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Due to the nationwide shortage of vision professionals, it can be challenging to locate personnel. Announce a job vacancy on the Job Exchange of Teaching Students with Visual Impairments, an online listing of jobs specific to the visual impairment field.
Hi! I'm Carmen Willings. Welcome to my website! I developed this web resource to support fellow TVI's and to educate those new to the field of visual impairments in how to best support students who are blind or visually impaired. Read More
General VI Resource Books
Allman and Lewis. ECC Essentials: Teaching the Expanded Core Curriculum to Students with Visual Impairments. American Foundation for the Blind, 2014. ECC Essentials: Teaching the Expanded Core Curriculum to Students with Visual Impairments is the first comprehensive book for teachers of students with visual impairments to focus on the nine areas of the ECC that encompass the unique skills children and adolescents with visual impairments need to learn in order to access the core educational curriculum and become independent individuals, by providing the rationale, suggestions, and strategies necessary to implement instruction.
Bishop, Virginia. Teaching Visually Impaired Children. Charles C Thomas Pub Ltd, 1996. The skills emphasized in Bishop's book encourage interdependence as well as independence, and the teacher who follows its guidelines can build a learning environment which allows the student choices and opportunities for the best education.
Cassin, Barbara M. Dictionary of Eye Terminology. Triad, 2006. This dictionary is a must for Teachers of Students with Visual Impairments. It makes ophthalmic terminology accessible and understandable to all. It is a handy and easy-to-use guide for looking up unfamiliar terms and finding definitions. It also includes a list of abbreviations and acronyms.
Corn and Erin. Foundations of Low Vision: Clinical and Functional Perspectives, 2nd Edition. American Foundation for the Blind, 2010. This text highlights the importance of the functional reality of low vision. It presents how to assess and support both children and adults with low vision and plan programs and services focused on optimizing people's functional vision and ability to lead productive lives.
D'Andrea, Frances Mary. Looking to Learn: Promoting Literacy for Students With Low Vision. American Foundation for the Blind, 2000. This book provides teachers with practical tips and advice on improving literacy skills for students with low vision. It discusses interpreting eye reports, performing functional vision assessments, working with low vision service providers and more. All these resources assist the teacher in helping the student use their vision effectively.
Holbrook and Koenig. Foundations of Education, Second Edition Vol II: Instructional Strategies for Teaching Children and Youths with Visual Impairments. A comprehensive compilation of best practices specific to each area of the core curriculum.
Holbrook and Koenig. Foundations of Education, Second Edition Vol I: History and Theory of Teaching Children and Youths with Visual Impairments. A comprehensive look at the history and theory of teaching children and youths with visual impairments.
Jose, Randall T. Understanding Low Vision. American Foundation for the Blind, 1983. This text covers the fundamentals, assessment, clinical services, training and instructional services for students with visual impairments. It discusses the impact of low vision on functioning, learning, and psychosocial status.
Levack, Stone, and Bishop. Low Vision: A Resource Guide with Adaptations for Students with Visual Impairments. Texas School for the Blind and Visually Impaired (TSBVI), 1994. This text discusses the challenges of programming for students who are visually impaired, the role of the instructor, the range of programming needs including those who are at their developmental level, significantly delayed and those with Cortical Visual Impairments.
Lueck, Amanda Hall. Functional Vision: A Practitioner's Guide to Evaluation and Intervention. American Foundation for the Blind, 2004. This text presents a systematic, comprehensive, integrated approach to assessing functional vision and delivering appropriate services determined by evaluation results and link intervention to assessment findings.
Olmstead, Jean E. Itinerant Teaching: Tricks of the Trade for Teachers of Students with Visual Impairments, 2nd ed. American Foundation for the Blind, 2005. This book is designed to help the itinerant teacher of the visually impaired manage the school year, organize materials and times, schedule and program events and activities, work in teams, travel, negotiate varying school environments, and deal with diverse caseloads.
Presley and D'Andrea. Assistive Technology for Students Who are Blind or Visually Impaired: A Guide to Assessment. AFB, 2009. This resource book provides clear information on how to access information, select appropriate tools and strategies and assess a students skills.
Spunqin, Susan. When You Have a Visually Impaired Student in Your Classroom: A Guide for Teachers. American Foundation for the Blind, 2002. This guidebook is written for teachers and addresses how to effectively work with a student with visual impairments and introduces special devices that may be used by the student.
Swallow, Rose-Marie. How to Thrive Not Just Survive: A guide to independent skills for blind and visually impaired children and youth. American Foundation for the Blind, 1987. This book is a practical, hands-on guide for parents, teachers, and everyone involved in helping children develop the skills necessary for socialization, orientation and mobility, and leisure and recreational activities.
VI Resource Books for Students with Multiple Disabilities
Gense, D. Jay & Gense, Marilyn H. Autism Spectrum Disorders and Visual Impairment: Meeting Students' Learning Needs. AFB, 2005. This resource book focuses on the complex and varied effects on learning and behavior that result when a child with an autism spectrum disorder is also visually impaired. The book looks at how autism spectrum disorders interact with visual impairments.
Ferrell, Kay. Reach Out and Teach: Meeting the Training needs of Parents of Visually/Multiply Handicapped Young Children. American Foundation for the Blind, 2011. This revised addition teaches parents and teachers how to promote the development of young children with visual and multiple impairments with today's family concerns an the latest research. Includes strategies to promote children's skills and preparation for different stages.
Roman-Lantz, Christine. Cortical Visual Impairment: An Approach to Assessment and Intervention. American Foundation for the Blind, 2007. This resource book includes the unique assessment tool developed by Christine Roman-Lantzy and systematic, targeted principles to help students with cortical visual impairment. Includes a framework with which to understand working with CVI and concrete strategies in working with these students.
Sacks, Sharon. Educating Students Who Have Visual Impairments with Other Disabilities. Paul H Brooks, 18. A useful tool in understanding and planning educationally for students with visual impairments in addition to other disabilities. This book provides a comprehensive guide to the unique needs of students in both regular and special education classes with visual impairments.
Sacks, Sharon Z. and Zatta, Mary C. Keys to Educational Success: Teaching students with Visual Impairments and Multiple Disabilities AFB Press 2016. Every student has unique learning needs, but addressing the diverse needs of students who have visual impairments and multiple disabilities can be particularly challenging for teachers. Keys to Educational Success helps educators unlock the learning potential of their students by providing key program strategies that can be directly applied to classroom learning routines.
Sheline, Diane. Strategy to See. VeriNova LLC, 2016. Strategy To See is a resource book for parents/caretakers, educators and medical personnel (including but not limited to TVIs, COMS, PTs, OTs, Speech Therapists, Music Therapists, ophthalmologists, optometrists, low vision specialists and Special Education Teachers) of students from birth to 22 years who have a diagnosis of Cerebral/Cortical Visual Impairment or C/CVI. It offers specific strategies and discusses topics including brain plasticity, the importance of early intervention, the use of the CVI Skills, development of IEP Goals and Objectives and several printable handouts are provided.
Smith and Levack. Teaching Students with Visual and Multiple Impairments: A Resource Guide. Texas School for the Blind, 1996. This resource guide was written for VI certified teachers serving students in regular, special ed, and resource classrooms. Includes assessment guidelines and strategies for IEP development and instruction. It also includes information on adapting materials and the environment and creating tactual and visual symbols.
Braille Resource Books
Ashcroft's Programmed Instruction in Braille, Fourth Edition (APIB), formerly titled, New Programmed Instruction in Braille Instruction. Although I used an older edition prior to the introduction of the UEB braille code, this is the program I used when learning braille. It is programmed with current English Braille American Edition rules integrated, cross referenced and summarized throughout. Fourth Edition revisions include the latest BANA rule changes. The Fourth Edition continues use of ink-printed braille for easier reading. Chapters and exercises are meaningful, human-interest material along with answer keys for immediate feedback and self-correction. Newly validated tests and answer keys facilitate learning independently or with a class and instructor.
Becker, Roberta. Unified English Braille Practice Sentences. This book of practice sentences, available from ActualTactuals, was created by the co-author of Literary Braille Practice Sentences (with Phil Mangold). It is available in both print and braille and includes all UEB contractions. Sentences progress from simple to complex, making it easy to select appropriate exercises for individual students. The print book includes simulated braille on facing pages. The contractions are introduced one at a time where possible with sufficient repetition for mastery. The book progresses through all of the various types of braille contractions.
Cleveland, Jeri. Braille FUNdamentals. Texas School for the Blind and Visually Impaired (TSBVI). This resource book is a program for teaching the braille code. The program can be used with beginning braille readers as well as those who need additional practice in reading and writing. Activity suggestions are designed for a variety of age levels. This book includes a pre-braille assessment, braille checklists and ideas for games.
D'Andrea, Frances Mary. Instructional Strategies for Braille Literacy. American Foundation for the Blind (AFB), 1997. Provides specific strategies and methodologies for teaching braille. Provides strategies for working with students with additional disabilities as well.It also contains information on assessment and technology and includes assessment forms.
Koenig, Wormsley, Baker, Rex. Foundations of Braille Literacy. American Foundation for the Blind (AFB), 1994. This resource book addresses the teaching of braille reading and writing in the context of literacy in general, the whole language approach, and the way in which print reading and writing are taught. A combination of theory and practice. Areas covered include: perspectives on literacy; history of literacy for people who are blind; learning process of people who are blind; changing views on teaching reading and writing; braille reading literacy; and braille writing literacy. The book also covers assessment of braille literacy skills.
Olson, Myrna R. Guidelines and Games for Teaching Efficient Braille Reading. American Foundation for the Blind (AFB), 1981. This resource book provides unique guidelines and games that can be used in adapting a general reading program to the needs of braille readers and enriching early instruction in braille.
Swenson, Anna M. Beginning with Braille: A Balanced Approach to Literacy American Foundation for the Blind (AFB), 1999. This resource book provides activities and creative and practical strategies for promoting literacy at the early stages of braille instruction. It also includes tips on designing worksheets, introducing braille contractions, teaching the use of the braillewriter, and facilitating the writing process in braille. The book also addresses guidelines for designing individualized instruction, the literacy of students with additional disabilities, and assessment of student progress in developing braille literacy skills.
Wormsley, Diane P. Braille Literacy Curriculum. Towers Pr Overbrook School for the Blind, 2000. Presents strategies for incorporating braille into the total curriculum.This book includes ideas and practical tips and techniques for teaching braille. Suggestions included are appropriate for those with and without additional physical or cognitive disabilities. Areas covered include creating braille-rich environments, selecting and teaching key words, teaching tactile perception skills, encouraging writing skills, creating stories, and keeping records.
The Instruction Manual for Braille Transcribing - Fifth Edition, 2009 is designed for use by students in the correspondence course in English braille transcribing conducted by the Library of Congress, National Library Service for the Blind and Physically Handicapped (NLS), and for use by instructors of braille classes. The course is intended to familiarize the student with the braille system, with braille contractions and their usage, and with the rules of braille transcribing. Rules are set forth by the Braille Authority of North America (BANA) and published in English Braille American Edition (EBAE).
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