Division on Visual Impairments

; Lorem Ipsum Dolor Spring 2016 7 individual learners across settings f. Use of mobility devices, such as long cane, adaptive devices, dog guides, and electronic travel devices used to meet the needs of the full range of learners SKILLS a. Demonstrate proficiency in reading, writing, proofreading, and interlining alphabetic and fully contracted Unified English Braille b. Demonstrate basic proficiency in reading and writing braille for mathematic and scientific notation c. Produce braille with brailler, slate and stylus, computer (including use of braille translation software), and braille production methods d. Demonstrate basic proficiency in human guide, protective, alignment, and search techniques in orientation and mobility with modifications for a full range of learners e. Identify specialized resources unique to visual impairment to address the specific communication needs of students with varied communication abilities, reading levels, and language proficiency f. Develop, collaboratively implement, and continuously monitor communication goals, objectives, and systems for students with visual impairments and co-occurring disabilities g. Collaborate with team members such as speech/language pathologists, occupational therapists, and classroom staff to modify the presentation of augmentative/alternative communication devices such as switches, tangible symbols, and visual displays for nonvisual or low vision access h. Design, obtain, and organize specialized materials, resources, assistive technology, and curricular programs to optimize sensory efficiency and to implement instructional and individualized education program goals and objectives i. Identify the individual needs of the full range of learners and adapt materials and curricula as appropriate to provide access to the general education and expanded core curriculum j. Develop, implement, and continuously monitor learning objectives and goals for optimizing sensory use, developing concepts, and accessing the general and expanded core curriculum across settings k. Identify general education and visual impairment specific curricula for 72

• Cover
• Message from the Guest Editor
• Table of Contents
• President's Message
• Making Astronomy Accessible for Students with Visual Impairments Through NASA's Airborne Astronomy Ambassador Program
• Determining the Effectiveness of an Adaptive Science Curriculum for Students who are Visually Impaired
• Introducing the New Assistive Technology Credential and Project VITALL University Training Program
• iOS in the Classroom: A Guide for Teaching Students with Visual Impairments- Book Review
• Creating Access to Computer Science: Enhancing Engagement and Learning for Students with Visual Impairments
• Integrating Math and Science into Camp Activities at The Ohio State School for the Blind
• Using Adapted Materials in Mathematics for Students with Visual Impairments and Additional Disabilities
• Input from the Field on Initial Licensure Standards for Teachers of Students with Visual Impairments
• Draft Specialty Set Standards for Initial Licensure: DVIDB September 19, 2016
• Messages from the Field: Anne Corn
• CEC Membership Application