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 Table 1 Sample Lesson Plans CCR Standard Goals Lesson Plan(s) Standard 1: Concept Development. A. Body Concepts. B. Spatiotemporal Concepts. Understanding right/left on others (O&M-S1-3A). Identifying positional and relational concepts to inform movement and paths of travel (O&M-S1- 3B). Using blocks or other preferred toys, instruct the student to build a simple structure, and place objects using teacher-provided positional words (e.g. on/in, up/down, above/below). Standard 2: Sensory Development. B. Auditory. Apply auditory skills in multiple familiar environments. Identify more complex indoor sounds. Align body to a sound. Point to a sound source. Identify location of source as front, back left, right, etc., in relation to own body (O&M-S2-4B). Go for a sound scavenger hunt in the student's home. Ask her to indicate whether she hears a particular sound and if she can identify it. Localize stationary sounds. Discuss localized sounds in specific rooms; ask the student to identify the sound, face the sound, and point to where it is coming from. Standard 3: Orientation and Mapping. A. Orientation. B. Mapping. Demonstrate mapping skills by using and making simple representations of familiar spaces and environments (O&M-S3- 3B). Apply positional and relational concepts to map- reading skills (O&M-S3- 3B). Ask the student to create a visual or tactile map of their home using any materials they prefer. Ask them to use descriptive language (e.g. left, right, front, back) as they make and explain the map. The instructor can also draw the map along with the student, following the student's directions, and they then compare maps at the end of the lesson.

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