When you have a visually impaired student in your classroom Summer institute – August 2, 2018 Iowa educational services for the blind and visually impaired Kim stocks Teacher of the visually impaired Orientation and mobility specialist

Introductions – it takes a team! TVI/OMS General education teachers Special education teachers Paraprofessionals IEP support staff: OT, PT, SLP, Social Workers, Psychologists Administrators Parents Others?

Importance of being prepared: https://www.youtube.com/watch?v=LCcbtijv8fE

Basic tips The student is more alike than different from peers Always let the student know when you are approaching/leaving Don’t play the game of “who is it?” Describe the environment Ask before touching or providing physical assistance Learn human guide/sighted guide Keep the environment simple and decluttered - only change when the student has been informed of the changes The student is more alike: talk with the child about interests and experiences. Expect him to follow same expectations academically and behaviorally. Always let the student know when you are approaching/leaving. Identify yourself by name. Never play the guessing game! Describe the environment: tell him about things that he cannot see so he has the same information peers receive. Ask before touching: they cannot see you approaching, this may startle. Use hand under hand Use words like blind, look, see: as they appear in conversation. VI students will look and see, just differently Learn guide, discourage hand holding

Dos and don’ts Do use words like blind and visually impaired Do use words like see and look Don’t use words like this or that, instead describe it Don’t use words like here or there, instead describe the location ….Do any of these surprise you?

Activity: vision simulator goggles

Understanding visual acuity Low Vision = 20/70-20/200 Legally Blind = 20/200 or greater Totally Blind = no sight, may have light perception Many students have a condition called CVI – Cortical Vision Impairment Ask the student for details of what they see, don’t ask “can you see…”

Teacher of the visually impaired Specialized instruction and services required to meet the unique educational needs of VI student Assist student, parents and educators in Identifying instructional areas that need assistance Interpret the eye condition and educational implications Help with obtaining texts, devices, and adaptive materials Facilitate student’s full participation

Orientation and mobility instructor Helps student develop skills to move safely and efficiently in their environment Recommend ways to modify the classroom Teach use of cane or distance ocular device Instruction for independent travel skills in the community

Familiarize the student with: Fire/Tornado/Lock Down drills Auditorium Lunchroom All classrooms the student uses Playground Field trips

Examples of equipment Cane - CCTV (aka near/far magnification device) - Braille writer - Abacus

FVA and Lma Functional Vision and Learning Media Assessment Students who are completely blind will not have an FVA REQUIRED Why is it important and how does it help you? This determines the student’s visual accommodations Sample

Activity: accommodating activities

Considerations for classroom setup http://www.teachingvisuallyimpaired.com/classroom-design-tips.html

Promoting independence Avoid learned helplessness Have high expectations 19 ways to step back

Questions? http://www.superteachertools.us/jeopardyx/jeopardy-review- game.php?gamefile=1442409#.VbenkqQo7IV