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Goals

• To promote increased independence while learning the concepts of the preschool curriculum.
• To ensure that "Independence Goals" in all areas of development are established, including cognitive, social, language, compensatory, fine motor, gross motor skills, and self help.
• To have regular team meetings to update progress.

Initially, Peg Palmer and her team assess the young student by using the Oregon Project evaluation measures (Cognitive, Social, Language, Compensatory, Fine Motor, Gross Motor, and Self Help). Then, they, the aide (if there is one), the preschool teacher, and the parents of the child meet and address each of the evaluated areas to see where the student can be more independent. The idea is to establish a change in the group's mindset and methods to assist in this goal. It is recommended that the full team meet regularly to prevent deviations from the program.

Four areas to look at when adapting the environment for a totally blind child who is entering nursery schools or preschool special ed:

1. Looking at the mindsets of the educational team (the most critical piece, in Peg Palmer's opinion)
2. Mobility
3. The Room
4. The Activities

Essentially, the evaluation has two dynamic parts. Constant assessments are made on the child's progress, and also on the environment surrounding the child. The idea is to consider both parts in a complementary way to yield practical results.

Common Misconceptions

The following misconceptions may not be verbally spoken, but are often in the background thoughts of the educational team's mind. Peg Palmer and her team continuously confront these misconceptions by clarifying the following myths:

1. The child who is blind is helpless.
2. An adult should always be with the child who is blind throughout the day in nursery school.
3. The child who is blind should always be guided throughout the room and protected.

Introduction

Goals and Common Misconceptions

Adaptations

Resources