Les_1_Visuele_beperking_Chamilo_versie_ hoofdstuk 4 personen met visuele beperking.pptx

# Sensory and cognitive development in visually impaired children This topic explores how children with visual impairments develop their senses, motor skills, cognitive abilities, and language, detailing the challenges they face and the compensatory mechanisms they employ. ### 1.1 Sensory development Children with visual impairments compensate for the lack of visual information by enhancing the use of their other senses. #### 1.1.1 Auditory perception While individuals with visual impairments do not possess inherently superior hearing, they tend to utilize their auditory sense more actively than sighted individuals. This heightened usage leads to better training of the auditory system. > **Tip:** Many individuals with visual impairments can perceive the presence of objects like walls and trees through sound reflection, a phenomenon known as echolocation. This can be demonstrated by clapping one's hands in front of a wall versus in a large open space to perceive the difference in echoes. #### 1.1.2 Tactile perception Tactile development is a crucial area, though some individuals may exhibit tactile defensiveness. > **Example:** The provided text includes a narrative illustrating the use of tactile and auditory cues for navigation in a visually impaired individual, highlighting how they use their cane for acoustic information, follow tactile guide lines, and rely on scent (e.g., coffee) to orient themselves in a busy train station. ### 1.2 Motor development Motor development in children with visual impairments may be slower in certain areas but follows a similar developmental trajectory. #### 1.2.1 Static skills Skills like sitting and standing develop similarly to those in sighted children. #### 1.2.2 Locomotor skills Skills such as moving to a sitting position, crawling, and walking develop at a slower pace due to: * Lack of visual stimulation. * Reduced sense of safety and trust. #### 1.2.3 Blindisms A common characteristic observed in nearly all blind children are blindisms, which are repetitive movements that may appear to lack clear purpose or function to an observer. Examples include: * Eye poking. * Rocking back and forth or side to side. * Head rolling. * Circular movements of hands or forearms. * Hopping or jumping. * Hand or finger movements directed towards light. ### 1.3 Cognitive development Cognitive development, particularly exploration and learning, is significantly influenced by the absence of vision. #### 1.3.1 Object permanence The understanding that objects continue to exist even when they are not visible develops on average 10 months later in children with visual impairments compared to sighted children. This can be observed when a child actively searches for an object that has disappeared from their sight. > **Tip:** To stimulate the development of object permanence, it is recommended to provide search cues, search together with the child, and play peek-a-boo games. #### 1.3.2 Concept formation Concept formation, the process of gathering information from various senses about an object or abstract idea and integrating it into a coherent understanding, develops differently in blind versus sighted toddlers and preschoolers. While they may possess a good vocabulary, they may not always grasp the full meaning of words, leading to the use of "floating language." > **Tip:** Concept formation can be supported by: > * Supplementing missing visual information with input from other senses. > * Helping the child establish connections and explaining the "way of things." > * Providing ample opportunities for the child to experience different phenomena. ### 1.4 Language and communication #### 1.4.1 Early language development Young children with visual impairments may initially exhibit echolalia, repeating the same phrases or sentences. Their language acquisition process may differ from that of sighted children. They might also struggle with the correct use of personal pronouns (e.g., "I," "you," "we") likely due to insufficient visual input. However, they generally catch up, and school-aged children and adults with visual impairments often demonstrate strong language skills, sometimes even surpassing their sighted peers. #### 1.4.2 Non-verbal communication Children with visual impairments may have difficulty perceiving the non-verbal cues of their interaction partners. Their own non-verbal expressions, such as orienting towards a communication partner, may not develop naturally but can be learned with guidance. > **Tip:** It is perfectly acceptable to use common phrases like "goodbye" ("tot ziens") when speaking to someone who is blind. Similarly, words like "look" ("kijken") and "see" ("zien") can be used; a blind person might say "let me see" ("laat eens kijken") to mean "let me feel." ### 1.5 Psychosocial development #### 1.5.1 Infancy The absence of eye contact and more passive initial interaction can lead to less spontaneous parent-child interaction. Emotions are often interpreted through tactile cues and gestures. Stranger anxiety and separation anxiety may emerge later than in sighted children. #### 1.5.2 Toddler and preschool age Children in this age group may experience intense feelings of anger and irritability. Parental support remains crucial, with parents often acting as the child's "arms and eyes." Playing with other children is typically successful only in structured and guided activities. #### 1.5.3 Primary school age Children become aware of their "difference" and may go through a processing period. They desire to belong and may find peer interactions still challenging. #### 1.5.4 Adolescence and young adulthood The primary challenge is to achieve independence as adults despite requiring support from others. Some adolescents may resist using assistive devices or having a supporter present. They often have smaller social networks and a higher risk of loneliness. ### 1.6 Life-course related themes #### 1.6.1 Parenting Early family guidance is vital, as parental approaches significantly impact the child's self-acceptance. Key considerations include: * Skills for interacting with the child. * Avoiding an overprotective stance. * Providing stimulation and experiences. #### 1.6.2 Support worker roles Support workers assist with: * Learning to use assistive devices. * Mobility training. * Computer skills. * Discussing sensitive topics. #### 1.6.3 Education * **Mainstream education (inclusion):** A potential pitfall is the need for more time to process and integrate learning material. * **Special education:** Type 6 education is particularly useful for acute rehabilitation (e.g., learning Braille) or when additional disabilities are present. * **Access to the written world:** This involves an individual search for methods like magnification software or Braille. * **Building orientation:** This is crucial for independent movement within a building. #### 1.6.4 Day care and employment A significant stigma persists in the job market, with many individuals with visual impairments facing difficulties finding employment. This is often due to a lack of awareness among employers regarding available assistive technologies. With appropriate training, individuals with visual impairments can often perform the same tasks as sighted individuals, even in roles involving computers. > **Statistic:** Only 33% of people with visual impairments have a paid job, attributed to factors such as low financial incentives, challenges related to the impairment, and limited information for employers. #### 1.6.5 Parenthood For individuals with visual impairments who wish to become parents, considerations include: * The implications of hereditary eye conditions. * An overemphasis on concerns and problems rather than on possibilities. * The role of support in finding creative ways to manage parenthood. #### 1.6.6 Assistive devices Training in the use of assistive devices is often provided by organizations for people with visual impairments. #### 1.6.7 Age-related vision loss Individuals over 50 years of age experience a higher incidence of visual impairments. This group is considered vulnerable, especially those over 65, as they may no longer be eligible for certain government support and often possess fewer technical skills. --- # Psychosocial development across different life stages This section explores the psychosocial development of individuals with visual impairments from infancy through young adulthood, focusing on social interactions, self-awareness, and independence. ### 4.1 Infancy and early childhood The psychosocial development of young children with visual impairments can be impacted by a reduced ease of parent-child interaction due to the absence of eye contact and a more passive form of contact. Emotions are often interpreted through tactile communication. Behaviors such as stranger anxiety and separation anxiety may emerge later than in sighted children. ### 4.2 Toddler and preschool years During this stage, children with visual impairments may experience intense feelings of anger and irritability. They continue to rely on their parents for essential support, viewing them as their "arms and eyes." Social play with peers is typically only successful within structured and supervised activities. ### 4.3 Primary school years Children become increasingly aware of their "difference" from sighted peers. This often leads to a processing period as they grapple with the desire to not be different and to simply belong. Social play remains a challenge during this phase. ### 4.4 Adolescence and young adulthood The primary challenge for adolescents and young adults with visual impairments is to achieve independence despite the support they may require from others. Some individuals may exhibit resistance to using assistive devices or having a support person present. Generally, they tend to have smaller social networks, increasing their risk of loneliness. > **Tip:** The development of object permanence, the understanding that objects continue to exist even when out of sight, can occur approximately ten months later in children with visual impairments compared to their sighted peers. This can be identified when a child searches for something no longer visible. > **Tip:** To stimulate the development of object permanence, encourage searching behaviors, search together with the child, and play peek-a-boo games. Concept development, which is crucial for understanding the world, is needed for this. > **Example:** Language acquisition can differ. Young children with visual impairments may repeat sentences or phrases in the same way, a phenomenon known as echolalia, suggesting they learn language through a different pathway. They might also struggle with the correct use of personal pronouns like "I" and "you" due to limited visual input. However, they often catch up, and by primary school age and adulthood, individuals with visual impairments are typically strong in language, sometimes even stronger than their sighted counterparts. > **Tip:** Non-verbal communication can be a hurdle. Children with visual impairments may have difficulty perceiving the non-verbal expressions of their interaction partners. Their own non-verbal cues, such as orienting towards a communication partner, may not develop naturally but can be learned with guidance. It is perfectly acceptable to use common phrases like "goodbye" or "look" with individuals who are blind; they will understand these terms in context, often meaning "feel" when they say "let's look." ### 4.5 Parenting with a visual impairment Parenting with a visual impairment involves a child-centered approach from the beginning, with the parents' attitudes significantly influencing the child's self-acceptance. Key considerations include developing interaction skills with the child, avoiding overprotection, and offering a rich array of stimuli and experiences. ### 4.6 Support services and education Support services focus on teaching the use of assistive devices, mobility training, computer skills, and discussing sensitive topics. In education, inclusion in regular schooling is often pursued, but a potential pitfall is the increased time required for students to process and integrate learning material. Special education, particularly Type 6, may be necessary for acute rehabilitation (e.g., learning Braille) or when additional disabilities are present. > **Tip:** Access to the written world is an individual journey involving tools like magnification software or Braille. Orientation within buildings is crucial for independent movement. ### 4.7 Employment A significant stigma persists in the job market, making it difficult for many individuals with visual impairments to find employment. This is often due to a lack of employer awareness regarding the possibilities offered by assistive technologies. With appropriate training, individuals with visual impairments can often perform the same tasks as sighted individuals. However, employers may wrongly assume that tasks like computer work are impossible. > **Tip:** Only 33% of people with visual impairments have paid employment. Reasons include insufficient financial incentives, challenges posed by the impairment, and limited information available to employers. ### 4.8 Later life Age-related vision loss affects individuals over 50, creating a vulnerable group, especially for those over 65 who may no longer qualify for certain government support. Older adults may also possess fewer technical skills, necessitating tailored support. --- # Life-related themes and support systems This topic explores crucial life-related themes for individuals with visual impairments, focusing on developmental stages, support systems, education, and employment. ### 3.1 Developmental considerations for visual impairments Individuals with visual impairments are a heterogeneous group, and their development is influenced by their unique circumstances, though with appropriate support, adaptation is possible. #### 3.1.1 Sensory development The absence or reduction of visual information is compensated by other senses. While individuals with visual impairments do not inherently possess superior hearing, they tend to utilize their auditory sense more effectively. This heightened awareness can lead to advanced training of the auditory system, allowing some individuals to perceive environmental details through sound reflections (echolocation). Tactile defensiveness can sometimes be a consideration. > **Tip:** Echolocation can be experienced by performing a simple test: clap your hands in front of a wall and then in a large open space to notice the difference in sound reflection. #### 3.1.2 Motor development Motor skills development may be slower in certain areas but not fundamentally different. Static skills like sitting and standing develop typically. Locomotor skills (moving from sitting to crawling or walking) can be delayed due to a lack of visual stimulation and a reduced sense of safety and trust. ##### 3.1.2.1 Blindisms Blindisms are repetitive, seemingly non-functional movements observed in many children with visual impairments. Examples include eye-poking, rocking back and forth, head-turning, circular hand or forearm movements, hopping or jumping, and hand/finger movements towards light. #### 3.1.3 Cognitive development Exploration is key to learning for all children. Object permanence, the understanding that objects continue to exist even when out of sight, develops approximately 10 months later on average in children with visual impairments. Encouraging this development involves prompting the child to search, searching together, and playing peek-a-boo. ##### 3.1.3.1 Concept formation Concept formation, the process of gathering sensory information to understand abstract ideas, is crucial. For children with visual impairments, this process differs from that of sighted children. While they may have a good vocabulary, their comprehension of the full meaning of words, particularly abstract ones, can be delayed. To support concept formation, it is essential to supplement missing visual information with other senses, help the child make connections, explain processes, and provide ample experiential learning opportunities. #### 3.1.4 Language and communication Young children with visual impairments may initially exhibit echolalia (repeating phrases or sentences) and learn language differently. They may struggle with the correct use of personal pronouns due to a lack of visual input, but generally catch up, with many school-aged children and adults with visual impairments demonstrating strong language skills, sometimes even exceeding those of their sighted peers. ##### 3.1.4.1 Non-verbal communication Interpreting the non-verbal cues of others can be challenging. Similarly, their own non-verbal expressions (like orienting towards a communication partner) may not develop naturally and require guidance to be learned. > **Tip:** It is acceptable to use common phrases like "goodbye" or "look" with individuals who are blind, as they understand these terms in context and may use "let's see" to mean "let's feel." #### 3.1.5 Psychosocial development * **Infancy:** Parent-child interaction can be less spontaneous due to the absence of eye contact and a more passive mode of contact. Emotions are often interpreted through touch. Stranger anxiety and separation anxiety may appear later than in sighted children. * **Toddler and Preschool Age:** These children may experience intense anger and irritability. Support remains vital, with parents acting as the child's "arms and eyes." Play with other children is often only successful in structured and guided activities. * **Primary School Age:** Children become aware of their differences, leading to a processing period as they desire to belong. Group play can still be challenging. * **Adolescents and Young Adults:** The primary challenge is becoming independent adults while still requiring support. Some adolescents may resist the use of assistive devices or the presence of supporters. They often have smaller social networks, increasing their risk of loneliness. ### 3.2 Life-related themes and support systems #### 3.2.1 Upbringing Early family support is crucial, as parental approaches significantly impact a child's self-acceptance. Key considerations include teaching interaction skills, avoiding overprotection, and providing diverse stimuli and experiences. #### 3.2.2 The helper (support worker) Support workers assist with learning to use assistive devices, mobility training, computer skills, and discussing sensitive topics. #### 3.2.3 Education * **Regular education (inclusion):** A potential pitfall is the increased time required to process and integrate learning material. * **Special education:** Type 6 education is particularly relevant for those needing acute rehabilitation (e.g., learning Braille) or who have additional disabilities. ##### 3.2.3.1 Access to the written world Accessing written information involves an individual search for solutions like magnification software or Braille. Adaptations and assistive devices are essential for navigating educational environments independently. #### 3.2.4 Employment challenges A significant stigma persists in the job market, making it difficult for many blind or visually impaired individuals to find employment. A lack of awareness about available assistive technologies is often a barrier. With proper training, individuals with visual impairments can often perform the same tasks as sighted individuals. However, employers may incorrectly assume tasks like computer work are impossible. ##### 3.2.4.1 Day activities and employment Only 33% of individuals with visual impairments hold paid employment. Reasons include insufficient financial incentives, challenges posed by the impairment, and limited information provided to employers. #### 3.2.5 Parenthood with a visual impairment The decision to have children can involve considerations about hereditary eye conditions. There is often an overemphasis on concerns and problems rather than on possibilities. The role of support is to creatively assist in finding ways to manage parenthood without limitations. #### 3.2.6 Assistive devices and training Training in the use of assistive devices is available through organizations dedicated to supporting individuals with visual impairments. #### 3.2.7 Age-related blindness/visual impairment Individuals over 50 years old experience a higher incidence of visual impairments. This group is particularly vulnerable, as those over 65 may no longer be eligible for certain government support schemes, and they may possess fewer technical skills. --- # Specific considerations for visually impaired individuals This topic explores the multifaceted aspects of life for individuals with visual impairments, focusing on developmental considerations, parenting, assistive technologies, and the unique challenges faced by older adults with vision loss. ### 4.1 Developmental considerations for children with visual impairments Children with visual impairments represent a diverse group, and while their development is impacted, adequate support can facilitate adaptation. #### 4.1.1 Sensory development The lack of visual information is often compensated by the heightened use of other senses. While individuals with visual impairments do not possess inherently superior hearing, their ears become more trained through increased usage. This can lead to abilities like echolocation, where they can perceive objects and environments by interpreting reflected sounds. * **Tactile development:** This sensory modality is crucial for exploration and learning. In some cases, a tactile aversion might be present. #### 4.1.2 Motor development Motor development may be slower in certain areas but not fundamentally different. * **Static skills:** Milestones like sitting and standing develop similarly to sighted children. * **Locomotive/dynamic skills:** Skills such as transitioning to sitting, crawling, and walking can be delayed due to: * Lack of visual stimulation for motivation and guidance. * Reduced sense of safety and confidence in movement. #### 4.1.3 Blindisms Many blind children exhibit "blindisms," which are repetitive, seemingly purposeless movements such as: * Eye poking * Rocking the body back and forth * Head turning or circling movements * Hand or finger circling * Hops or jumps * Hand/finger movements towards light sources #### 4.1.4 Cognitive development Exploration is the primary method of learning for children. * **Object permanence:** The ability to understand that objects continue to exist even when not perceived develops, on average, about ten months later in children with visual impairments. This can be observed when a child searches for a hidden object. * **Stimulating search behavior:** This can be encouraged through verbal cues to search, searching together, and playing peek-a-boo games. * **Concept formation:** This process involves gathering information from various senses to form an understanding of an object or abstract concept. * **Supporting concept formation:** This involves supplementing missed visual information with input from other senses, helping the child make connections, explaining processes ("the way of things"), and facilitating extensive experiences. #### 4.1.5 Language and communication * **Early language development:** Young children with visual impairments may exhibit echolalia, repeating sentences or phrases. They might also struggle with the correct use of personal pronouns (e.g., "I," "you"). However, they generally catch up, and older children and adults with visual impairments are often strong communicators. * **Non-verbal communication:** * Difficulty perceiving the non-verbal cues of others. * Their own non-verbal expressions (e.g., orienting towards a communication partner) may not develop naturally and can be learned with guidance. * **Using everyday language:** It is perfectly acceptable to use phrases like "goodbye" or "look" and "see" with individuals who are visually impaired. A blind person might say "let me see" to mean "let me feel." #### 4.1.6 Psychosocial development * **Infancy:** The absence of eye contact can affect parent-child interaction, making it less spontaneous. Emotions are often interpreted through touch. Later onset of stranger anxiety and separation anxiety compared to sighted children. * **Toddler and preschool years:** May experience intense anger and irritability. Parental support is crucial, with parents acting as the child's "eyes and arms." Playing with other children often requires structured and guided activities. * **School age:** Children become aware of being different, which can be a challenging processing period. They desire to belong and be like their peers. Collaborative play remains difficult. * **Adolescence and young adulthood:** The primary challenge is becoming an independent adult despite requiring support. Some individuals may resist assistive devices or the presence of support persons. They often have smaller social networks, increasing the risk of loneliness. ### 4.2 Life-course related themes #### 4.2.1 Parenting with a visual impairment * **Early family support:** The approach taken by parents significantly impacts the child's self-acceptance. * **Key considerations:** * Parenting skills for interaction with the child. * Avoiding an overprotective attitude. * Providing stimulating experiences. * **Role of support professionals:** Assisting with learning to use assistive devices, mobility training, computer skills, and discussing sensitive topics. #### 4.2.2 Education * **Mainstream education (inclusion):** A potential challenge is the increased time required to process and integrate learning material. * **Special education (Type 6):** Primarily for those needing acute rehabilitation (e.g., learning Braille) or who have additional disabilities. * **Access to the written world:** This is an individual journey involving technologies like magnification software or Braille. * **Orientation and mobility:** Adaptations and assistive devices are crucial for independent navigation within educational buildings. #### 4.2.3 Employment and daily activities * **Employment challenges:** A significant stigma exists in the job market, with many individuals with visual impairments facing difficulties finding work. This is often due to a lack of employer knowledge regarding available assistive technologies. With proper training, individuals can often perform the same tasks as sighted colleagues. * **Employment statistics:** Only 33% of individuals with visual impairments have paid employment. Reasons include: * Insufficient financial incentives. * Challenges posed by the impairment. * Limited information provided to employers. #### 4.2.4 Parenting with a visual impairment * **Desire for children:** The choice to have children can be influenced by the implications of hereditary eye conditions. * **Focus on possibilities:** Support should emphasize capabilities rather than solely dwelling on concerns and problems. * **Creative solutions:** Professionals should work collaboratively and creatively with prospective parents to find ways to manage parenthood. #### 4.2.5 Assistive devices * **Training:** Essential training is available through organizations dedicated to supporting individuals with visual impairments. #### 4.2.6 Age-related vision loss (older adults) * **Increased prevalence:** Vision loss is more common in individuals over 50 years old. * **Vulnerability:** This group is particularly vulnerable because individuals over 65 may no longer be eligible for certain support services, and they often possess fewer technical skills. --- ## Common mistakes to avoid - Review all topics thoroughly before exams - Pay attention to formulas and key definitions - Practice with examples provided in each section - Don't memorize without understanding the underlying concepts

| Term | Definition | |------|------------| | Visuele beperking | A visual impairment, referring to a deficiency in sight. | | Kwaliteit van leven | Quality of life, encompassing an individual's overall well-being and satisfaction. | | Beeldvorming | Perception or mental representation; how something is understood or visualized. | | Sensorische ontwikkeling | Sensory development, the process by which a child learns to use their senses to understand the world. | | Tactiele afweer | Tactile defensiveness, an oversensitivity to touch, causing discomfort or distress. | | Echolocatie | Echolocation, the use of sound waves and their echoes to determine the location and characteristics of objects. | | Motorische ontwikkeling | Motor development, the progression of muscle control that enables individuals to perform a wide range of physical tasks. | | Statische vaardigheden | Static skills, abilities related to maintaining a stable body position, such as sitting or standing. | | Locomotore vaardigheden | Locomotor skills, abilities that involve moving the body from one place to another, such as crawling or walking. | | Blindismen | Blindisms, repetitive, seemingly purposeless movements exhibited by some individuals who are blind or visually impaired. | | Oogboren | Eye-poking, a type of blindism involving repetitive poking or pressing of the eyes. | | Objectpermanentie | Object permanence, the understanding that objects continue to exist even when they cannot be seen, heard, or touched. | | Conceptvorming | Concept formation, the process of developing abstract ideas or mental representations of things. | | Echolalie | Echolalia, the repetition of words or phrases spoken by another person, often seen in early language development. | | Non-verbale communicatie | Non-verbal communication, the transmission of messages or signals through a nonverbal platform such as eye contact, facial expressions, gestures, posture, and body movements. | | Psychosociale ontwikkeling | Psychosocial development, the interaction between psychological and social aspects of development. | | Eenkind | A child with a visual impairment. | | Eenkind | A child with a visual impairment. | | Hulpverlener | Helper or caregiver, a professional who provides assistance and support. | | Regulier onderwijs | Regular education, schooling within the mainstream educational system. | | Inclusie | Inclusion, the practice of educating students with special needs in regular classes. | | Buitengewoon onderwijs | Special education, schooling designed to meet the needs of students with disabilities. | | Type 6 onderwijs | Type 6 education, a specific category of special education, often for students needing acute rehabilitation or with multiple disabilities. | | Vergrotingssoftware | Magnification software, computer programs that enlarge screen content for visually impaired users. | | Braille | Braille, a system of raised dots representing letters and numbers, used by visually impaired people for reading and writing. | | Mobiliteitstraining | Mobility training, instruction in how to navigate and move around independently and safely. | | Dagbesteding | Day activities or daytime care, structured activities and support provided during the day. | | Tewerkstelling | Employment or placement in a job. | | Kinderwens | Desire for a child or parenthood. | | Erfelijke oogaandoeningen | Hereditary eye conditions, genetic disorders affecting vision. | | Hulpmiddelen | Assistive devices or tools that help individuals with disabilities perform tasks. | | Ouderdomsblindheid/-slechtziendheid | Age-related blindness/visual impairment, vision loss that occurs with aging. | | VAPH | Flemish Agency for Persons with Disabilities (Vlaams Agentschap voor Personen met een Handicap), a Belgian organization supporting people with disabilities. | | Orthopedagogische ondersteuning | Orthopedagogical support, educational and therapeutic support focused on children with special needs. |