TRANSCRIPT - TSBVI Coffee Hour: Orientation & Mobility Services and Support: Birth through Five Ð 10/24/22 

>>Mary: Thanks, Kaycee. Hi, I'm Mary Shore. I'm the early childhood O&M consultant for TSBVI Outreach. So if I don't know you, hopefully we'll get to know each other in the chat a little bit as we go through. I would love to have you all respond, answer, interact, and help one another. Let's take advantage of this time together where we can have all of our brains and minds working together on looking at how O&M provides services for the littlest ones that we serve, birth to 5. So I would love for you all to just -- if you wouldn't mind in the chat, just let me know what your role is. That's really going to help me as we go through the presentation. So if you're a COM, TVI, parent, whatever your role is. Awesome. Okay. All three. Wonderful. Lots of TVIs and COMS. That's fast. 

>>Kaycee: COMS. I saw a few parents coming through. 

>>Mary: Awesome. That really gives me a good idea. Like I said, you know, I really want to take advantage of this time to share with one another and help each other. So, all right. Feel free to continue to put your role in the chat if you would like. Thanks for doing that but we'll go ahead and jump right in. All right. Thanks, Nathan. Nathan is going to be running my slides so you will often hear me have a conversation with Nathan. So I wanted to start out by just taking a look at, you know, Certified Orientation and Mobility Specialists, we as COMS and the COMS out there, what is it that makes us special? And I know we probably can come up with a few things for that. But I was thinking a lot about our unique perspective that we have as COMS and for you as parents and those of you out there in other roles, I'll be interested to know what you think as well. But I was just -- I know we have our standard definition that we often say, orientation and mobility is knowing where you are, where you want to go, and how to get there safely and efficiently, but I was trying to think of other ways and other definitions, if you will, in describing what a COMS does. Thinking about that I came up with these two statements here and I want to know if you agree with me. Skills and strategies to support development and encourage self-directed and goal-oriented movement. And then instruction that provides the foundational skills necessary to foster independence and support transitions throughout school and into adult life. I was thinking about all of the transitions that COMS support. You know, you have the home to school transition and all of those that come with the school years. You know, going from elementary to middle, middle to high school and then whatever happens after high school for that individual student as they transition to adult life. And how, like, fortunate we are as COMS to be able to be a part of that. As they're going through these different phases of life, being able to support the family as well. I think that really does offer us such a unique perspective since we are supporting birth all the way up through 22. As we step back and kind of take a look at how we're supporting and working with our youngest kiddos, you know, it is really cool to know that when we're, for example, working on listening skills, you know, with a 1, 2-year-old, we're really seeing down the road, we really want them to grasp that foundation so that -- we can see them as an older student, you know, learning to cross fully complex intersections and being able to generalize those skills as they go along in all of these different areas as they progress through their O&M program. And so I think it really does offer a really unique perspective when we take a look at it that way. What do you all think? Do you all agree? Yeah. Okay. Yes. So it looks like many people with agreeing. Very unique and wonderful part about being in the field. Okay. So, you know, as we think about that and how fortunate we are to be able to get into the homes and support the families and really lay that foundation for future skills to be built on when we're working with these little ones, you know, I was thinking about what that looks like. What does it look like to really lay that foundation? What are COMS teaching or supporting so that they can have those skills to move on later in life. Go ahead, Nathan. I was thinking about that and of course orientation and mobility skills support development and they really do support all the areas of development. I know we don't have time to dive into each of those here but I was thinking we could look at three. Let's start by looking another concept development and the skills that might fall naturally under that. You know, things like object permanence and knowing something exists without being able to see it or without being able to hear it. Cause and effect. Knowing that they can make something happen with their bodies. If they move a certain way, they can -- it can cause something to happen that will have an effect on another object or a person, if you will. Their body image and awareness and spatial relationships really do kind of go together. You know, they're learning where their body begins and ends in space and we as COMS can come in and help support that. The physical dimension of their body, like Tammy Anthony calls that body mapping, which is so important. Things like where their pressure, you know, feeling pressure on their feet and on their body from sitting down or sitting on the floor and chair. Understanding that those -- all of those things mean something. You know, which body parts are moving or still at a given time. Understanding all of those relationships. COMS can come in and support those concepts and teach them as well. I see some activity in the chat. 

>>Kaycee: Yeah, we have a question, Mary. Texas' COMS have the federal focus for 0 to 3 focus in the ECI system in all 50 states, right? We're lucky in Texas we have good laws for VI and COMS. 

>>Mary: Right. Right. Yeah, we're very fortunate that we have these laws in Texas because we know, we know that every child will get an initial orientation and mobility evaluation. We don't have to wait for someone, a TVI to suggest or recommend an evaluation. In Texas we're very fortunate that they automatically get an initial O&M evaluation. Yes. Thank you for that. Okay. And then of course -- I'm sorry. Go back, Nathan for me. And then environmental concepts, which sounds kind of like a given for COMS. You know, learning about their environment, understanding their world, right? And that's what we're here to do. Whether that's, you know, understanding what -- when they're really little that their world might begin in one room but that their house is actually made up of multiple rooms. Their house has a yard, you know, and so expanding on little by little and growing their world as they get a little bit more independent. Those environmental concepts are going to actually just be integrated into everything that we do. 

>>Kaycee: We had a comment come in that says as TVIs concept development is such a huge part of our work as well for early literacy development. It's nice to know that we can partner with our COMS to share and repeat this work. 

>>Mary: Yes. Absolutely. I agree. It's so wonderful -- I feel like in our field people are really -- we're all really open to collaboration and of course that's the best way for our little ones to succeed is when we're all, you know, concise in collaborating and really helping them generalize these individual skills throughout, throughout their day. So I agree. Thank you for that. You can move the slide, Nathan. Thank you. And then sensory development. Of course orientation and mobility specialists are going to support sensory development and really the best way I feel is to have a multi-sensory approach. If the child is able to withstand that. Sometimes it's a matter of introducing things, introducing -- working on the sense one at a time and then building slowly. And if a child is able to withstand a multi-sensory approach that really is the best way to do it. When you're introducing skills, for instance working on listening and labeling sounds, it's really important to pair that with something they know already so they're not -- so they're able to relate it to something that they know already. Thinking about touch, using hand under hand. Some children, you know, when they're learning about their world through touch, they might not even be using their hands. They might be using their feet. I've had students who really felt more comfortable using their feet initially to learn about an object or to learn about their world and then when they felt a little bit safer they would reach out with their hands and explore that way. And then of course using the sense of smell is really of course important in orientation too. If you think about the little one who is smelling the food that's being made in the kitchen and knowing that that smell is coming from the kitchen as opposed to maybe a candle that's lit in another bedroom. Maybe that's always lit in the mom's bedroom and understanding that these are -- that there are two different rooms and you can work on being able to get to those areas of the home. Of course smell comes in, all of these senses come into play all the time. And then of course the visual information for those with low vision. Of course, we think about that a lot in O&M. You know, of course, we're using high-contrast colors and maybe it means that putting a blue rug by the back door or helping with orientation that way and having their favorite toys or their motivated objects a certain color is always of course extremely helpful. I'm going to jump into some ideas, specific ideas for the homeschooling community in just a moment but I did want to look at the motor development and of course orientation and mobility supports motor development and that might be what comes to mind first when you think about O&M. You think about walking and running and traveling and using those big, large gross motor movements. And so really that's kind of -- I don't want to say a given but that is the first thing that we think about when we're thinking about COMS working with little ones. Really learning -- because when we can get in there and support that gross motor, the best way for those little ones to learn is by physically having the experience of moving and that's how they're going to learn all of the different transitional movements and actually experience those because we all know that some of our students and our little ones can be extremely passive when everything is being -- when their movements are being taken care of by adults. And lots of times we see kiddos who just are -- have more of a passive movement than active movement. And that brings me to fine motor. We can work on too, of course. When we're thinking about fine motor, my mind goes to like holding the cane and later on what can we be working on to prepare for the possibility of using -- holding and using a cane or an adaptive mobility device. So we could come in and help support those fine motor skills that will later translate to those really important skills as well. That we focus on in O&M. And the ultimate goal being that self-initiated and purposeful movement. We want it to be self-directed. We want the little one to initiate that movement, feel safe enough to do that so they can move purposefully through their environment. Is there anything in the chat? 

>>Kaycee: Nothing new at the moment. 

>>Mary: Sounds good. Okay. So we can go ahead and -- yes, to the next slide. And so how do or how can O&M specialists support these foundational concepts in the home, school, and community settings? So I wanted to go ahead and just look at the next slide, which is the home setting. So thinking about those foundational concepts and the things that we're supporting, you know, what does that look like? What does that really mean when we get into the home? When we have our first meeting with a 1-year-old, what does that look like? What are we doing and how can we bring these skills -- how can we help support these skills through their daily routines? And I think that's a really good way to do it. Of course preparing with the families and we're really wanting to find out what's important to them that will make their life easier when we're working in early intervention as far as goals go. And I think sometimes parents want a little bit of help with that and I think that starting with the things that they're doing already and looking at ways that we can integrate the orientation and mobility skills into those parts of their day. I think that's really helpful. I think that's really helpful for the family. We have here on the screen a few routines: Dressing, bathtime, and mealtime. And I have included some of the concepts or skills that might go along with those. So think about the dressing routine, you know, body image of course is being worked on. Spatial awareness is being worked on. Directional and positional concepts are being worked on so it's a really nice way to be able to come in and say I can support this student right off the bat, you know? Because think about all of the things that are involved in that one dressing routine. Does anybody have any ideas or thoughts about specifically the dressing routine that has worked or has been successful when working with the little ones at home? I think dressing could also include, you know, like diaper changes, things like that. Of course if there's a certain place that the diapers can be always kept, maybe in a basket that's next to the changing table and they're able to help reach in and get one of those diapers is always -- there's something that popped up. Is a good idea just keeping things placed the same. 

>>Kaycee: We've got a few things in the chat. I actually added I love this! Fitting right in to what the families are already doing. No need to add extra to their already busy lives. Kate shared this is so great to break down for families. Routines can sound so intimidating but this is something families are already doing. Sarah said any movement a child can make to take their turn in a changing routine can build skills. Kathi said, yes, I love for those families who might not be sure or might not feel like they have the time, it's already integrated and just tiny additions can have a big impact. 

>>Mary: All right. Thank you. I love that. You know, working on -- I know sometimes I think, well everybody does this, you know, already but just encouraging parents to whenever they're helping to get their little one dressed to talk about their arms are going in the sleeves and using all of those positional concepts. I know that sometimes parents feel like they're talking all the time but really encouraging them to describe what they're doing and point out those body parts, where they're going, right? Because they're always going to be -- they're going to have so many opportunities to work on in and out and over and under and next to, beside. Just something as simple as getting dressed. I say simple, I know sometimes it's not simple. 

>>Kaycee: Judy shared potty time skills are very crucial for toddlers. Lynne said playing by putting clothing on random body parts. Kathi said I think dressing skills can really help teach things like order, sequence, and motor planning which are sho helpful for future O&M activities. 

>>Mary: Yes, absolutely. Absolutely. Thank you for that. Yeah, speaking of bathtime, I was thinking of listening skills, like hearing the bath water runs and understanding what that means and what that is and moving towards being able to orient and being able to get there using those motor skills, however that looks. Rolling there or crawling, even being carried there. And then, you know, as they get a little bit older and they're starting to learn to use maybe trailing or protective techniques, there's a time they can integrate those as well when they're traveling through their home to get to the tub or to bathtime. And then of course mealtime, oh my goodness. The mealtimes, they are getting to and from but understanding that is generally going to be taking place in the kitchen and where that is and bringing back in those smells that they're taking in. There's the orientation skills of just understanding where things are on the plate. Of course along with the fine motor but just understanding that how their plate is set up, how they're set up around the table. You know, along with their other family members. You can work on I'm sitting across from you. I'm sitting next to you. The dog is running under the table, whatever that looks like for them. Yes. Kaycee said that mealtimes have that motivation too. Absolutely. You get food involved and lots of times little ones will definitely be motivated by food, for sure. For sure. Okay, Nathan. And then we have the indoor play and the outdoor play and a lot of times our kiddos are at home and they have a certain time in their day where they're specifically about to play on their own and to have their playtime self-initiated and directed. So I wanted to include these in here as well because these are, again, natural times during the day where we can help support the O&M skills. And when we're thinking about indoor play and indoor play areas, I know I refer to Tammy Anthony a lot but she says that O&Ms are environmental engineers because we get to help set up what that looks like and, you know, if the little one has low vision, what colors are we using to offer contrast, you know, what are their physical restraints, if any? How far can they reach to reach out to these objects that are within the play space? Are there some motivation items that we can suggest to use? Of course, we want to have real objects as much as possible, including a variety of textures and surfaces that they're continually being exposed to and opportunities for different positions. Because things look differently when you're lying on the ground as opposed to when you're sitting up or when you're lying on your tummy or when you're lying on their backs. Encouraging the family member to offer a different position, positional opportunities during the day. I was also thinking about maybe some unique and different play space opportunities. I know like, for example, having a kitchen cabinet dedicated to the child where they can take stuff out and put stuff in. They can get in and they can feel the walls that are around them and understand the concept of open and close. I have seen families do that before. I was wondering if you all have been a part of maybe creating or helping support some indoor play areas that you have seen kids love or been successful accessing. Does anybody have any ideas? And the same can be said for outdoor. You want to think about how -- what is the outside area of their home look like and how can we as COMS help support different access points or play areas that are outside. For example, a sandbox or maybe a water table that can be used. I think it is important to have those defined areas outside as well to help with the orientation skills as well. And then of course for motor reasons, just being able to physically access some of those areas outside. But I think there's something to be said as well for having time to just sit. Sit on the concrete porch that might be next to the grass and understand that -- have those opportunities to feel the difference between the two textures and have an understanding -- begin to form that understanding of the beginning and the end of each surface. 

>>Kaycee: We had a few things come in in the chat. Help a parent make a corner in the living room that was just for her and her toys. And then Hannah shared that she lives in Alaska and they have a lot of snow and said they have used food coloring to define steps in the snow outside. 

>>Mary: Oh, great idea. 

>>Kaycee: We don't have that problem here in Texas. [ Laughter ] 

>>Mary: We don't but it sounds like a really great idea. Thank you for sharing. 

>>Kaycee: She also shared we used rope to define a stopping spot on the gravel driveway to show a child where to stop. 

>>Mary: Fantastic. Great idea. 

>>Kaycee: Sara said I have noticed when children are able to move freely and allowed to experiment, fall down and get bumps and stuff, confidence and resilient is built and replaces fearfulness. Has anyone else noticed that? 

>>Mary: Definitely, Sara. I bet there are others that are going to agree, but absolutely. 

>>Kaycee: Kate said that's such an age-appropriate thing. I notice kids feel confidence when they can just play. 

>>Mary: That's how they're learning, right? Yeah, definitely. Feel free to continue to put things in the chat if you would like, but we're going to go ahead and move on to the next slide and we're going to take a look at the school environment. So as the little ones are turning 3 and possibly going into a school-based program or maybe a day care, you know, what does it look like? What can an O&M specialist bring and what could others expect them to bring? So if you're not an O&M -- what can you expect or anticipate an O&M to be working on in the school environment? So I put some ideas down here. Would love to hear from you too. I started with familiarization to classroom and pertinent areas of the building. Because we are having this wonderful opportunity to see our kids in these unfamiliar areas, right? Because they'll get to know their home really well over those first few years. And so when they transition to school or maybe that's a day care, it's just all of a sudden their world has opened up and for us too because we get to work on new and unfamiliar areas and see how they're negotiating those and navigating those. It's a pretty exciting time. You know, we can start really bumping up the protective techniques, guide technique. We can really start sharing with the team members what that looks like and getting them comfortable with using that when needed. The visual efficiency development for our kids with low vision. And we get to start working on using binoculars, whether that's the classroom or maybe around the school. And also helping them understand, you know, what shadows look like and what does that mean when they see the break in the shadows. Does that mean that there are stairs there and, you know, just really helping them understand, begin to understand what they're seeing and those cues that they can remember as they're traveling. I think there were some things coming into the chat. 

>>Kaycee: Yeah, so we had a few things come in. To help navigating with the school cafeteria, something Judy has done before. Hannah in Alaska said that their O&M has met her to introduce a cane to the family and transition from walkers and pop toys and hockey sticks to a cane. Even if it's just for others to know that a child is holding a cane to communicate that they need more time or support to other people. 

>>Mary: Oh, thank you. Thank you for sharing that. Wonderful. 

>>Kaycee: This is Kaycee. As a teacher for students who are Deafblind, I often relied on the O&Ms to help just with movement in general within their space. Motivation from auditory cues and visual cues on both sides, just getting some really trial and error and brainstorming together on how to make movement feel safe for students and motivating. 

>>Mary: I love that. Thank you for sharing that, Kaycee. We also get to really expand an understanding of route travel. Up until this point they might be -- as I mentioned, they understand what their home is like and a route can be as simple as going from one side of the couch to another or it could be going from one room to another. But when they enter school there's this whole concept and understanding of, you know, going from one classroom to another or going from the classroom to the gym as a designated route. And introducing those landmarks and clues or continuing to teach those. One thing that I really enjoy doing, I would actually team up with a TVI quite a bit to do this and we would have the child or help them come up with route books. And so we would -- for our kids with low vision, we would use photos and we would have, you know, take photos of our students in front of different landmarks along the route. And of course they would be in order in the book so they could start to really understand that this comes before this and this comes before that. And so we would look at those before we walked the route and then we would look at them again, preview them, and look at them again to review them. After we've traveled that route. You know, our kids with low vision, I found that if they have enough vision to see themselves on a page, they really love that part. That's really motivating for them to see themselves. And if they don't have any vision or, you know, you can use -- definitely use objects to create the route books as well. Different symbols to represent the different landmarks along the route. So it's definitely a nice time to collaborate with the TVI or the classroom teacher and then the student can share that with their class during show and tell or during a time during the school day. And they take a lot of pride in that sometimes. Something like that also helps with the early mapping skills. We do have the opportunity to start providing them with like early mapping skills, you know, bringing in things like tactile town or the wheelie kid or the draftsman where we can draw or create raised lines to represent -- even if it's with the classroom and just marking or labeling just a few item in the classroom, whether that's their desk, their locker, and the door. Even if it's just starting with two, three, four things. Wonderful time to be able to start working on map skills. And then of course if they are a cane user at that time working on the formal cane techniques and, you know, that might be working on diagonal cane technique. First I wanted to share when I was teaching -- actually the little one in this picture -- how to use the diagonal technique, she said, oh, hold it across my body like my seat belt? And I thought that was pretty smart of her, pretty quick thinking that she was having -- really showed me that she had an understanding of the term "diagonal" because that's a pretty big word for a little one. Does anybody else have anything that maybe during a transition into the school environment, an activity or something that really helps make that transition successful? Or maybe a skill that you were focusing on that you were able to teach in a way that they were successful in learning? As you think about that, just going to mention again that collaboration with the educational team is so important and we have the opportunity of course in early childhood intervention to collaborate with the team and then that team sometimes just gets a little bit bigger as we move to the school environment and continuing to collaborate and be consistent across the team to communicate is so important. 

>>Kaycee: Hannah said meeting the family in the classroom prior to the other kids arriving on the first day. And then she added that was within an ECSE classroom. Kathi asked did you ever include soliciting assistance in an environment and how kids determine who to ask for help. Sabrina said trying to stay in communication with the family so they can reinforce the skills that we're working on at school. Tina said I love using tactile symbols and maps to explain how we're building literacy skills while doing all the O&M beginning skills. It's a great way to bring in other team members to make their own symbols. Letting a preschooler explore the inside and outside of a school bus before riding the bus to school. 

>>Mary: Yes. Thank you for all of those suggestions. Thank you for sharing. Okay. We can go to the next slide, Nathan. Jump into community really quickly. I'm going to pick up my pace here. When we're thinking about how we can support the little ones in the community environment, of course we'll have to make sure that we're considering the family. Because a lot of these things are going to be done along with them or if they're in school it might be going along on school field trips and taking advantage of opportunities to work on O&M concepts and skills when they're off campus in the community. You know, teaming with a family, even just right there in the neighborhood, whether the little one is in a stroller or walking, can definitely work on O&M concepts when they're just even walking down the street or around the block or at the park, the grocery store, and the mall. And then, as I mentioned, if they're attending the school or day care, going along on those field trips is so important and so valuable. I just really enjoyed it whenever I was able to do that because you see the student in a totally different light and totally different environments and it's just a lot of fun to be able to see them socialize with their friends and navigate new places. Those might be places like the farm or fire station or maybe a pumpkin patch this time of the year. Okay, Nathan. 

>>Kaycee: Field trips and field day are full days of O&M! 

>>Mary: Definitely, definitely, Shay. And looking at specific environmental terms and concepts that can be worked on in the community. You know, of course, ramps, curbs, the signage, learning about time and distance, how long it takes to get from one point of the street to the next. From one corner to the next. Listening to the traffic sounds. They might just be even around the school, around the perimeter of the school. If they're not of an age where you're taking them on campus yet. But if they are -- if you're doing something on a field trip or with the family, encouraging the parents or family members to really point out those sounds. Like, oh, do you hear the car? It's getting closer or it's going away from us. Integrating those things just into family walks and giving parents the language and kind of the verbiage to start using -- their little one is going to be using a long time throughout O&M. I mentioned experience and route books are great to create and then the early or very simple map production are great ways to support our little ones in the community. And I wanted to share -- I feel like I'm just jumping to the next thing but if anybody has any feedback or input or ideas, please continue to put those in the chat. I know we're kind of getting short on time so I do want to jump into some resources because there were some things that -- there are some resources out there that maybe you all are really familiar with but I just wasn't up until a couple of years ago and I don't know if you have these things. Some of these are kind of our tried and true that might sound really familiar or you might be using right now or you might see -- as a parent you might see your O&M specialist using. But I wanted to kind of share some and get some feedback from you all too to know if you're using them or not or if you've heard of them. Starting with an evaluation and curriculum resources. So the AER O&M Preschool Screening is the revised version of the Dodson Burke-hill evaluation screening tool that you may have used back in the day. I think I'm dating myself knowing that. But this is a wonderful, wonderful resource and tool that you can use for birth to 3. Let me get my notes here. Birth all the way up to 5 years old and all ability levels too, which is really nice. They do have some new sections included in this version. The use of -- they have a whole section on the use of mobility devices, AMDs, outdoor travel, and also considerations for children with CVI, which is wonderful. And then they have a really nice summary section, actually, where you can fill out the information and it really assists you in forming and planning goals, which is really nice. And they've also expanded the areas of body image, positional concepts and orientation skills. So if you haven't taken a look at this one in a while, I would recommend that you check it out. Okay. And the Oregon Project is one that you might be really familiar with. It's of course not an O&M-specific tool but it's nice to be able to do this with the child's team. It's for birth through 6 years old for kiddos of course with a visual impairment and any child functioning at the developmental level of birth through 6. So they can have additional disabilities as well. And of course there's going to be sections that the O&M is going to be focusing on more than others but, you know, as I mentioned, it's really nice to be able to do this with the child's team so that everyone can address the specific sections that impact their role. Okay, Nathan. And TAPS. I know that we are all pretty familiar with this, this resource. But I did want to point out that there are -- and you might know already -- there are specific tools from T. Anthony that are included in the appendices book. And so you have the early years of birth to three years, the O&M assessment there, as well as the inventory of purposeful movement that are included in this whole curriculum and evaluation. So I just wanted to make sure that you all knew that was included in that tool because we often think about the TAPS being for a little bit older or not the birth to three but just wanted you all to know that those were in there. Okay. And the Texas 2 STEPS. Wonderful, wonderful of course evaluation and curriculum that is O&M specific. So it focuses on birth through 5 who are blind and visually impaired and those with additional disabilities. It's an evaluation tool and curriculum so you're also being provided activities that focus on each of the skills. If you haven't had a chance to take a look at this, I would encourage you to. Also there have been Coffee Hours specifically dedicated to the Texas 2 STEPS. I believe there have been two, one on the scoring tool and one on the overall tool itself. So check those out when you have some time. Okay. And the vision program. Vision skills in the natural environment. This is -- I wasn't very familiar with this until recently but it's really nice because it includes like parents' lessons that you can print off and leave with them and gives them a nice way to learn how to negotiate or to include and integrate O&M schools in daily routines. It's just one that I don't know that gets as much attention as the others so I would encourage you to check this one out as well. It's a birth to 3-year-old resource and specifically for early intervention. Okay, Nathan. And the developmental guidelines for infants with visual impairments. This is one that -- I guess it was about three years ago that I found out, that I dove deeper into. It includes a lot of information on the social-emotional development, communication development, cognitive, fine, gross motor, all the areas of development, including charts and intervention considerations. It gives you ideas for activities to support each of those concept areas and it's just a really nice resource to have. And it's through APH and it's available. Okay. And Hold Everything. You may have downloaded this before but it is a free download. It's Hold Everything: 20 stay put play spaces for infants, preschoolers, and developmentally young children with sensory impairments and other special needs by Kay Clark. It has wonderful pictures of play areas that you can create for the child and wonderful resource to have. I know a lot of us have used this one but I didn't want to exclude it. And there's the link is also in an additional handout that is going to be available for you. It should be available for you now. It includes all of these resources so it will just be a simple internet click and then you can just download it for free. The teaching life differently. The Expanded Core Curriculum for babies and young children with vision impairment. This is another wonderful tool -- they're all wonderful but this is just a wonderful way to look at supporting the Expanded Core Curriculum which of course includes orientation and mobility. But it really breaks it down nicely and what does career education look like for a 2-year-old and what does, you know, O&M look like between birth to 3 and how those can be supported. It's a wonderful, wonderful resource. I would encourage you again to look at that. It's from the Anchor -- did I get that right? So sorry. It's through Perkins but the Anchor Center is actually the authors of this. Okay. Go ahead, Nathan. And for those of you not familiar with Chris Tabb's LiveBinders, I wanted to make sure to include those here. He has dedicated LiveBinders to early childhood and ways for families to support O&M growth. So when you do have a moment, take a look at those. A lot of these resources are included in those links but there might be some that are new to you as well. Our Texas Deafblind Project website has a wonderful section that includes early childhood resources, so that's a highly valuable resource as well. And the guidelines and standards for educating students with visual impairments in Texas. That document, I just wanted to make sure you all were aware of, for those of you in Texas. It really includes of course the birth to 3 section, which will outline, you know, who is providing services and what that looks like and what that means for children and families birth to 3. I wanted to make sure you had that link as well. And I guess that was all of them. That was all of them that I wanted to share. I'm sure that there are many others that I forgot. If you have either resources or tools that you're using, I would love for you to put that in the chat. But, if not, I think that's all I have. Thanks for being here.