ROLE OF THE CLASSROOM TEACHERBy: Carmen Willings
teachingvisuallyimpaired.com If you have never worked with a student with a visual impairment, you may be apprehensive about having a student with a visual impairment in your class. Even if you have worked with a student with a visual impairment, in the past, you need to understand that each student is unique and will have different needs. Even students with the same visual diagnosis they will have different visual abilities and will have different backgrounds, and have different academic abilities and experiences. |
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The classroom teacher is responsible for instructing the student in the core curriculum as well as collaborating with the Teacher of Students with Visual Impairments (TVI) and other support staff to ensure that the student's unique needs are being met.
The role of the classroom teacher is to manage the classroom in a manner that meets the individual needs of each student in the class. This includes promoting learning and supplementing activities, coordinating and collaborating with support staff, using a variety of teaching approaches, and adapting instruction to include all students. The classroom teacher is in charge of each student's overall academic program.
As the general education teacher, the classroom teacher is responsible for teaching the core curriculum (literacy, mathematics, science, social studies, and so forth). The TVI does not duplicate what the classroom teacher will teach, but teaches the students the knowledge and skills they need to participate in the classroom. The TVI will instruct the student in specialized areas and skills that are related to their visual impairments and are important for their educational success, such as braille reading and writing, using assistive devices, and skills for independent living. Int he visual impairment field, these are some of the areas that are know as the Expanded core Curriculum (ECC). Communication between the classroom teacher and the TVI is critical. Discussing upcoming lessons well in advance will allow discussions on adaptations and adaptations that will be needed to access instruction. It is also critical to provide the TVI with materials in a timely manner in order for the TVI to adapt the materials into an accessible format. If the student has a paraprofessional it is imperative for the classroom teacher to continue to have direct interactions with the student. Although the paraprofessional can reinforce instruction, the paraprofessional is typically not a certified teacher and it is the teachers responsibility to be aware of the students understanding of content. It is also important to provide the paraprofessional with clear guidelines and discuss as a team, what accommodations are acceptable. IDEA: The LawIDEA is a Federal law that ensures each student with a disability receives a free appropriate public education (FAPE) to meet his or her unique learning needs. Under federal law, students with visual impairments are guaranteed to have the same opportunities for an education following the regular curriculum with the necessary supports and services to students ages 3 through age 18 or 21. In general, a district is obligated to provide each qualifying child with a program which meets the child’s unique needs. The primary way of providing a FAPE is through an Individualized Education Program (IEP). The IEP must include a comprehensive statement of the child’s unique educational needs, along with a description of the education and related services to which the child is entitled. As the general education teacher, it is important for you to provide information on the student’s classroom performance, how the student’s disability negatively impact them as well as which accommodations the student uses and what helps them be successful.
Helpful Resources... pdf of Teacher Vision Survey
If you have students with multiple disabilities on your caseload, it may be beneficial to provide teachers and teacher assistants with a vision survey in order to understand their current understanding of the student's vision. Tricia Noe, a Teacher of Students with Visual Impairments with over 35 years experience working with students who are blind or visually impaired with multiple disabilities and former colleague of mine has developed a survey that she has made available to print.
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.
Your positive attitude toward the integration and education of the student who is visually impaired may be the most important factor in guaranteeing the success and acceptance of this student in your class and school." |
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TVI’s Guide to Teaching the ECC: An Activities Based Curriculum for Teaching Students who are Blind or Visually Impaired 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. 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. In addition to the book, the following two supplements are included: ·      TVI’s Guide to the ECC Concept Checklist ·      TVI’s Guide to the ECC Activities Checklist For complete product details and additional images, visit the TVI's Guide product page. 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.  For complete product details and additional images, visit the Visual Efficiency & Near Magnifier Product Page. Visual Efficiency & Near Magnifier Fluency Worksheet Details: ·      Digital pdf download: 210 pages ·      Publisher: Teaching Students with Visual Impairments ·      Author: Carmen Willings ·      Language: English Thematic Keyboarding & Braille Fluency and Maintenance Worksheets: A TVI’s Guide to Teaching the ECC Grab & go Supplement The Thematic Keyboarding & 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. 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 word lists and sentences will help the student refine their keyboarding or braille reading skills while bridging ECC concepts presented in the thematic units. Although the lists and passages can be produced using a manual braillewriter, you may also copy and paste the passages into any braille translation software for quick production on an embosser. They may also be entered into a typing program such as APH’s Talking Typer to build keyboarding fluency. For complete product details and additional images, visit the Thematic Keyboarding & Braille Fluency & Maintenance Product Page Thematic Keyboarding & Braille Fluency Worksheet Details: ·      Digital pdf download: 338-page print and simulated braille worksheets ·      Publisher: Teaching Students with Visual Impairments ·      Author: Carmen Willings ·      Language: English Thematic Vocabulary Cards and Checklists: Grab & Go ECC Supplement The Thematic Vocabulary Cards and Checklists Grab and Go ECC supplement is a 446 page pdf downloadable print on demand workbook that includes 2940 vocabulary card on 3 1/2" x 2" templates divided by each of the 32 Thematic Units along with a checklist of each unit words in print and simulated braille. As a companion to the TVI's Guide to the ECC, the vocabulary cards correspond to the ECC Thematic activities presented in the curriculum guide. Additional Use: Teachers of Students with Visual Impairments can have a extremely varied caseloads. It is possible to go several years without having a student on your caseload who requires braille instruction. Like other skills, if you do not practice your braille regularly, it is easy to lose those skills. Use these checklists and cards to maintain your braille skills. Fold the checklist along the line dividing the print from the braille. Choose to either read the print and produce the word in braille using a braillewriter or read the simulated braille and decode it. Finally, these vocabulary cards and checklists may be used with family members or peers who are interested in learning and practicing the braille code. For complete product details and additional images, visit the Thematic Vocabulary Cards & Checklists Product Page Thematic Vocabulary Cards and Checklists Details: ·      Digital pdf download: 446-page print on demand resource ·      Publisher: Teaching Students with Visual Impairments ·      Author: Carmen Willings ·      Language: English BONUS! Lotto Cards The LOTTO Cards Grab and Go Supplement includes 37 theme related unit cards along with activity suggestions that support activities within the TVI's Guide to Teaching the ECC. On My Way File Folder Cards Print and use these cards to represent locations the student may visit that are related to the current thematic unit. Use these with the On My Way File Folder Game outlined in the TVI's Guide to Teaching the ECC p. 27. NEW! Access to TVI's Guide Bonus Membership Pages Note: All products are digital pdf downloads. 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. If you encounter any difficulty, please let me know and I can assist you. |
