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CLASSROOM DESIGN TIPS FOR STUDENTS WHO ARE BLIND OR There are some considerations that you should make when arranging the classroom to accommodate for a student who is blind or visually impaired. You should not be afraid to rearrange the classroom for the purpose of improving the environment. Try to avoid PRINT COMPARISON OF FONT SIZES Updated October 23, 2017. I use this environmental print comparison regularly to help team members understand the comparison between the acuity a student is able to visually access and how it relates to font sizes. Keep in mind that it is important to use the lowest font size a student is able to easily, accurately, and fluidly read for longer TEACHING STUDENTS WITH VISUAL IMPAIRMENTS The mission of Teaching Students with Visual Impairments is to provide all persons involved in the student's education with the necessary resources they need to help each student become successful members of their communities and to equip those in the visual impairment field with a readily available resource to meet the wide range of needs of the students they serve. THE IMPACT OF BLINDNESS & VISUAL IMPAIRMENTS ON Language acquisition can also be affected by the loss of vision as active interaction with people and the environment is important in language development.Delays in the area of independence in activities of daily living are impacted as incidental learning through observation is not possible for those with significant visual impairments. This impact can be magnified when caregivers, in an TEACHING NON-VERBAL COMMUNICATION AND BEHAVIORS TO Nonverbal behaviors provide us with a lot of information about conversations and interactions. Students who are blind will not be able to perceive nonverbal communication and students with low vision may not be able to perceive subtle nonverbal communicat VISUAL MOTOR SKILLS FOR STUDENTS WHO ARE BLIND OR VISUALLY Visual motor skills are the skills to coordinate eyes and feet as well as eyes and hands. It is the coordination of vision with the movements of the body. A student with a visual impairment may need assistance in developing and facilitating gross motor mo ART ADAPTATIONS FOR STUDENTS WHO ARE BLIND OR VISUALLY Participation in art activities is an excellent way to develop fine motor skills. Possible activities include: Finger painting with finger paints, shaving cream or pudding to promote finger sensitivity. Provide materials that provide firm input into the hands (squeezing play-doh or putty, play in water or beans, pulling on elastic bands, etc.) to promote tactual discrimination. TEACH DRESSING AND CLOTHING MANAGEMENT SKILLS TO BLIND AND Learning independence in dressing are important skills for all students to learn. These are equally important for students who are blind or visually impaired. It may take students longer to master this skill but it is essential to encourage independence a TACTILE GRAPHICS ACTIVITIES FOR STUDENTS WHO ARE BLIND OR The ability to read tactual graphics and charts is essential as part of a braille student’s literacy program. Explicit instruction in the reading and interpretation of tactile graphics is critical for students who are tactile learners. The following activ EXPANDED CORE CURRICULUM GOAL BANK OF SKILLS 5 | ECC Goal Bank Teaching Students with Visual Impairments www.teachingvisuallyimpaired.com The student will use PROPER TRACKING SKILLS to explore braille. • The student will locate the beginning and end of a raised line. • The student will track a raised solidand
CLASSROOM DESIGN TIPS FOR STUDENTS WHO ARE BLIND OR There are some considerations that you should make when arranging the classroom to accommodate for a student who is blind or visually impaired. You should not be afraid to rearrange the classroom for the purpose of improving the environment. Try to avoid PRINT COMPARISON OF FONT SIZES Updated October 23, 2017. I use this environmental print comparison regularly to help team members understand the comparison between the acuity a student is able to visually access and how it relates to font sizes. Keep in mind that it is important to use the lowest font size a student is able to easily, accurately, and fluidly read for longer EDUCATIONAL ASSESSMENTS FOR STUDENTS WHO ARE BLIND OR The Developmental Assessment for Individuals with severe Disabilities or DASH-3 is a criterion-referenced measure of specific skill levels in persons of all ages who have severe and/or multiple physical/sensory disabilities, including persons with severe and profound intellectual disability (“mental retardation”) and autism spectrum disorders. . The scales are also appropriate for FUNCTIONAL SKILLS FOR STUDENTS WHO ARE BLIND OR VISUALLY Functional skills refer to the skills that students learn that provide them with the opportunity to work, play, socialize, and take care of personal needs to the highest level possible. When a student has developmental delays in addition to a visual impai KEYBOARDING INSTRUCTION FOR STUDENTS WHO ARE BLIND OR Talking Typer for Windows This typing training software, available from APH, is a computer keyboarding and typing training program that speaks and displays lessons on screen. It includes drills, practice, and typing games and is adjustable to the student's level of skill andsight impairment.
ORIENTATION & MOBILITY Orientation and Mobility (O&M) is a critical area for students with visual impairments as it is essential for the student to learn to move safely and efficiently and as independently as possible through all environments. The O&M will teach the student to move safely and efficiently through their environment. ENVIRONMENTAL ADAPTATIONS FOR STUDENTS WHO ARE BLIND OR School and classroom environmental adaptations can help the student who is blind or visually impaired move safely and efficiently through their environment. A student's need for adaptations to the environment depends on their visual impairment and any add PLAYGROUND ADAPTATIONS FOR STUDENTS WHO ARE BLIND OR The playground should be adapted for the student with visual impairments. It is important for a student to be oriented to a playground when it is quiet and when other students are not on the playground. In addition to learning where the equipment is locat CLASSROOM DESIGN TIPS FOR STUDENTS WHO ARE BLIND OR There are some considerations that you should make when arranging the classroom to accommodate for a student who is blind or visually impaired. You should not be afraid to rearrange the classroom for the purpose of improving the environment. Try to avoid NUMBERS & COUNTING ADAPTATIONS FOR STUDENTS WITH VISUAL The Nemeth Braille Code is a math code for encoding mathematical and scientific notation linearly using standard six-dot braille cells for tactile reading. The most significant difference between Nemeth braille and standard literary braille, besides the new symbols, is the use of context-dependent rules that require shifting back and forth between the Nemeth code and the literary code. GEOMETRY & SPATIAL SENSE ADAPTATIONS FOR STUDENTS WHO ARE Geometry and Spatial sense is best taught through concrete hands on experiences when instructing students who are blind or visually impaired. This is beneficial not only for students with visual impairments but for students with normal vision as well. AROGA TECHNOLOGIES UNIFI ED ENGLISH BRAILLE CHART Aroga Braille Chart ALPHABET AND NUMBERS 1 2 3 4 5 6 7 8 9 0 a b c d e f g h i j abcdefghij k l m n o p q r s t TEACHING STUDENTS WITH VISUAL IMPAIRMENTS The mission of Teaching Students with Visual Impairments is to provide all persons involved in the student's education with the necessary resources they need to help each student become successful members of their communities and to equip those in the visual impairment field with a readily available resource to meet the wide range of needs of the students they serve. ART ADAPTATIONS FOR STUDENTS WHO ARE BLIND OR VISUALLY Participation in art activities is an excellent way to develop fine motor skills. Possible activities include: Finger painting with finger paints, shaving cream or pudding to promote finger sensitivity. Provide materials that provide firm input into the hands (squeezing play-doh or putty, play in water or beans, pulling on elastic bands, etc.) to promote tactual discrimination. THE IMPACT OF BLINDNESS & VISUAL IMPAIRMENTS ON Language acquisition can also be affected by the loss of vision as active interaction with people and the environment is important in language development.Delays in the area of independence in activities of daily living are impacted as incidental learning through observation is not possible for those with significant visual impairments. This impact can be magnified when caregivers, in an ORIENTATION & MOBILITY During instruction with the O&M, t he individual will be taught trailing techniques, search patterns, sighted guide techniques, use of vision for travel and orientation, use of the long cane, and independent travel in a variety of environments. Individuals are typically taught to use a long cane and techniques for using any remaining vision that they may have such as the use of optical devices PLAYGROUND ADAPTATIONS FOR STUDENTS WHO ARE BLIND OR The playground should be adapted for the student with visual impairments. It is important for a student to be oriented to a playground when it is quiet and when other students are not on the playground. In addition to learning where the equipment is locat TACTILE GRAPHICS ACTIVITIES FOR STUDENTS WHO ARE BLIND OR The ability to read tactual graphics and charts is essential as part of a braille student’s literacy program. Explicit instruction in the reading and interpretation of tactile graphics is critical for students who are tactile learners. The following activ EXPANDED CORE CURRICULUM GOAL BANK OF SKILLS 5 | ECC Goal Bank Teaching Students with Visual Impairments www.teachingvisuallyimpaired.com The student will use PROPER TRACKING SKILLS to explore braille. • The student will locate the beginning and end of a raised line. • The student will track a raised solidand
TEACH DRESSING AND CLOTHING MANAGEMENT SKILLS TO BLIND AND Learning independence in dressing are important skills for all students to learn. These are equally important for students who are blind or visually impaired. It may take students longer to master this skill but it is essential to encourage independence a LEAST RESTRICTIVE ENVIRONMENT FOR STUDENTS WHO ARE BLIND By: Carmen Willings teachingvisuallyimpaired.com November 15, 2015 IDEA has the following statement on the least restrictive environment: "In general, to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other SELECTED ANOMALIES AND DISEASES OF THE EYE 4 Aphakia Description: Absence of the lens, due to surgical removal, perforating wound or ulcer, or congenital anomaly; causes a loss of accommodation, hyperopia, and a deep anterior chamber. TEACHING STUDENTS WITH VISUAL IMPAIRMENTS The mission of Teaching Students with Visual Impairments is to provide all persons involved in the student's education with the necessary resources they need to help each student become successful members of their communities and to equip those in the visual impairment field with a readily available resource to meet the wide range of needs of the students they serve. ART ADAPTATIONS FOR STUDENTS WHO ARE BLIND OR VISUALLY Participation in art activities is an excellent way to develop fine motor skills. Possible activities include: Finger painting with finger paints, shaving cream or pudding to promote finger sensitivity. Provide materials that provide firm input into the hands (squeezing play-doh or putty, play in water or beans, pulling on elastic bands, etc.) to promote tactual discrimination. THE IMPACT OF BLINDNESS & VISUAL IMPAIRMENTS ON Language acquisition can also be affected by the loss of vision as active interaction with people and the environment is important in language development.Delays in the area of independence in activities of daily living are impacted as incidental learning through observation is not possible for those with significant visual impairments. This impact can be magnified when caregivers, in an ORIENTATION & MOBILITY During instruction with the O&M, t he individual will be taught trailing techniques, search patterns, sighted guide techniques, use of vision for travel and orientation, use of the long cane, and independent travel in a variety of environments. Individuals are typically taught to use a long cane and techniques for using any remaining vision that they may have such as the use of optical devices PLAYGROUND ADAPTATIONS FOR STUDENTS WHO ARE BLIND OR The playground should be adapted for the student with visual impairments. It is important for a student to be oriented to a playground when it is quiet and when other students are not on the playground. In addition to learning where the equipment is locat TACTILE GRAPHICS ACTIVITIES FOR STUDENTS WHO ARE BLIND OR The ability to read tactual graphics and charts is essential as part of a braille student’s literacy program. Explicit instruction in the reading and interpretation of tactile graphics is critical for students who are tactile learners. The following activ EXPANDED CORE CURRICULUM GOAL BANK OF SKILLS 5 | ECC Goal Bank Teaching Students with Visual Impairments www.teachingvisuallyimpaired.com The student will use PROPER TRACKING SKILLS to explore braille. • The student will locate the beginning and end of a raised line. • The student will track a raised solidand
TEACH DRESSING AND CLOTHING MANAGEMENT SKILLS TO BLIND AND Learning independence in dressing are important skills for all students to learn. These are equally important for students who are blind or visually impaired. It may take students longer to master this skill but it is essential to encourage independence a LEAST RESTRICTIVE ENVIRONMENT FOR STUDENTS WHO ARE BLIND By: Carmen Willings teachingvisuallyimpaired.com November 15, 2015 IDEA has the following statement on the least restrictive environment: "In general, to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and special classes, separate schooling, or other SELECTED ANOMALIES AND DISEASES OF THE EYE 4 Aphakia Description: Absence of the lens, due to surgical removal, perforating wound or ulcer, or congenital anomaly; causes a loss of accommodation, hyperopia, and a deep anterior chamber. READING INSTRUCTION FOR STUDENTS WHO ARE BLIND OR VISUALLY Students who are blind or visually impaired will typically need adaptations to access printed information throughout the language arts program. Literacy and reading skills are foundational skills that will allow the student to access all areas of the curr ORIENTATION & MOBILITY During instruction with the O&M, t he individual will be taught trailing techniques, search patterns, sighted guide techniques, use of vision for travel and orientation, use of the long cane, and independent travel in a variety of environments. Individuals are typically taught to use a long cane and techniques for using any remaining vision that they may have such as the use of optical devices CURRICULUM ADAPTATIONS FOR STUDENTS WHO ARE BLIND OR Mathematics are visual in nature and can therefore present many challenges for students with visual impairments. There are adaptations that can be made to the various areas of mathematics to make them accessible to students who are blind or visually impai TEACHING STUDENTS WITH MULTIPLE DISABILITIES Students with multiple disabilities require unique instruction, adaptations, and modifications to their entire learning environment. It is important for these students to participate in a functional curriculum that focuses on the skills the student will need to be as independent as possible and as active and engaged as possible. VISION CONCERNS IN CHILDREN WHO ARE BLIND OR VISUALLY The process of referring a student with a suspected visual impairment for school based vision services begins when there are concerns about a child's vision or the lack thereof. If you have a concern about a child's vision, the first step is to take the s TEACH DRESSING AND CLOTHING MANAGEMENT SKILLS TO BLIND AND Learning independence in dressing are important skills for all students to learn. These are equally important for students who are blind or visually impaired. It may take students longer to master this skill but it is essential to encourage independence a NUMBERS & COUNTING ADAPTATIONS FOR STUDENTS WITH VISUAL The Nemeth Braille Code is a math code for encoding mathematical and scientific notation linearly using standard six-dot braille cells for tactile reading. The most significant difference between Nemeth braille and standard literary braille, besides the new symbols, is the use of context-dependent rules that require shifting back and forth between the Nemeth code and the literary code. CLASSROOM DESIGN TIPS FOR STUDENTS WHO ARE BLIND OR There are some considerations that you should make when arranging the classroom to accommodate for a student who is blind or visually impaired. You should not be afraid to rearrange the classroom for the purpose of improving the environment. Try to avoid CAMP ICEBREAKERS & MIXERS FOR STUDENTS WHO ARE BLIND OR Icebreakers or mixers are a great way to get to know those you may not know in a group. These icebreakers are simple to use and suitable for a wide age range. They require very few props and can easily be used in any setting. These activities can encourag POWERPOINT PRESENTATIONWEB VIEW Today’s Objectives. Identify the problem(s) in VI recruitment & career growth. Strategies to attract & discern high quality professionals. Discuss innovative strategies to actively recruit into vision field & foster career growth. TEACHING STUDENTS WITH VISUAL IMPAIRMENTS The mission of Teaching Students with Visual Impairments is to provide all persons involved in the student's education with the necessary resources they need to help each student become successful members of their communities and to equip those in the visual impairment field with a readily available resource to meet the wide range of needs of the students they serve. ART ADAPTATIONS FOR STUDENTS WHO ARE BLIND OR VISUALLY Participation in art activities is an excellent way to develop fine motor skills. Possible activities include: Finger painting with finger paints, shaving cream or pudding to promote finger sensitivity. Provide materials that provide firm input into the hands (squeezing play-doh or putty, play in water or beans, pulling on elastic bands, etc.) to promote tactual discrimination. THE IMPACT OF BLINDNESS & VISUAL IMPAIRMENTS ON Language acquisition can also be affected by the loss of vision as active interaction with people and the environment is important in language development.Delays in the area of independence in activities of daily living are impacted as incidental learning through observation is not possible for those with significant visual impairments. This impact can be magnified when caregivers, in an APPS FOR STUDENTS WHO ARE BLIND OR VISUALLY IMPAIREDSOFTWARE FOR BLIND PEOPLECOMPUTER SOFTWARE FOR THE BLINDFREE SOFTWARE FOR STUDENTSMAGICSOFTWARE FOR BLIND
Many of the paid apps are just a couple of dollars. The more complex apps, particularly the communication apps, can be very costly. It would be advisable to consult with the assistive technology specialist to determine the appropriateness and usefulness of the more costly apps to determine if it meets the students unique learning needs. ORIENTATION & MOBILITY During instruction with the O&M, t he individual will be taught trailing techniques, search patterns, sighted guide techniques, use of vision for travel and orientation, use of the long cane, and independent travel in a variety of environments. Individuals are typically taught to use a long cane and techniques for using any remaining vision that they may have such as the use of optical devices SOCIAL INTERACTION SKILLS FOR STUDENTS WHO ARE BLIND OR Social bonds between children who are blind or visually impaired and their caregivers can be affected when there is lack of eye contact, possible lack of smiling, and frequent passivity or constant tactual exploration in less than ideal locations. EXPANDED CORE CURRICULUM GOAL BANK OF SKILLS 5 | ECC Goal Bank Teaching Students with Visual Impairments www.teachingvisuallyimpaired.com The student will use PROPER TRACKING SKILLS to explore braille. • The student will locate the beginning and end of a raised line. • The student will track a raised solidand
CLASSROOM DESIGN TIPS FOR STUDENTS WHO ARE BLIND OR There are some considerations that you should make when arranging the classroom to accommodate for a student who is blind or visually impaired. You should not be afraid to rearrange the classroom for the purpose of improving the environment. Try to avoid CLASSROOM TEACHER INTERVIEW FOR STUDENTS WHO ARE BLIND OR Teacher Interview for Students who are Blind or Visually Impaired Teaching Students with Visual Impairments teachingvisuallyimpaired.com AROGA TECHNOLOGIES UNIFI ED ENGLISH BRAILLE CHART Aroga Braille Chart ALPHABET AND NUMBERS 1 2 3 4 5 6 7 8 9 0 a b c d e f g h i j abcdefghij k l m n o p q r s t TEACHING STUDENTS WITH VISUAL IMPAIRMENTS The mission of Teaching Students with Visual Impairments is to provide all persons involved in the student's education with the necessary resources they need to help each student become successful members of their communities and to equip those in the visual impairment field with a readily available resource to meet the wide range of needs of the students they serve. ART ADAPTATIONS FOR STUDENTS WHO ARE BLIND OR VISUALLY Participation in art activities is an excellent way to develop fine motor skills. Possible activities include: Finger painting with finger paints, shaving cream or pudding to promote finger sensitivity. Provide materials that provide firm input into the hands (squeezing play-doh or putty, play in water or beans, pulling on elastic bands, etc.) to promote tactual discrimination. THE IMPACT OF BLINDNESS & VISUAL IMPAIRMENTS ON Language acquisition can also be affected by the loss of vision as active interaction with people and the environment is important in language development.Delays in the area of independence in activities of daily living are impacted as incidental learning through observation is not possible for those with significant visual impairments. This impact can be magnified when caregivers, in an APPS FOR STUDENTS WHO ARE BLIND OR VISUALLY IMPAIREDSOFTWARE FOR BLIND PEOPLECOMPUTER SOFTWARE FOR THE BLINDFREE SOFTWARE FOR STUDENTSMAGICSOFTWARE FOR BLIND
AccessWorld is the official app of the American Foundation for the Blind's online publication AccessWorld. AccessWorld is an online magazine dedicated to technology and people with vision loss. AppleVis is a community-powered website for users of Apple devices who are blind or have low-vision. ORIENTATION & MOBILITY Orientation and Mobility (O&M) is a critical area for students with visual impairments as it is essential for the student to learn to move safely and efficiently and as independently as possible through all environments. The O&M will teach the student to move safely and efficiently through their environment. SOCIAL INTERACTION SKILLS FOR STUDENTS WHO ARE BLIND OR Social bonds between children who are blind or visually impaired and their caregivers can be affected when there is lack of eye contact, possible lack of smiling, and frequent passivity or constant tactual exploration in less than ideal locations. EXPANDED CORE CURRICULUM GOAL BANK OF SKILLS 5 | ECC Goal Bank Teaching Students with Visual Impairments www.teachingvisuallyimpaired.com The student will use PROPER TRACKING SKILLS to explore braille. • The student will locate the beginning and end of a raised line. • The student will track a raised solidand
CLASSROOM DESIGN TIPS FOR STUDENTS WHO ARE BLIND OR There are some considerations that you should make when arranging the classroom to accommodate for a student who is blind or visually impaired. You should not be afraid to rearrange the classroom for the purpose of improving the environment. Try to avoid CLASSROOM TEACHER INTERVIEW FOR STUDENTS WHO ARE BLIND OR Teacher Interview for Students who are Blind or Visually Impaired Teaching Students with Visual Impairments teachingvisuallyimpaired.com AROGA TECHNOLOGIES UNIFI ED ENGLISH BRAILLE CHART Aroga Braille Chart ALPHABET AND NUMBERS 1 2 3 4 5 6 7 8 9 0 a b c d e f g h i j abcdefghij k l m n o p q r s t TEACHING STUDENTS WITH VISUAL IMPAIRMENTS The mission of Teaching Students with Visual Impairments is to provide all persons involved in the student's education with the necessary resources they need to help each student become successful members of their communities and to equip those in the visual impairment field with a readily available resource to meet the wide range of needs of the students they serve. READING INSTRUCTION FOR STUDENTS WHO ARE BLIND OR VISUALLY Students who are blind or visually impaired will typically need adaptations to access printed information throughout the language arts program. Literacy and reading skills are foundational skills that will allow the student to access all areas of the curr SCIENCE ADAPTATIONS FOR STUDENTS WHO ARE BLIND OR VISUALLY Incorporate Concepts Purposefully incorporating concepts such as size (small, medium, large), quantity (many, few), texture (hard/soft, rough/smooth), temperature, moisture, smell, taste, sound/pitch, comparison terms, and empty/full is natural within this station. PLAYGROUND ADAPTATIONS FOR STUDENTS WHO ARE BLIND OR The playground should be adapted for the student with visual impairments. It is important for a student to be oriented to a playground when it is quiet and when other students are not on the playground. In addition to learning where the equipment is locat NUMBERS & COUNTING ADAPTATIONS FOR STUDENTS WITH VISUAL The Nemeth Braille Code is a math code for encoding mathematical and scientific notation linearly using standard six-dot braille cells for tactile reading. The most significant difference between Nemeth braille and standard literary braille, besides the new symbols, is the use of context-dependent rules that require shifting back and forth between the Nemeth code and the literary code. TACTILE GRAPHICS ACTIVITIES FOR STUDENTS WHO ARE BLIND OR The ability to read tactual graphics and charts is essential as part of a braille student’s literacy program. Explicit instruction in the reading and interpretation of tactile graphics is critical for students who are tactile learners. The following activ TEACHING HOUSEKEEPING TO STUDENTS WHO ARE BLIND OR Learning skills in the area of housekeeping will help the students to become the most contributing members of their homes. It is also a great way to learn responsibility! Sorting, matching, reading labels, measuring, and many other skills can be naturally CLASSROOM TEACHER INTERVIEW FOR STUDENTS WHO ARE BLIND OR Teacher Interview for Students who are Blind or Visually Impaired Teaching Students with Visual Impairments teachingvisuallyimpaired.com SELECTED ANOMALIES AND DISEASES OF THE EYE 4 Aphakia Description: Absence of the lens, due to surgical removal, perforating wound or ulcer, or congenital anomaly; causes a loss of accommodation, hyperopia, and a deep anterior chamber. AROGA TECHNOLOGIES UNIFI ED ENGLISH BRAILLE CHART Aroga Braille Chart ALPHABET AND NUMBERS 1 2 3 4 5 6 7 8 9 0 a b c d e f g h i j abcdefghij k l m n o p q r s t Teaching Students with Visual Impairments* Home
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The mission of Teaching Students with Visual Impairments is to provide all persons involved in the student's education with the necessary resources they need to help each student become successful members of their communities and to equip those in the visual impairment field with a readily available resource to meet the wide range of needs of the students they serve. If you are entering, or currently in the vision field, you will find information related to all areas of the Expanded Core Curriculum as well as other resources related to all aspects of instructing students with visual impairments and adapting the environment, materials, and method of instruction. You will also find information on teaching strategies, professional development opportunities, and resources to continue your professional growth. If you are a classroom teacher, therapist or administrator unfamiliar with working with students who are blind or visually impaired, this site will assist you in preparing and creating a learning environment that is adapted to meet the unique needs of the students and to help you confidently teach them. FREE PRINTABLES
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* Role of the Classroom Teacher * Simulation Activities * Professional Publications > * General VI Resource Books * CVI & MD Resource Books * Braille Resource Books * O&M Resource Books * Early Intervention Resource Books* Journal Resources
* History of Visual Impairments >* Timeline of VI
* Biblical Passages Concerning Blindness* Notable People
* Helen Keller
* APH Museum
* Leaders & Legends
* History of Braillewriters* Legislation
* Visual Impairments > * Structure & Function of the Eye * Vision Classifications* Common Vocabulary
* Common Visual Impairments * Cortical Visual Impairments * Convergence Insufficiency (CI)* Deaf-Blind
* VI Resources >
* VI Organizations
* US Government Agencies* Support Networks
* Deaf-Blind Resources * Georgia Vision Resources * Online Parent Resources * V.I. Book Resources >* Children's Books
* Young Reader Books * Books about Dog Guides * Teen & Young Adult Books* Non-Fiction Books
* Helen Keller Books * Parent Resource Books * Grief & Suffering Books * Impact on Development & Learning * Psychological Impact* Social Etiquette
* Financial Assistance * Educational Programming >* National Agenda
* The Expanded Core Curriculum* IDEA and Vision
* Federal Quota Funds * Deaf-Blind Child Count * State SpEd Agencies * Schools for the Blind* Referrals >
* Vision Concerns
* Referral Process
* Eligibility Guidelines * Vision Therapy Controversy * When Student Doesn't Qualify * Medical Vision Exams > * Medical Professionals * Vision Tests & Tools* Visual Acuity
* Lenses
* Visual Fields
* FVLMA >
* What is the FVE
* Interpret the Eye Report * Environmental Observations * FVLMA 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 * Service Planning >* ECC Annual Needs
* Service Delivery Models * Least Restrictive Environment * Early Intervention Services * Students with Multiple Disabilities* Student Led IEPs
* 504 Plans
* Transition Plans
* Writing Goals >
* Writing SMART Goals* Blooms Taxonomy
* Independent Living Goals * Compensatory Goals * Sensory Efficiency Goals * Assistive Technology Goals * Social Skills Goals * Recreation & Leisure Goals * Self Determination Goals * Career & Vocational Goals* Low Vision Eval
* O&M Evaluation
* Educational Assessments * Unique Visual Needs * Accommodations & Modifications * Home Adaptations > * General Home Safety * Kitchen Adaptations * Bathroom Adaptations * Medication Adaptations * Clothing Management Adaptations * Curriculum Adaptations > * Numbers & Counting* Algebra
* Geometry & Spatial Sense * Measurement & Data * Early Literacy Experiences * Create Tactile Books * Reading Instruction * Reading Efficiency * Science Adaptations * Social Studies Adaptations * Material Adaptations > * Accessible Educational Materials* Large Print
* Braille Code
* Photocopying
* Font Legibility
* Increase Contrast
* Pictures and Worksheets * Tactile Graphics Guidelines * Creating Tactile Graphics * Teacher Made Materials for Students with MD * Instructional Adaptations > * Individual Schedules & Communication Cards * Movies & Assemblies * Lectures & Instruction * Board Work (Chalk, Interactive, White) * Environmental Adaptations > * School Campus Adaptations * Classroom Design Tips* Labeling System
* Adjust Lighting
* Playground Adaptations * Sensory Areas & Rooms * Early Childhood Adaptations >* Daily Schedule
* Morning Meeting
* Weather Check
* Dramatic Play
* Blocks
* Adaptations to the Arts >* Art Adaptations
* Art Materials
* Music
* Music & Movement
* Dance
* Recreation & Leisure Adaptations > * Recreation Adaptations * VI Sports Associations * Recreation Resources* Camps for VI
* Card and Board Game Adaptations * Transcribe Playing Cards * Overview of Assistive Technology * VI Assistive Technology > * Non-Optical Low Vision Devices * Low/Medium Tech Devices for Tactual Learners * Optical Devices for Near * Optical Devices for Distance* Video Magnifiers
* Screen Magnification & Readers * Braille Technology * Tactile Graphics Technology * Auditory Access Devices * Braillewriter Repair* 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* AT Instruction >
* Video Magnifier Instruction * Notetaker Instruction * Accessing Audio Books * Navigate Computer without a Mouse * Word Processing and Shortcuts * Keyboarding Instruction* iOS for VI >
* iPads as Instructional Tools * Making the iOS Device Accessible * iOS Accessibility Resources* VoiceOver
* Assistive Technology Assessment >* Writing Braille
* VI AT Resources
* Vendors
* Virtual Instruction * Instructional Strategies > * Development of ECC Resources * Teaching in Thematic Units* Teaching the ECC
* Summer Reading (braille) * Summer Outdoor Activities * Rainy Day Activities* Compensatory >
* Guiding Principles of Concept Development* Functional Skills
* Community Based Experiences* Concepts to Teach
* Organization & Study Skills * Cranmer Abacus Instruction* Time Management
* Communication Modes > * Language Development * Braille Instruction * Braille Instruction Materials * Signature & Handwriting Instruction * Nemeth Braille Code * Tactile Graphics Instruction * Sensory Efficiency >* Sensory Input
* Encourage Use of Vision in Students with MD* Lightbox Use
* Sensory Activities for Students with MD* 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 * Mealtime Independence * Eating Adaptations* Food Preparation
* Recipe Activities
* Hygiene & Grooming * Dressing & Clothing Management* Money
* Housekeeping Instruction * Orientation & Mobility > * Transition Between Activities * Proper Guide Techniques * Orienting Student to Environment* Mobility Skills
* Travel
* Dog Guides
* Social Skills >
* Non-Verbal Communication * Social Interactions* Self Concept
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