CVI Toddler Vision Eye Train 247

ron goldreich ❘ Ücretsiz Yazılım ❘
iOS
4 oy

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This tool is designed for therapists working with toddlers who have visual impairments such as Cortical Visual Impairment (CVI) or Albinism. It aims to enhance their visual skills, including focusing, scanning, identifying, deciphering, hand-eye coordination, grapho-motor skills, and spatial concepts. Specifically targeting the critical developmental age of 0-3 years, this tool is operated in a specially designed darkened room by therapists who have undergone appropriate training.

The computer edition can be accessed at: <a href="https://tarmil.web.app/en/">here</a>.

Fostering a Sense of Success
For toddlers with visual impairments, cultivating a supportive and understanding relationship with an adult is vital. This connection helps to mediate their interactions with the external environment, fostering a sense of self-worth and success. It is essential that adults refrain from imposing expectations regarding success during therapy sessions, allowing the child to experience success in their own unique manner, regardless of their ability to complete specific activities.

Prioritizing Exploration and Joy
The primary driver of exploration and development in a toddler's life is the enjoyment derived from play. For an activity to be engaging, it must align with the child's pace and interests. Should an activity fail to please the child, it may be beneficial to discontinue it to avoid frustration, which could hinder future cooperation. Effective learning takes place in an enjoyable environment that prioritizes exploration.

Nurturing Natural Learning
Toddlers engage in natural exploration that is often unstructured and not confined to rigid frameworks. They may approach games in unconventional ways; thus, it is important to allow toddlers to explore and experiment according to their inclinations. The value lies not in winning but in participation—simple acts such as entering the treatment room or exploring the computer screen contribute meaningfully to their experience. Fun remains the ultimate goal of play, facilitating the development of various skills through joyful exploration.

Affirming the Right to Play
Toddlers possess an inherent right to play and explore at all times. It is inadvisable to use computer games as rewards or conditions for compliance with less enjoyable tasks, such as wearing eye coverings. Playtime should be consistently allotted and independent of other activities.

Recommended Physical Setting
Sessions should be conducted while seated in an appropriately sized toddler chair positioned in front of a matte touch screen computer. If a touch screen is unavailable, coordinating movements—where the adult clicks on-screen items simultaneously as the toddler touches—can be implemented.

Preliminary Preparations
The tool features over 300 accessible illustrations characterized by thick contours and vibrant colors. Due to potential overwhelm from excessive choices, limiting illustrations is advisable. This can be achieved by selecting the "Illustrations" tab on the left side of the screen; chosen illustrations will appear on the right against a blue background. It is recommended to work with approximately five illustrations at a time.

Proper Selection of Games and Settings
With over 40 games available at varying levels of difficulty, it is crucial to select games suitable for each individual child. Each game contains adjustable settings tailored to meet the child's needs. A game is considered appropriate if the child can achieve 100% independent success; however, if they are ready for a challenge, settings can be modified for an 80% success rate while ensuring achievement remains attainable without undue frustration.

Demarcation of Game Quantity and Duration
It is advisable to pre-select three games for each session, utilizing them in sequence over a planned duration to establish consistency and structure within the therapeutic process.

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