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.
Issue link: http://dvi.uberflip.com/i/749268
; Lorem Ipsum Dolor Spring 2016 11 into braille, tactile, and/or digital formats d. Use and teach device/software navigation features for efficient and equitable navigation of information e. Use visual, nonvisual, and adaptive methods to teach technologies to students with visual impairments to access information stored online f. Select and use visual, nonvisual, and adaptive methods to teach technologies to achieve individual goals and needs based on sensory skills, learning media, constraints of different types of content, individual keyboarding skills, ability to read and write, listening skills, and ability to access visual information g. Plan and implement explicit instruction in assistive technology that permits students to meet, and advocate for, their own access needs h. Teach students to install and maintain assistive technology, use troubleshooting techniques, and appropriately use connectivity i. Teach students to use visual, nonvisual, and/or adaptive methods to organize their own work space, manage materials, and gain access to needed resources j. Adapt and format documents, including text, images, and video to improve accessibility based on individual needs k. Use basic methods to adapt and format inaccessible media, text, images, and video to improve usability for students with visual impairments l. Provide systematic, explicit braille literacy instruction using embossed materials and digital technologies to meet individual needs m. Teach the use of the abacus, accessible calculator, tactile graphics, adapted equipment, and appropriate technology for mathematics and science instruction to meet individual needs n. Teach students to access, interpret, and create increasingly complex printed and digital graphics in visual and/or tactile forms, including maps, charts, diagrams, and tables, based on individual needs o. Teach students with low vision to use optical, electronic, and non- optical devices to optimize visual efficiency and independently use dual learning media such as visual and auditory information, or auditory and tactile information p. Promote and reinforce sensorimotor and physical skills, including gross and fine motor, posture, balance, purposeful movement, and strength to meet individual needs unique to visual impairment 76