Compare and contrast the roles of parents and professionals in interpreting a child’s behavior. How can these perspectives complement one another?
I have worked with children ages 0-3 for the last 10 years. I have the unique opportunity to work in homes with children and their parents.
Over the years, I have recognized that parents provide a unique portal into their children’s vision. I spend an hour or two with their children each month, gaining just a snippet into their world. In contrast, parents are with their children the majority of the time. They deal in the day to day minutae with their children. With good questioning and assessments, TVI’s can parse out information to provide a fuller picture of their children’s vision.
For instance, I may observe a child who exhibits little to no visual behavior regarding CVI. It may be that during that time, they are tired, sick, or might be having an off day. Parents tell me that their child is interested in a certain toy or light that provides more insight into their visual behavior.
As a former pediatric nurse, I recognize how much power and self-agency are taken from parents when they have children with special needs. I always give back as much power and control to parents as possible.
For example, I worked with a student whom I attempted to see if what colors she preferred leaning in on the tried and true yellow and red. Some of these kids have multiple disabilities, and it can be difficult to discern what their preference is. A parent texted me excitedly that her daughter reacted favorably to a book that had bright pink pages. At our next visit, I brought out a hot pink scarf and we used it over the light box with great success.
I like to provide parents with a copy of personal passports and work with them on it for their children as they know their child best! I am linking it here…
Knowing%20the%20Child.pdf
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This is brought to the transition IEP meetings for preschool to give the professionals more information regarding the child. This has been successful and gives professionals more information on visual behavior and other information that is helpful in the school setting.
In addition, I ask parents to send me videos of their children engaging visually. This gives me great information in formulating a picture of their vision. I have never had the approach that I know everything, and instead like to work in partnership with parents.
I also attend eye exams when parents ask me to take notes, and encourage parents to share information with the ophthalmologist and give feedback during the eye exam. I have had a few ophthalmologists call it “delayed visual maturation” which I pick up on my caseload as that typically presents as CVI.
I have learned much from parents and continue to do so. It has been a wonderful experience to grow with these incredible parents in continuing my journey as a CVI and have this partnership in order to help these children thrive.