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 79 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

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