Motor Skills Resources

In this section, families and educators can explore the importance of touch in bonding and communicating with a baby who is blind or visually impaired. Touch and movement are integral to development of fine and gross motor skills, encouraging young children to reach out and to actively explore the world around them.

This detailed fact sheet (PDF format) from the New York State Technical Assistance Project includes strategies for children who are deafblind.

Source: New York State Technical Assistance Project

These presentations offers basic principles and strategies for providing O&M services to visually impaired people whose additional disabilities include cognitive, hearing, physical or health challenges.

Source: Dona Sauerburger

Melvin Marx modifies applications in the foundational blue textbook, Orientation and Mobility Techniques, in order to serve his first encounter with a deafblind student.

Source: Texas School for the Blind and Visually Impaired (TSBVI)

Collection of resources compiled for use in a three-year study on parent-child physical activity intervention among families of children with visual impairments.

Source: American Printing House for the Blind

Project SALUTE describes the hierarchy of communication symbols, from most abstract to most concrete. Color photographs of each of the eleven symbols are included; available in English and Spanish. 

TSynopses of current research findings, with links to further information and full texts.

Source: Sensory Processing Disorder Foundation

This site offers links to numerous articles, including "Preemies and Sensory Integration", "Adoption and Sensory Integration", and more.

Source: Come Unity

Occupational Therapist Linda C. Stephens provides an overview of some of the ways sensory integrative problems manifest themselves, including sensory defensiveness, activity levels, and behavior.

Source: Texas School for the Blind and Visually Impaired(TSBVI)

This article provides specific suggestions to help children develop eating skills and independence at mealtime.

Source: FamilyConnect for Parents of Children with Visual Impairments

Traditional Orientation and Mobility assessments for children may not take into account hearing loss and deafness.  Tanni Anthony describes a Transdisciplinary Play-Based model for children who are deafblind which can more thoroughly assess developmental milestones.

Source: Texas School for the Blind and Visually Impaired (TSBVI)

Peggy Freeman's comprehensive program of care for parents of babies who are deafblind  with multiple disabilities includes sections on relationships, routines, vision, touch and touching, development of communication, moving/being moved, play, and signing.  Each section offers numerous concrete suggestions for activities to enjoy with your child.

Source: National Center on Deaf-Blindness (NCDB)

This special issue of Future Reflections is devoted to the first years of a child's life. It includes sections on learning at home, movement and mobility, touch, literacy, and formal education.

Source: National Federation of the Blind (NFB)

This article explains the critical importance of establishing a predictable sequence of activities in the lives of children who are blind or visually impaired.

Source: FamilyConnect for Parents of Children with Visual Impairments

This checklist is divided into separate domains and arranged in developmental sequence from birth to six years.  Skill areas include cognitive, language, compensatory, self-help, fine motor, and gross motor (requires Adobe Acrobat Reader).

Source: Southern Oregon Education Service District

A rehabilitation program in Brazil that fosters collaboration between the home and school to teach children daily living skills.

Source: International Council for the Education of People with Visual Impairment (ICEVI)

A simple listing of developmental expectations for orientation and mobility, and environmental supports for reaching these goals.

Source: Texas School for the Blind and Visually Impaired

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