Division on Visual Impairments

VIDBE-Q 65.4 Fall 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.

Issue link: http://dvi.uberflip.com/i/1303315

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Page 29 of 58

VIDBE-Q Volume 65 Issue 4 Transition programs. These strategies do not replace the benefits of face-to-face, in-person interactions and relationships, but they show how our society can be resilient, flexible, adaptable, and successful despite adversity and challenging circumstances. Being with friends was the one thing students consistently reported missing most about not being at school, so in order to keep them engaged and motivated, we brought them together! What was once an incredible hindrance for individuals with visual impairments to be able to socialize was suddenly a non-issue: transportation! Using a video conference platform, those with video capability could see their friends and peers and interact without having to travel. Students without a computer or tablet could use a phone to dial into the platform to communicate with peers. Some students who did not participate in past programming were more likely to attend virtual sessions. They became more social and interacted with peers on a more age-appropriate level. Capturing short attention spans is one thing, but keeping them is another! In order to keep students interested and returning to lessons or activities, an incentive program was created. Teachers used the "Transition eRewards Points Program and Store" to encourage students to show up to lessons and activities early and on time, remain engaged, actively participate, and work independently. After several weeks of instruction, the eRewards Store was open for online ordering. Students received

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