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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Contents of this Issue


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; Lorem Ipsum Dolor Spring 2016 15 b. Role of teachers of students with visual impairment, working collaboratively with families and/or the educational team, in recognizing the need for referral for counseling, therapy, or other services to address the unique needs of visual impairment c. Role of teachers of students with visual impairments to increase awareness of accessibility in physical and virtual environments and implications of independent, timely, and equitable access to information SKILLS a. Collaborate with educational team, including families, on eligibility, placement, specialized services, assessment/evaluation planning and implementation, and service delivery issues unique to visual impairment b. Communicate with technology, web, and curriculum developers and IT staff on accessibility needs of learners with visual impairments c. Serve as liaison between medical care providers, families, and other members of the educational team regarding issues unique to treatments and management of visual impairment d. Collaborate with vision care facilities/professionals, such as low vision specialists, to identify accommodations and modifications to optimize use of vision and other senses to facilitate access to the general and expanded core curriculum e. Collaborate with families and orientation and mobility specialists to reinforce orientation and mobility skills and other expanded core curriculum skills across settings f. Collaborate with families and other team members to plan and implement transitions that address needs unique to students with visual impairments g. Instruct and supervise paraeducators, families, and other members of the educational team in nonvisual strategies that optimize use of all senses, development, and learning, while also promoting independence and autonomy h. Instruct paraeducators, braille transcribers and/or alternate media, and related resource specialists on the production of accessible media including text, images, and video in collaboration with the educational team and families i. Structure and supervise the activities of paraeducators who support 80

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