VIDBE-Q Volume 64 Issue 4
22
orientation and mobility specialists to consider the impact of the specialized
learning needs of very young children in light of their visual impairment, we
had the opportunity to take an in-depth look at practices and strategies for
this population. Our first step was to consider where content from each BVI
Specialty Set standard and DEC Recommended Practice could be aligned
for the purpose of intentionally placing important concepts appropriately
within our curriculum.
Content from DEC Recommended Practices in the Assessment
domain align with the BVI Specialty Set strands pertaining to Curricular
Content Knowledge and the strand pertaining to Assessment. Yet,
practices within early childhood focus more heavily on the need for
providers to consult closely with parents as they complete and interpret
assessments than do the recommendations in the BVI strands. Further,
since developmental areas overlap, it is suggested in the DEC
Recommended Practices that professionals assess children in close
collaboration with professionals from other disciplines. Both the DEC
Recommended Practices and the BVI Specialty Set emphasize the need
for professionals to use assessment results to guide intervention. Unique to
the BVI standards is the specific set of knowledge and skills pertaining to
functional vision and learning media assessments. However, consideration
