Teaching Students with Visual and Multiple Impairments - A Resource Guide

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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

Last Updated on Monday, 20 September 2010 16:44