Quality Indicators for Preschool Programs Serving Children with Visual Impairment and Blindness

A young girl sits on a mat with small therapy balls

Developed by Laurel Hudson and Deborah Gleason, this document lists questions to ask when trying to evaluate the quality of a preschool program serving children who are blind or visually impaired.  Areas to consider include:

  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 into and at the end of preschool
  10. Program Evaluation

In addition, the document outlines "The Four Big Ideas" that are the most important to keep in mind when designing a preschool program:

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. 
3.    Children are part of a family and a community.
4.    Children need consistency of people and events in their daily preschool programs. 


 

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