Analyzing Early Intervention and Inclusion for Visually Impaired Kids

This essay contrasts the impact of the Blind Babies program for visually impaired children with the effects of lacking specialized early education services. It highlights the critical roles of teachers and Orientation & Mobility (O&M) specialists as interventionists, emphasizing programs that cater to the whole family's needs. The essay also explores inclusion possibilities and specific programs designed for blind children, noting how early intervention focuses on improving intrinsic motivation, physical abilities, and contingency awareness. It argues that while specialized programs like Blind Driver Challenge (BDC) and The International Braille and Technology Center for the Blind (IBTC) are essential, the support of teachers and O&M specialists is indispensable for successful integration and education. The essay concludes by advocating for full support and equal educational opportunities for children with visual impairments, reinforcing the idea that disability does not equate to inability.

Running head: INVOLEMENT OF CHILDREN WITH VISUAL IMPAREMENT 1
Visual Impairment in Children
Name
Institutional Affiliation

INVOLVEMENT OF CHILDREN WITH VISUAL IMPAIREMENT 2
Involvement of children with visual impairment
Parents of visually impaired children respond differently to the news about their
children’s disability. They need ongoing support during the early years as they learn to live with
them. These children and their parents may require extra support, exceptional handling and
canceling services. Intervention and focus approach should work to ensure active involvement of
all children in these activities (Antony, 2014). In this article, we are going to contrast the impact
of the blind babies program for the visually impaired and the lack of specialized early education
services. Teachers of children and O&m specialist as interventionist and program that serve the
whole family range of needs. Lastly, we have the inclusion possibilities and programs for blind
children.
Programs for blind babies have impacted mainly on the lives of the visually impaired
kids. Their main focus is on the improvement of intrinsic motivation, the drive of young infants,
and growth of physical abilities, and contingency awareness which gives children an opportunity
to explore and move (Virginia and Jacko, 2013). The programs have helped to create ways that
children can understand the bigger picture e.g., through field trips. One can easily demonstrate
the skills that are usually learned visually. Kids can interact with real objects. The programs have
facilitated functional and meaningful language through the use of open-minded questions,
providing a variety of experiences. Lack of specialized early education to these kids may have a
significant effect. Access to certified teachers and O&M specialist is a major concern. They offer
early diagnosis and support for the families. Most of the programs for blind babies may not be a
success without the help of the teachers and specialists.
Teachers are the most important in educating these youngsters who have visual
impairments. They have the required expertise to deal with visual impairments and can therefore

INVOLVEMENT OF CHILDREN WITH VISUAL IMPAIREMENT 3
help to involve these children in different activities. The O&M specialists conduct assessments
and evaluation. They provide a written report that document assessment outcomes and identify
needs. The difference here is that the teachers refer the impaired kids to the O&M for further
services, e.g., canceling. According to Carlsson et al. (2013), both teachers and specialists have a
significant responsibility in providing services to the disabled.
In inclusion, special needs students spent most of their time with non-special needs
students. It helps them to be more successful in social interactions leading to further success in
life. It provides the use of individual schools to separate children with special needs. Inclusion is
used for selected students with mild to moderate special needs. Some of the programs for the
blind are Blind Driver Challenge (BDC), The International Braille and Technology Center for
the Blind (IBTC).
Families and children with visual impairment are entitled to full support (McLinden, &
McCall, 2016). They have a right to education and other curriculum activities just like any other
average child. They need contact personnel, and in the case, specialists need managers to keep
them connected. Specialized programs also play a significant role. They need to be more
involved. It can be through the provision of additional services and materials to those kids with
visual impairment. All in all, disability is not inability. Every child in the world is entitled to
proper care, love and support from families and all those around him or her.

INVOLVEMENT OF CHILDREN WITH VISUAL IMPAIREMENT 4
References
Anthony, T. L. ( 2014). Family Support and Early Intervention Services for the Youngest
Children with Visual Impairments. Journal of Visual Impairment and
Blindness, 514-519.
Höglund Carlsson, L., Norrelgen, F., Kjellmer, L., Westerlund, J., Gillberg, C., & Fernell, E.
(2013). Coexisting disorders and problems in preschool children with
autism spectrum disorders. The Scientific World Journal, 2013.
McLinden, M., & McCall, S. (2016). Learning through touch: Supporting children with visual
impairments and additional difficulties. David Fulton Publishers.
Virginia A. Jacko, R. M.-S. ( May-June 2013). Ealry Childhood Literacy Intervention Through
Play and Socialization. Journal of Visual Impairment & Blindness, 238-
242