Division on Visual Impairments


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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Page 60 of 79

; Lorem Ipsum Dolor Spring 2016 2 teach each component in engaging ways. These chapters also include case studies to illustrate how the tools introduced in Chapter 3 and 4 can be applied during instructional planning for each component of reading. My personal belief is that the primary responsibility of a TVI is to teach the ECC. However, it is impossible to teach the ECC without incorporating reading and writing. But there is a big distinction between using reading in a lesson and teaching reading in a lesson. I think the information provided in Chapters 1-4 is helpful background for TVIs to have. The "Evaluation of Current Reading Instruction Form" and the "Instructional Planning Tool", introduced in Chapters 3 and 4 respectively, are extremely valuable and will certainly be required reading for my pre-service TVIs. The importance of these tools is that they highlight the collaboration between the TVI and the general educator to provide literacy instruction to students with visual impairments. The evaluation form helps define the responsibilities of each professional regarding reading instruction, and the planning tool can then be used by the TVI to link their responsibilities for reading instruction to the ECC. Chapters 5-10 are filled with excellent activities and the Kamei-Hannan and Ricci Reading Assessment is a very thorough assessment. But ultimately your feelings about Chapter 5-10 of Reading Connections may come down to 61

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