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Lorem Ipsum Dolor Spring 2016
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sensory efficiency) that students with visual impairment will need to bring to
learning tasks. Building proficiency with these strategies will support problem-
solving. Assessing a student's ability to accurately understand his/her own
strengths and challenges will also be important. Students who are blind or
visually impaired sometimes have fewer opportunities to observe what peers
are doing and evaluate their own skills in comparison and/or are not provided
with realistic feedback. The more self-determined a student is (an ECC area
itself!) the more
a student can bring to analyzing a task and selecting
strategies which enhances strengths and compensates for challenges.
The learning environment will also need to be accessible with high
expectations in place for all students, including students who are blind or
visually impaired. Does the learning environment present learning tasks in an
accessible manner that optimizes a student's ability to self-direct learning?
Are materials and supports that are needed accessible? Is feedback given in
a manner that takes into account visual impairment specific needs? For
example, is feedback descriptive enough to provide information that other
students are absorbing incidentally and using as a basis for their own self-
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