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 52 of 83

; Lorem Ipsum Dolor Spring 2016 2 to measure student growth. Each day, the students were introduced to math concepts through classroom activities and movement activities. In the early years of the program, teachers of students with sensory disabilities could attend with their students. Teachers could receive graduate level credit for the instruction they received in serving the needs of their students with visual impairments and for curriculum development. The teachers and their students would participate in some activities separately and others as a group. The camp has now evolved to focus only on the student's educational opportunities. Each math concept was taught through about an hour of classroom activities and an hour of movement activities. Some examples of activities include: pairing measurement and graphing skills with track and field events. The students would measure their resting heart rates before doing running and throwing events and then again after the fitness activities. All of the measurement data would be recorded and used in the classroom. They would use their personal data to create a graph of their own running times and use their resting and active heart rates to create a giant wall sized graph of the whole group's results. See picture below. 53

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