Division on Visual Impairments

VIDBEQ.61.3.SU.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 7 question, "What's keeping them up at night?", and the ways we may intentionally design experiences that benefit our attendees. Jeff created some buzz when he began using the term "VUCA" and he didn't give the audience the answer immediately about what VUCA meant. When people began to use their smartphones to find out more information about VUCA to respond to his questions, Jeff said that he was applying an adult learning principle in motivating learners become engaged in finding the answer. The term "VUCA" was used to describe the state of the world where there is constant volatility, uncertainty, complexity and ambiguity. As educators in the rare disabilities of visual impairment, blindness, and deafblindness, we can easily observe these conditions in the lives of our students both at school, in the community and sometimes at home. If we are living in these conditions, how may we collectively construct learning experiences that empower participants synthesize information quickly and respond appropriately to both children and adults that we serve. How may we engage our educator community to harness their purposes, thinking of the relationships between knowledge and practice in ways that help them adapt? Some of Jeff's suggestions involve providing "transformational" dialogues, which provides a level of collaboration to create a shared future. 37

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