Expanding the Frontiers of Orientation and Mobility for Infants and Toddlers in New Mexico and Utah

Dewald, Hong Phangia; Faris, Cindy; Borg, Karen S.; Maner, Julie; Martinez-Cargo, Loreta; Carter, Mark

doi:10.1177/0145482x1510900608

Cited by 7 publications

(12 citation statements)

References 4 publications

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“…Since there are important differences in the development of unsighted babies and toddlers, standardized early intervention practices might not be applicable, or the practices developed for visually impaired children or adults might not be appropriate for this age group. Therefore, there is a greater need for education and training specifically designed for the development of early child intervention specialists to work with young children (Dewald et al, 2015;Purvis, 2014;Anthony, 2014;Chen, 2014;Ferrell, 2002).…”

Section: Early Intervention Specialistsmentioning

confidence: 99%

“…Because these children have minimum incidental learning opportunities, their physical, social, cognitive and emotional development is strongly based on the initial supports given by parents and early intervention specialists. Therefore, early intervention programs include also the parents, and education and support given to them is vital for the effectiveness of the program (Chen, 2014;Dewald et al, 2015). In addition to the opportunities provided based on the local medical and educational resources, the ability of the family to understand and advocate for services might accelerate access of infants to these services.…”

Section: Family Supportmentioning

confidence: 99%

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Increasing the Effectiveness of Early Intervention Practices for Young Children with Visual Impairment

Şahin

2017

IJLD

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Although the importance of early intervention programs for visually impaired young children is widely recognized, there is a lack of knowledge about the practical implications of these programs. The primary purpose of the study was to explore the related literature on early intervention practices targeting visually impaired young children and their families. This study reviewed the current research, practices, approaches, and strategies to engage these children and their families, and identified the gaps that should be addressed by future research. The review highlighted the importance of initial screening and its standardization, customization of early intervention programs and parental support practices, education of early intervention specialists, and emotional support and peer groups for children and parents. By synthesizing the academic and grey literature, this study presented a comprehensive discussion and provided significant implications particularly to researchers, healthcare administrators, and policymakers involved in improving the quality of life of visually impaired young children.

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Section: Early Intervention Specialistsmentioning

confidence: 99%

Section: Family Supportmentioning

confidence: 99%

Increasing the Effectiveness of Early Intervention Practices for Young Children with Visual Impairment

Şahin

2017

IJLD

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“…Included within the seven research studies were 279 children ages birth to graduation or 21 years old, 36 adults receiving services from the Veteran Administration (VA), and 253 O&M specialists (Geruschat & De l'Aune, 1989;Harley & Merbler, 1980;Hill, Dodson-Burk, & Talor, 1992;Lord, 1969;Munro et al, 2018;Wall Emerson & Anderson, 2014;Wall Emerson & Corn, 2006). The remaining 10 articles included: three geared toward O&M services and assessment for individuals with deafblindness (Bourquin, Mascia, Rusenski, 2002;Geruschat, 1980;Smith & Herlich, 2014), one geared toward O&M for adult (Hill & Hill, 1991), five geared toward O&M in the K-12 education system (Barrella et al, 2011;Bryan, 1989;Daugherty, 2014;Hill & Hill, 1990;O'Mea, 2013), and one was geared toward birth to three O&M (Dewald et al, 2015). (Geruschat, 1980) Practitioner Report K-12 students with deafblindness…”

Section: Resultsmentioning

confidence: 99%

“…Nine articles examined models of delivery and the decision making process in relation to service delivery (Barrella et al, 2011;Bourquin et al, 2002;Bryan, 1989;Daugherty, 2014;Dewald et al, 2015;Geruschat, 1980;Harley & Merbler, 1980;Hill & Hill, 1990;Munro et al, 2018;Wall Emerson & Anderson, 2014). Of these articles, three incorporated original research (Harley & Merbler, 1980;Munro, et al, 2018;Wall Emerson & Corn, 2014 (Munro et al, 2018;Wall Emerson & Anderson, 2014).…”

Section: Service Deliverymentioning

confidence: 99%

“…Service delivery decisions. In 10 of the 17 articles concerns were raised around the O&M specialist's inability to qualify or adequately service students based on caseload size, professional schedule, and geographic dispersion of students or clients (Barrella et al, 2011;Bourquin et al, 2002;Bryan, 1989;Daugherty, 2014;Dewald et al, 2015;Hill & Hill, 1990;Munro et al, 2018;Smith & Herlich, 2014;Wall Emerson & Anderson, 2014;Wall Emerson & Corn, 2006). An article written by Bryan (1989) challenges that an O&M specialist's availability or caseload should not dictate services, the IEP should outline the student's needs based on the assessment findings.…”

Section: Service Deliverymentioning

confidence: 99%

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Orientation and mobility service decisions: What is guiding them if it is not assessment?

Randles¹

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Many in my life, personally and professionally, have made sacrifices and have gone above and beyond to support me. "Alone we can do so little; together we can do so much"-Helen Keller Kenny, all I can say is thank you but it will never be enough. You made this all possible through your support and love. You kept our house and kids going when I was away in mind or body. You made me stronger, braver, kept me calm(er), and built me up when I started to crumble. This accomplishment is ours. Kaylee and Connor, though you didn't choose this path thank you for coming along for the ride and keeping me laughing along the way. Jan and Mike, I am grateful for your never ending support and for accepting nothing less than excellence from me. Ken and Vicki, thank you for believing in me even when I did not. The four of you functioned as a great team to make sure that my kids never missed out on love, attention, and activities while I went for my dream and completed this degree. I will forever be in debt to you all. To my father, by the time you read this I will hopefully officially be Dr. Lauralyn 'Tweedleheart' Randles. I did it. We did it! Gramma Gwen, I want you to know how much I have valued you in my life and on my side through everything, including this. You have been a role model to me my entire life helping me to be a stronger woman and person. The work ethic you instilled in me is the reason any of this was even possible. To the wonderful friends I have met along the way, you have helped to keep me sane and moving. Anne, we quickly became the dynamic duo of the cohort and I cannot imagine it any other way. You have been a sounding board, cheerleader, vent friend, joke buddy, and more. I ii hope to always have you by my side, or at least in Google Hangouts. Molly, thank you for being a friend and helping me take our research and knowledge on the road. Amber, my NLCSD friend and roomie, we did it! Our late night chats made those trips for me and I cannot wait to see where we meet up next. Rachel, we survived together and I'm so glad we got a chance to bond over the good, bad, and ugly of our four years together. And last but definitely not least, Karla. You helped me champion causes at both ISU and NLCSD. Thank you for melding both worlds together with me. To my committee, I would like to thank you all for your insights, support, guidance, and patience with me throughout this process. Dr. Carrie Anna Courtad, I want to start by thanking you for making my transition to a new committee set up seamless. Thank you for providing me with feedback and endless amounts of encouragement as we prepared to cross the finish line. I would not have been able to do this without you leading me and this committee. Dr. Stephanie Gardiner-Walsh, you have been my lifesaver so many times over the last four years and I cannot thank you enough. You have become a good friend and a great mentor to me. Thank you for always making time for me and walking me through the foggy parts. Dr. Mark Zablocki, thank you for joining my team in a moment of tr...

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What support is beneficial for caregivers of individuals with vision impairment?

Enoch

Dickinson

Subramanian

2021

Clinical and Experimental Optometry

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Expanding the Frontiers of Orientation and Mobility for Infants and Toddlers in New Mexico and Utah

Cited by 7 publications

References 4 publications

Increasing the Effectiveness of Early Intervention Practices for Young Children with Visual Impairment

Increasing the Effectiveness of Early Intervention Practices for Young Children with Visual Impairment

Orientation and mobility service decisions: What is guiding them if it is not assessment?

What support is beneficial for caregivers of individuals with vision impairment?

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