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 41 symbolic, nonconventional communication; (4) pre-symbolic, conventional communication; (5) concrete tangible symbols; (6) use of single, abstract symbols; and (7) combinations of 2-3 abstract symbols (see Table 2; Pittroff, 2011; Rowland & Schweigert, 2000). Table 2 Levels of Communication Level Type of Communication Age (Months) Stage Occurs I Pre-Intentional Behavior 0 to 3 II Intentional Behavior 3 to 8 III Unconventional Communication 6 to 12 IV Conventional Communication 12 to 18 V Concrete Symbols 12 to 24 VI Abstract Symbols 12 to 24 VII Language 24 Note: This table reflects the communication stages and a timeframe between which they should develop in typically developing children. This is where the use of the CM can be helpful as it inherently divides individual communication skills into these classifications and ranking order. Professionals can use the CM to create a bi-annual or, at minimum, annual profile to provide guidance as they seek to determine their student's educational plans or interventions and supports needed. The CM profiles could also provide these teams with a way to track the communication development as exemplified in this examination.

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