Division on Visual Impairments

VIDBE-Q 65.2 Spring Convention Issue-Portland 2020

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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VIDBE-Q Volume 65 Issue 2 25 from your students. I asked this student to describe what she felt at each stage as the pumpkin seeds grew. She described her impressions about the roots and the sprouts in great detail to me so that I could ensure that she understood the concepts being taught. For example, I started with paper models of the seed and this child was unable feel the difference between the various parts of the seed as it grew, therefore, we initially worked with real seeds to ensure she understood what was being presented. Next, I made models that were more durable than the real seeds and were easier to use as instructional tools; the actual seeds continued to change but the instructional items become an important part of the process so that students could generalize their understanding into other settings. Image 3. Children exploring pumpkin seeds as they dig out the contents of a pumpkin using a large spoon, small spoon, as well as their hands

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