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Young children with visual impairment and their families often require specialized assistance through early intervention to develop adaptive routines, cues, and environmental settings during mealtimes and other daily tasks. There is little empirical data in the area of mealtime routines available to support families of young children with visual impairment, and the need for research-based interventions is great. The purpose of this initial needs assessment survey was to gather information as little is already known about what teachers of students with visual impairment trained in early intervention (TSVI-EIs) and other early interventionists who work with infants and toddlers with visual impairment already know about the development of independent mealtime skills. The results of this survey indicate that early intervention professionals would like additional opportunities to learn about mealtime routine strategies for young children with visual impairment, confirm their current experiences and knowledge, and identify additional training and resources.

Limited literature exists documenting mealtime challenges and evidence for early intervention for children with visual impairment (VI). The objective of this pilot study was to determine whether a mealtime routines intervention for children with VI from 6 to 24 months would affect food texture, variety, and healthy food choices. The intervention occurred in homes/childcare settings involving children with VI, their caretakers, and their early interventionists. The intervention group scored higher than the control group for acceptance of food textures at 6-24 months (p [less than or equal to] 0.005) and at 13-24 months (p [less than or equal to] 0.007) and for consuming a greater variety of foods between 6 and 12 months (p [less than or equal to] 0.04). Assessment scores for positive caregiver and child mealtime behaviors were higher for the intervention group, p = 0.0000. The intervention showed promise for enhancing positive mealtime behaviors, feeding skills, and food acceptance.

Infants with visual impairment often require additional interaction from adults to reinforce behaviors that lead to competency at mealtimes, but parental and professional confidence in teaching these skills is often limited. In the following collective case study, the authors, a speech/language pathologist (S/LP), occupational therapist (OT), and a teacher of students with visual impairment (TVI) questioned whether the level of a child's visual impairment affected child/adult interactions, and if so, how? The authors followed 30 young children with visual impairment from ages 3 months to 3 years. Cases included two groups of participants identified by degree of vision loss. One case had no vision or light perception only and was identified as the "Tactual Learners." The other case, identified as the "Visual Learners," had some degree of usable vision, but still required some type of adaptation to be successful. Using interpretive observation, semi-structured interviews, and artifacts for triangulation, the authors identified results that indicate young children who have less vision and are "Tactual Learners" have specific concerns regarding the development of independent eating skills and that a protocol of family-centered mealtime strategies could benefit their parents. The authors independently reviewed and coded the videotapes, interviews, and artifacts to identify four themes to guide additional strategy implementation for families. The research showed improving caretaker confidence, providing adaptations for an individual child's visual needs, encouraging sensory experiences around food, and teaching developmental expectations can potentially minimize difficulties in establishing good eating habits and promote independence at mealtime.