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.

Are analyzed:

• - intraocular pressure (using portable tonometer)
• - the refractometry in cycloplegia for possible correction of refractive defects
• - the biomicroscopy of the anterior segment that evaluates: conjunctiva, cornea, sclera, anterior chamber and pupil reflexes
• - indirect ophthalmology to evaluate crystalline lens, vitreous body, retina, optic nerve.

A report of the observations is given to the family at the end of the visit

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.

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.

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.

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.

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.

Through the operator - child relationship, fundamental work tool, is designed and programmed an individualized or group educational intervention in which:

• Accepting the difficulties, support resources and potentials in the affective- relational, cognitive, communicative areas
• To facilitate the acquisition of personal autonomy
• Support learning prerequisites of reading and writing Braille.

In group activities the children will be accompanied to encountering, comparing and sharing with peers who have similar problems.

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:

• Spontaneous visual behaviour of the child in a playful and wellbeing environment
•  Observations of the cognitive-motor components likely to affect visual skills
• Orientation and environmental visual exploration
• Ocular-motor functions, hand-eye coordination skills and praxic
• Perceptive-gnosic functions, also integrated with other sensories

 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 :

• re-habilitation neuro-motor
• observation, monitoring and treatment of postural compensation related to visual impairment
• sharing and verification of the rehabilitation project with the physiatrist and eventual prescription of mobility and posture aids
• support the learning of orientation and mobility prerequisites.
  
  

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.

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.

The music is used

•  "in therapy " as support and facilitation of rehabilitation and educational proposals
•  as " therapy”: in the absence of a reciprocity gaze, sound dialogue (both through the voice and musical instruments) can be used as an opportunity for meeting and mirror behaviour.
  
  
  

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.

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.

www.aimionline.it

-  Multisensory integration (Snoezelen)

 https://it.wikipedia.org/wiki/Snoezelen

-  Sherborne activities

http://www.sherbornemovementuk.org

- Cooking Workshops

- Dance Activities

- Laboratory of modeling

- Musical instrument lessons