VIDBE-Q Volume 67 Issue 1
Jeff Schwartz,
American Printing House for the Blind (APH),
jschwartz@aph.org
Target Audience: TVIs, Special Education Teachers, Administrators of Special
Programs
For my 20+ years in the field of visual impairments, one of my more
obvious but critical roles as a teacher of students with visual impairments (TVI)
has been to assure that my students have access to the wealth of information
presented in their school day and life beyond. For some students, this was in the
form of direct instruction and provision of accommodations, sometimes daily. For
other students, my efforts were in collaboration with teachers, families, and other
service providers to assure that my students had access to the general curriculum or
whatever programmatic content was being used at that time. Sometimes a single
student may require all or most of these models to assure necessary access for
participation and success. So how does a TVI determine goals and objectives,
appropriate accommodations, and track and monitor critical academic and life
skills; especially with large caseloads, time restrictions and changing student
needs?
Functional Vision/Learning Media Assessments
for ALL
