Does anyone have experience with a child with Batten disease? Is there any
chance the vision loss may act sort of like CVI in reverse? For example, at
one point the child might attend with background complexity or to items
with several colors, but eventually would need a more scripted environment
or single color item, etc. I'd imagine it's different for each child, of
course, but was just sort of looking for some principles to work with.
Thanks,
Shelley Mack
Hi Shelley,
I have lots of experience with Batten Disease. The vision loss due to
Batten Disease does not act like CVI at all. It is purely loss in central
acuity, first. What type of Batten Disease does this child have? Please
contact the Batten Disease and Support Association-Becky Hetteberg, MA,
MSW, LISW-S – Director of Family Support and Education
Toll-Free: (800) 448-4570, ext. 12; Direct: (614) 973-6012; Email:
bhetteberg@bdsra.org. She should have a video and a pamphlet that would be
helpful to the entire staff to understand how to help this child.
Also, feel free to contact me directly with any other questions you might
have.
Lisa Faret
(faretlisa@gmail.com)
On Sat, Sep 17, 2016 at 9:55 AM, Shelley Mack smackbrl@gmail.com wrote:
Does anyone have experience with a child with Batten disease? Is there any
chance the vision loss may act sort of like CVI in reverse? For example, at
one point the child might attend with background complexity or to items
with several colors, but eventually would need a more scripted environment
or single color item, etc. I'd imagine it's different for each child, of
course, but was just sort of looking for some principles to work with.
Thanks,
Shelley Mack
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I also have students with Batten Disease and have accumulated some information over the years that I would be glad to share with you. Email me off list with your contact information.
Nancy Ozinga
Kent ISD, TCVI
nancyozinga@kentisd.org
Sent from my iPhone
On Sep 17, 2016, at 9:56 AM, Shelley Mack smackbrl@gmail.com wrote:
Does anyone have experience with a child with Batten disease? Is there any chance the vision loss may act sort of like CVI in reverse? For example, at one point the child might attend with background complexity or to items with several colors, but eventually would need a more scripted environment or single color item, etc. I'd imagine it's different for each child, of course, but was just sort of looking for some principles to work with.
Thanks,
Shelley Mack
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Same for me, I have worked with two sisters diagnosed with Batten for the past 14 years.
I too am willing to chat via phone but what I would like to share with the list is that you are in a battle to maintain skills, especially functional skills, as the disease progresses-both in context of the visual impairment but also the neurological degeneration.
Our teams have work diligently to maintain communication and preserve better speech for augmentative communication. The involvement/consultation of a mobility specialist is paramount for as long as the student is mobile, self-directing movement.
Finally, the family whom I've worked with speak very highly of the association and family connections at the national level-they absolutely love attending the yearly conference/training and always bring the team back ideas and encouragement.
Kevin
Kevin J. Hollinger
COMS, M.A., M.Ed, NBCT
FHSD Vision Program
636-851-6143
On Sep 17, 2016, at 12:31 PM, Nancy Ozinga NancyOzinga@kentisd.org wrote:
I also have students with Batten Disease and have accumulated some information over the years that I would be glad to share with you. Email me off list with your contact information.
Nancy Ozinga
Kent ISD, TCVI
nancyozinga@kentisd.org
Sent from my iPhone
On Sep 17, 2016, at 9:56 AM, Shelley Mack smackbrl@gmail.com wrote:
Does anyone have experience with a child with Batten disease? Is there any chance the vision loss may act sort of like CVI in reverse? For example, at one point the child might attend with background complexity or to items with several colors, but eventually would need a more scripted environment or single color item, etc. I'd imagine it's different for each child, of course, but was just sort of looking for some principles to work with.
Thanks,
Shelley Mack
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The typical VI goals (striving for independence) are not applicable. Instead, the goal is to teach the student (and other teachers and caregivers) a modified skill set that's reconsidered and ratcheted down as the disease progresses, making everyone aware of, and comfortable with, increasing dependence. At every step along the way, it's important to provide intellectual, physical, and social stimulation at a level/intensity appropriate for the ever-changing, downward spiral the student will experience. This is a hideous disease; I'm so sorry for your student, his or her family, and the school personnel who will be helping them on this journey.
Jodi
On Sep 17, 2016, at 12:46 PM, HOLLINGER, KEVIN Kevin.Hollinger@fhsdschools.org wrote:
Same for me, I have worked with two sisters diagnosed with Batten for the past 14 years.
I too am willing to chat via phone but what I would like to share with the list is that you are in a battle to maintain skills, especially functional skills, as the disease progresses-both in context of the visual impairment but also the neurological degeneration.
Our teams have work diligently to maintain communication and preserve better speech for augmentative communication. The involvement/consultation of a mobility specialist is paramount for as long as the student is mobile, self-directing movement.
Finally, the family whom I've worked with speak very highly of the association and family connections at the national level-they absolutely love attending the yearly conference/training and always bring the team back ideas and encouragement.
Kevin
Kevin J. Hollinger
COMS, M.A., M.Ed, NBCT
FHSD Vision Program
636-851-6143
On Sep 17, 2016, at 12:31 PM, Nancy Ozinga NancyOzinga@kentisd.org wrote:
I also have students with Batten Disease and have accumulated some information over the years that I would be glad to share with you. Email me off list with your contact information.
Nancy Ozinga
Kent ISD, TCVI
nancyozinga@kentisd.org
Sent from my iPhone
On Sep 17, 2016, at 9:56 AM, Shelley Mack smackbrl@gmail.com wrote:
Does anyone have experience with a child with Batten disease? Is there any chance the vision loss may act sort of like CVI in reverse? For example, at one point the child might attend with background complexity or to items with several colors, but eventually would need a more scripted environment or single color item, etc. I'd imagine it's different for each child, of course, but was just sort of looking for some principles to work with.
Thanks,
Shelley Mack
You are subscribed to AERNet, The Association for Education and Rehabilitation of the Blind and Visually Impaired Listserv.
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Hi Shelley,
Our team has focused on maintaining skills the student learned for a long as he would tolerate and then readjust accordingly as the disease progresses. We found the information in the link below quite helpful.
http://bdsra.org/wp-content/uploads/2012/01/Teach-Be-Taught-4th-Ed.-updated-11.07.12.pdf
Amy O'Brien, MS-ED; TVI, VRT
Adjunct Professor at Dominican College
Special Education Teacher
Teacher of the Visually Impaired
Vision Rehabilitation Teacher
LEGAL NOTICE:
This e-mail transmission, with accompanying records, is intended only for the use of the individual or entity to which it is addressed and may contain confidential and/or privileged information belonging to the sender, including individually identifiable health information subject to the privacy and security provisions of HIPPA. This information may be protected by pertinent privilege(s), e.g., attorney-client, doctor-patient, HIPPA, etc., which will be enforced to the fullest extent of the law. If you are not the intended recipient, you are hereby notified that any examination, analysis, disclosure, copying, dissemination, distribution, sharing, or use of the information in this transmission is strictly prohibited. If you have received this message and associated documents in error, please notify the sender immediately for instructions. If this message was received by e-mail, please delete the original message.
On Sep 17, 2016, at 1:44 PM, HOLLINGER, KEVIN Kevin.Hollinger@fhsdschools.org wrote:
Same for me, I have worked with two sisters diagnosed with Batten for the past 14 years.
I too am willing to chat via phone but what I would like to share with the list is that you are in a battle to maintain skills, especially functional skills, as the disease progresses-both in context of the visual impairment but also the neurological degeneration.
Our teams have work diligently to maintain communication and preserve better speech for augmentative communication. The involvement/consultation of a mobility specialist is paramount for as long as the student is mobile, self-directing movement.
Finally, the family whom I've worked with speak very highly of the association and family connections at the national level-they absolutely love attending the yearly conference/training and always bring the team back ideas and encouragement.
Kevin
Kevin J. Hollinger
COMS, M.A., M.Ed, NBCT
FHSD Vision Program
636-851-6143
On Sep 17, 2016, at 12:31 PM, Nancy Ozinga NancyOzinga@kentisd.org wrote:
I also have students with Batten Disease and have accumulated some information over the years that I would be glad to share with you. Email me off list with your contact information.
Nancy Ozinga
Kent ISD, TCVI
nancyozinga@kentisd.org
Sent from my iPhone
On Sep 17, 2016, at 9:56 AM, Shelley Mack smackbrl@gmail.com wrote:
Does anyone have experience with a child with Batten disease? Is there any chance the vision loss may act sort of like CVI in reverse? For example, at one point the child might attend with background complexity or to items with several colors, but eventually would need a more scripted environment or single color item, etc. I'd imagine it's different for each child, of course, but was just sort of looking for some principles to work with.
Thanks,
Shelley Mack
You are subscribed to AERNet, The Association for Education and Rehabilitation of the Blind and Visually Impaired Listserv.
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A great resource I have always shared when working with students with
Batten Disease is: Teach or Be Taught (attached).
On Sat, Sep 17, 2016 at 4:13 PM, Amy O'Brien aobrien88@gmail.com wrote:
Hi Shelley,
Our team has focused on maintaining skills the student learned for a long
as he would tolerate and then readjust accordingly as the disease
progresses. We found the information in the link below quite helpful.
http://bdsra.org/wp-content/uploads/2012/01/Teach-Be-
Taught-4th-Ed.-updated-11.07.12.pdf
Amy O'Brien, MS-ED; TVI, VRT
Adjunct Professor at Dominican College
Special Education Teacher
Teacher of the Visually Impaired
Vision Rehabilitation Teacher
LEGAL NOTICE:
This e-mail transmission, with accompanying records, is intended only for
the use of the individual or entity to which it is addressed and may
contain confidential and/or privileged information belonging to the sender,
including individually identifiable health information subject to the
privacy and security provisions of HIPPA. This information may be protected
by pertinent privilege(s), e.g., attorney-client, doctor-patient, HIPPA,
etc., which will be enforced to the fullest extent of the law. If you are
not the intended recipient, you are hereby notified that any examination,
analysis, disclosure, copying, dissemination, distribution, sharing, or use
of the information in this transmission is strictly prohibited. If you have
received this message and associated documents in error, please notify the
sender immediately for instructions. If this message was received by
e-mail, please delete the original message.
On Sep 17, 2016, at 1:44 PM, HOLLINGER, KEVIN <
Kevin.Hollinger@fhsdschools.org> wrote:
Same for me, I have worked with two sisters diagnosed with Batten for the
past 14 years.
I too am willing to chat via phone but what I would like to share with the
list is that you are in a battle to maintain skills, especially functional
skills, as the disease progresses-both in context of the visual impairment
but also the neurological degeneration.
Our teams have work diligently to maintain communication and preserve
better speech for augmentative communication. The involvement/consultation
of a mobility specialist is paramount for as long as the student is mobile,
self-directing movement.
Finally, the family whom I've worked with speak very highly of the
association and family connections at the national level-they absolutely
love attending the yearly conference/training and always bring the team
back ideas and encouragement.
Kevin
Kevin J. Hollinger
COMS, M.A., M.Ed, NBCT
FHSD Vision Program
636-851-6143
On Sep 17, 2016, at 12:31 PM, Nancy Ozinga NancyOzinga@kentisd.org
wrote:
I also have students with Batten Disease and have accumulated some
information over the years that I would be glad to share with you. Email
me off list with your contact information.
Nancy Ozinga
Kent ISD, TCVI
Sent from my iPhone
On Sep 17, 2016, at 9:56 AM, Shelley Mack smackbrl@gmail.com wrote:
Does anyone have experience with a child with Batten disease? Is there any
chance the vision loss may act sort of like CVI in reverse? For example, at
one point the child might attend with background complexity or to items
with several colors, but eventually would need a more scripted environment
or single color item, etc. I'd imagine it's different for each child, of
course, but was just sort of looking for some principles to work with.
Thanks,
Shelley Mack
You are subscribed to AERNet, The Association for Education and
Rehabilitation of the Blind and Visually Impaired Listserv.
To post a message to all the list members, send an email to
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Address list requests to: aernet-request@lists.aerbvi.org
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You are subscribed to AERNet, The Association for Education and
Rehabilitation of the Blind and Visually Impaired Listserv.
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--
Sincerely,
Ms. Amber Ricker, M.Ed., B.S.Ed.
Itinerant Teacher for the Blind and Visually Impaired
Personal Cell (Voice/Text): 513.295.2369 | Google Voice (V/T):
513.400.5965
*"*What lies behind us and what lies before us are tiny matters compared to
what lies within us."
~Ralph Waldo Emerson