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.

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; Lorem Ipsum Dolor Spring 2016 8 This is a question that has certainly weighed heavily upon me. Like Harste (2010), I conceptualize literacy as broad and all encompassing- "as all of the ways that humankind has for mediating their world" (p. 29). Because of this, I've always made ample room in my classroom for multimodal expression. Even so, I'd feel inexplicably guilty after assigning a project in which students were required to write and film a commercial, for instance, only to discover another teacher had assigned a lengthy, conventional research paper down the hall. I was always afraid my students were missing some of the rigor and real-world preparedness a more traditional approach affords. After some consideration though, I think that both my conservative counterparts and I missed the mark. In each instance, both the form and content were dictated for students rather than by students. My multimodal assignments, (although generally flashy in the sense that I incorporated new media and technology), were still tightly controlled, teacher-driven 40

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