Quality Indicators for Programs Servings Children with Visual Impairment or Blindness, Including Multiple Disabilities

Cooking class

These quality indicators were developed by Laurel Hudson, Deborah Gleason and Charlotte Cushman to provide guidelines for people developing or evaluating programs for children who are blind or visually impaired, including those with multiple disabilities.  The list is divided into the following areas:

  1. Interactions Between Staff and Children, and Among Children
  2. Curriculum   
  3. Scheduling and Grouping 
  4. Assessment
  5. Physical Environment
  6. Family Involvement
  7. Staff Qualifications and Staff Development
  8. Teachers and Administration Working Together    
  9. Transition
  10. Program Evaluation

The document also outlines the "Five Big Ideas":

  1. It is very important for children to have opportunities to touch and use real objects and to be involved in meaningful experiences/ whole activities.
  2. Children should be encouraged to be as independent as possible.  In order to be independent, they need to be given plenty of time to participate as fully as possible.
  3. Children are part of a family and a community.  It is very important to include each child’s family as much as possible, and to communicate with them regularly.
  4. Children need consistency of people and events in their daily programs.  They need to know what to expect in their daily schedules and they need to be able to depend upon consistent staff being available to them.  
  5. Follow and build on the child’s interests.  Think about “guiding” the child’s learning, not “forcing” the child to learn.






Attached Files: