Service Delivery ModelsEach student with a disability will have an Individualized Education Program (IEP) or in some cases, a 504 Plan. An IEP is a written statement, based on the student's individual needs. Learn more about determining the students annual needs, writing SMARTER goals, and determining appropriate accommodations and service delivery options.
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By: Carmen Willings
teachingvisuallyimpaired.com Each student who is blind or visually impaired has their own unique learning needs. The type of service should reflect a student's need for specialized instruction at a specific time in his development. This may change as the student progresses through his education. Some students may require a residential or special school specifically designed for students who are blind. The majority of students with visual impairments can be best served within their local school system. Depending on the student's needs, they may need a consultation model, an itinerant model or to receive more intensive services in a resource room at a magnet school for students with visual impairments. To help students reach their fullest potential, schools should provide a full array of options to assure the appropriate placement of each student.
The Itinerant ModelStudents in the general education program or those assigned to a self-contained classroom for students with multiple disabilities may require itinerant direct services from a teacher of the visually impaired. The time that the itinerant TVI spends with the student should be based only on the time required to meet the special education goals identified in the IEP and may vary from daily instruction to biweekly or weekly instruction. While some skills are best addressed in the general education classroom, others require privacy or a quiet environment.
Teaching techniques to enhance vision should not be taught in isolation. It is important to look at what the needs and activities of the student are in school and in their everyday life that is affected by their visual performance and teaches to those tasks. The TVI will make suggestions for appropriate environmental and material adaptations. The Resource Room ModelThe Resource Room model is designed for students who require daily support from a Teacher of Students with Visual Impairments (TVI). In this model, students attend a school that has been designated as a “magnet” school for students of their similarly aged with visual impairments who need daily contact with a teacher of students with visual impairments (TVI). A TVI is based at the magnet school to be accessible to the students and their teachers throughout the school day.
Students are assigned to a general or special education classroom for most of the school day. Students attending these magnet resource classrooms have intensive instructional needs related to their visual impairments. The amount of time spent in the VI classroom will vary among students, based on their unique needs. They will typically spend part of each day receiving instruction in the areas of the core curriculum and support that facilitates their academic progress. Although the TVI is not an academic tutor, the TVI may spend time ensuring that the students understand concepts introduced in academic courses. Some students will receive instruction in ways to access academic subjects, such as reading or basic mathematics, in this room to build a strong foundation upon which future-leaning can occur. Advantages The TVI has more opportunities in this model to observe students in a variety of situations, including classrooms, bus lines, the cafeteria, and the playground providing them with more opportunities to assess the students skills and areas of needed instruction throughout the day. Since they are available to students and general education teachers throughout the school day, they can provide immediate assistance to teachers who are uncertain how to include students with visual impairments in the curriculum by helping these teachers adapt materials or modify instruction or by teaching classroom activities that cannot be easily adapted in other ways. Finally, students in a VI magnet school have more opportunities to meet and frequently interact with other students who have visual impairments. Through planned and unplanned activities, they can discover issues they may have in common and solutions to problems related to their visual impairments. This model allows older and more fluent braille readers the opportunities to mentor younger students. Disadvantages The primary disadvantage of the VI magnet school model is that students may not attend their home schools and therefore may not attend school with their siblings and other children in their neighborhoods. Because of the geographic distances between their homes and the school, students may find it impossible to attend planned or impromptu after-school or evening activities, and parents may be challenged to feel part of the school community and to participate in parent-teacher activities or school advisory committees. The Consultation ModelStudents who receive consultation require minimal, or no, direct services from a TVI. In the consultative model, the service is provided to the adults that work with the student on behalf of the student with a visual impairment. In this model, the TVI provides intermittent observations of the student within their educational environment to determine if they are receiving the most appropriate adaptations to their materials, environment and instruction and to collaborate with teachers and therapists. Possible scenarios where the consultation model are appropriate include:
When providing consultation, the TVI should:
Additional Service Intensity Resources...
The VISSIT: Visual Impairment Scale of Service Intensity of Texas is designed to guide teachers of students with visual impairments (TVIs) in determining the type and amount of itinerant TVI services to recommend for students on their caseload. The Individualized Education Program (IEP) committee will typically rely upon the TVI for this recommendation. This scale supports the TVI in quantifying information for the IEP committee. The goal of VISSIT is to provide guidance so that all students with visual impairments get the benefit of an appropriate amount and type of service. I have found this tool to be the most reliable and accurate.
The Michigan Department of Education (DOE), through a task force of TVI's throughout the state of Michigan, developed a Vision Severity Rating Scale and a Vision Severity Rating Scale for Students with Additional Disabilities that has been very helpful in determining the amount of services a student needs. Since a students needs and level of support they need changes over time, the assessment should be done at least every three years as part of the re-evaluation process to determine the appropriate amount of service. The Michigan DOE has also developed an Orientation and Mobility Severity Rating Scale and an Orientation and Mobility Severity Rating Scale for Students with Additional Disabilities.
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TVI's Guide Complete Set Bundle + BONUS Resources
$125.00
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Buy together at a reduced price and get BONUS resources! 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. *Please contact me if you need to purchase using a purchase order. I am happy to help guide you in the process of adding Teaching Students with Visual Impairments as an approved vendor for your school or program or you can visit the product support page for information on using a PO. |
