VIDBE-Q Volume 66 Issue 4
Remember to include any specials teachers (i.e. art, music, and physical
education) and any related and instructional service providers (i.e. occupational
therapist, etc.) in this meeting. It is also crucial that your child's strengths are
conveyed in your message. This can be accomplished by allowing your child to
facilitate the meeting to the greatest extent possible. In addition, ask the team to
have high expectations and relieve their anxieties by giving them permission to not
have all the answers. Simply request that they reach out for help (to either you or
the TSVI) when they do not know the best way to proceed. Having team members
participate in a simulation of your child's vision loss and a demonstration of the
technology utilized may also prove beneficial. A good way to do this is to simply
ask the group to access the built in accessibility (i.e. hitting the Windows and +
keys simultaneously and repeatedly) on their electronic devices and perform a task
(i.e. send an email). Conclude the meeting with a tour of your child's classrooms,
following their daily schedule. This will serve to orient him or her to the school
environment, but will also provide an opportunity to think through the logistics of
seating arrangements and technology requirements for each class.
Conclusion
I have attempted to organize some notes regarding the way I approach
programming for my own children with visual impairments. Although I have
attempted to provide global information, the tips I shared reflect my perspective
