Division on Visual Impairments

VIDBE-Q 64.4 Fall 2019

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.

Issue link: http://dvi.uberflip.com/i/1172972

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Page 20 of 71

VIDBE-Q Volume 64 Issue 4 21 program, we have learned many lessons about training teachers to work with very young children with visual impairments or deafblindness. One of those lessons has been the importance of aligning Recommended Practices, as outlined by the CEC – Division of Early Childhood (DEC Recommended Practices, 2014), with the standards that our DVIDB division has agreed are important to our vision training programs (Initial Specialty Set: Blind and Visual Impairments, 2018). Therefore, in this article, we endeavor to share this alignment. It is through such comparison that we have identified areas of instruction that should be considered for inclusion in teacher training programs when scholars are being trained to serve infants and toddlers as a part of their future practice. The DEC Recommended practices are made up of seven key areas including (a) Assessment, (b) Environment, (c) Family, (d) Instruction, (e) Interaction, (f) Teaming and Collaboration, and (g) Transition. Similarly, the BVI Specialty Set is made up of seven strands including (a) Learner Development and Individual Learning Differences, (b) Learning Environments, (c) Curricular Content Knowledge, (d) Assessment, (e) Instructional Planning & Strategies, (f) Professional Learning and Ethical Practice, and (g) Collaboration. Since our EL VISTA courses were designed to encourage teachers of students with visual impairments and

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