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.

Issue link: http://dvi.uberflip.com/i/1359373

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VIDBE-Q Volume 66, Issue 2 53 sequencing vocabulary (first, next, then) and time warnings (e.g. one more, last one). ● Memory strategies. Examples of this strategy included making reference to what happened earlier, generalizing objects across lessons, and summarizing different aspects of an activity or text read. ● Child-guided strategies. Throughout the observed activities the teacher would hold out her hand to wait for the student's interest before proceeding, handle objects co-actively, and allow the student to decide how long to engage with an object. ● Teacher response to student errors to promote learning. This strategy included repeating directions, asking questions in a new way when there was no response, teacher modeling the correct response, shaping correct answers, and teacher having a neutral affect for incorrect responses (making it safe to make mistakes). ● Prompting appropriate to child per activity. The teacher followed a prompting hierarchy utilizing least to most prompting. This included physical cues rather than physical assistance (such as tapping). The teacher also disclosed in the interview that she started with a greater level of prompting when teaching a new skill to engage in errorless learning.

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