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 13 achievement of state-defined standards of learning. Similarly, assistive technology skills provide students with access to the tools of learning used in classrooms today, including textbooks, communication devices, and the Internet. Without instruction in compensatory access skills and the use of assistive technology, students with visual impairments are likely not to have the tools to reach their full potential or to be successful in academic activities Access to Meet the Demands of Functioning in Home, School, and Community Environments Six areas of the ECC are more broadly linked to meeting the needs of functioning within home, school, and community environments. Included within these ECC areas are skills related to independent travel, independent living, social interactions, recreation and leisure, self-determination, and career education. The acquisition of these skills in children with unimpaired vision occurs gradually over time and students are able to practice and refine them to be prepared to use these skills as they enter post- 128

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