VIDBE-Q Volume 66, Issue 2
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need to access the general curriculum. An adult facilitator conducts trainings (e.g.,
TVI or paraprofessional) to develop a written support plan that guides classroom
support, interaction, and learning. Ideally, trainings are conducted in the presence
and with the contributions of the participating student with VI. Specifically,
facilitators cover the following topics during meetings: (a) introductions, (b)
rationale for peer support arrangements, (c) background information about the
focus student, (d) general goals of peer support arrangements, (g) confidentiality
and respectful language, (e) ideas for supporting the focus student, (f) when peers
should seek assistance, and (h) questions from students about peer support
arrangements. While discussing support ideas, facilitators first orient students to
everyday class routines (e.g., class lectures and collaborative projects). TVIs can
bolster this discussion by soliciting information from general educators about
instructional routines and materials, common activities, and concerns about the
student with VI before the training. If students with VI are present, they can also
share how their VI impacts their learning routines. Second, the facilitator provides
students with examples of academic and social support strategies (e.g., asking if
visual preferences are met, describing visual information during class
videos/presentations, and inviting each other to join conversations with other
peers) before asking students to identify appropriate supports for each class routine
or activities. If students with VI are present, they should participate in identifying