VIDBE-Q Volume 67 Issue 3
have been added at the bottom of the form. Also at the bottom of the form are
some pre-planned questions for prompting purposes. In order to get a sense of how
much prompting a student really needs, it is helpful to start with a more open-
ended and higher order question and then prompt more specifically from there if
needed. Pre-planning these can help remind us not to give the answer too quickly!
Conclusions
The purpose of this article was to share information about the importance of
considering the EF skill level of our students with visual impairments and to share
a means to informally assess those skills through tasks that also assess areas of the
ECC. Our focus on brainstorming real-life EF tasks that are accessible to students
with visual impairments comes from the known limitations of using current formal
EF tasks and assessments and the limited research that suggests that students with
visual impairments may struggle with EF based on rating scale measures filled out
by parents. Teachers can play an important role in designing instructional
opportunities that provide practice and guidance in developing EF skills.
