Division on Visual Impairments

VIDBE-Q 65.3 Summer 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 3 As part of our internship, we worked through PSU's modules on providing safe and ethical distance consultation as a way to supplement face-to-face instruction. A collaborative team of O&M experts created PSU's field-tested module (Tellefson et al., 2018). These experts researched practices and strategies currently used to maximize O&M services for students/clients who live in rural and remote areas, and, through the lens of equity and ethical practice, offered the findings in the form of a training module. The module was embedded in the O&M practicum courses and shared with clinical partners for discussion and curriculum research. The principles outlined in the module took on new meaning when COVID-19 prohibited any face-to-face instruction. At the end of the internship, the team met to reflect on the experience. Remote Instruction The following activities engaged students, worked well in an online format, and had clear-cut instructional purposes to meet the student's O&M goals. (See Table 1 for a full list of standards-based activities used during the internship.) Create an Experience Book Experience books incorporate real objects from an activity or event in which a student has participated to create a book discussing the activity (Lewis & Tolla, 2003). In this case, the student, his mother, and his brother went on a walk in their neighborhood, bringing the instructor along via FaceTime. The purpose was to

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