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by Millie Smith and Nancy Levack
© TSBVI 1997 - 550 pages Order # 59429VMP (48 oz.)
Also available on disk - MAC or DOS (textfile-no forms) Order # 59429VMD

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"The" resource guide for VI certified teachers serving students in regular, special ed, and resource classrooms as itinerant and classroom teachers

  • Assessment guidelines with sample assessments and reproducible assessment tools and forms
  • Strategies for IEP development, instruction, and transition¬†planning address common and uncommon issues VI certified teachers are confronted with daily
  • Information on adapting materials and environments includes tactual and visual symbols as a means of communication
  • Special needs of students with cortical visual impairment and post trauma vision syndrome
  • Biobehavioral state management for students with profound impairments
  • The importance of intervention for infants and toddlers
  • Meeting the needs of students with deafblindness and multiple impairments
  • Special considerations for students with visual and severe motor impairments
  • Adapting materials and environments
  • Orientation and mobility for students with multiple impairments
  • Issues related to student behaviors
  • Annotated resources
  • Answers to questions commonly asked

Contents of Teaching Students with Visual and Multiple Impairments: A Resource Guide

by Millie Smith and Nancy Levack

Population and Best Practices

  • Who Do We Serve? What Do We Provide?
    • The VI Teacher's Responsibility
      • Population
      • Incidence
      • Ages
      • Settings
      • Questions
      • References
    • Best Practices for VI Teachers Serving Students with Visual and Multiple Impairments
      • The VI Teacher's Responsibility
      • Teaming
      • Types of Services
        • Direct Pull-Out
        • Integrated Direct
        • Monitoring and Role Release
        • Consulting
      • Working with Parents
        • Assessment
        • IEP Development
        • Implementing Instruction
        • Reporting Progress
      • Working with Classroom Teachers
      • Working with Paraprofessionals
      • Working with Related Service Staff and Other Specialists
      • Working with Administrators
      • Questions
      • Annotated Resources
      • References
  • Best Practices Generally Accepted for Students with Multiple Impairments
    • The VI Teacher's Responsibility
    • Program Standards
    • Curricular Options
    • Instructional Setting Options
    • Instructional Strategy Options
      • Cooperative Learning
      • Thematic Units
      • Task Analysis
      • Routines
      • Matrixing
    • Questions
    • Annotated Resources
    • References

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Roles of the VI Teacher

  • Assessment
    • The VI Teacher's Responsibility
    • The Importance of Collaborative Assessment
      • Guidelines for Sharing Information
      • Sharing with the Team Members
      • Sharing with the Parents
      • Sharing with Eye Specialists
      • Arena Assessment
    • Comprehensive Individual Assessment
      • Eligibility for VI Services
      • Screening
      • Eye Exam
      • Learning Media Assessment
      • Functional Vision Evaluation
      • Additional VI Assessments
      • Clinical Low Vision Evaluation
      • Orientation and Mobility Assessment
      • Reevaluations
      • Special Assessment Issues Related to Eligibility for Other Handicapping Conditions
      • Assessment of Learning Competencies
    • Sample Assessments
      • Learning Media Assessment
      • Sensory Response Assessment
      • Functional Vision Evaluation
      • Assessment of Biobehavioral States and Analysis of Related Influences
    • Questions
      • About Assessment
      • About the Eye Exam
      • About Functional Vision Evaluations
      • About Learning Media Assessments
    • Annotated Resources
    • Reference
  • IEP Development
    • The VI Teacher's Responsibility
    • Comparison of Traditional and Collaborative IEP Development
    • Writing Goals and Objectives
      • Prioritzing Goals and Objectives
      • Integrating Skills
    • Determination of Type and Amount of Service
    • Progress Reports and Evaluations
    • Modifications
      • Sample Individual Education Plan
    • Questions
    • Annotated Resources
    • References
  • Instruction
    • The VI Teacher's Responsibility
    • Comparison of Traditional and Collaborative Instruction
    • Establishing a Schedule of Meaningful Activities
    • Choosing Settings for Instruction
    • Lesson Plans: Specific Adaptations and Strategies
    • Monitoring Effectiveness in Instruction
    • Visual Skill Instruction
      • Functional Context Vision Training Model
    • Tactual Skills Instruction
      • Guide for Functional Applications of Tactual Skills
    • Sample Instructional Tools
      • Planning Matrix
      • Daily Schedule
      • Routine and Data Sheet
    • Questions
    • Annotated Resources
    • References
  • Transition
    • The VI Teacher's Responsibility
    • Goals of Successful Transition
    • Vocational Assessment for Students with Visual and Multiple Impairments
    • Person-Centered Transition Planning
    • System-Centered Transition Planning
    • Questions
    • Annotated Resources
    • References

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Special Needs of Students with Visual and Multiple Impairments

  • Students with Cortical Visual Impairment and Post Trauma Vision Syndrome
    • Definition of Terms
    • Eligibility for VI Services
    • Cortical Visual Impairment
      • Characteristics
      • Suggestions and Interventions
    • Post Trauma Vision Syndrome
      • Characteristics
      • Suggestions and Interventions
    • Suggestions for Classroom Techniques
      • Communication
      • New Information
      • Spatial Orientation
      • Attention and Concentration
      • Task Completion
      • Impulse Control
      • Dealing with Anger
      • Social Integration
      • Social Conversation
      • Questions
    • Annotated Resources
    • References
  • Biobehavioral State Management for Students with Profound Impairments
    • Definition
    • Assessing States and Influences of States
      • Environmental Influences
      • Medical Influences
      • Nutrition and Hydration Influences
    • Manipulating States
    • Using the Senses to Enhance Learning
      • Vision
      • Touch
      • Hearing
      • Taste and Smell
    • Questions
    • References
  • Infants and Toddlers
    • The Importance of Intervention
    • Working with Parents
    • Working with Infants and Toddlers
    • What Is ECI?
      • Interagency Cooperation
      • Orientation and Mobility Services
    • Working with ECI Teams
      • Assessment
      • IEPs and IFSPs
      • Implementation
    • The Importance of Screening
      • Screening for Visual Impairment
      • Screening for Motor Impairment
      • Screening for Auditory Impairment
      • Screening for Communication Problems
    • Questions
    • Annotated Resources
    • References
  • Students with Deafblindness and Multiple Impairments
    • Definition and Eligibility for Service
    • Meeting the Needs of Students with Deafblindness
    • Best Practices for VI Teachers Who Serve Students with Deafblindness
    • Conditions with a High Likelihood of Vision and Auditory Loss
    • Basic Information on Auditory Impairments
      • Types of Hearing Loss
      • Conductive Impairment
      • Sensorineural Impairment
      • Mixed Hearing Impairment
      • Degrees of Hearing Loss
    • How to Screen Students with Visual Impairments for a Hearing Loss
    • Assessing the Functional Implications of Vision Loss with Regard to Sign Language and Fingerspelling for Students with Deafblindness
      • Assessment of Students Using Visual Communication Forms
      • Observations, Modifications, Adaptations, and Teaching¬†Strategies
    • Educational Impact of Vision Loss by Students Who Are Hearing Impaired
    • Educational Impact of Hearing Loss on Students Who Are Visually Impaired
    • Service Delivery for Deafblind Individuals
    • Questions
    • Annotated Resources
    • References
  • Students with Visual and Severe Motor Impairments
    • The Importance of Intervention
    • Students with Cerebral Palsy
    • Positioning
      • Visual Functions Affected by Position
    • Sensory Integration
    • Tactual Defensiveness
    • Questions
    • Annotated Resources
    • References
  • Adapting Materials and Environments
    • Adapting Visual and Tactual Materials
    • Adapting Materials Used for Communication and Functional Reading
      • Definition of Terms and Types of Symbols Used for Communication and Reading
      • Progression of Tactual Symbols
      • Progression of Visual Symbols
      • Visual Symbols for Low Vision Students
    • Adapting Materials for Counting and Computation
      • How to Use the Counting Method
    • Adapting Electronic Devices
    • Adapting Environments
    • When Outdoors
      • When Cooking and Doing Household Chores
      • When Participating in Recreational Activities
      • When Reading and Writing
      • Other Adaptations Used Successfully
    • Questions
    • Annotated Resources
    • References
  • Orientation and Mobility for Students with Multiple Impairments
    • The Role of the Orientation and Mobility Instructor
    • Early Movement
      • Body Awareness
      • Reaching and Grasping
      • Crawling and Walking
    • Concept Development
    • Travel Skills
      • Canes and Adaptive Mobility Devices
      • Artificial Landmarks on Familiar Routes
      • A Model Functional Orientation and Mobility Program
      • Orientation and Mobility Skills for the Child with Visual and Motor Impairments
      • Techniques for Students Using a Wheelchair
      • Techniques for Students Using a Walker or Support Cane
    • Suggestions for Encouraging Independence in the Home and Classroom
    • Questions
    • Annotated Resources
    • References
  • Issues Related to Student Behaviors
    • Behavior and Communication
    • Sensorineural Causes of Behaviors
      • Responding to Sensorineural Causes of Behavior
    • Physical Causes of Behaviors
      • Responding to Physical Causes of Behaviors
    • Task-Related Causes of Behaviors
      • Responding to Task-Related Causes of Behaviors
    • Stereotypical Behaviors
    • Self-Injurious Behaviors
    • Developing Behavior Management Plans
    • Questions
    • Annotated Resources
    • References

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Appendices

  • Appendix 1. Assessment Tools
    • State of Texas Interagency Eye Examination Report
    • ECI Vision Screening Form
    • Picture Assessment
    • Informal Assessment of Tactual Symbol Use
    • Assessment of Auditory Functioning
    • Assessment of Biobehavioral States and Analysis of Related Influences
    • Infused Skills Assessment
  • Appendix 2. Sample Forms
    • Instructional Modifications/Supports for Deafblindness
      • Documenting Modifications in the IEP for the Student with Deafblindness
    • Planning Matrix
    • Daily Schedule
    • Team Management Plan
    • Team Meeing Worksheet
    • Role Release Plan
    • Routine and Data Sheet
    • Biological Information Chart

Glossary

Index