Survival Guide for Teachers with a Visually Impaired Student in their Classroom

1

Perkins Freedom Mobility LLC

www.PerkinsFreedomMobility.com

ContentsDefinition of Visual Impairment:..........................................................................4Septo-optic Dysplasia.............................................................................................5

Definition..............................................................................................................5Features.................................................................................................................5Is there any treatment........................................................................................5What is the prognosis.........................................................................................6Effect on Vision....................................................................................................6Possible Adaptations...........................................................................................6Educational Considerations...............................................................................6

Roles and Responsibilities of the TVI:.................................................................8Roles and Responsibility of the Classroom Teacher:......................................10Suggestions for Classroom Teachers:................................................................11General Tips for Tactile Interactions:...............................................................13Font Size Chart......................................................................................................14BrailleNote Command Summary........................................................................16

General Commands...........................................................................................16Braille Display:...................................................................................................16In a Menu or List...............................................................................................16Options Available at Any Point........................................................................17Switch Programs................................................................................................18At “Folder Name” prompt.................................................................................19At “List of Folders” prompt..............................................................................19Within a Folder list............................................................................................19At “Folder Name” prompt.................................................................................20At “List of Folders” prompt..............................................................................20At “Document to Create” prompt....................................................................21At “Document to Open” prompt......................................................................21Thumb Keys........................................................................................................21Options Menu.....................................................................................................21Word Processor..................................................................................................22Other Review Commands..................................................................................23Editing Commands............................................................................................24

2

Column reading modes.....................................................................................24Formatting Commands.....................................................................................24Miscellaneous KeyWord Commands...............................................................25Spelling Checker Commands...........................................................................26

What is the Expanded Core Curriculum?..........................................................27Nine Areas of the ECC.......................................................................................27

Assistive Technology......................................................................................27Career Education............................................................................................27Compensatory Skills.......................................................................................28Independent Living Skills..............................................................................28Orientation and Mobility (O&M)..................................................................28Recreation and Leisure..................................................................................28Self-Determination.........................................................................................28Sensory Efficiency..........................................................................................29Social Interaction Skills................................................................................29

contact info.........................................................................................................30

3

Definition of Visual Impairment:

According to the National Dissemination Center for Children with Disabilities (NICHCY) the blanket term "visual impairment" includes low vision, partially sighted, legal blindness and total blindness. These terms are discussed below.

Low vision is used to describe a loss of visual acuity while retaining some vision. It applies to individuals with sight who are unable to read a newspaper at a normal distance of viewing, even with the aid of glasses or contact lenses. People with low vision often need adaptations in lighting and/or enlarged print to read something. There are two specific types of low vision:

Myopic- Unable to see distant objects clearly, commonly referred to as "near-sighted."

Hyperopic- Unable to see close objects clearly, commonly referred to as "far-sighted."

Partially Sighted is usually used in educational contexts to describe a visual impairment that requires special education services. The partially sighted student meets the challenge of disability in much the same way as a totally blind student. Accommodations include the use of readers, audio taped texts, and raised-line drawings. The partially sighted student may be able to use large print books and a Closed-Circuit TV (CCTV) or other magnifying device. Some partially sighted students can take notes in class by printing very large with a felt tip pen or marker; others will tape record lectures for later use.

Legally Blind refers to people that have less than 20/200 vision in the better eye or a limited field of vision that is 20 degrees or less at its widest point. People who are legally blind may have some useful vision.

Totally Blind individuals need Braille, raised-line drawings, audio recordings, and/or other non-visual media as an accommodation for accessing the content of visually presented materials.The descriptions above were compiled using the following resources.

The NICHCY publication Visual Impairments.

The American Foundation for the Blind (AFB) website.

The The National Federation of the Blind (NFB) website.

Braille Plus, Inc.'s glossary of definitions and terms related to braille, visual impairments and blindness.

4

Septo-optic Dysplasia

Definition Septo-optic dysplasia is a disorder of early brain development. Although its signs and

symptoms vary, this condition is traditionally defined by three characteristic features: underdevelopment (hypoplasia) of the optic nerve, abnormal formation of structures along the midline of the brain, and pituitary hypoplasia.

Features The first major feature, optic nerve hypoplasia, is the underdevelopment of the optic

nerves, which carry visual information from the eyes to the brain. In affected individuals, the optic nerves are abnormally small and make fewer connections than usual between the eyes and the brain. As a result, people with optic nerve hypoplasia have impaired vision in one or both eyes. Optic nerve hypoplasia can also be associated with unusual

side-to-side eye movements (nystagmus) and other eye abnormalities. The second characteristic feature of septo-optic dysplasia is the abnormal development of

structures separating the right and left halves of the brain. These structures include the corpus callosum, which is a band of tissue that connects the two halves of the brain, and the septum pellucidum, which separates the fluid-filled spaces called ventricles in the brain. In the early stages of brain development, these structures may form abnormally or fail to develop at all. Depending on which structures are affected, abnormal brain development can lead to intellectual disability and other neurological problems.

The third major feature of this disorder is pituitary hypoplasia. The pituitary is a gland at the base of the brain that produces several hormones. These hormones help control growth, reproduction, and other critical body functions. Underdevelopment of the pituitary can lead to a shortage (deficiency) of many essential hormones. Most commonly, pituitary hypoplasia causes growth hormone deficiency, which results in slow growth and unusually short stature. Severe cases cause panhypopituitarism, a condition in which the pituitary produces no hormones. Panhypopituitarism is associated with slow growth, low blood sugar (hypoglycemia), genital abnormalities, and problems with sexual development.

Is there any treatment

Treatment for SOD is symptomatic. Hormone deficiencies may be treated with hormone replacement therapy. The optical problems associated with SOD are generally not treatable. Vision, physical, and occupational therapies may be required.

5

What is the prognosis

The prognosis for individuals with SOD varies according to the presence and severity of symptoms.

Effect on Vision Decreased visual acuity (sharpness of vision, measured by the ability to discern letters or

numbers at a given distance according to a fixed standard) absent fixation (absence of maintaining of the visual gaze on a single location) nystagmus (fast, uncontrollable movements of the eyes that may be: Side to side

(horizontal nystagmus); Up and down (vertical nystagmus); Rotary (rotary or torsional nystagmus). 

visual inattentiveness strabismus (abnormal alignment of the eyes)

Possible Adaptations High illumination Magnification to enlarge the image beyond the scotoma (a partial loss of vision or a blind

spot in an otherwise normal visual field) Enlargement of materials or bringing materials closer to the eye High contrast Braille and tactual materials may be needed

Educational Considerations Preferential seating (in front of class) Avoid visual clutter Teachers should not stand in front of a window or light source when teaching or speaking

to the student CCTV (closed-circuit television) large print books braille books

6

audio books special devices that magnify print extended time for classroom work, homework, tests special lighting to complete tasks special dark lined paper don’t make them read out loud if they are not comfortable with it italics are hard to read, so keep notes and things void of strange fonts/italics give teacher’s notes, if possible speak what is being written on the board cursive is hard to read, print is best extended time for eyes to adjust from light to dark, dark to light, environments devices and programs that make it easier to use computers computer-based programs that can act as magnifiers or even convert text to audio

formats. wear sunglasses outside

7

Roles and Responsibilities of the TVI:

The Teacher of Visually Impaired Students (TVI) has the following roles and responsibilities:

Has primary responsibility for specialized instruction and services required to meet the unique educational needs of her visually impaired students.

Possesses the skills and abilities necessary to provide and coordinate this specialized instruction.

Assists the student, parents, special and regular education personnel, and the student's sighted peers in

o understanding the unique educational needs and learning characteristics of visually impaired students,

o becoming aware of services and support available from local programs for visually impaired students,

o acquiring information regarding local, state, and national resources for the education of visually impaired students, and

o interpreting the visually impaired student's specific eye condition, the educational implications of the visual impairment, and the results of functional vision and learning media assessments.

Consults regularly with the classroom teacher, other regular and special education personnel, parents, and others to coordinate programs and services for the visually impaired student.

Assists the site administrator and teachers in making environmental adjustments for the student in the school.

Shares responsibility with classroom teachers in the identification of instructional areas in which the student requires assistance.

Assures that large-type or braille texts, supplementary materials, educational, aids, and equipment needed by the visually impaired student, and the classroom teacher, are provided in a timely manner to ensure the student's maximum participation in all classroom activities (appropriate educational materials may be prepared or adapted by the VI teacher, or they may be obtained from educational, clerical, or transcriber services.)

Provides instruction in the development and maintenance of skills to meet the student's unique educational needs in the following areas, as indicated in the IEP:

o low vision & visual efficiency skills,o concept development & academic skills,

8

o daily living skills,o career & vocational education skills,o communication skills (these skills include braille reading and writing as

appropriate),o  social/emotional skills and abilities, & sensory motor skills.

Prepares sequential and meaningful instruction geared to the student's assessed needs, IEP goals and objectives, functioning, and motivational levels.  This instruction should be reflected in weekly or monthly lesson plans, as appropriate.

Provides assistance to the classroom teacher in academic subjects and activities of the classroom that, as a direct result of the student's visual impairment, require adaptation for the student.

Provides initial and ongoing assessment:o consults with assessment team to determine appropriate testing materials

and modifications needed,o assists with assessments when needed,o interprets assessment results when needed.

Conducts functional vision/learning media assessments and produces written reports.

Attends ARD and IEP meetings for students with visual impairments. Schedules time efficiently for assessment, instruction, planning, preparation of

materials, travel, and conferences with relevant school and other key individuals. Maintains ongoing contact with parents to assist them in the development of a

realistic understanding of their child's abilities, progress, and future goals. Provides in-service training programs for school personnel and students and

education for parents regarding the needs of visually impaired students and adaptations, programs, and services for these students.

Makes available pamphlets, films, and other public information materials that may be useful in developing realistic and unprejudiced attitudes toward visually impaired students.

Coordinates with other personnel, such as transcribers, readers, counselors, O&M specialists, career/vocational education staff, and rehabilitation counselors.

Maintains a current reference library of professional materials and resources. Acquires information and training about current research, development, and

technology.The descriptions above were compiled using the following resource:

Taken from Quality Programs for the Visually Impaired, developed by Nancy Toelle   

www.tsbvi.edu

9

Roles and Responsibility of the Classroom Teacher:

Provides instruction in appropriate academic and non-academic content areas to the visually impaired student in the classroom.

Works cooperatively with the teacher of visually impaired students too identify the student's areas of educational need, including unique

education needs,o coordinate instruction and services to meet these needs,o provide, in a timely manner, classroom materials that need to be

reproduced in another medium,o determine mutually convenient times during the school day for scheduling

the teacher of visually impaired students to work with the student,o modify classroom procedures and environment to meet the specific needs

of the visually impaired student for participation in classroom activities, and

o exchange information concerning the visually impaired student with parents and other individuals on a regular basis.

The descriptions above were compiled using the following resource:

Taken from Quality Programs for the Visually Impaired, developed by Nancy Toelle   

www.tsbvi.edu

10

Suggestions for Classroom Teachers:

When talking to your student, tell them your name first. Don’t try to have them guess who is speaking to them.

o For example, “Hi Sarah, this is Mrs. Allen.”

Call the student by name when you want his attention. o For example, “Wyatt, can you hand me your paper?”

As a courtesy to the blind student, speak to the class when entering and leaving the room.

Give the student very specific directions. o For example, do not say “the book is over there,” but “the book is on the

table, under the box on the far right.”

Organizational skills should be emphasized. Additional storage space will be required. Additional desk space will be required for the braillewriter, large print books, etc.

A white cane will be the child’s responsibility (if the student uses one). It will need to be placed in the same location of the room so it can be readily located. It will typically be located by the door entrance, on a hook or leaned against the closest corner. Contact the student’s certified orientation and mobility specialist for further assistance.

Hands on experiences and meaningful descriptions equal the best learning.

Leave a note about the visually impaired student for a substitute.

The blind student misses out on non-verbal cues, so verbalize demonstrations and writing on the white board.

Discipline the visually impaired student as you would other students.

For low vision students, their desk/table/seat should be located with windows located at their back to help with glare.

11

For younger visually impaired students, during circle time activities, have individual circle time supplies specifically for student to use during this time. For example, during calendar time, have a folder that has a monthly calendar in it for the student to use in their lap or desk while the teacher goes over the calendar with the whole class. Same with weather, money, etc.

Know your student’s visual disability and what it entails. Please read their IEP.

Ask the student’s teacher for the visually impaired for any further assistance regarding questions and concerns. They are a great resource!

Remember, if you are a good teacher for sighted children, you can also be a good teacher for the visually impaired child. The processes are fundamentally the same.

12

General Tips for Tactile Interactions:

When interacting with a child with sensory impairments and other disabilities, consider the follow general interaction tips:

Greet the child by touching the back of his or her hand or shoulder. Introduce yourself by saying your name and identifying yourself tactilely (for

example, use a name sign, object, or identification cue). Maintain contact with the child by sitting where you can see the child’s responses

and where you are available as communication partner. Offer your hand to the child (for example, under the child’s hands so the child can grasp your fingers or get your attention) or place your hand or hands beside or slightly underneath the child’s hands or a part of the body that is engaged in this activity or movement.

Expect a response and wait for it. When interacting with a child, let him or her know that you expect a response by touching the child to indicate that it is his or her turn or by pausing after you initiate an interaction.

Make sure the child knows that you are there-through physical contact, if needed-and wait for a response. Allow the child to indicate a message in some way (for example, by a movement, a touch, or vocalization), and then respond in a way that is meaningful to the child. Engage in these interactions throughout each day. Avoid “doing something to” or for the child without the child first asking for your assistance or without asking for the child’s consent to your assistance.

Encourage the child to explore the environment tactilely (for example, to examine materials on the table, to feel your hands while engaged in a variety of activities, or to examine the activities of others).

Place your hands under the child’s hands as you explore together.

Portion taken from Tactile Learning Strategies-Interacting with Children Who Have Visual Impairments and Multiple Disabilities.

13

Font Size Chart

36 pt NEWSPAPER HEADLINES

18 pt NEWSPAPER SUBHEADLINES

14pt BOOKS FOR GRADES 4-7

10 pt BOOKS FOR GRADES 8-12

8 pt NEWSPAPERS AND MAGAZINES

6 pt NEWPAPERS AND TELEPHONE BOOKS

4 pt CONTRACTS

3 pt FOOTNOTES

 

14

15

BrailleNote Command SummaryGeneral Commands

Speech On Request/Off/On SPACE with PREVIOUS thumb key

Braille On/Off SPACE with NEXT thumb key

Braille Display:

Auto Display SPACE with dots 1-2-4-5-6

Slow Down PREVIOUS

Speed Up NEXT

Stop Previous with Next thumb key

Back a Word Previous with Back thumb key

Forward a Word Previous with Advance thumb key

Route Cursor Beginning Back with Advance thumb key

Mode Previous with Next (Cycle x 4)

Start in one handed mode: Hold down BACKSPACE while turning On

BrailleNote. BrailleNote remains in one-handed

mode until restarted in two-handed mode.

Start in two-handed mode: Hold down ENTER while turning On BrailleNote

BT.

In a Menu or List

Move forward in a menu or list: SPACE, or

SPACE with dot 4, or

16

ADVANCE thumb key.

Move backward in an menu or list: BACKSPACE, or

SPACE with dot 1 or

BACK thumb key.

Select spoken item: ENTER or

NEXT thumb key.

Jump to item: Press first letter.

Options Available at Any Point

Return to Main Menu: SPACE with dots 1 through to 6.

Exit current option: SPACE with E.

Obtain help for current operation: SPACE with H.

Increase volume of speech: ENTER with dot 4.

Decrease volume of speech: ENTER with dot 1.

Speak faster: ENTER with dot 6.

Speak slower: ENTER with dot 3.

Raise pitch of speech: ENTER with dot 5.

Lower pitch of speech: ENTER with dot 2.

Stop reading, or acknowledge alarm: BACKSPACE with ENTER

Date announcement: SPACE with O, D or

ENTER with D.

Time announcement: SPACE with O, T, C or

ENTER with T.

Stopwatch: SPACE with O, T, S or ENTER with W.

Keyboard Settings: SPACE with O, K or

17

BACKSPACE with ENTER with K.

Review Voice: SPACE with O, R or

BACKSPACE with ENTER with R.

Power and Battery status: SPACE with O, P.

User Guide: SPACE with O, U or

BACKSPACE with ENTER with H.

Next appointment: SPACE with O, N or ENTER with N.

Repeat the last message or prompt: SPACE with R.

Repeat the last prompt with spelling: SPACE with O, S or ENTER with S.

Repeat the last prompt with all punctuation: SPACE with O, H or ENTER with H.

Options Menu: SPACE with O.

Switch Programs

Cycle through programs: SPACE with dots 2-3-5, or

SPACE with O, M, or

Go to Wordprocessor: BACKSPACE with ENTER with W.

Go to Planner: BACKSPACE with ENTER with P.

Go to Address List: BACKSPACE with ENTER with A.

Go to E-mail: BACKSPACE with ENTER with E.

Go to Book Reader: BACKSPACE with ENTER with B.

Go to Calculator: BACKSPACE with ENTER with S.

Go to Internet: BACKSPACE with ENTER with I.

Go to Braille Terminal: BACKSPACE with ENTER with T.

Go to Media Player: BACKSPACE with ENTER with M.

18

Go to Database Manager: BACKSPACE with ENTER with D.

Go to Games: BACKSPACE with ENTER with G.

At “Folder Name” prompt

Type folder name and press ENTER, or

Cycle forward through folder list: SPACE.

Cycle back through folder list: BACKSPACE.

Select a directory path: SPACE with T.

To move up one directory level: SPACE with dots 2-3.

Change Drive: BACKSPACE.

Rename folder: BACKSPACE with R.

At “List of Folders” prompt

Cycle forward through folder list: SPACE.

Cycle back through folder list: BACKSPACE.

Jump to folder name starting with: Press first letter.

Hear disk name and space available: SPACE with I.

Return to “Folder Name?” prompt: SPACE with E.

Within a Folder list

Return to “Folder Name?”

prompt: SPACE with E.

19

Select prompted “Folder Name:” ENTER.

Hear Folder information: SPACE with I.

At “Folder Name” prompt

Type file name and press ENTER, or

Cycle forward through list of files: SPACE.

Cycle back through list of files: BACKSPACE.

Change folder: BACKSPACE.

Rename file: BACKSPACE with R.

Delete file: BACKSPACE with dots 1-4.

Toggle file type to view: BACKSPACE with X.

Hear file information: SPACE with I.

Cycle forward through most

recently opened files: SPACE with dots 2-3.

Cycle back through most

recently opened files: SPACE with dot 1.

At “List of Folders” prompt

Cycle forward through list of files: SPACE.

Cycle back through list of files: BACKSPACE.

Jump to file name starting with: Press first letter.

Return to “File Name?” prompt: SPACE with E.

20

At “Document to Create” prompt

Type name of new document and press ENTER, or

Toggle document type to create: SPACE with X.

Return to “Folder Name?” prompt: BACKSPACE.

At “Document to Open” prompt

Type document name and press ENTER, or

Cycle forward through list of Docs: SPACE.

Move back through list of Docs: BACKSPACE.

Toggle Document type to view: BACKSPACE with X.

Hear document information: SPACE with I.

Cycle forward through most

recently opened documents: SPACE with dots 2-3.

Cycle back through most

recently opened documents: SPACE with dot 1.

Thumb Keys

Thumb keys On/Off toggle: SPACE with O, F.

Options Menu

Options Available at Any Point.

Access Options menu: SPACE with O.

Grade of Braille: SPACE with O, G, or

21

BACKSPACE with G, or

Set Grade 1: BACKSPACE with A.

Set Grade 2: BACKSPACE with B.

Set Grade 0: BACKSPACE with J.

Braille Options: SPACE with O, B.

Visual Display: SPACE with O, V.

Insertion: SPACE with O, I, or

ENTER with I.

Word Processor

KeyWord text review.

Read continuously: SPACE with G.

Stop reading: BACKSPACE with ENTER, or SPACE with dots 1-4-6

Top of file: SPACE with dots 1-2-3.

Bottom of file: SPACE with dots 4-5-6.

Previous character: SPACE with dot 3.

Current character: SPACE with dots 3-6.

Next character: SPACE with dot 6.

Previous word: SPACE with dot 2.

Current word: SPACE with dots 2-5.

Next word: SPACE with dot 5.

Start of line: SPACE with dots 1-3.

End of line: SPACE with dots 4-6.

Start of next line: SPACE with dots 4-5.

Review-only mode: SPACE with X.

22

Check or change Reading Mode: SPACE with M.

Check file name: SPACE with I.

Open Previous Document: SPACE with dots 1-2-5-6.

In Sentence and Paragraph reading Mode, the following commands

review sentences and paragraphs.

Previous sentence: SPACE with dot 1.

Current sentence: SPACE with dots 1-4.

Next sentence: SPACE with dot 4.

Previous paragraph: SPACE with dots 2-3.

Current paragraph: SPACE with dots 2-3-5-6.

Next paragraph: SPACE with dots 5-6.

In Line Mode, the same commands review lines and sections.

In Column mode, the same commands review the current word on the

line above or below and section above or below.

Other Review Commands

Find where cursor is: SPACE with wh sign (dots 1-5-6).

Go to: SPACE with dots 1-2-6.

Previous page: SPACE with 1-2-6 then SPACE with dot 1.

Next page: SPACE with dots 1-2-6 then SPACE with dot 4.

Go to next Tab position: BACKSPACE with T.

Define Place Marker: BACKSPACE with D.

Jump to Place Marker: SPACE with J.

Find: SPACE with F.

Find Next Occurrence: SPACE with N.

23

Editing Commands

Delete menu: SPACE with D.

Backspace: BACKSPACE.

Delete current character: BACKSPACE with dots 3-6.

Delete current word: BACKSPACE with dots 2-5.

Delete previous word: BACKSPACE with dot 2.

Delete to end of sentence: BACKSPACE with dots 1-4 in Sentence and

paragraph reading mode.

Delete to end of paragraph: BACKSPACE with dots 2-3-5-6 in Sentence and

paragraph reading mode.

Delete to end of line: BACKSPACE with dots 1-4 in Line and Column

reading modes.

Delete to end of section: BACKSPACE with dots 2-3-5-6 in Line and

Column reading modes

Delete to end of document: BACKSPACE with dots 4-5-6.

Find and replace: BACKSPACE with F.

Formatting Commands

New line: ENTER.

New Page: SPACE with P.

TAB: SPACE with T.

Binding space: ENTER with B.

24

Format menu: SPACE with dots 2-3-4-6.

Document Layout: SPACE with dots 2-3-4-6, L, or

BACKSPACE with L.

Style of presentation: SPACE with dots 2-3-4-6, S, or

BACKSPACE with S.

Center line: SPACE with dots 2-3-4-6, C, or

ENTER with C.

Right justify line: SPACE with dots 2-3-4-6, R, or

ENTER with R.

Page settings: SPACE with dots 2-3-4-6, P, or

BACKSPACE with P.

Template Menu: BACKSPACE with ENTER with dots 2-3-4-6.

Insertion menu: SPACE with O, I, or ENTER with I.

Insert the Time: SPACE with O, I, T.

Insert the Date: SPACE with O, I, D.

Insert calculator result: SPACE with O, I, C.

Miscellaneous KeyWord Commands

Find where the cursor is: SPACE with wh sign (dots 1-5-6).

Query value of Tab stop: SPACE with wh sign (dots 1-5-6).

Switch document: SPACE with dots 1-2-5-6.

Save document: SPACE with S.

Quit document: BACKSPACE with Q.

25

Spelling Checker Commands

Spelling Checker menu: SPACE with dots 1-6, the ch sign.

Check from cursor to end of document: Spell Check menu, C.

Document check: Spell Check menu, D.

Lookup Word in dictionary: Spell Check menu, L.

Word check: Spell Check menu, W.

Paragraph or section check: Spell Check menu, P.

Select Language: Spell Check menu, S.

At the Spelling Checker "Option?" prompt, the following are valid:

Review the word: SPACE with dots 2-5.

Ignore the word: I.

Skip this occurrence of the word: SPACE with dot 5.

Add the word to the dictionary: A.

Correct the word: C, new word.

Review suggested spellings: S.

Look up a word in the dictionary: L.

Read sentence containing word: SPACE with dots 1-4.

Read paragraph containing word: SPACE with dots 2-3-5-6.

During Suggested Spelling Review:

Display original word: I. Second press spells word.

Spell current suggestion: SPACE with O, then S.

Use suggestion: ENTER.

Return to option prompt: SPACE with E.

26

What is the Expanded Core Curriculum?

The term expanded core curriculum (ECC) is used to define concepts and skills that often require specialized instruction with students who are blind or visually impaired in order to compensate for decreased opportunities to learn incidentally by observing others. In addition to the general education core curriculum that all students are taught, students with visual impairments, starting at birth, also need instruction in the ECC. The ECC areas include (A) needs that result from the visual impairment that enable the student “to be involved in and make progress in the general education curriculum; and (B) other educational needs that result from the child’s disability” as required by IDEA (34 CFR 300.320 (a)(2)(A)(B)). Texas Education Code (TEC) 30.002(c)(5) and (e)(5) require the flexibility of school districts to make arrangements for services to occur “beyond regular school hours to ensure the student learns the skills and receives the instruction” in the ECC. With the passage of Senate Bill 39 in 2013 (Texas 83rd Legislative Session), evaluation in all areas of the ECC is required for students with visual impairments. Priority needs must be identified by the IEP team and instruction provided in these areas.

Nine Areas of the ECC

Assistive Technology Assistive technology is an umbrella term that includes assistive and adaptive tools as well as instructional services that can enhance communication, access, and learning. It can include electronic equipment such as switches, mobile devices, and portable notetakers; computer access such as magnification software, screen readers, and keyboarding; and low-tech devices such as an abacus, a brailler, Active Learning materials (e.g., Little Room®), and optical devices.

27

Career Education Career education will provide students with visual impairments of all ages the opportunity to learn through hands-on experiences about jobs that they may not otherwise be aware of without the ability to observe people working. They also learn work-related skills such as assuming responsibility, punctuality, and staying on task. Career education provides opportunities for students to explore and discover strengths and interests and plan for transition to adult life.

Compensatory Skills Compensatory skills include skills necessary for accessing the core curriculum including concept development; communication modes; organization and study skills; access to print materials; and the use of braille/Nemeth, tactile graphics, object and/or tactile symbols, sign language, and audio materials.

Independent Living Skills Independent living skills include the tasks and functions people perform in daily life to increase their independence and contribute to the family structure. These skills include personal hygiene, eating skills, food preparation, time and money management, clothing care, and household tasks. People with vision typically learn such daily routines through observation, whereas individuals with visual impairments often need systematic instruction and frequent practice in these daily tasks.

Orientation and Mobility (O&M) O&M instruction enables students of all ages and motor abilities to be oriented to their surroundings and to move as independently and safely as possible. Students learn about themselves and their environments, including home, school, and community. O&M lessons incorporate skills ranging from basic body image, spatial relationships, and purposeful movement to cane usage, travel in the community, and use of public transportation. Having O&M skills enables students to acquire independence to the greatest extent possible, based on their individual needs and abilities.

28

Recreation and Leisure Being unable to observe others reduces awareness of recreation and leisure options. Instruction in recreation and leisure skills will ensure that students with visual impairments will have opportunities to explore, experience, and choose physical and leisure-time activities, both organized and individual, that they enjoy. This instruction should focus on the development of life-long skills.

Self-Determination Self-determination includes choice-making, decision-making, problem solving, personal advocacy, assertiveness, and goal setting. Students with visual impairments often have fewer opportunities to develop and practice the specific skills that lead to self-determination. Students who know and value who they are and who have self-determination skills become effective advocates for themselves and therefore have more control over their lives.

Sensory Efficiency Sensory efficiency includes instruction in the use of vision, hearing, touch, smell, and taste. It also addresses the development of the proprioceptive, kinesthetic, and vestibular systems. Learning to use their senses efficiently, including the use of optical devices, will enable students with visual impairments to access and participate in activities in school, home, and community environments.

Social Interaction Skills Social interaction skills include awareness of body language, gestures, facial expressions, and personal space. Instruction also includes learning about interpersonal relationships, selfcontrol, and human sexuality. Almost all social skills are learned by visually observing other people. Instruction in social interaction skills in school, work, and recreational settings is crucial. Having appropriate social skills can often mean the difference between social isolation and a fulfilling life as an adult.

For additional information on the ECC, refer to:

• http://www.afb.org/info/programs-and-services/ professional development/teachers/expanded-core-curriculum/ecc- resources/12345

• http://www.perkins.org/resources/scout/education/expanded-core- curriculum.html

29

• http://www.familyconnect.org/parentsite.aspx? FolderID=23&TopicID=382

• http://www.tsbvi.edu/recc/ • www.tsbvi.edu/attachments/

EducatingStudentswithVIGuidelinesand S tandards.pdf

Developed by Texas ECC Committee 4-28-14

30

CERTIFIED TEACHER FOR THE VISUALLY IMPAIRED

contact info

31

Place business card here