National Agenda for Students who are Blind and Visually Impaired

Teaching Students with Visual Impairments

NATIONAL AGENDA

By: Carmen Willings
teachingvisuallyimpaired.com
Updated November 10, 2015

According to the American Foundation for the Blind, "The National Agenda represents a broad consensus of how educational programs must change to meet the needs of students with visual impairments." The goal is to prepare students with visual impairments to meet the challenges of the 21st century. The National Agenda is broken into 10 goal statements that apply to infants, toddlers, children and youth who are visually impaired, including those with multiple disabilities. The following are ways, outlined in the National Agenda, that Teachers of Students with Visual Impairments can implement the agenda at a local level.

Goal 1: Timely Referral

Students and their families will be referred to an appropriate education program within 30 days of identification of a suspected visual impairment. Teachers of Students with Visual Impairments (TVI) and Orientation and Mobility (O&M) Specialists will provide appropriate quality services.

Disseminate materials regarding visual impairments and referral procedures, including resources for state and local contacts to schools.
Provide early childhood education intervention coordinators with procedures for making a referral.
Provide health care providers and related service providers with public education materials regarding identification and referral of children with visual impairments, including those with multiple disabilities.

Goal 2: Parent Participation

Policies and procedures will be implemented to ensure the right of all parents to full participation and equal partnership in the education process.

Develop local mentoring programs that link experienced parents with families of newly diagnosed children who have visual impairments, including those with multiple disabilities.
Create and disseminate an array of educational resources for parents (e.g., educational options, National Outcome Standards, explanation of IEP)
Develop partnerships among students, parents, educators, and administrators that ensure communication, mutual respect, and the provision of services

Goal 3: Personnel Preparation

Universities with a minimum of one full-time faculty member in the area of visual impairment will prepare a sufficient number of TVI's and O&M specialists for students with visual impairments to meet personnel needs throughout the country.

Develop accurate counts of the number of students with visual impairments, including those with multiple disabilities, served in each state.
Assist universities in preparing future TVI's and O&M specialists by offering to mentor students attending university vision programs.

Goal 4: Caseload Determination

Caseloads will be determined based on the assessed needs of students.

Develop a system for child-centered caseload analysis & population analysis
Develop job descriptions for TVI's and O&M specialists in various service delivery models
Provide data on various service delivery models that will assist LEA's in developing and implementing appropriate program options.

Goal 5: Array of Services

Local education programs will ensure that all students have access to a full array of service delivery options.

Promote advocacy for a full array of placement options.
Provide administrators with an information package including a description of each placement options
Provide in-service training for individuals involved in making program and placement decisions regarding students with visual impairments, including those with multiple disabilities.

Goal 6: Assessment

All assessments and evaluations of students will be conducted by or in partnership with personnel having expertise in the education of students with visual impairments and their parents.

Develop guidelines for selection and administration of assessment instruments and interpretation of their results.
Compile resources, articles, books, and tools addressing assessment issues.
Identify exemplary assessment models and components and disseminate information describing them.
Conduct workshops using the curricula of conferences of the appropriate professionals and related service providers.

Goal 7: Access to Instructional Materials

Access to developmental and educational services will include an assurance that textbooks and instructional materials are available to students in the appropriate media and at the same time as their sighted peers.

Decrease the reliance on scanning and direct entry in the production of textbooks in favor of the use of publishers' electronic files.
Receive information and materials by attending training or professional development to learn current trends and strategies in identifying and/or modifying educational materials to meet needs of students with visual impairments, including those with multiple disabilities.
Ensure that computer hardware and software procured for instructional use are accessible to students with visual impairments.

Goal 8: Expanded Core Curriculum

All educational goals and instruction will address the academic and expanded core curricula based on the assessed needs of each student with visual impairments.

Explain and present areas of the expanded core curriculum to target audiences including students, parents, local education agencies, and others.
Write curricular content for expanded core curriculum areas.
Ensure goals and objectives are based on assessment data related to the ECC.
Collaborate with universities and adult service agencies to ensure that programs serving students with visual impairments, including those with multiple disabilities, are appropriately preparing them for their futures.

Goal 9: Transition Planning

Transition services will address developmental and educational needs (birth through high school to assist students and their families in setting goals and implementing strategies through the life continuum commensurate with the students' aptitudes, interests, and abilities.

Identify materials available to facilitate the transition process for children and youth.
Teach career education content throughout the children's early years and their academic careers.
Encourage the active participation of young people with visual impairments and their families in the planning and implementation of local transition services.

Goal 10: Professional Development

To improve students' learning, service providers will engage in ongoing local, state, and national professional development.

Encourage teachers to engage in reflective practices that include a yearly review of their teaching activities and the development of a professional development plan with goals and activities.
Encourage a variety of designs in staff development activities that go beyond a one-day workshop and promote mob-embedded learning, such as professional learning groups, mentorships, action research, journaling, and observing others.
Encourage training activities that include parents and teachers teaching and learning together in subjects such as braille and use of low vision devices.
Align and integrate the staff development goals for service providers of students with visual impairments with local, state, and regional staff development goals.

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TVI's Guide to Teaching the ECC: An Activities Based Curriculum for Teaching Students who are Blind or Visually Impaired

$50.00

Written specifically for fellow itinerant Teachers of Students with Visual Impairments (TVI’s), this book consists of over 400 research-based activities and topic areas of discussion for instructing students in the Expanded Core Curriculum. The activities are age-neutral and multi-sensory and therefore can meet the needs of the broad range of students served on an itinerant caseload serving. The activities can be individualized to the students various learning modalities and scaffold in order to challenge students but ensure success. Select those activities that align with the student’s learning objects based on the student’s unique visual needs and academic and developmental level.

The core activities listed in the Activity section can be adapted to each thematic unit. These include:

Object Characteristic Activities
Quantity & Number Concepts
Time Concept Activities
Environment & Job Awareness Activities
Listening Skills Activities
Reading Foundation Activities
Reading Fluency Activities
Braille Basics Activities
Writing Activities
Tactual Efficiency Activities
Developing Skillful Hands Activities
Visual Efficiency Activities
Optical Device Instruction Activities
Recipe Activities

In addition to the core activity areas, each of the 32 Thematic Units incorporates additional unique ECC concepts and skills providing you with a years’ worth of activities. These units are cyclical and can be used repeatedly to help students build on prior knowledge and develop a deeper understanding of concepts. Each unit includes suggestions for activity adaptation associated with the unit. These include lists of objects, possible community based experiences, environmental print, poems, children & young reader books, children's songs, pop culture songs, movies, and websites.

Unique Concepts within the Units include:

Self Advocacy Activities (e.g. advocating for safe classroom, presenting to class on visual impairment, requesting help and more)
Social Skills Activities (e.g. Being bullied or teased, giving and receiving compliments, body language, "I" messages when upset and more)
Recreation & Leisure Activities (e.g. exploring interest areas, getting involved in clubs and sports, playing games, and more)
O&M Support Activities (e.g. Suggestions for community based experiences, dog guide information, locations in the school, bioptics, ride sharing, traffic signs, and more)
Independent Living Skill Activities (e.g. chores, being responsible, using tools, recipe suggestions, hygiene, staying healthy, labeling foods and products, and more)
Sensory Efficiency Activities (e.g. unique sensory experiences related to the unit, unique optical device activities, and more)
Compensatory Activities (e.g. organizing materials, study habits, and many unique concepts related to the unit)
Career & Vocational Activities (e.g. job awareness, completing applications, job task suggestions, and more)

Although the intended audience of this resource is fellow Teachers of Students with Visual Impairments, special education teachers may find these activities beneficial to the students in their classrooms as the activities are multisensory and include life skills and concepts needed by all students. This resource, however, is not intended to take the place of a Teacher of Students with Visual Impairments (TVI). Readers are advised to consult their own TVI’s regarding instruction in the ECC and the unique visual needs of the student’s served in their programs.

Note: This curriculum is a digital pdf download. Once you make your purchase you will be directed to an order confirmation page where you will find the download link. This download will also be included on the receipt sent to the email address you provide. The pdf download can be found directly under the order number.

Product details

Digital pdf download: 346 pages (11 pt font)

Publisher: Teaching Students with Visual Impairments

Author: Carmen Willings

Language: English

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Visual Efficiency & Magnifier Fluency Grab & Go ECC Supplements

$20.00

This workbook is a pdf download that can be printed on demand for use with students. It contains five different types of worksheets for developing visual motor skills and near magnifier fluency skills particularly with the use of a video magnifier. As a supplement to the TVI’s Guide to the ECC, the worksheets correspond to each of the 32 ECC Thematic units. The worksheets, along with a list of environmental print for each thematic unit, are designed to help students refine their visual motor skills while reinforcing ECC concepts presented in the thematic units.

Visual Efficiency & Near Magnifier Fluency Worksheet Details:

Digital pdf download: 210 pages

Publisher: Teaching Students with Visual Impairments

Author: Carmen Willings

Language: English

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TVI Guide to the ECC and Visual Motor & Magnifier ECC Grab & Go Bundle

$60.00

Buy together at a reduced price!

The TVI’s Guide to Teaching the ECC is a digital pdf available for download. It is designed specifically for fellow itinerant Teachers of Students with Visual Impairments (TVI’s), andconsists of over 400 activities and topic areas of discussionfor instructing students in the Expanded Core Curriculum. The activities are age-neutral and multi-sensory and therefore can meet the needs of the broad range of students served on an itinerant caseload serving. The activities can be individualized to the students various learning modalities and scaffold in order to challenge students but ensure success. Select those activities that align with the student’s learning objects based on the student’s unique visual needs and academic and developmental level.

The core activities listed in the Activity section can be adapted to each thematic unit. These include:

· Object Characteristic Activities

· Quantity & Number Concepts

· Time Concept Activities

· Environment & Job Awareness Activities

· Listening Skills Activities

· Reading Foundation Activities

· Reading Fluency Activities

· Braille Basics Activities

· Writing Activities

· Tactual Efficiency Activities

· Developing Skillful Hands Activities

· Visual Efficiency Activities

· Optical Device Instruction Activities

· Recipe Activities

Unique Concepts within the Units include:

· Self Advocacy Activities (e.g. advocating for safe classroom, presenting to class on visual impairment, requesting help and more)

· Social Skills Activities (e.g. Being bullied or teased, giving and receiving compliments, body language, "I" messages when upset and more)

· Recreation & Leisure Activities (e.g. exploring interest areas, getting involved in clubs and sports, playing games, and more)

· O&M Support Activities (e.g. Suggestions for community based experiences, dog guide information, locations in the school, bioptics, ride sharing, traffic signs, and more)

· Independent Living Skill Activities (e.g. chores, being responsible, using tools, recipe suggestions, hygiene, staying healthy, labeling foods and products, and more)

· Sensory Efficiency Activities (e.g. unique sensory experiences related to the unit, unique optical device activities, and more)

· Compensatory Activities (e.g. organizing materials, study habits, and many unique concepts related to the unit)

· Career & Vocational Activities (e.g. job awareness, completing applications, job task suggestions, and more)

TVI's Guide to the ECC Product details

Digital pdf download: 346 pages (11 pt font)

Publisher: Teaching Students with Visual Impairments

Author: Carmen Willings

Language: English

Visual Efficiency & Near Magnifier Fluency Worksheets: TVI's Guide to the ECC Grab and Go Supplements

The Near Magnifier Fluency Worksheets is a Grab and Go supplement to the TVI's Guide to Teaching the ECC. This workbook is a pdf download that can be printed on demand for use with students. It contains five different types of worksheets for developing visual motor skills and near magnifier fluency skills particularly with the use of a video magnifier. As a companion to the TVI’s Guide to the ECC, the worksheets correspond to each of the 32 ECC Thematic units. The worksheets, along with a list of environmental print for each thematic unit, are designed to help students refine their visual motor skills while reinforcing ECC concepts presented in the thematic units.

Visual Efficiency & Near Magnifier Fluency Worksheet Details:

Digital pdf download: 210 pages

Publisher: Teaching Students with Visual Impairments

Author: Carmen Willings

Language: English

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Thematic Braille Fluency and Maintenance Worksheets: A TVI’s Guide to Teaching the ECC Grab & Go Supplement

$25.00

The Thematic Braille Fluency and Maintenance Grab and Go ECC worksheet packet is a print on demand workbook that contains worksheets in print and simulated braille to use for data collection. All are presented in contracted UEB braille. Present the student with a hard braille copy and use the worksheets to document accuracy and fluency in reading braille. As a companion to the TVI’s Guide to the ECC, the worksheets correspond to the ECC Thematic activities presented in the curriculum guide. These fun activities will help students refine their braille reading skills while bridging ECC concepts presented in the thematic units. Although the lists and passages can be produced using a manual braillewriter, a Duxbury print file is also included should you choose to produce the braille using a braille embosser. Modify as needed for your student, translate, and emboss. Although these word lists and passages were specifically created to document and increase braille reading and writing fluency, they may also be entered into a typing program such as APH’s Talking Typer to build keyboarding fluency.

Note: This curriculum is a digital pdf downloads. Once you make your purchase you will be directed to an order confirmation page where you will find the download links. This download will also be included on the receipt sent to the email address you provide. The pdf download can be found directly under the order number.

Product details

Digital pdf download: 327-page print and simulated braille worksheets with corresponding Duxbury files

Publisher: Teaching Students with Visual Impairments

Author: Carmen Willings

Language: English

Shop

TVI's Guide to Teaching the ECC + Thematic Braille Fluency & Maintenance Grab & Go Bundle

$65.00

Buy together at a reduced price!

The TVI’s Guide to Teaching the ECC is a digital pdf available for download. It is designed specifically for fellow itinerant Teachers of Students with Visual Impairments (TVI’s), and consists of over 400 activities and topic areas of discussion for instructing students in the Expanded Core Curriculum. The activities are age-neutral and multi-sensory and therefore can meet the needs of the broad range of students served on an itinerant caseload serving. The activities can be individualized to the students various learning modalities

and scaffold in order to challenge students but ensure success. Select those activities that align with the student’s learning objects based on the student’s unique visual needs and academic and developmental level.