Page 61 - Drobnič Janez, Pelc Stanko, Kukanja Gabrijelčič Mojca, Česnik Katarina, Cotič Nastja, Volmut Tadeja. Ur. 2023. Vzgoja in izobraževanje v času covida-19. Koper: Založba Univerze na Primorskem
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Ko izziv postane priložnost: razvoj modela virtualne zgodnje obravnave v Centru IRIS
and their families were left practically overnight without the much-needed
special education treatments and support of various experts, which had been
performed in person until the pandemic was declared. On the other hand,
as a result of the transition to distance education, professionals in education
faced new challenges in their work, which required development of new learn-
ing approaches and strategies to continue the education and support of chil-
dren with special needs in a relatively successful way. As early intervention is
very important in the development of blind and partially sighted children, its
undisturbed and continuous implementation is crucial for the holistic devel-
opment of children with visual impairment. Based on two case studies, the pa-
per presents the details of the development of a new model and key steps
in the transition to Tele-Intervention for preschool blind and partially sighted
children at the Centre IRIS. The new model includes directions on how to pre-
pare for the performance of virtual early intervention, how to perform the
treatment of the child and their family through various channels, and on the
evaluation of the treatment by setting the date and objectives for the next
meeting.
Keywords: COVID-19 pandemic, tele-intervention, blind and partially sighted
children
61
and their families were left practically overnight without the much-needed
special education treatments and support of various experts, which had been
performed in person until the pandemic was declared. On the other hand,
as a result of the transition to distance education, professionals in education
faced new challenges in their work, which required development of new learn-
ing approaches and strategies to continue the education and support of chil-
dren with special needs in a relatively successful way. As early intervention is
very important in the development of blind and partially sighted children, its
undisturbed and continuous implementation is crucial for the holistic devel-
opment of children with visual impairment. Based on two case studies, the pa-
per presents the details of the development of a new model and key steps
in the transition to Tele-Intervention for preschool blind and partially sighted
children at the Centre IRIS. The new model includes directions on how to pre-
pare for the performance of virtual early intervention, how to perform the
treatment of the child and their family through various channels, and on the
evaluation of the treatment by setting the date and objectives for the next
meeting.
Keywords: COVID-19 pandemic, tele-intervention, blind and partially sighted
children
61
