Room 3 - Delivery Room (Section 8 of 12)
Section 8 – Pre-school provision
Pre-school children
The data collected during the research indicates that the most extensive mobility and independence services that are provided are aimed at children in primary and secondary education, whereas many of the mobility and independence services provided for pre-school children seem to be in earlier stages of development. In part, this apparent absence of provision may be an issue of language. Many aspects of the ‘early and foundation mobility and independence’ curriculum may not be formally categorised as mobility and independence by an education service. They may support many aspects of this curriculum as part of a generic pre-school service often falling within the remit of a QTVI. However, in many cases such support simply does not exist.
Whether an issue of language or not, this reflects the history of mobility provision which is steeped in a tradition of adult rehabilitation. The needs of children are different. In particular they require the development of foundation mobility and independence skills as outlined in the Curriculum Room
Importance of pre-school intervention
Activity 21
Prior to reading on, you should first consider why early intervention is important for children who have a visual impairment. You may wish to note down at least three reasons, and then compare your notes with the findings from the M&I project which are reported below.
Early intervention is important for a number of reasons, summarised below:
- Children with a visual impairment may be delayed in mobility and independence (e.g. late walking, reaching for objects), therefore they need additional encouragement to move and explore the world around them.
- It is important to develop the child’s self-confidence in movement as early as possible.
At pre-school level, much work is with the parents and family increasing their awareness of mobility and independence and their expectations for their child, both of which may be low.
- Parents need to be encouraged to take responsibility for their child’s mobility and independence. It is important to build a good relationship with parents, which may help later on in getting parents involved to reinforce mobility and independence with their child.
- It is also important to increase the awareness and expectations of others who are involved with the child, e.g. nursery staff, as they are often over-protective and do not encourage the child to be mobile and independent.
- Maximising the child’s independence is a crucial foundation for successful inclusion in later education (and life).
- Thus, the nature of pre-school intervention should be both advisory to parents and others involved with the child, and more hands-on, working directly with the child, and can take place either in the home environment or in a nursery if the child attends one. Therefore the mobility and independence educator may take on a variety of roles (LINK to Intervention in this room).
Responsibility for pre-school children
A mobility officer or rehabilitation officer does not necessarily have to play a key role in the provision of mobility and independence support to pre-school children and their families; in many authorities a QTVI who has a pre-school caseload includes mobility and independence support with their other duties. They may directly provide support or draw up programmes for others to carry out, and may still draw upon the expertise of the mobility officer or rehabilitation officer where necessary. For example:
The education service has a pre-school service which picks up children from birth if referred from hospital. The pre-school service team which includes a QTVI and pre-school support assistant, works with children until they enter school when the education MO takes over. The team refers to the MO if any particular problems arise. ROCHDALE
There is joint working between the education MO and QTVI. The QTVI would know the basics of mobility and would support the child and family in the home, referring the child to the MO once they are moving around. KIRKLEES
Education has a pre-school service consisting of a QTVI with a pre-school caseload who is supported by a part time outreach worker. The QTVI will draw up a programme which the outreach worker would then carry out with the child and family. Support may be advisory to parents or nursery staff who may otherwise be over-protective, or may look at skills the child needs in a new environment, e.g. nursery or play group. HEREFORD
Whilst pre-school services are often provided by the education service, in some areas there may be a Portage service that gets involved with the family and child. Portage is a scheme which aims to empower and equip parents of pre-school children who have special needs with the knowledge and skills to teach their own children in their own homes, with the support of various professionals who may come from a variety of different agencies and backgrounds. Initial and ongoing assessment of the child’s needs are carried out, covering five main areas including motor skills, speech and language, cognitive abilities, self-help and socialisation skills. Although a standard checklist is used, there are additional, more detailed checklists relevant to particular needs, including visual impairment.
Recommendations based upon good practice
- A pre-school service for children with a visual impairment should include support for the mobility and independence curriculum.
- In addition to working directly with the child, emphasis should be placed upon empowering and involving parents in their child’s development.
- A qualified teacher of the visually impaired is often ideally placed to be the Mobility and Independence Educator.
- Pre-school mobility and independence work should link with other agencies, e.g. Portage.
Activity 22
Try to write a paragraph summarising the pre-school provision made for children in your service. Suggest 3 ways in which it could be improved.
Useful links / resources
Fowler, J. (1997), “Portage helps a parent help a child”. Eye Contact, London: RNIB. pp. 5-7.
National Portage Association, with information about its services and contact details for individual services in England and Wales.
The DFES have produced a uide entitled “Together from the start” for professionals working with disabled children aged from birth to 3 years old and their families. Non-VI specific but with many themes relevant to working with pre-school children with visual impairment and their families. Available online at: http://www.dfes.gov.uk/sen Follow ‘publications’ link
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