First Steps book
Anthony, Chen, Fazzi, et al. First Steps. The Blind Children's Center, 1993). This handbook for teaching young children who are visually impaired provides a foundation and an overview of issues and concerns to families. Topics include early childhood development, professionals, the eye, the family, behavior management, speech/language, sensorimotor development, O&M skills, self-help skills, IEPs and materials and devices for children with visual impairments.
Essential Elements cover
Chen, Deborah. Essential Elements in Early Intervention: Visual Impairment and Multiple Disabilities. American Foundation for the Blind (AFB), 1998. Contains explanations of both functional and clinical vision assessments, descriptions of evaluative and educational techniques, as well as suggestions on working with families and within professional teams.
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Derezek, Wendy. Move, Touch, Do. American Printing House for the Blind. From APH: This curriculum provides children opportunities to develop the awareness and skills to prepare them to enter formal education. Primarily for professionals. Materials provide an outline of daily activities, a structure of materials and skills for the school year, instructions for craft projects and sample communication boards.
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Holbrook, M. Cay.  Children with Visual Impairments: A Parents' Guide (Special Needs Collection).  Woodbine House, 1995. Topics include: diagnosis and treatment; family life and adjustment; your child's development; Early Intervention and Special Education; literacy; Orientation & Mobility; multiple and visual disabilities; legal issues and planning for the future.
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Pogrund, Rona L & Fazzi, Diane L. Early Focus: Working With Young Children Who Are Blind or Visually Impaired and Their Families. American Foundation for the Blind (AFB), 2002. Provides descriptions of early intervention techniques with children that are blind and visually impaired. Practical applications and strategies relating to cognitive and language development, orientation and mobility, social skills, early intervention, and program development.
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Recchia, Susan L. Learning to Play. Blind Children's Center, 1987. This booklet focuses on the importance and necessity of play in children's development. Students who are blind or visually impaired can have difficulty in exploring toys and materials, making transitions from one activity to another and playing with other children. This booklet provides suggestions for parents and professionals for helping students in these areas.
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Schwarts and Miller. The New Language of Toys: Teaching Communication Skills to Children with special Needs: A Guide for Parents and Teachers. Woodbine House, 1996. A guide about using everyday toys to develop communication skills in children with disabilities and making playtime a fun, exciting and educational experience.

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