Division on Visual Impairments

VIDBE-Q 67.1 Winter 2022

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 67 Issue 1 emerges from these discussions should form the foundation of intervention and encourage all professionals and family members to consider how strategies should be individualized, contextual, and respectful of how the child learns and develops across domains. This leads us to our last question: How can these new insights inform the design of intervention strategies that are frequently embedded within routines? For example, the recognition that the child is missing out on many important learning opportunities during morning circle is essential. This will lead the team to employ the strategy of the 4Ss - Say Less, Stress, Go Slow, Show (Weitzman, 2017). The SLP and teacher will support each other to learn about this strategy and implement it with fidelity, all while continuing to make observations of how the child responds over time. Lessons learned from the New Mexico School for the Blind and Visually Impaired Over the last two years, a group of multidisciplinary early intervention professionals at the New Mexico School for the Blind and Visually Impaired (NMSBVI) engaged in discussions around the CVI manifestations and how they connect to the development of young children with CVIs on their caseloads. This group used weekly discussions to collaborate, ask questions, and share experiences, which eventually led to these professionals feeling more empowered

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