Division on Visual Impairments

VIDBE-Q 63.4 Fall 2018

A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

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38 VIDBE-Q Volume 63 Issue 4 curricula and activities, supported and reinforced by all individuals connected with the student (Griffin-Shirley et al., 2000). This research aligned with or agreed with the literature in that part of an O&M roles and responsibilities are that of both instructor/consultant and family/community educator with an expected focus on providing training and supervision regarding role- released O&M skills to individuals who interact with students daily. This research added to the literature by providing the beginning of a framework or template for developing paraprofessional in-service models and trainings in O&M. Variations of the trainings framework and template are dependent on the clinical expertise of the O&M providing the training. Students should receive direct instruction for any new skills from a certified O&M specialist. Paraprofessionals should receive direct instruction for supporting students from a certified O&M specialist. Two immediate variations of the framework uncovered differ in the inclusion of a focus on direct correction/intervention, which, in turn, intensifies the level of involvement of a paraprofessional support in the instruction (see Table 13). Table 13 First Variation of the Framework No direct correction Direct correction No direct correction/intervention provided by paraprofessional (monitoring) O&M skills on campus Proper cane mechanics on campus Report Concerns to O&M Progress to O&M Direct correction/intervention provided by paraprofessional (reinforcement) O&M skills on campus Proper cane mechanics on campus Concept development Skills taught on campus Concepts and techniques after receiving training

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