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{\phpg\posx3674\pvpg\posy1085\absw3820\absh828\f1\b\fs72 SEE/HEAR\par}

{\phpg\posx1224\pvpg\posy2139\absw9501\absh368\f2\fs16 \li741 \fi-741 A QUARTERLY NEWSLETTER ABOUT VISUAL IMPAIRMENTS AND DEAFBLINDNESS FOR FAMILIES AND PROFESSIONALS A collaborative effort of the Texas School for the Blind and Visually Impaired and Texas Commission for the Blind\par}

{\phpg\posx720\pvpg\posy2852\absw1480\absh276\f3\b\fs24 Summer 2001\par}

{\phpg\posx9551\pvpg\posy2852\absw1693\absh276\f3\b\fs24 Volume 6, No. 3\par}

{\phpg\posx4929\pvpg\posy3367\absw2438\absh356\f4\b\fs31 Table of Contents\par}

{\phpg\posx808\pvpg\posy3887\absw10256\absh4801\f3\b\fs22 FAMILY \par\sb0\fi0 \b0 A Tale of Two Children......................................................................................................................................2 \par Out of the Mouths of Babes................................................................................................................................7 \b PROGRAMMING \par \b0 Helping You and Your Child Get a Good Night\rquote s Sleep........................................................................................8 \par A \ldblquote Cheat Sheet\rdblquote for New Teachers of the Visually Impaired Working with Infants..............................................15 Q & A with Marty............................................................................................................................................17 Almost 100 Motor Activities for Infants and Toddlers........................................................................................19 Reading for Everyone: Expanding Literacy Options...........................................................................................22 \b SYNDROMES/CONDITIONS \par \b0 Early Identification of Hearing and Vision Loss is Critical to a Child\rquote s Development..............................................27 \b NEWS & VIEWS \par \b0 Off to a Good Start..........................................................................................................................................31 \par Help and Hope, One Child at a Time.................................................................................................................32 ECI Provider Network: Champions of Service.................................................................................................33 Creative Thinking Maximizes Parent Training Opportunities...............................................................................34 Update About Jeff...........................................................................................................................................37 CORRECTION! CORRECTION!...............................................................................................................37 Classified........................................................................................................................................................38\par}

{\phpg\posx5152\pvpg\posy9511\absw1982\absh355\f4\b\fs31 Kate\rquote s Corner\par}

{\phpg\posx720\pvpg\posy10124\absw10124\absh965\f5\fs21 \fi287 Things are momentarily quiet here at TSBVI Outreach with many of the staff out on much deserved vacations. The spring wrapped up with a flurry of activity that slide into the early part of June with Texas Focus in Ft. Worth. All reports from folks who were able to attend the conference indicate that this was another very informative event for both the families and professionals who attended and a welcome focus on students with low vision.\par}

{\phpg\posx720\pvpg\posy11516\absw10482\absh1263\f5\fs22 \fi287 Outreach staff have been working on a number of other projects as well. One in particular that I am happy to report on is a project we did in collaboration with DB-Link, the National Information Clearinghouse on Children with Deaf- Blindness. My colleague, Robbie Blaha, and I have written a book, {\i Introduction to Sexuality Education for Indi-} \i viduals Who Are Deaf-Blind and Significantly Developmentally Delayed,{\i0 which DB-Link will publish. We antici-} \i0 pate this book becoming available in the Fall of 2001. You may contact DB-Link at (800) 438-9376\par}

{\phpg\posx720\pvpg\posy12956\absw10461\absh758\f5\fs22 \fi40 or email to get more information about receiving a copy. We very much appreciate DB-Link giving us an opportunity to make this happen. We hope that families and professionals in Texas and other parts of the country will find the information useful.\par}

{\phpg\posx720\pvpg\posy14060\absw10567\absh758\f5\fs22 \fi287 Robbie will also have another publication coming out soon through the TSBVI Curriculum Department. The book, \i Calendars for Students with Multiple Impairments Including Deafblindness{\i0 , provides detailed information on} \i0 determining which type of calendar to use with a child, designing the calendar, and transitioning a student to the next\par}

{\phpg\posx7586\pvpg\posy14924\absw3642\absh264\f3\b\fs23 Kate\rquote s Corner{\b0 - continued on page 21}\par}

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{\phpg\posx6240\pvpg\posy14946\absw180\absh275\f5\fs24 2\par}

{\phpg\posx4943\pvpg\posy758\absw3125\absh345\f4\b\fs30 A Tale of Two Children\par}

{\phpg\posx2124\pvpg\posy1135\absw8318\absh620\f7\fs27 \fi1634 By Pauletta Feldman and Mary Ann Reynolds \par\sb0\fi0 Reprinted with permission from: {\i Future Reflections}, Volume 19, Number 4\par}

{\phpg\posx2618\pvpg\posy1807\absw7325\absh310\f7\fs27 published by the National Federation of the Blind, \par}

{\phpg\posx1080\pvpg\posy2428\absw10339\absh1323\f8\i\fs23 \fi287 Note from Barbara Cheadle, Editor of {\i0 Future Reflections}: The following article, co-written by Pauletta and Mary Ann, was originally published in 1995 in the VIPS Parents\rquote Newsletter, a publication of the Visually Impaired Preschool Services in Louisville, Kentucky. I was curious about what had happened in the five years since they wrote it, so I asked them if they would do an update. They graciously agreed, and their updates conclude the article. Here now, is Pauletta\rquote s and Mary Ann\rquote s {\i0 A Tale of Two Children}.\par}

{\phpg\posx1080\pvpg\posy4156\absw10524\absh1263\f3\b\fs22 \fi287 Pauletta:{\b0 On the surface, Mary Ann and I may seem very different in that we have chosen what appears to be two} \b0 diametrically opposed school placements for our blind children. But we are not very different at all in the hopes and dreams we have for our children - we have just chosen different paths to help our children achieve them. The existence of placement options expands the current and potential opportunities our children have available to them, and we have taken advantage of these options.\par}

{\phpg\posx1080\pvpg\posy5884\absw10449\absh1010\f5\fs22 \fi287 Mary Ann\rquote s daughter Ashley and my son Jamie have been at two opposite ends of a continuum of services that exists for the education of blind children. Ashley, who is eight and in third grade, has been in a fully inclusive, public school classroom since kindergarten. Jamie, who is ten and in fourth grade, has attended the Kentucky School for the Blind since kindergarten as a day student and this year is in a half-day placement at our neighborhood school.\par}

{\phpg\posx1080\pvpg\posy7324\absw10154\absh1447\f5\fs21 \fi287 Parents often ask Mary Ann and I about our children, their schools, and why we\rquote ve made the decisions we have. That\rquote s the purpose of this article - to share with all of you who are, or will be, struggling with the same decisions we have faced. But as a prologue, we want to say that nothing is written in stone. What works one year for your child may not work the next. The important thing is that parents are aware of the options and know that we may choose from any of a variety of combinations to produce the best educational situations for our children. We need to know our children, their strengths and needs, and to know what\rquote s out there in order to make good decisions.\par}

{\phpg\posx1080\pvpg\posy9340\absw1692\absh275\f3\b\fs24 OUR DREAMS\par}

{\phpg\posx1080\pvpg\posy9748\absw10497\absh2021\f3\b\fs22 \fi287 Mary Ann:{\b0 Our dreams for Ashley are the same as for our other two children: to grow up to be somebody special} \b0 and unique, whether that is to be a homemaker, a teacher, a doctor, or whatever. We both want her to be happy. Some people hope and dream for jobs, independence, etc. I guess I expect that to come. When Ashley was born, she had a severe heart defect. Two years and three surgeries later, the worries of various abnormalities, the fear of hearing problems, and the diagnosis of \ldblquote blindness\rdblquote all but shattered our normal dreams. As sadness and abnormality creeped in, we longed for happiness and normalcy. I guess I\rquote m still developing those dreams as she grows. She wants to be a preschool teacher. If she dreams about being a teacher, that\rquote s what I dream for her. I want her to grow up, go to school, have friends, go to college, fall in love, marry, and have her 2.5 kids. That\rquote s my dream.\par}

{\phpg\posx1080\pvpg\posy12340\absw10379\absh1930\f3\b\fs21 \fi287 Pauletta:{\b0 It\rquote s hard to describe all of the dreams I\rquote ve had for Jamie. Some of them have remained the same and} \par\sb0\fi0 \b0 some of them have changed over time. (For instance, I don\rquote t think he\rquote ll turn out be a classical violinist - he wants to be \par a rock star!) As a matter of fact, Jamie has lots of careers in mind and wishes he could do them all at once - be a librarian (like his Dad), a writer, a cook in a restaurant, a teacher, an actor, a disc jockey, and a musician. When he was five he wanted to be a fireman (I could see the headlines, \ldblquote Blind Fireman Rescues Woman from Burning Building!\rdblquote ) \par and a policeman. Mainly, I want a happy and productive life for Jamie. I want him to be employed and on his own someday. I\rquote d like for him to be able to go to college. But most of all, I want him to believe in himself so that he will have the gumption to pursue his own dreams, whatever they may be.\par}

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{\phpg\posx11483\pvpg\posy1573\absw449\absh126\f6\b\i\fs11 FAMILY\par}

{\phpg\posx5880\pvpg\posy14946\absw180\absh275\f5\fs24 3\par}

{\phpg\posx720\pvpg\posy748\absw3164\absh264\f3\b\fs23 PRESCHOOL PLACEMENTS\par}

{\phpg\posx720\pvpg\posy1156\absw10151\absh1609\f3\b\fs20 \fi287 MaryAnn: {\b0 Ashley began attending preschool when she was four. Options were limited five years ago, more so} \par\sb0\fi0 \b0 than they are today. I looked for a regular preschool that would allow her to be around other children. I looked for \par over a year, honest! I found TWO places available. People actually hung up on me when I mentioned \ldblquote blind.\rdblquote People wouldn\rquote t return my calls. I was hurt. I loved my child and wanted others to love her, too. I wanted her to enjoy \par preschool and learn things that I could not provide in the home. VIPS had provided intervention in the early years and through Melinda, an intervention worker, we got hooked up with Tully Preschool. We were welcomed with open \par arms. When we visited, the other children walked Ashley around to show her the room. After that, I knew this was the place.\par}

{\phpg\posx720\pvpg\posy3460\absw10254\absh1689\f3\b\fs21 \fi287 Pauletta:{\b0 Jamie started out at Christ the King Montessori Preschool two days a week when he was two-and-one-} \b0 half years old. When he was three we switched to Kenwood Montessori, which was closer to home and where my older children had attended. There were new teachers and directors at Kenwood who wanted to build the school. \par\sb0\fi0 They learned about us through a consultant teacher at Christ the King, and they came to us to recruit Jamie! That was wonderfully refreshing, since I had felt that I had to \ldblquote sell\rdblquote him just to get anyone else to give him a try! I ended up working at his preschool as a teacher\rquote s aide, so I got to see firsthand the great things he was doing and learning. The school offered lots of hands-on multisensory learning experiences. It was an environment in which Jamie was cherished.\par}

{\phpg\posx720\pvpg\posy5764\absw7511\absh264\f3\b\fs23 PREPARING TO MAKE A KINDERGARTEN PLACEMENT DECISION\par}

{\phpg\posx719\pvpg\posy6172\absw10484\absh2274\f3\b\fs22 \fi288 Mary Ann: {\b0 Ashley\rquote s preschool years were great. Tully had an all-day program and offered kindergarten in the} \b0 afternoon. Because of that, she automatically remained another year. As time went by Ashley learned the school building inside and out (she started cane training at age four). Before using the cane, Ashley would run through the halls, never worrying about bumping into other children. I soon learned that Ashley, being half the other kids\rquote size, needed her own independence so she could get on with learning. Because Tully is all on one level (not to mention its educational benefits) and Ashley was tiny, had heart disease, and was too brave for her own good, we decided after much thought that it was in her best interest to remain there. Our neighborhood school where my older children attended had turned Ashley down for preschool. After that, I realized that it was up to me to find and give her the best possible option.\par}

{\phpg\posx719\pvpg\posy9160\absw10140\absh2171\f3\b\fs21 \fi287 Pauletta:{\b0 I talked to a lot of professionals. I talked to lots of blind people. I tried to find out everything I could} \b0 about all the special adaptations a blind child would need to succeed in life. I tried to come to grips with what were Jamie\rquote s greatest areas of need and what were his particular strengths. I believed that learning the skills of blindness would be key to his future success. And then I visited schools to compare program strengths with Jamie\rquote s needs. Jamie could have stayed for kindergarten at Kenwood Montessori, where there was a very strong mutual attachment. But I wanted to know what else was out there. I visited public school programs, one where there was a resource teacher and resource room for visually impaired children. I visited the kindergarten at the Kentucky School for the Blind (KSB), and knew immediately, in my gut, that this was where Jamie needed to be. (To enroll at KSB vision must be a child\rquote s primary disability, and the child must possess communication and basic self-help skills.)\par}

{\phpg\posx719\pvpg\posy12040\absw4578\absh264\f3\b\fs23 WHY WE CHOSE THE SCHOOLS WE DID\par}

{\phpg\posx719\pvpg\posy12448\absw10155\absh1448\f3\b\fs21 \fi288 Mary Ann:{\b0 Because our neighborhood school would not take Ashley during her early training years, it really was} \b0 not in her best interest to move her two years later. At Tully, she knew her way around and could independently move to where she needed to go - art, music, PE, lunch, etc. Now she could concentrate on academics and not just learning a new building. I taught elementary school and knew how important those early learning years were. I felt it\rquote s going to be hard enough - let\rquote s not make it any more difficult than it has to be. I thank God it worked out. She is at Tully to this day and will remain until she graduates from the fifth grade.\par}

{\phpg\posx1007\pvpg\posy14464\absw10206\absh252\f3\b\fs22 Pauletta:{\b0 There were many reasons we chose KSB. Jamie is almost totally blind with just a little light perception.}\par}

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{\phpg\posx1080\pvpg\posy748\absw10439\absh2021\f5\fs22 I was very concerned that he develop good Braille skills. Jamie was also physically delayed and had poor upper body strength and fine motor skills. At KSB, he could participate in adapted PE daily, and the kindergarten program focused on fine motor development and pre-Braille skills. While Jamie was in preschool, his social skills had not progressed as I had hoped. He was a very passive child. I was afraid that he would not do well in a large class - not come out of himself and not stand up for himself - so the smaller class sizes at KSB were attractive to me. I also thought it was important to his developing self-image for him to have blind friends and role models. He has been at KSB for almost six years now. However, we have begun easing him into our neighborhood school. That has been a wonderful process that could be the subject of a whole different story!\par}

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