Issue 58Special monographic issue on early careSeptember-December 2010
Children’s access to the physical and social world through their emotional and perceptive-cognitive development can be more effectively aided by understanding than by programming that process.
Immediate evaluation by a multidisciplinary team is instrumental
in the early detection of prematurity-related visual alterations, which is in
turn imperative to ensuring appropriate parental support and individualised
follow-through. These services are provided by the early care team working out
of ONCE’s educational resource centre in Barcelona, in conjunction with four
The nature of affective bonds has a decisive impact on operating models and the understanding of reality, which reflect the cerebral organisation generated by such bonds.
Visual disability, a risk factor for development, may generate behaviour similar but not identical to conduct characteristic of pervasive developmental disorders. The keys to educational intervention are language development and detection of the warning signals.
In ONCE’s view, visual impairment is the common denominator in early care for children with multiple disabilities. This article discusses the key aspects, evaluation tools, adaptations and objectives for both families and professionals.
Relationship games play an essential role in blind children’s development. This article analyses and discusses the opportunities and difficulties that may arise in each stage.
Body therapy facilitates the integration of physical, cognitive, emotional and social factors and provides for more effective care than when the work with blind children is based on verbal communication.
How can technology benefit very young blind children? What is the right age to start? Where can suitable resources be found? What problems does their use entail?
Social work with very young children calls for interdisciplinary action, whose essential objective is to establish effective coordination between the family and the early care team.
A new cognitive and affective dynamic is needed in social work with families, in which seeking and listening would be fostered as avenues for transforming experience into knowledge: to understand rather than to intervene.
The evaluation of functional vision in preschoolers provides objective and subjective information that facilitates family and professional support in the child’s development and learning process.
Ophthalmological examinations are essential to early detection of visual impairments. This article contains succinct answers to basic questions, such as anatomic exploration when children refuse to cooperate, the evaluation of visual acuity, the most suitable age for the ophthalmological visit, and the symptoms that should prompt parents to bring children to the ophthalmologist.
From the perspective of a critical analysis of the restrictive approach to evaluation, the article addresses the major factors involved, discusses the advantages of and drawbacks to the tools and instruments used and reflects on ways to improve professional practice.
Mediation and the development of communications skills based on sensory stimulation are the key factors to early care for deafblind children. Development of the sense of touch, the use of sign language, visual and auditory stimulation, cochlear implants and the use of hearing aids play a major role in this type of training.
Eighteen years of experience with the VAP-CAP method have proven its worth as an optimal tool for evaluating visual function in the early care programme conducted at ONCE’s educational resource centre in Seville.
The translation and adaptation of the sixth edition of the Oregon Project inspired this reflection on its characteristics, the circumstances when its use is particularly opportune and the precautions that should be taken in its implementation.
Introducing Braille in an infant education classroom requires a certain head start, as well as some demythologising, for pupils and teachers to view it as a tool for inclusion that helps to remove pedagogical barriers.
The communications portfolio is an audiovisual document that tracks the child’s development for as long as he is in school.
This article describes the early care service for deafblind children in Aragón, Spain and the specific care classroom project established for these pupils.
Group work is essential in early care, as proved by this experience with a group of mothers and their visually and multiply disabled children.
Parental participation in the preparation of workshops and activities, such as the ones discussed here on sensory stimulation and school attendance, furthers family involvement in a child's education.
The use of technological resources at early ages is a playful experience in which children readily learn how to use computers while participating in visual training with multimedia activities.
Doubts, concerns and apparent barriers are tackled with determination, perseverance and the gratification stemming from helping each and every pupil achieve full physical, cognitive and emotional development.
B. González del Amo Carpintero