Division on Visual Impairments

VIDBEQ.66.2.Spring.2021

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 66, Issue 2 52 referencing a TTS to describe an activity or key vocabulary word to the student. ● Attentional strategies. This strategy included the use of the child's name, touch cues, teacher positioning herself at child's level, and 1:1 instruction as much as possible. Additionally, attention strategies included removing unnecessary distractions, such as the reduction of visual clutter by removing unnecessary items from the workspace to enhance visual attention. ● Informing the student. This occurred in different ways depending on the activity taking place. For example, the teacher informed the student about the sequence of activities for that day through the daily schedule, but also informed the student before acting on or around her body, such as asking before touching, informing before moving the student's adaptive equipment, and moving materials that the student was looking at. ● Teacher responsiveness. The teacher was highly responsive to the student, providing immediate feedback to the student's communication attempts across multiple forms, interpreting the student's body language, and interpreting the student's preferences. ● Teaching routines and sequences. This strategy took place mainly through the use of the daily schedule and the within-activity schedule or mini- schedule. Routines were consistently implemented with the inclusion of

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