Division on Visual Impairments

VIDBE-Q Volume 65 Issue 1 • Participate in IEP meetings and student staffing meetings, as needed (Kennedy et. al., 2014). • Share observation and communication data with the educational team (Rowland & Parker, 2014). • Adhere to the intervener code of ethics, including confidentiality (Kennedy et. al., 2015). • Utilize teaming skills, sharing observation data with the individualized education team about the student's needs as appropriate (Kennedy et. al., 2014). • Interact with families as directed

• Cover
• Table of Contents
• Convention Schedule
• President's Message
• Message from the Editor
• Growing and Learning with Irwin in Mind
• The Visually Impaired Learner (VIL) and Orientation and Mobility (O&M) programs at Portland State University
• Mobility Matters: Interdisciplinary Partnerships to Create More Accessible Cities
• Camp Spark: Using Sports and Physical Activity as a Catalyst for Independence
• Improving Services for Students with CVI in Oregon: Learning and Working Together
• The Alice Cogswell and Anne Sullivan Macy Act
• CEC’s DVIDB Preconvention Workshop: Implementing Effective Instruction for Students with Cortical Visual Impairments - Moving from Assessment to Intervention
• Introduction to CEC’s Process for Re-Validating Knowledge and Skills Competency Sets
• Conceptual Paper for Re-Validating the Teacher of the Deafblind and Intervener Competencies