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VIDBE - Q Volume 6 4 Issue 1
prepare highly - qualified teachers who can (1) teach and use assistive
technology, (2) write IEPs, (3) determine accommodations based on
formative and summative assessments, (4) teach and use Braille and
Nemeth code at a proficient level, (5) teac h and use VI specific equipment
– including slate and stylus, abacus, and braillewriter, (6) address the
expanded core curriculum, and (7) assess students using formal
assessments, such as Functional Vision and Learning Media Assessments.
Diverse fieldwork and student teaching experiences that focus on
placements involving both ECE settings and settings that provide a PK - 12
band of student experiences with students who are visually impaired, will
be provided for students enrolled in the ECEVI Program. Throu ghout these
experiences, general and special education faculty and staff will work as a
collective unit, sharing expertise to ensure this merged aspect of the
program includes content critical for all preservice teachers, those in
general and special educa tion placements alike (Wysocki, 2017).
The First ECEVI Cohort
Once all coursework was finalized and plans to move forward were
confirmed, Dr. Tiffany Wild met with curriculum committees at both the
departmental level and college level to gain initial pr ogramming approval.
Once this was received, the final program draft was sent for approval by
