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.

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; Lorem Ipsum Dolor Spring 2016 9 typically involve vision, a sensory avenue not always fully available to students with visual impairments. Fluency in skills typically is developed over time through visual observation and personal experiences that facilitate an appreciation that the skills are not discretely applied in the natural environment, but are interdependent. For example, shopping for groceries requires not just independent living skills, but social interaction, orientation and mobility, self-determination, and sensory efficiency skills, and depending on the needs and resources of the shopper, assistive technology skills. Specialized instruction is usually needed for students with visual impairments to master the complex skills associated with college and career readiness and successful adult outcomes. At the heart of the need for specialized instruction in the areas of the ECC is the fundamental nature of learning without clear, reliable visual input. Lowenfeld (1973) noted that students who are blind and who have low vision require instruction that involves the 124

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