Services for Children – B/VI


Early Intervention Services for infants and toddlers (newborn to age 3) with Visual Impairment, Including Blindness provide home-based intYoung children sitting in chairs playing with small ballservention to families through contract agreements with local Community Centered Boards (CCB).

Working with the family, the CCB service coordinator, and other service providers, including the Teacher of the Blind/Visually Impaired (TVI) develop an Individualized Family Service Plan (IFSP) designed to meet the needs of the family in encouraging their child’s development.

Referrals for home intervention are made to the family’s local CCB or to the family’s school district Child Find services by the family or medical providers such as an opthalmologist, optometrist or primary care physician.  The next step would be an assessment of the child’s needs facilitated by school district Child Find personnel in collaboration with staff from the local CCB.  If the child is determined to have needs that qualify under Early Intervention Colorado guidelines in the area of vision, a teacher of the blind/visually impaired who works for the Colorado School for the Deaf and the Blind would provide the home intervention services.  A medical diagnosis of a vision condition as determined by an ophthalmologist is required for a child to receive vision services.Young boy with glasses is pushing a small shopping cart with books inside. Another young girl is looking on with a book in her hands. A man with glasses is in the background smiling

Early intervention services continue in a home-based environment until the goals established for the child are met or the child reaches three years of age.  A transition plan for the child to enter preschool services would be developed with the family, CCB providers, staff from the local district and the teacher of the blind/visually impaired.

Services provided by a teacher of the blind/visually impaired may include:

  • Developmentally appropriate concept development
  • Early orientation and mobility concepts
  • Information about the implications of the child’s specific visual impairment
  • Development of play skills
  • Adaption of toys specific to the child’s vision needs
  • Information regarding networking and other learning opportunities for parents