>> Eye examination
The eye examination consists of a first functional phase, evaluating the visual function and a second phase, more diagnostics, which consists in the anatomical study of the structures that make up the eye and the visual axis.
A report of the observations is given to the family at the end of the visit
>> Orthoptic evaluation
The orthoptic assessment includes the evaluation of basic visual functions such as visual acuity, contrast sensitivity, color sensitivity, visual field etc.., with appropriate methods for the child's age and visual possibilities. They can also be assessed higher functions such as: hand-eye coordination skills, visual-spatial orientations, representations, assimilation and visual perceptual processing. This assessment is shared with members of staff, the parents, the operators of the territory and the school and is the basis from which to start for a visual and comprehensive rehabilitation program tailored to each child.
>> Neuropsychiatric Visit
The neuropsychiatric assessment is divided into three stages.
Analysis: the psychiatrist examines the clinical documentation brought by the parents, functional assessments and instrumental in depth analysis done at the Foundation.
Evaluation of the child: the neurological examination is performed in the presence of the parents and of the reference psychologist, in a non- standardized way, with the therapist who knows the child and performing, at the end of the visit, the manoeuvres that most annoy him. Much space is given in the visit to the visual aspects both diagnostic and functional and their implication on the development of different skills. It primarily uses observation and interaction in the game to be able to highlight not only the clinical problems but also the resources, the starting point for the development support course.
Dialogue with the families: the psychiatrist outlines the level of development emerged from the global diagnostic picture, the clinical evaluation and the results of laboratory examinations. He listens to any difficulties and doubts from the parents and highlights the child’s resources to be enhanced.
>> Electro functional tests (ERG, PEV flash and pattern)
The electro - functional tests (electroretinogram and visual potentials evoked by flash and pattern stimulation) are performed in a calm and welcoming environment that promotes the child’s relaxation and collaboration with a non-invasive method adapted to the different ages.
>> Psychological support to parents
The growth of a child with visual impairment needs special care and extra touches that make the role of the parents crucial and delicate. The psychologist provides an accompaniment and support in understanding the world of low vision or blindness in order to facilitate the construction of the bonds between parent and child, which is essential to the next psychic, emotional and social development.
>> Child psych-diagnostic consultation and Psychotherapy
In the growth phases of a child with visual impairment some emotional and relationship difficulties may be encountered which require an in-depth and sometimes a psychotherapeutic intervention. The psych diagnostic consultation makes use of parental interview, direct observation of the child and, when possible, psychological tests.
In the psychotherapeutic course through play and speech, the baby has the ability to rework and integrate the experiences related to the deficit, in the construction of a harmonious, rich and unified self.
>> Educational activities
Through the operator - child relationship, fundamental work tool, is designed and programmed an individualized or group educational intervention in which:
In group activities the children will be accompanied to encountering, comparing and sharing with peers who have similar problems.
>> Neuro-visual and visual-motor re-habilitation
The individual re-habilitation course is aimed at making the child aware of his visual potential, so to support a good use, to promote the visual-perceptual and motor learning initiative. This course accompanies the growth of the child, in a dynamic way, through specific assessment phases for each age group. The re-habilitation objectives are identified and delineated on the basis of the observation of:
In school age, rehabilitation also encourages research and testing of the visual facilities necessary for each child (adaptations of textbooks, use of optical aids and workstations).
An individual physiotherapy course is designed to facilitate the emergence of motor potential; It promotes the neuromotor development and the acquisition of new skills to support the child in achieving functional movement strategies.
This course, according to the needs of each child, may provide :
>> Neuro- psychomotor rehabilitation
Inside the Foundation the neuro-psychomotor assumes a significant role in early intervention where psychomotor and sensory integration become fundamental for the development of the child. Play, sensorimotor pleasure and motivation promote the harmonious integration of all the senses and encourage the discovery of new adaptive solutions, in a space made of shared time and rules.
>> Speech therapy
Aimed at promoting both the verbal speech and alternative ways of communication. Are monitored, moreover, the child’s feeding functions, such as chewing and swallowing. Speech therapy also deals with children with delays in learning reading and writing related to a neuropsychological disorder.
>> Music Therapy
The music is used
>> Water activities
They are intended to welcome the child in an environment that can encourage his psycho-physical well-being, stimulating the propensity to water.
It’s possible to diversify and customize the games in the aquatic environment depending on individual disability and the specific characteristics of the developmental stage of the child.
>> Infant Massage (AIMI method)
The teacher of infant massage accompanies parents in an experience of deep emotional/physical contact. The massage promotes relaxation and bonding with the child supporting the art of parenting.
>> Observation and neuro-visual and visual-motor re-habilitation
The visual feature observations and rehabilitation neuro - visual and visual - motor proposals are designed to make the visually impaired child conscious of his/her own visual potential and allow him/her to take advantage of it, with the aim of encouraging all areas of development. Through the proposed rehabilitation environments, facilitated by sensory and perceptual point of view and the integrated use of specific rehabilitation tools, it’s promoted the best functional use of the visual channel, also is supported the integration of sensory vicarious channels
>> Orthoptic evaluation
The orthoptic assessment includes the evaluation of the basic visual functions, visual acuity, contrast sensitivity and the visual field with appropriate methods for the age and the child's visual possibilities. The orthoptic assessment is shared with parents and members of the team and is the basis from which to start a visual and comprehensive rehabilitation program tailored to each child.
>> Neuro psychomotricity
The observations and proposals are aimed at supporting the current neuro-psychomotor ability and facilitate the acquisition of new skills. Through the creation of individualized settings adjusted to the specific needs and to the neuropsicomotor stage of the child development, the therapist:
- Supports the child in sensorimotor acquisitions and postural - kinetic;
- Accompanies the parents in the daily postural handling and
- Supports the child in the investigation of functional movement strategies and movement;
- Promotes the acquisition of orientation and mobility prerequisites..
>> Relational psychomotor
Centered on the child's body, through movement and play, it is introduced initially to arouse in him the pleasure of discovering himself and, subsequently, to relate to each other. Having the chance to experience their own bodies and their movements in a protected space, the child can implement his motor skills freely through spontaneous play
>> Play and multisensory integration
Through proposals for global well-being situations and the use of specific materials, the child has the opportunity to feel, to discover the pleasure of relating to each other and to interact actively with the outside world. The more structured game proposals are intended to give an opportunity to the child to integrate all his senses in the visual channel support, in a spontaneous playful context, with the aim of knowing what is around him. Through targeted activities with materials and objects, the child is then put in a position to bring out its proactiveness.
>> Music Therapy
Uses sound and music to facilitate communication with the child and mediate the proposals both educational and rehabilitative. A significant part is to use the model of the body resonance and of the auditory dialogue. This method provides an opportunity to perceive sound by direct contact, for example on the case of the grand piano and other musical instruments.
>> Group activities. Playing together under the "Sherborne" method
Group times when parents and children, with the presence of one or two therapists, can live motor experiences to promote a greater awareness of their body through games of relationship.
>> Infant Massage
The teacher of infant massage accompanies parents in an experience of intimate emotional and body contact with their child. The massage facilitates the exchange of communication and nourishes and supports the art of parenting.
>> Parenting workshops
Moments of group activities for parents where games or tactile books individualized for their child are designed and built, taking into account his/her age, the situation and its development.
>> Psychological support to families
In dealing with the child and his family, it is essential to propose ourselves in a welcoming perspective, able to listen to the needs of parents who are often in a delicate and complex psychological state. The Psychologist / educationist is responsible for the accompaniment and support to parents regarding the emotional aspects involved in parenting a child with disabilities through individual or group meetings. By integrating the observations of parents with the multidisciplinary observations of the team we try to give back a unified image of the child to their parents
>> Fun activities
Presence of the Volunteer Association "Doctor Clown" which provides play for children present in the Foundation and their siblings without specific purposes of therapeutic and rehabilitation order. The goal is to stay together through spontaneous moments of play.