Division on Visual Impairments

VIDBEQ.61.2.Spring.2016

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/681819

Contents of this Issue

Navigation

Page 122 of 138

; Lorem Ipsum Dolor Spring 2016 8 those individuals with low vision who can observe that others are engaged in a task, the limited ability to view the detail with which the task is performed can influence the acquisition of the skill. So, the child who knows a parent is making toast for breakfast may not be able to observe the way the parent removes the twist tie, takes a slice of bread out of the bag, plugs in the toaster, places the toast in and adjusts the machine, etc. Without specialized instruction to teach the individual parts of tasks their peers are learning through observation, children with visual impairments may not be given enough information to master those tasks, or the larger activity of which they are a part. Similarly, the instructional techniques that are typically used to teach tasks rely on requests that children imitate a modeled behavior (e.g., "fold your paper like this," or "here's how to hold your crayon"). Learning also involves comparing one's product with the products of others to determine what adjustments need to be made to improve one's performance. Thus, both teaching and learning 123

Articles in this issue

view archives of Division on Visual Impairments - VIDBEQ.61.2.Spring.2016