Tutorial: Exploring the Speech-Language Pathologist's Role in Childhood Blindness and Low Vision.

PURPOSE: Children with vision differences face unique challenges in accessing classroom communication, which can affect language development, academic achievement, and social participation. To ensure effective communication, professionals must understand each child's diverse access needs and individual preferences. Professionals must also be aware of the nature of the child's lived visual experience, including the strategies that allow the child with low vision to access sustained and meaningful vision, compared to those strategies preferred by the child who is blind.

METHOD: This tutorial discusses a comprehensive framework that is created by combining the International Classification of Functioning, Disability and Health (ICF) and the Expanded Core Curriculum (ECC). The ICF identifies barriers and facilitators to functioning and participation, while the ECC supports independence, participation, and communication through relevant interventions.

RESULTS

This tutorial highlights practical strategies and interdisciplinary approaches to promote inclusive, accessible communication in mainstream educational settings using two interdisciplinary case studies (one child diagnosed with septo-optic dysplasia and optic nerve hypoplasia at 1 year of age, then a severe language disorder, intellectual disability, and autism spectrum disorder at 6 years, and the other diagnosed with suspected cerebral vision impairment and single-sided hearing loss at 2 years of age).

CONCLUSIONS

Children with blindness and low vision benefit from speech-language pathologist (SLP) collaboration with their families and professionals (e.g., orientation and mobility specialists, physiotherapists, occupational therapists) to actively support optimal learning and engagement. SLPs can apply the ICF and ECC and insights from the case studies to inform assessment, goal setting, collaborative planning, and intervention.