Alison:
Small group instruction, discussion,
lecture/note taking, projects, skits/role play, inter-
net based research, skill modeling, tactile models,
real world applications of skills/experiences, inter-
views, guest speakers, and collaborative activi-
ties. Soon we will add interactive media once we
get the software for our new projectors.
Q: What changes would you like to see in
your curriculum?
Alison: More 3-D or tactile models. Models
are very expensive and I would like a way to test
models before putting all that money into them.
There was an article recently published by Kap-
perman and Kelly that mentioned the models, but
not information about using them with research
based outcomes or experiences used with stu-
dents with visual impairments. Students get more
from these experiences than from raised line
drawings.
I would like more time with elementary stu-
dents to receive age appropriate instruction. This
would be along the lines of know body parts
(including external reproductive parts), advocacy
skills to protect themselves, healthy relationships,
and other items. Addressing the topic throughout
the student's life may help reduce time needed
for pre-teaching - structured instruction from
young to graduation.
Q: Why do you feel it is so important
to en-
sure that students with visual impairments receive
sex education?
Alison: It seems
like most people are not
comfortable speaking about sex, reproduction, or
anything remotely related to sex education.
Health covers many topics and part of it is sex.
21
Q: What methods
do you use in teaching
your students?
