VIDBE-Q Volume 65 Issue 4
to fill in conceptual information or hands-on exploration on-the-go with their
students.
To infuse ECC content within all courses offered in the TVI preparation
program, we developed various learning activities that include low vision and
blindfold simulations, frequent in-class peer-teaching activities, and extensive
practice developing lessons where our students are required to incorporate and
intertwine multiple ECC areas within each instructional activity. Rather than
learning to teach ECC skills in isolation, pre-service teachers are guided toward a
comprehensive approach to delivering instruction. The infusion of ECC content
across courses also provides these pre-service teachers with opportunities to learn
and refine their teaching personalities and develop a personal toolkit of
instructional strategies from which they can confidently pull when advocating for
the daily infusion of ECC instruction and practice for their future students.
Sample assignments in our teacher preparation program include developing
month-long literacy units that must address all nine areas of the ECC and creating
ECC activity plans that can be incorporated into a typical school routine. For
example, in our Teaching Independent Living Skills to Students with Visual
Impairments course, pre-service teachers design simple snack lessons appropriate
for an elementary-aged learner. Based on the learner's assessed abilities and needs,
these pre-service teachers choose a simple snack such as cereal with milk or a
