Teaching Students with Visual Impairments
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      • Become a Vision Professional
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      • Teacher of Students with Visual Impairments
      • Orientation & Mobility Specialist
      • Low Vision Specialist
      • Rehabilitation Specialists
      • CATIS
      • Paraprofessionals & Braille Transcribers
    • Program Resources >
      • VI Organizations
      • Braille Resources
      • Deaf-Blind Resources
      • Support Networks
      • Journal Resources
      • State SpEd Agencies
      • Schools for the Blind
      • Georgia Vision Resources
    • V.I. Book Resources >
      • VI Resource Books
      • Braille Book Resources
      • Children's Books
      • Young Reader Books
      • Books about Dog Guides
      • Non-Fiction
      • Helen Keller Books
    • Parent Resources >
      • Online Parent Resources
      • Parent Resource Books
      • Grief & Suffering Books
      • Financial Assistance
      • Home Adaptations
      • Summer Reading (braille)
      • Summer Outdoor Activities
      • Rainy Days Activities
      • Camps for VI
    • History of Visual Impairments >
      • National Agenda
      • Legislation
      • Timeline of VI
      • Biblical Passages Concerning Blindness
      • Notable People
      • Helen Keller
      • History of Braillewriters
  • Service
    • Referrals >
      • Vision Concerns
      • Vision Classifications
      • Referral Process
      • Eligibility Guidelines
      • Vision Therapy Controversy
      • When Student Doesn't Qualify
    • Vision Exams >
      • Medical Professionals
      • Vision Tests & Tools
      • Visual Acuity
      • Lenses
      • Visual Fields
      • Structure & Function of the Eye
      • Common Vocabulary
      • Common Visual Impairments
      • Cortical Visual Impairments
      • Convergence Insufficiency (CI)
      • Deaf-Blind
    • FVE LMA >
      • What is the FVE
      • Interpret the Eye Report
      • FVE Observations
      • Interviews
      • Assessment Kit Materials
      • Oculomotor Skills
      • Near Visual Acuities
      • Print Comparisons
      • Distance Acuity
      • Test Visual Fields
      • Vision Skills
      • Learning Media Assessment
      • Reading Rates
      • Writing the FVE Report
    • Other Evaluations >
      • Clinical Low Vision Evaluation
      • Orientation & Mobility Evaluation
      • Impact on Development & Learning
      • Educational Assessments
      • Language Development
    • IEPs >
      • ECC Annual Needs
      • Writing SMART Goals
      • Blooms Taxonomy
      • Goal Bank >
        • Compensatory Goals
        • Sensory Efficiency Goals
        • Assistive Technology Goals
        • Social Skills Goals
        • Independent Living Goals
        • Recreation & Leisure Goals
        • Self Determination Goals
        • Career & Vocational Goals
      • Accommodations & Modifications
      • Service Delivery Models
      • Least Restrictive Environment
      • Student Led IEPs
    • Transition Plans
    • 504 Plans
  • Adaptations
    • Unique Visual Needs
    • Instructional Adaptations >
      • Movies & Assemblies
      • Lectures & Instruction
      • Board Work (Chalk, Interactive, White)
    • Material Adaptations >
      • Accessible Educational Materials
      • Photocopying
      • Font Legibility
      • Increase Contrast
      • Pictures and Worksheets
    • Environmental Adaptations >
      • School Campus Adaptations
      • Classroom Design Tips
      • Labeling System
      • Adjust Lighting
      • Playground Adaptations
    • Electives Adaptations >
      • Art
      • Art Materials
      • Music
      • Music & Movement
      • Dance
      • P.E. Adaptations
      • P.E. Resources
      • Home Economics
    • Early Intervention
    • Early Childhood >
      • Daily Schedule
      • Morning Meeting
      • Weather Check
      • Dramatic Play
      • Blocks
    • Math Adaptations >
      • Numbers & Counting
      • Algebra
      • Geometry & Spatial Sense
      • Measurement & Data
    • Literacy Adaptations >
      • Early Literacy Experiences
      • Reading Efficiency
    • Science Adaptations >
      • Science Materials
    • Social Studies Adaptations >
      • Social Studies Materials
  • ECC
    • Compensatory >
      • Guiding Principles of Concept Development
      • Community Based Experiences
      • Concepts to Teach
      • Organization & Study Skills
      • Tactile Graphics Guidelines
      • Tactile Graphics Instruction
      • Creating Tactile Graphics
      • Cranmer Abacus Instruction
    • Communication Modes >
      • Large Print
      • Braille Code
      • Braille Instruction
      • Braille Instruction Materials
      • Writing Braille
      • Create Tactual Books
      • Nemeth Braille Code
      • Signature & Handwriting Instruction
    • Students with MD >
      • Functional Skills
      • Individual Schedules & Communication Cards
      • Transition Between Activities
      • Lightbox Use
      • Encourage Use of Vision in Students with MD
      • Sensory Activities for Students with MD
      • Teacher Made Materials for Students with MD
      • Sensory Areas & Rooms
    • Sensory Efficiency >
      • Sensory Input
      • Sensory Table
      • Visual Efficiency Skills
      • Visual Attend and Scan Activities
      • Visual Tracking Activities
      • Visual Discrimination Activities
      • Visual Motor Activities
      • Optical Device Use
      • Tactual Readiness
      • Developing Skillful Hands
      • Auditory Readiness
      • Listening Skills Instruction
    • Independent Living >
      • Responsibility & Independence
      • Hygiene & Grooming
      • Dressing & Clothing Management
      • Mealtime Independence
      • Housekeeping
      • Money
      • Time Management
      • Food Preparation
    • O&M >
      • Proper Guide Techniques
      • Orienting Student to Environment
      • Mobility Skills
      • Travel
      • Dog Guides
    • Career Edu. >
      • Learn to Play
      • Classroom Jobs
      • Career & Vocational
      • Preparing for College
    • Social Skills >
      • Non-Verbal Communication
      • Social Interactions
      • Self Concept
      • Icebreakers & Mixers
    • Recreation & Leisure >
      • Recreation & Leisure Resources
    • Self Determination
    • Teaching in Thematic Units
  • Assistive Tech
    • Overview of Assistive Technology
    • Assistive Technology Assessment
    • Types of VI AT >
      • Non-Optical Low Vision Devices
      • Low/Medium Tech Devices for Tactual Learners
      • Optical Devices for Near
      • Optical Devices for Distance
      • Video Magnifiers
      • Screen Enlargement & Readers
      • Braille Technology
      • Tactile Graphics Technology
      • Auditory Access Devices
    • AT Instruction >
      • iPads as Instructional Tools
      • Making the iOS Device Accessible
      • Video Magnifier Instruction
      • Notetaker Instruction
      • Accessing Audio Books
      • Navigate Computer without a Mouse
      • Word Processing and Shortcuts
      • Keyboarding Instruction
    • Apps for VI >
      • Note Taking Apps
      • Apps for Accessing Books
      • Identification Apps
      • Navigation & Location Apps
      • Braille Apps
      • Magnifier Apps
      • Sound Making Apps
      • Cause & Effect Apps
      • Vision Skills Apps
      • Apps for Early Learning
      • Read to Me Story Apps
      • Apps for Communication
      • Android Apps for VI
    • Braillewriter Repair
    • AT Resources
    • Vendors

VI PROGRAM TEACHER STANDARDS

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


Teachers of Students with Visual Impairments have a unique job and will need to develop skills in areas not typically addressed in standard teacher evaluation tools. Listed here are skills specific to being a TVI. No TVI will exceed standards in all areas. We all have areas of strengths and weaknesses but this list is helpful for self reflection and patting yourself on the back for areas of strength and acknowledging and working on areas of weakness. The printable form (located at the bottom of the article) can be used as an annual self-assessment tool for professional growth. 

Professional Knowledge

  • ​Have accurate, cohesive, and in-depth knowledge of VI laws, policies, and procedures.
  • Can effectively explain vision specific concepts, principles, and methodology to teams.
  • Know and effectively communicate the areas of the Expanded Core Curriculum (ECC).
  • Understand 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 dev. patterns of children with VI across all developmental domains.
  • Know the relationships between a visual impairment 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.

Assessment Strategies

  • Observe students informally in classroom to evaluate skills and accommodation use.
  • Update the Functional Vision Evaluation (FVE) to monitor progress and document 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 accurate and up to date data collection

Instructional Planning

  • Set clear and specific learning objectives to communicate 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 skill 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 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 student on task.
  • Stress student responsibility and accountability.

Differentiated Instruction

  • Are 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 optimal amount of support to ensure 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 classroom to evaluate skills and accommodation use.
  • Update the FVE to monitor progress and document 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 profession, and school policies.
  • Demonstrate professional demeanor and positive interactions with others.
  • Seek and find solutions that will solve 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 field of visual impairments.
  • Know organizations in the field of visual impairments.
  • Know publications and resources in the field of visual impairments

Communication

  • Use 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 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.

FREE VI Program Templates

Picture of VI program brochures.
Become a member for FREE to access the Printable VI Program Templates  to support your district's vision program. Simply click on Log In|Register in the navigation bar at the top of the page and follow the directions to register and create your password. ​

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Post a Job 

Job Posting on Post-It Note
Due to the nationwide shortage of vision professionals, it can be challenging to locate personnel. Announce a job vacancy on the Job Exchange of Teaching Students with Visual Impairments, an online listing of jobs specific to the visual impairment field.

About

Photo of Carmen
Hi! I'm Carmen Willings. Welcome to my website! I developed this web resource to support fellow TVI's and to educate those new to the field of visual impairments in how to best support students who are blind or visually impaired.  ​Read More

VI Teacher StandardsTVI 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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Referrals 
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FVE/LMA
Other Evals
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Adaptations

Instructional Adapt.
Material Adapt.
Environmental Adapt.
Early Childhood
Literacy Adaptations
Math Adaptations
Science Adaptations
Soc. St. Adaptations
Electives Adapt.

ECC

Compensatory  
Li​teracy Instruction
Sensory Effic.
Independent Living
Social Skills
O&M ​
Career Edu.
Rec & Leisure
Self Determination

Assistive Tech.

AT Assessment
​Types of VI AT 
​AT Instruction
Apps for VI
Braillewriter Repair
AT Resources
Vendors
  • Home
    • Site Map
    • About
    • FAQs
    • Newsletter
    • Printables
    • Presentations >
      • Conducting a FVELMA
      • Selecting the Right AT
      • Classroom AT for VI
      • Get Out of ECC Rut
      • Itinerant Teaching Strategy and Tips
  • VI Jobs
    • Post a Job
    • TVI Baltimore, MD
    • New Orleans, Lighthouse Louisiana
    • Colorado Springs, CO
    • Equal Eyes throughout NC
    • Forsyth County, Cumming, GA
    • Tampa Lighthouse for the Blind
    • TBVI/COMS in NC and MN
    • Vision Institute of SC
    • Washington DC Metro Area
  • Program
    • Professional Practice >
      • Professional Development
      • Teacher Standards
      • Professional Ethics
      • Itinerant Teaching Tips
      • VI Program Handbook
      • Year at a Glance
      • Federal Quota Funds
      • Deaf-Blind Child Count
      • Caseload Analysis
      • Role of the Classroom Teacher
      • Simulation Activities
      • Social Etiquette
    • Vision Professionals >
      • Become a Vision Professional
      • Professional Preparation Programs
      • Teacher of Students with Visual Impairments
      • Orientation & Mobility Specialist
      • Low Vision Specialist
      • Rehabilitation Specialists
      • CATIS
      • Paraprofessionals & Braille Transcribers
    • Program Resources >
      • VI Organizations
      • Braille Resources
      • Deaf-Blind Resources
      • Support Networks
      • Journal Resources
      • State SpEd Agencies
      • Schools for the Blind
      • Georgia Vision Resources
    • V.I. Book Resources >
      • VI Resource Books
      • Braille Book Resources
      • Children's Books
      • Young Reader Books
      • Books about Dog Guides
      • Non-Fiction
      • Helen Keller Books
    • Parent Resources >
      • Online Parent Resources
      • Parent Resource Books
      • Grief & Suffering Books
      • Financial Assistance
      • Home Adaptations
      • Summer Reading (braille)
      • Summer Outdoor Activities
      • Rainy Days Activities
      • Camps for VI
    • History of Visual Impairments >
      • National Agenda
      • Legislation
      • Timeline of VI
      • Biblical Passages Concerning Blindness
      • Notable People
      • Helen Keller
      • History of Braillewriters
  • Service
    • Referrals >
      • Vision Concerns
      • Vision Classifications
      • Referral Process
      • Eligibility Guidelines
      • Vision Therapy Controversy
      • When Student Doesn't Qualify
    • Vision Exams >
      • Medical Professionals
      • Vision Tests & Tools
      • Visual Acuity
      • Lenses
      • Visual Fields
      • Structure & Function of the Eye
      • Common Vocabulary
      • Common Visual Impairments
      • Cortical Visual Impairments
      • Convergence Insufficiency (CI)
      • Deaf-Blind
    • FVE LMA >
      • What is the FVE
      • Interpret the Eye Report
      • FVE Observations
      • Interviews
      • Assessment Kit Materials
      • Oculomotor Skills
      • Near Visual Acuities
      • Print Comparisons
      • Distance Acuity
      • Test Visual Fields
      • Vision Skills
      • Learning Media Assessment
      • Reading Rates
      • Writing the FVE Report
    • Other Evaluations >
      • Clinical Low Vision Evaluation
      • Orientation & Mobility Evaluation
      • Impact on Development & Learning
      • Educational Assessments
      • Language Development
    • IEPs >
      • ECC Annual Needs
      • Writing SMART Goals
      • Blooms Taxonomy
      • Goal Bank >
        • Compensatory Goals
        • Sensory Efficiency Goals
        • Assistive Technology Goals
        • Social Skills Goals
        • Independent Living Goals
        • Recreation & Leisure Goals
        • Self Determination Goals
        • Career & Vocational Goals
      • Accommodations & Modifications
      • Service Delivery Models
      • Least Restrictive Environment
      • Student Led IEPs
    • Transition Plans
    • 504 Plans
  • Adaptations
    • Unique Visual Needs
    • Instructional Adaptations >
      • Movies & Assemblies
      • Lectures & Instruction
      • Board Work (Chalk, Interactive, White)
    • Material Adaptations >
      • Accessible Educational Materials
      • Photocopying
      • Font Legibility
      • Increase Contrast
      • Pictures and Worksheets
    • Environmental Adaptations >
      • School Campus Adaptations
      • Classroom Design Tips
      • Labeling System
      • Adjust Lighting
      • Playground Adaptations
    • Electives Adaptations >
      • Art
      • Art Materials
      • Music
      • Music & Movement
      • Dance
      • P.E. Adaptations
      • P.E. Resources
      • Home Economics
    • Early Intervention
    • Early Childhood >
      • Daily Schedule
      • Morning Meeting
      • Weather Check
      • Dramatic Play
      • Blocks
    • Math Adaptations >
      • Numbers & Counting
      • Algebra
      • Geometry & Spatial Sense
      • Measurement & Data
    • Literacy Adaptations >
      • Early Literacy Experiences
      • Reading Efficiency
    • Science Adaptations >
      • Science Materials
    • Social Studies Adaptations >
      • Social Studies Materials
  • ECC
    • Compensatory >
      • Guiding Principles of Concept Development
      • Community Based Experiences
      • Concepts to Teach
      • Organization & Study Skills
      • Tactile Graphics Guidelines
      • Tactile Graphics Instruction
      • Creating Tactile Graphics
      • Cranmer Abacus Instruction
    • Communication Modes >
      • Large Print
      • Braille Code
      • Braille Instruction
      • Braille Instruction Materials
      • Writing Braille
      • Create Tactual Books
      • Nemeth Braille Code
      • Signature & Handwriting Instruction
    • Students with MD >
      • Functional Skills
      • Individual Schedules & Communication Cards
      • Transition Between Activities
      • Lightbox Use
      • Encourage Use of Vision in Students with MD
      • Sensory Activities for Students with MD
      • Teacher Made Materials for Students with MD
      • Sensory Areas & Rooms
    • Sensory Efficiency >
      • Sensory Input
      • Sensory Table
      • Visual Efficiency Skills
      • Visual Attend and Scan Activities
      • Visual Tracking Activities
      • Visual Discrimination Activities
      • Visual Motor Activities
      • Optical Device Use
      • Tactual Readiness
      • Developing Skillful Hands
      • Auditory Readiness
      • Listening Skills Instruction
    • Independent Living >
      • Responsibility & Independence
      • Hygiene & Grooming
      • Dressing & Clothing Management
      • Mealtime Independence
      • Housekeeping
      • Money
      • Time Management
      • Food Preparation
    • O&M >
      • Proper Guide Techniques
      • Orienting Student to Environment
      • Mobility Skills
      • Travel
      • Dog Guides
    • Career Edu. >
      • Learn to Play
      • Classroom Jobs
      • Career & Vocational
      • Preparing for College
    • Social Skills >
      • Non-Verbal Communication
      • Social Interactions
      • Self Concept
      • Icebreakers & Mixers
    • Recreation & Leisure >
      • Recreation & Leisure Resources
    • Self Determination
    • Teaching in Thematic Units
  • Assistive Tech
    • Overview of Assistive Technology
    • Assistive Technology Assessment
    • Types of VI AT >
      • Non-Optical Low Vision Devices
      • Low/Medium Tech Devices for Tactual Learners
      • Optical Devices for Near
      • Optical Devices for Distance
      • Video Magnifiers
      • Screen Enlargement & Readers
      • Braille Technology
      • Tactile Graphics Technology
      • Auditory Access Devices
    • AT Instruction >
      • iPads as Instructional Tools
      • Making the iOS Device Accessible
      • Video Magnifier Instruction
      • Notetaker Instruction
      • Accessing Audio Books
      • Navigate Computer without a Mouse
      • Word Processing and Shortcuts
      • Keyboarding Instruction
    • Apps for VI >
      • Note Taking Apps
      • Apps for Accessing Books
      • Identification Apps
      • Navigation & Location Apps
      • Braille Apps
      • Magnifier Apps
      • Sound Making Apps
      • Cause & Effect Apps
      • Vision Skills Apps
      • Apps for Early Learning
      • Read to Me Story Apps
      • Apps for Communication
      • Android Apps for VI
    • Braillewriter Repair
    • AT Resources
    • Vendors
✕