Division on Visual Impairments

VIDBE-Q 66.4 FALL 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 4 • Ensure students develop appropriate coping strategies. Students need opportunities to learn and fail in ways similar to their sighted peers. • Include the student in decision making and goal setting. Student involvement encourages a strength-based approach that promotes overall wellness and increases the young person's confidence and self-determination skills. • Ask "Why can't…" instead of "Why won't…" For example, if a teen is refusing to go a job interview, asking "Why won't you go to the interview?" implies that the student is choosing to be noncompliant. Asking instead, "Why can't you go to the interview?" provides the adult with an opportunity to help the young person identify the source of their anxiety and determine strategies to overcome it. • Provide guidance and instruction. It's important to build self- confidence by offering a step-by-step approach that leads to a long-term solution to the anxiety-driven behaviors. Remember that changing behavior takes time. In much the same way that students with learning disabilities need incremental

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