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 46 of 58

VIDBE-Q Volume 65 Issue 4 their child age-appropriate chores and responsibilities. We teach parents how play is connected not only to language, but also to skill development while we model for parents how to work with their child. I recently held trainings for middle and high school parents and found a gap in the expanded core curriculum (ECC) skills students were taught in school and what they practiced at home. As the TVI, I expected the parents were continuing to have their child develop age-appropriate chores and responsibilities about the house and be engaged in community activities. If there were any concerns, we would work on them together. What I found was the parents' expectations had not developed past preschool-age skills. In the IEP meetings, when ECC instruction was discussed, parents agreed on the priorities and services received. What I missed was asking the families what supports they needed at home to practice these skills. The parents in the training were unsure about how to teach or reinforce skills and were nervous about some, such as cooking. It was a revelation that I needed to start making sure the students, families, schools and I were all working together when it came to ECC skills and expectations. There needed to be a plan to help families incorporate ECC skills into the home. Working in the school setting with consistent routines remains the best way to teach and refine ECC skills. As a TVI working in several school systems in rural areas, it is difficult to meet with students on a consistent basis to work on skills.

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