Division on Visual Impairments

VIDBE Quarterly Volume 60(1)

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/466408

Contents of this Issue

Navigation

Page 35 of 125

; Lorem Ipsum Dolor Spring 2016 4 peers) and have fewer choices in their lives (Wolffe, Sacks & Tierney, 1998, p. 477). As it turns out, self-determination was not even officially listed as a part of the ECC for visually impaired students until 2003 (Allman & Lewis, 2014, p. 26). Part of the issue is that when self-determination is taught, the implementation is often painfully ironic. Yes, self-determination is the amalgamation of several interrelated components (assertiveness, self-advocacy, empowerment, problem-solving, goal-setting, etc. (Allman & Lewis, 2014, p. 26)) that need to be overtly taught, modeled, and practiced with visually impaired students (who are less likely to learn these nuanced social skills through casual observations (Sapp & Hatlen, 2010)). However, one of the most common pitfalls of teaching self-determination is that as soon as the lesson on "empowerment" or "goal-setting", (for instance), is over, students return to their desks- to worksheets, to multiple choice tests, to standardized writing prompts, and to 36

Articles in this issue

view archives of Division on Visual Impairments - VIDBE Quarterly Volume 60(1)