Part - 1 Fawn is 18 months old, and she has been diagnosed with low vision.

She lived with her mother in northern Ontario, but they moved to Toronto recently. Fawns mother is now looking for a job. They do not have any relatives in Toronto. In addition, she is new to Toronto, so she does not have any friends in Toronto. Because of this, Fawns mother thinks that they will have less communication with Canadian customs. That is why she thinks that Fawn will lose connection with her native Canadian customs. So, I will give her the names of some job agencies which will help her find a job. I will also give her the employment resource centres names which will help her update her resume. It will also help her to search jobs related to her own experiences. Getting a job will give her financial stability. I think Fawn and her mother also need services that support children with low vision. These services will teach her to encourage the healthy development of a child with low vision. I will give Fawns the names of some agencies that are working with children affected by low vision. In addition, I also think she needs a quality childcare centre for Fawn. So, I will give her the names of some childcare centers which provide quality childcare in the centres. For example, if Fawns mother gets a quality child care centre for Fawn where cultural diversities and children with low vision are accepted, it will assist Fawns development, and it will also assist to keep the connection with her native heritage. I also have more suggestions for Fawns mother, such as the fact that she should celebrate her own cultural celebrations at home, which will help Fawn to carry on her own culture. She can also read a variety of books with Fawn, which focus on Canadian heritage. Although her relatives live outside of Toronto, she can communicate with them on the phone. She can also visit them during summer vacation. So, I think these communications will connect them with their own traditions. Part 2 People who cannot see or read normal fonts from a normal viewing distance with glasses or contact lenses are considered to suffer from low vision. For example, in kindergarten classrooms, children can usually read the daily agenda that is written on the board with their teacher, but if one of the children cannot see the writing on the board with glasses or contact lenses, the child will be considered to have low vision. Low vision is a reduced level of vision that cannot be fully corrected with conventional glasses. It is a reduced level of vision. Unlike a person who is blind, a person with low vision has some useful sight. However, low vision usually interferes with the performance of daily activities, such as reading or driving. A person with low vision may not recognize images at a distance or be able to differentiate colors of similar tones. http://www.kellogg.umich.edu/patientcare/conditions/lowvision.html Low vision generally refers to a severe visual impairment (not necessarily limited to distance vision). It applies to all individuals with sight who are unable to read the newspaper at a normal viewing distance, even with the aid of eyeglasses or contact lenses. They use a combination of vision and other senses to learn, although they may require adaptations in lighting or the size of print, and, sometimes, Braille. (http://connectability.ca/2011/10/11/visual-impairment/) So, from the definition of low vision above, we can say that people with low vision have less ability to perform many daily activities. For example, people with low vision cannot recognize

people in the streets or read whats on blackboards. Without support, children with low vision cannot play at the same speed as their peers.

Source: http://www.kellogg.umich.edu/patientcare/conditions/lowvision.html http://connectability.ca/2011/10/11/visual-impairment/ http://www.lighthouse.org/for-professionals/practice-management

Causes and Treatment of Low Vision: Macular Degeneration: The macula is an area on the retina that causes problems through unclear vision for reading, driving or recognizing familiar faces. Unfortunately, there is no treatment available for genetic macular degeneration, but visual aids, adaptive training, and other types of assistance can help young people with low vision. (http://www.webmd.com/eyehealth/juvenile-macular-degeneration-stargardts) If low vision is caused by Macular Degeneration, eating dark green vegetables such as spinach, broccoli etc. and fruits, fish, and nuts can improve this type of low vision. Diabetic Retinopathy: Because of diabetes, visual function can fluctuate from day to day, which may cause severe damage to the retina and hinder the vision. In this situation, laser procedures and surgery are used as common treatments. Retinopathy of Prematurity (ROP): This occurs in infants that are premature born and is caused by high oxygen levels in incubators. The most effective proven treatments for ROP are laser therapy or cryotherapy. (http://www.nei.nih.gov/health/rop/rop.asp) Retinal Detachment: It is caused by of holes in the retina, eye trauma, infection, blood vessel disturbance, or a tumor. If it is diagnosed at an early stage, it is possible to cure it by surgery. Glaucoma: The optic nerve can be injured in glaucoma due to the internal pressure in the eye, which can cause vision impairment. In this situation, vision loss can be minimized by early diagnosis and treatment with drugs, or sometimes surgery.

http://www.aoa.org/patients-and-public/caring-for-your-vision/low-vision/whatcauses-low-vision http://www.webmd.com/eye-health/juvenile-macular-degeneration-stargardts http://www.nei.nih.gov/health/rop/rop.asp

Part 3 Without support, children with low vision cannot perform activities in the classroom properly. If they get support from their teachers, they can perform better in the classroom. In order to support children with low vision in the classroom, teachers can apply the following strategies on them. Modifications to the Physical Environment Children with low vision often cannot perceive information from their environment directly, but accommodations and modifications help them do so. http://www.familyconnect.org/parentsite.aspx?SectionID=72&TopicID=347&DocumentID=382 0#environment In this situation, as an Early Childhood educator (ECE), I will arrange an appropriate environment for children with low vision in my centre. Children with low vision use a combination of vision and other senses to learn, although they may require adaptations in lighting or the size of print, and, sometimes, Braille. (Source: http://connectability.ca/2011/10/11/visual-impairment/) For example, I will provide additional lighting in the room. This will enhance the childs visual abilities and participation in classroom activities. The lighting will also enhance the childs literary tasks such as reading, writing etc. I will also provide large print text and Braille for children with low vision. By using Braille, they will be able to read and write with the same or even a greater speed than their normal sighted peers because they will use their fingers to read Braille instead of their eyes. Similarly, large print text will benefit them because they will be able to see the larger print more clearly than normal print text. In addition, I will provide clear pathways and routes between areas for children with low vision in the classroom for their safety. As a result, they could move freely from one area to another. http://www.familyconnect.org/parentsite.aspx?SectionID=72&TopicID=347&DocumentID=3820 #environment http://connectability.ca/2011/10/11/visual-impairment

Changes in Teaching Strategies Teaching a child who has low vision to read and write presents unique challenges and opportunities. (http://www.blindness.org/index.php?option=com_content&view=article&id=169) In order to overcome these challenges, I will change my teaching techniques when teaching children with low vision. One of the strategies is that I will read aloud with them because it will help them to understand the story. It will also develop their vocabulary, thinking, and writing skills. In addition, when reading a book, I will explain the book broadly. For example, if I read a book about an Island to children with low vision, I will explain to them what an island is, how an island looks etc. Then children with low vision could imagine what an island looks like. So, I

think that this will open doors to new experiences and increase these childrens imaginations. I will also hold materials close to each childs eyes because it will allow the child to see them more clearly. For example, when teaching the parts of an apple, I will hold an apple close to the child with low vision. This will allow the child to see the apple more clearly, which will allow the child to identify the color, the stem, and the skin of the apple more easily. http://www.blindness.org/index.php?option=com_content&view=article&id=169 http://www.tsbvi.edu/program-and-administrative-resources/3277-considerations-for-lowvision-students-in-a-classroom

It is very essential to develop social skills in children with low vision. Very young children, for example, babies learn to smile by watching what their mothers do, and engaging with them. (source:http://www.perkins.org/resources/webcasts/developing-social-skills.html)Similarly, children with low vision need to be taught those skills at a very early age. So, as an ECE, I will provide small group activities for children with low vision because it will allow active participation. In addition, through these small group activities, they will be able to interact with their peers, and it will develop their social and language skills. Besides this, I will provide a well organized classroom, so the child knows where everything is located in the classroom. It will create opportunities for them to join group activities easily. I will also provide cooperative learning activities within the classroom, where a child with low vision can play a significant role. For example, I will tell a child with low vision to place the date in the correct position on a calendar that is on the classroom wall. Then the child will look for the correct number by using Braille. When he/she will find the appropriate position for the date, he/she will place the date on the correct number. This type of activity will develop pro-social behaviour in children with low vision. It is very important to create positive relationships between families and teachers. In order to do this, I must listen to their families for what they need and want for their children. For example, when teaching a child with low vision, I will cooperate with the childs parents. Through this cooperation, I will be able to learn the childs needs, which will help me to apply appropriate teaching strategies for the child. I will also inform the parents about the childs needs and development, so the parents would be able to help their child develop his/her skills. I think this positive relationship will be able to develop all of the developmental areas of the children with low vision. I will also show my respect by accepting their cultural differences. http://www.perkins.org/resources/webcasts/developing-social-skills.html http://www.perkins.org/resources/webcasts/developing-social-skills.html http://www.perkins.org/resources/webcasts/developing-social-skills.html

Part 4 Resources Without special support from an early age, a child who has low vision may have trouble learning to talk, explore, and make new friends when he/she begins attending school. With the help of some educational programs, parents can learn how to encourage the healthy development of their children. So, I will suggest the following agencies for the families who have children with low vision. From these agencies, they will be able to gain knowledge for coping with children who have low vision. Ontario Ministry of Children and Youth Services: Ontario's Blind - Low Vision Early Intervention Program provides services for children who are born blind or with low vision and for the families who have children with low vision or visual impairment. Their specialized family centered program provides services for children from birth to grade 1, and this program is funded by the provincial government. When children are diagnosed with blindness or low vision, they need a referral by a physician, ophthalmologist, optometrist, parent or caregiver to enter the local Blind - Low Vision Program. In order to support the families who have children with low vision, this agency provides the following services: Family Support: The program provides support to parents who have children with low vision. In this program, family support workers who are specially trained graduate-level social workers, help parents to understand and cope with the consequences of the diagnosis. Intervention Services: Intervention services are provided by specially trained early childhood blind/low vision consultants in the family's home. They teach parents how to develop motor, language, communication, social, emotional, and daily living skills of children with low vision. They also teach parents how to use all of the senses to promote development for children with low vision. 3. Consultation Services: When a child with low vision enters a childcare or early learning centre, the Blind - Low Vision Early Intervention Program staff help the Early Childhood Educators (ECE) at that centre. As a result, the ECEs learn how to work with and teach children with low vision. http://www.children.gov.on.ca/htdocs/English/topics/earlychildhood/blindnesslowvision/brochur e.aspx

Surrey Place Centre: Surrey Place Centres Blind Low Vision Early Intervention Program provides services for children from birth to age six who are diagnosed with visual impairment. This program provides support to children with low vision or visual impairment and their families who live in Toronto, Halton, Peel, York and Durham Regions. They must need a referral to enter the Regional Blind Low Vision Program that is received through the Regional Blind

Low Vision Program Lead Agencies. This Intervention Program also assists parents and care givers to support the development of their children for effective learning. Their provided services are:

They assess the sensory function of the children to determine childrens primary learning strategy. In order to develop childrens effective learning, they evaluate the childrens environment. They teach families and care givers how to promote healthy attachments and social interactions for children with low vision. They promote accessibility to the materials that children with low vision need, such as Braille. They assist children with low vision during transition time.

http://www.surreyplace.on.ca/Clinical-Programs/DevelopmentalDisabilities/Blind%E2%80%93Low-Vision-Program/Pages/Main.aspx

Bibliography: http://www.webmd.com/eye-health/eye-health-low-vision http://connectability.ca/2011/10/11/visual-impairment/ http://www.familyconnect.org/parentsite.aspx?SectionID=72&TopicID=347&DocumentID=382 0#environment http://www.children.gov.on.ca/htdocs/English/topics/earlychildhood/blindnesslowvision/brochur e.aspx http://www.surreyplace.on.ca/Clinical-Programs/DevelopmentalDisabilities/Blind%E2%80%93Low-Vision-Program/Pages/Main.aspx http://www.perkins.org/resources/webcasts/developing-social-skills.html http://www.aoa.org/patients-and-public/caring-for-your-vision/low-vision/what-causes-lowvision http://www.blindness.org/index.php?option=com_content&view=article&id=169 http://www.tsbvi.edu/program-and-administrative-resources/3277-considerations-for-lowvision-students-in-a-classroom

Self Evaluation This assignment has given me an overview about low vision. Through this assignment, I have learned what low vision is, what causes it, and treatment for low vision. In addition, I have gained some knowledge about treatment for low vision. So, as an ECE, I think I will be able to give some information to the families who have children with low vision. For example, if a child has low vision because of Macular Degeneration, I could inform his/her parents to feed the child lots of dark green vegetables, fruits, fish etc. This eating habit will improve the childs vision problem. Through this assignment, I have learned how to teach children with low vision. I have been able to identify that before planning programs for children with low vision, I have to think about the childrens needs and their abilities. For example, a child with low vision needs special support to perform their daily activities, such as clear pathways and routes between areas, Braille, large print text, additional lighting in the classroom etc. From this assignment, I have also gained a lot of knowledge about some agencies that support children with low vision and their families. For example, through my research, I have been able to identify that the Ontario Ministry of Children and Youth Services provide services for children with low vision and their families. So, I would be able to give information about those agencies to the families who have children with low vision. To analyze myself, I have identified my strengths. One of my strengths is my personal experience. For example, my dad had age related low vision. At that time, I observed that he needed some support for performing daily activities, such as additional lighting for reading. So, these experiences have helped me to identify on how to modify the physical environment for children with low vision. Furthermore, my class teachers lecture has also helped me by giving me ideas about teaching strategies for children with low vision. For example, after my teachers lecture, I participated in a small group discussion where we discussed some strategies that could help children with low vision to adapt their environments. For example, providing clear pathways and routes between areas for children with low vision in the classroom will help them to adapt to their environments more easily. While working on this assignment, I faced some challenges; one of the challenges was to apply appropriate teaching strategies for children with low vision. For example, when writing the teaching strategies, I had to think and research the types of activities that can be helpful for children with low vision. Besides this, I had to think about their age and developmental domains. I overcame this problem through my class teachers lecture and getting information from the Internet. Next time, I want to apply different strategies for children with low vision. I will arrange seats for children with low vision near the blackboard. As a result, the children with low vision would be able to see or read the board clearly. I will also provide coloured picture books for the children with low vision. This will allow them to understand the text by looking at the pictures of the book. As a global citizen, I will think about my responsibility broadly. So, I will share my knowledge with families who have children with low vision, regardless of whom they are and where they

are from. In other words, I will accept children with low vision from different cultures in my centre. As a global citizen, I will treat all of the children equally, and respect their cultural diversities. For example, when working with a child who has low vision and comes from a different background, I will show my respect to his/her culture by celebrating his/her cultural celebrations in my centre. As a global citizen, I believe that every child in the world has the right to use all the resources available in this world. So, as a global citizen, I have lots of responsibilities for the children and the families who have children with low vision. I also believe that children and their families who are from different backgrounds also have the right to use all the resources available in this world. That is why I will inform parents from different backgrounds who have children with low vision about these agencies. I will also provide information to them about these agencies if any family is new to Canada or if my neighbour has a child/ children with low vision. As a result, they will learn how to support the development of their children with low vision. I will also share my knowledge about low vision nationally, outside of my centre and neighbourhood, For example, I will write about low vision in my blog, where I will talk about teaching strategies for children with low vision or the resources that support children who have low vision and their families. I think this type of social media will help me inform people quickly because blogs are a very well-known type of social media. In conclusion, I can say that I have gained a lot of knowledge about the needs of e children with low vision and their families from this assignment. So, when I will work as an ECE in the future, I will be able to apply my knowledge to children with low vision, as a global citizen.