By: Carmen Willings
teachingvisuallyimpaired.com
​Updated November 12, 2015

The role of the Teacher of Students with Visual Impairments (TVI) is to provide direct and/or consultative special education services specific to vision loss. The TVI provides support to students, teachers, and parents and acts as a liaison with community services. The TVI works with the educational team by advising the team about ways of enhancing the student’s learning by adapting activities and materials to the student’s abilities.  Although the TVI is not an academic tutor, they may spend some time ensuring that the student understands concepts introduced in academic courses.

The TVI may help choose appropriate educational materials, and may brainstorm with teachers and therapists about effective adaptations. By working together, classroom teachers, therapists, and the TVI can create a classroom environment that encourages independence, academic success, and prepare the student to be the most productive member of society they can be. The following is a list of what to expect from the Teacher of Students with Visual Impairments.

Interpret Medical Reports

As part of determining a student's eligibility and the impact of the visual impairment, the Teacher of Students with Visual Impairments will need to have the skills and training to read and interpret medical eye reports. The TVI will determine the implications thereof for educational and home environments.

Conduct Specialized Assessments and Make Recommendations

The TVI will conduct Functional Vision Assessments to determine how much usable vision a student has to perform visual tasks. This assessment is initially conducted to determine the need for services from a teacher of students with visual impairments and to determine appropriate goals and level of support needed. This evaluation is updated at a minimum, every three years to determine ongoing eligibility and need for school based vision services. The TVI may also recommend appropriate specialized evaluations as needed, particularly in low vision, orientation and mobility, and adaptive physical education. This evaluation is conducted even if the student has no usable vision.

Actively Participate in the Individualized Education Program (IEP)

The TVI will need to communicate with the team members on how the student's performance may affect their school performance by providing information on the student's learning style, utilization of visual information, and other strengths unique to individual students who are visually impaired.  The TVI will identify any goals and objectives in specialized areas related to the visual needs of the student. The TVI will also identify instructional methods and materials for meeting goals and objectives. Finally, the TVI will recommend appropriate service delivery options, including class placement, physical education, related services, specialized equipment, adaptations in testing procedures, and time frames for implementation. Consideration will be taken as to the current and future reading and writing media for the student with a visual impairment based on reading distance, reading rates and accuracy, portability of reading skills, visual fatigue, and tactual sensitivity.

Recommend Educational & Instructional Strategies

The TVI will assist in determining and procuring classroom equipment and materials necessary for the student with visual impairments to learn (brailler, low vision devices, assistive technology, computer) including ensuring necessary room modifications and lighting changes. The TVI will provide the classroom teacher with information regarding the specialized strategies needed to teach a student who is blind or visually impaired. The TVI will also assist in obtaining specialized materials, including procuring materials from the American Printing House for the Blind (APH), providing braille, recorded/enlarged materials, and other needed materials.

Ongoing Observations

The TVI conducts ongoing observations of the student in a variety of familiar situations performing routine tasks or activities to assess how the student is using their vision.  In doing this, the TVI can find out what motivates the student to look.  The TVI will then use objects and activities similar to those that have been motivating in the past.  It is also beneficial to get an understanding of how the student spends their time.  What does the student do?  How does the student play and with what?  Where do they go?  Who do they play or interact with?  This is a process to identify the student’s existing (and desired) activity setting.  These observations will assist the TVI in ensuring the goals and accommodations as well as level of service continue to be appropriate.

Use of Natural Environments to Address Goals

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 are affected by their visual performance, and teach to those tasks.  If the family/teachers are interested in obtaining other objects for the student to play with, then the TVI can assist the family and/or teacher in obtaining such items. 

The responsibility of the TVI is to support the student with what he/she has everyday access to, where he/she is, and sharing information that matches the student’s/families/classroom priorities (watching television, playing on the computer, playing with toys or games).  These activities provide multiple learning opportunities.  It is easy to take in a bag of toys, but more challenging and appropriate to explore existing toys that the student will have daily access to, for continued exposure/practice.  Learning takes place at all times, so it is best to use what is available/accessible to give the student more practice in using existing skills and developing new abilities.  “Toy bag treatment sessions” typically do not promote functional skill use and learning in natural settings.

Some skills are best addressed outside of the regular classroom to avoid visual and auditory distractions. The goal should be to learn the skills and then begin to transfer those skills during classroom activities.

Communication with Caregivers and Classroom Teachers

The TVI will want to have ongoing communication with the caregivers and classroom teachers in order to try to develop a better understanding of the student.  An itinerant teacher will not have the same rapport with the student as they do not spend as much time with them.  For that reason, it is helpful to talk with parents and classroom teachers who do have this rapport about how they feel the student is doing, if they are addressing the goals and how the student is functioning. The TVI may ask to observe the teacher working with the student to observe how the student is functioning within the normal routine and with familiar adults. ​

Direct Instruction in the Expanded Core Curriculum

The TVI will determine which areas of the Expanded Core Curriculum (ECC), a unique curriculum that addresses needs a student who is blind or visually impaired may have that are not addressed within the standard curriculum. Although not all students will have needs in all areas of the ECC, the areas of the ECC include: Compensatory, Functional and Communication Skills; Sensory Efficiency; Orientation & Mobility; Social; Independent Living; Recreation & Leisure; Use of Technology; Career & vocational; and Self Determination.

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TVI's Guide Complete Set Bundle + BONUS Resources

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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.

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     The most important day I remember in all my life is the one on which my Teacher, Anne Mansfield Sullivan, came to me."    -Helen Keller