinsel ball or mirror or light within at 30 cm

    V3 - large (12 cm or less but not V4) dangling ball

    V4 - 1.2 cm (chocolate button or raisin) or smaller
         on a contrasting background

    Notes: This slide and the next show examples of lures that can be used to observe vision levels in a standard manner.

    Record of developing vision

    Developing vision activity cards - visual promotion

    The Vision Record and activity cards

    The visual environment and visual materials cards - what are they?

    The aims of the Getting Stuck? materials

    Notes: This is a very important section of the journal. I can imagine that some parents may well turn to this section after ignoring the journal for a while as they were happy with their child's progress.

    'Sticky area' covered in the Getting Stuck? booklet

    How to use the Getting Stuck? booklet

    Challenges for implementation

    Notes: How can you see this being used in your area? Can you identify any opportunities and/or threats for using the journal in a multi disciplinary, multi-agency model? Who would be the person to introduce the journal to the family? Which professionals are likely to be most involved in delivery?