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.

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; Lorem Ipsum Dolor Spring 2016 5 2. Providers must produce a rationale for each activity on how it aligns to state standards. Project Reach looked to the Social Emotional Standards http://www.isbe.net/ils/social_emotional/standards.htm and under Goal 2 ("Use social-awareness and interpersonal skills to establish and maintain positive relationships") found alignment with Learning Standard C ("Use communication and social skills to interact effectively with others"). Because of the particular challenges that students who are deaf-blind have in developing strong concepts of the world incidentally, the intervener or teacher plays a critical role as a social bridge for students- helping them first connect to people and then to concepts in the environment. When modules 1-4 are taken as a whole, student and intervener should communicate more effectively with each other at the end of the modules. References Illinois State Board of Education (n.d.). Illinois Learning Standards for Social/Emotional Learning (SEL). Retrieved from http://www.isbe.net/ils/social_emotional/standards.htm. 56

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