The first five years: inclusive practices for young children with vision impairment

Digital Access

Please watch the videos below for this two day course. To obtain your certificate of completion and accreditation, please complete the below evaluation:

Day 1

 

 

Day 2

 

 

 

Handouts

Intentional teaching in early childhood

Emergent braille literacy

Early years framework and implications of VI

Sample Preschool IEP - Lara

Sample Preschool IEP - Jack

Sample Preschool IEP - Ivy

Sample Preschool IEP - Evan

Sample Preschool IEP - Dean

NEW sampleparticipantplan as at Nov 2018

NDIS Reasonable and Necessary Supports_FINAL

Getting Ready Plan Document

FS GP Allied health PDF

etrp

ECIA-National-Best-Practice-Guidelines

Standard Activities Program Day 2

SMART Goals

Early childhood learning environments

Renwick PD presentation on NDIS April 2019

As for criteria for access to the NDIS for vision impairment, please see the following:

• For 7 and over:
  • Permanent blindness in both eyes, diagnosed and assessed by an ophthalmologist as follows:
    • Corrected visual acuity (extent to which an object can be brought into focus) on the Snellen Scale must be less than or equal to 6/60 in both eyes; or
    • Constriction to within 10 degrees or less of arc of central fixation in the better eye, irrespective of corrected visual acuity (i.e. visual fields are reduced to a measured arc of 10 degrees or less); or
    • A combination of visual defects resulting in the same degree of visual impairment as that occurring in the above points. (An optometrist report is not sufficient for NDIS purposes.)
  • Deafblindness
    • Confirmed by ophthalmologist and audiologist and assessed as resulting in permanent and severe to total impairment of visual function and hearing.
• For Under 7:
  • The same diagnostic parameters apply as for over 7’s, HOWEVER under early intervention there are broader opportunities for developmental concerns to be funded over a straightforward diagnosis.
  • A prospective participant will meet the early intervention requirements if they meet each of the following requirements:
    • the person:
      i. has one or more identified intellectual, cognitive, neurological, sensory or physical impairments that are, or are likely to be, permanent; or
      ii. has one or more identified impairments that are attributable to a psychiatric condition that are, or are likely to be, permanent; or
      iii. is a child who has developmental delay; and
    • the NDIA is satisfied that provision of early intervention supports is likely to benefit the person by reducing their future needs for disability related supports; and
    • the NDIA is satisfied that provision of early intervention supports is likely to benefit the person by:
      i. mitigating or alleviating the impact of the person's impairment upon their functional capacity to undertake communication, social interaction, learning, mobility, self-care or self-management; or
      ii. preventing the deterioration of such functional capacity; or
      iii. improving such functional capacity; or
      iv. strengthening the sustainability of informal supports available to the person, including through building the capacity of the person's carer; and
    • the NDIA is satisfied early intervention support for the person is most appropriately funded or provided through the NDIS.

If attendees have further questions they’d like to ask re: NDIS processes and criteria, they can contact my team on 02 9872 701 or ndis@ridbc.org.au and we’ll be able to provide some support.

Images from the Resource Display