Division on Visual Impairments

VIDBE Quarterly Volume 59(5)

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.

Issue link: http://dvi.uberflip.com/i/422067

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Page 64 of 72

; Lorem Ipsum Dolor Spring 2016 3 Next, how does your student or family member identify her money? • Visually identifies coins • Visually identifies dollar bills • Tactually identifies coins • Uses Money Folding strategies • Uses iBill Money Identifies • Click Pocket Money Brailler • Other: __________________ • Other: _________________ After the individual that you are supporting has mastered identifying money and increased her financial vocabulary, it will be time to explore other aspects of money management and explore real life implications. It is imperative to expose young adults who are deaf-blind to as many strategies as possible in order for the individual to understand which strategies will work for him. Explore the following ar areas: • Can your student/family member organize and maintain his or her wallet (braille labels, dividers, tactile markings, etc.)? • Can the individual make a purchase (in person, online, over the phone)? • Can your student/family member manage a bank account (open the account, setup and use online banking, MoneyTalks Software, large print registries, Excel spreadsheets, bank statements, etc.)? • Can the individual you are supporting write a check? (does she know the parts of a check, large print checks, writing guides, print a check through MoneyTalks?) • Can your student/family member use an ATM (initiate audio, put in PIN, swipe card, adjust the volume, follow ATM prompts, navigate through screens, generalize skills to other ATMs)? 65

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