The following
Review Guidelines
are intended to help service providers and individuals involved in personnel
preparation determine the congruence between the beliefs, values, and
practices of the individuals in your community and current recommended
practices in early childhood/special education. The
Review Guidelines
will first help you consider the overall effectiveness of presentation
of a material. Next, questions follow which pertain specifically to the
content area of
Visual Impairments.
It is important to realize that no material is likely to match the
exact needs of individuals in your community. Therefore, in many instances,
you may wish to make some simple adaptations to the materials
before using them.
A separate set of Review Guidelines is available to help select
materials that have been translated from one language to another.
In addition, other suggestions for choosing materials are available
on the CLAS Web site (http://clas.illinois.edu).
It is our hope that you may use these Review Guidelines to engage
in meaningful dialogue with families and colleagues in your community,
as you decide which materials to use in your early childhood setting.
Effectiveness
of Presentation
Please
respond to all that apply.
Clarity
- Is the purpose of the material clear?
- Is the presentation of the information easy to follow?
- If there are directions on how to use the material, are they clearly
stated?
- Does the material include an effective explanation of technical
terms or jargon?
- Does the language in the material acknowledge diversity (e.g., family
structures, multi-generations, disabilities, gender, ethnicity, socio-economic
status, religion, etc.)?
- Is the format (e.g., print, audio, video, etc.) appropriate
for the intended users of this material?
- Are contact agencies or persons for accessing additional information
or support easily identifiable?
Comprehension
Level
- Easy = mainly simple sentences
with minimal or no technical jargon;
- Average = a mix of simple and complex
sentences with some technical jargon (e.g., USA Today);
- Difficult = mainly complex sentences
with a lot of technical jargon or discipline-specific terms (e.g.,
College-level text or New York Times).
- For printed materials,
the reading level of the material is:
Easy | Average | Difficult | N/A
- For video and audio materials,
the comprehension level of the material is:
Easy | Average | Difficult | N/A
Graphics, Illustrations and Photos
Do the graphics:
- Represent a non-stereotypical view of cultural (e.g., contemporary
dress) and linguistic groups?
- Represent a wide variety of groups (e.g., disabilities, gender,
race, generation)?
- Enhance the materials (e.g., photo prints and designs are appropriate
and of high quality)?
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Establishing a Healthy Relationship
Between Providers and Families
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To what extent does the material
- Emphasize the importance of providers and families establishing
a comfortable relationship prior to identifying, assessing, and addressing
a child's developmental needs (e.g., understanding values and beliefs)?
- Acknowledge the importance of employing service providers who respect
and are knowledgeable about the cultures and languages of the families
served?
- Encourage the provision of services in the families' preferred
language or through the assistance of a qualified translator/ interpreter
who can serve as a cultural mediator?
- Encourage providers to engage in self-reflection regarding their
role, assumptions and beliefs, and how they may be perceived by the
family (e.g., supportive, interfering, guiding, intrusive)?
- Encourage professionals to clarify their role with families
and to gather information regarding family expectations?
- Offer strategies to address conflict or misunderstanding that
may arise between suggested interventions and families preferences?
- Acknowledge the importance of providers and families sharing
information on an ongoing basis about the childs current level
of development and the type and degree of visual impairment?
- Acknowledge the importance of developing a climate of mutual respect
and trust by responding to family concerns as they arise (e.g.,
answering questions, providing resources, changing the intervention
program)?
To what extent does the material
- Include information acknowledging a variety of caregiving practices
and the impact they may have on the child's development?
- Suggest ways to obtain information and build on the caregiver's
belief about his or her own role in supporting the child's development?
- Acknowledge that family members may differ in their availability
or desire to participate in intervention activities, which may increase
or decrease over time?
- Suggest intervention strategies and materials that can be embedded
within the family's routines and environments?
- Acknowledge the importance of using games, songs, or activities
that are familiar to the family to teach skills?
- Encourage strategies that address multiple domains of development
as opposed to a singular focus during intervention?
- Encourage caregivers to respond to the childs sensory interests
and preferences, as they relate to demands in the childs natural
environment?
- Provide suggestions for adapting activities, materials, equipment,
environments, and intervention strategies as needed to accommodate
the abilities and sensory needs of individual children?
- Encourage intervention strategies that take into account the environment
in which the family lives (e.g., living space, safety considerations)
and in which the interventions will be delivered (e.g., home, school,
community)? Strategies should be environmentally sensitive and
may vary according to the setting.
- Encourage collaboration among all providers in planning, implementing,
and evaluating interventions (e.g., regular preschool teacher,
orientation and mobility instructor, or teacher credentialed in visual
impairment)?
- Emphasize that intervention services must be consistent with
what is required under IDEA (e.g., assessment, orientation, mobility,
and transition services)?
To what extent does the material
- Identify potential short-term outcomes for both the caregiver and/or
the child?
- Identify potential long-term outcomes for both the caregiver
and/or the child?
- Specify the cultural and linguistic groups with whom the approach
has been used?
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Evaluating Impact and Appropriateness
of Intervention and Services
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To what extent does the material
- Encourage providers to systematically evaluate the appropriateness
of the interventions with families based on their changing needs and
preferences?
- Suggest ways of ensuring that outcomes are important and meaningful
to the families as well as the service providers?
- Include a variety of options for gathering information from
families (e.g., interviews, observations, checklists, etc.) that
respect families cultural and linguistic background and consider
families level of acculturation?
The following two questions are intended to
deepen the analysis of the ways materials address issues of diversity.
In some cases, these issues may have been addressed in the preceding
questions. |
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Does
the material acknowledge and address complex and sometimes subtle
aspects of diversity as they relate to visual impairments, such
as:
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- Power (refers to the division of members of society into
levels with unequal access to resources, knowledge, and authority)
- Racism (refers to systems advantage based on race)
- Prejudice (refers to an adverse judgment or opinion based
on preconceived beliefs and ideas about different groups)
- Socio-Economic Class (refers to the division of society into
levels with unequal wealth and prestige)
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Are
there any spoken or unspoken assumptions, values, or beliefs in
this material that could conflict with the delivery of culturally
and linguistically appropriate services (e.g., assuming all parents
view themselves as advocates or equal partners)?
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