VIDBE-Q Volume 68 Issue 3
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potential to be their best selves every chance that we get. We know that developing
different skills so that they are knowledgeable and resourceful contributes to the
potential of each learner. Thinking about what supports children need is something
people in the field of visual impairment do every day. We regularly consider things
like assessment, what skills need to be developed, instruction in the areas of the
Expanded Core Curriculum, adapting environments and materials.
Most of the time, focusing on doing what we can to assess and address each
child's unique needs is something we manage directly with the child and the
support we offer to team members. There are many people who contribute to our
children's lives. This means that a lot of time can be spent building the awareness
and understanding of those individuals. This is important because these
perspectives have an impact on a student's learning so knowing what things to
consider helps each of us make the most of every learning opportunity. That's what
makes thinking about the whole child in these instances so important and what
drove the development of these modules with a focus on a whole child approach as
part of the Supporting Learning Series: Students who are Blind or Visually
Impaired.
When we talk about supporting a student using a whole child approach, what
does that really mean? Taking a whole child approach helps us focus beyond solely
academics to include thinking about a student's social-emotional, physical and
