By: Carmen Willings
teachingvisuallyimpaired.com
Revised July 10, 2017

Professional Knowledge

• ​Have accurate, cohesive, and in-depth knowledge of VI laws, policies, and procedures.
• It can effectively explain vision specific concepts, principles, and methodology to teams.
• Know and effectively communicate the areas of the Expanded Core Curriculum (ECC).
• Understand the scope and sequence of teaching areas of the ECC.
• Choose the most effective strategies to communicate VI content to teams.
• Understand the issues of low incidence disabilities.
• Are aware of the visual pathologies and implications across the life span.
• Know the developmental patterns of children with VI across all developmental domains.
• Know the relationships between visual impairments and other disabilities.
• Know issues and options for students with progressive eye conditions.
• Know and effectively communicate the role of the TVI, O&M, other vision professionals.

Assessment Strategies

• Observe students informally in the classroom to evaluate skills and accommodation use.
• Update the Functional Vision Evaluation (FVE) to monitor progress and document the current use of vision.
• Use/recommend appropriate evaluations for students with visual impairments.
• Conduct FVE, LMA, and environmental assessments.
• Write professional reports reflecting information from evaluations.
• Know visual impairment specific assessment tools and their intended use.
• Interpret eye reports and understand their contents and implications.
• Use assessments for instructional and programmatic planning and consultation.
• Design unique opportunities for the student to demonstrate proficiency.
• Maintain accurately and up to date data collection

Instructional Planning

• Set clear and specific learning objectives to communicate the intended learning outcome.
• Use IEP objectives to design instructional strategies and learning activities.
• Encourage students to objectively evaluate their progress.
• Use FVELMA and ECC annual needs consideration to plan instruction.
• Plans allow for student choice, flexibility and promote independence.
• Adjust instruction using backward chaining to ensure student success.
• Plan appropriate long-range learning and developmental goals for students.
• Align instruction with areas of the ECC.
• Use Federal Quota Funds to access instructional materials.
• Know transition issues (e.g., secondary to post-secondary, education to rehab, etc.).

Instructional Practice

• Exhibit instructional practice that is supported by current research and best practice.
• Collaborate effectively with classroom teachers and therapists
• Use strategies to enhance student motivation and decrease negative behaviors.
• Match instruction to student’s achievement level and visual needs.
• Adjust the delivery and pacing of instruction in response to student cues.
• Use wait time appropriately.
• Know braille codes and how to teach them, including literary and Nemeth code.
• Know and can teach the use of the Cranmer Abacus.
• Know how and when to adapt environments and materials for a variety of students.
• Train on low vision devices (to students, families, teachers, etc.).
• Know and have skills in using various other assistive technology devices.
• Know the structure and development of reading, especially as it pertains to braille.
• Maximize instructional time.
• Limit disruption and interruptions as possible.
• Carefully link learning objectives and activities.
• Design tasks that are relevant to the student’s life and current events.
• Link instruction to student’s real-life experiences.
• Consider student attention span and learning styles when designing lessons.
• Be supportive and persistent in keeping the student on task.
• Stress student responsibility and accountability.

Differentiated Instruction

• Aware of psycho-social implications of visual impairments for the student/family.
• Design activities appropriate for various ages and abilities.
• Have an understanding of visual impairments and unique learner needs.
• Anticipate possible difficulties the student may have and adjust instruction.
• Adapt instruction to student’s interests, learning abilities, and current skills.
• Vary instructional strategies and activities for students.
• Offer an optimal amount of support to ensure the student is challenged and successful.
• Provide help in potential crises involving psychosocial implications related to vision.
• Use knowledge of cultural and socio-economic factors in strategies and activities.
• Address unique communication issues of children with visual impairments.

Positive Learning Environment

• Observe students informally in the classroom to evaluate skills and accommodation use.
• Update the FVE to monitor progress and document the current use of vision.
• Use/recommend appropriate evaluation for students with visual impairments.
• Conduct FVE, LMA, and environmental assessments.
• Write professional reports reflecting information from evaluations.
• Know visual impairment specific assessment tools and their intended use.
• Interpret eye reports and understand their contents and implications.
• Use assessments for instructional and programmatic planning and consultation.
• Design unique opportunities for the student to demonstrate proficiency

Professionalism

• Demonstrate interest in student’s personal and developmental needs.
• Adhere to legal and ethical guidelines, standards of the profession, and school policies.
• Demonstrate professional demeanor and positive interactions with others.
• Seek and find solutions that will solve the problems encountered.
• Involvement in learning activities in the field of visual impairments.
• Assess and audit the gaps in professional practice.
• Incorporate learning from professional development activities into practice.
• Find, implement, and share new instructional strategies.
• Network, share practices through dialogue, modeling, and demonstration.
• Share practices through mentoring, coaching, team teaching and shadowing.
• Know areas of personal strengths and weaknesses.
• Compare instructional practice to best practice in the field of visual impairments.
• Know organizations in the field of visual impairments.
• Know publications and resources in the field of visual impairments

Communication

• Use a repertoire of communication behaviors appropriate for team/setting.
• Use an effective approach that facilitates team collaboration.
• Document team communications.
• Provide progress reports in a timely and constructive manner.
• Share knowledge and engage in collaborative problem-solving with teams.
• Collaborate and network with teams to reach educational decisions.
• Parent interactions are professional and positive

Teacher Impact

• Consistent involvement as a leader in VI activities and contributes to positive climate.
• Seek out professional growth aligned with the National Agenda and areas of the ECC.
• Engage in professional presentations, mentoring other TVI’s or conducting research.
• Reflect and analyze results of action and share info members and prof. community.
• FVE reports are always of high quality with exemplary accuracy and timeliness.

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TVI's Guide Complete Set Bundle + BONUS Resources

$175.00 $100.00

Buy together and get BONUS resources!

The TVI's Guide to Teaching the ECC Complete Set includes the following:

• TVI’s Guide to Teaching the ECC: An Activities Based Curriculum for Teaching Students who are Blind or Visually Impaired (a 346 page pdf download)
• Visual Efficiency & Near Magnifier Fluency Worksheets: TVI's Guide to the ECC Grab and Go Supplements (a 210 page pdf download)
• Thematic Keyboarding & Braille Fluency and Maintenance Worksheets: A TVI’s Guide to Teaching the ECC Grab & go Supplement (a 338 page pdf download)
• Thematic Vocabulary Cards and Checklists: Grab & Go ECC Supplement (a 446 page pdf download)
• NEW!Interactive Sensory Stories page access and booklet of activities!

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

Bonus pages include tutorials, printables, interactive sensory story downloads, and interactive choice making computer games (PowerPoint based interactive games), and job task activities.

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. Once you purchase the complete set you will have immediate access to the bonus pages!

*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.

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TVI Self Assessment of Teacher Standards

This is checklist style of a Teacher self assessment tool, located on the Printables page for free, that you can use to set goals for your career growth.

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