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

Contents of this Issue


Page 39 of 58

VIDBE-Q Volume 65 Issue 4 While on the bus, opportunities for social interaction may occur. Students may need to speak to the driver to confirm the bus number and direction, to ask for assistance locating their stop, or to ask for help locating a seat on the bus. This is a good opportunity to work on making sure the student faces the person to whom they are speaking, speaking loudly enough to be easily heard, and being concise in a request because the driver is likely in a hurry. Once seated, fellow passengers may want to have a conversation with a student. Teaching students not to give too much personal information and how to disengage with conversation when they chose to do so can be valuable lessons. This can overlap both social interaction and self-determination, as students make decisions about what interactions they want to have and problem solve how to end interactions they do not want to have. Students also need to make certain they do not let other passengers distract them from tracking their location, or they may miss their bus stop. Upon exiting the bus, students must travel to their destination. Compensatory skills may be addressed by using tactile graphics to learn about the area they will travel. Some lessons lead to stores, where students work on sensory efficiency by using optical devices to read store signs, locate items, read small print to get more information about items, and read price tags. Then independent living skills may be needed to work on budgeting, estimating tax, learning to round

Articles in this issue

view archives of Division on Visual Impairments - VIDBE-Q 65.4 Fall 2020