Division on Visual Impairments

VIDBEQ 62(1) Winter 2017

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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VIDBE-Q Volume 62 Issue 1 appendix and serve as a base on which to expand instruction. Next, Wormsley addresses one of the fundamental concepts of her approach, key vocabulary. These are words or phrases that are meaningful and interesting to the student. Particularly helpful are the examples of key vocabulary words and the rationale for selecting key vocabulary based on salient tactual features. Examples of key vocabulary cards are presented in both print and simulated braille, causing print-oriented readers to consider the spatial arrangement and tactual features of the braille. Wormsley then moves from presentation of key vocabulary to teaching tracking skills through tracking stories and on to writing stories from key vocabulary. Wormsley guides the reader through the process of expanding the student's knowledge from key vocabulary identification to teaching phonics, letter recognition, and contractions using meaningful key vocabulary. Benefits One of the aspects of I-M-ABLE I most appreciate is the balance of deep detail and clear writing. This book is easy to read from beginning to end in one sitting or as a guide from which to pull good ideas to supplement instruction. Readers are guided through the I-M-ABLE approach with short chapters that focus on skills that build easily on one another. Examples and pictures are present throughout the book and make it easy to implement the ideas as presented. The I-M-ABLE approach is also particularly helpful because despite the uniqueness of the approach, I-M-ABLE compliments the existing canon of literature surrounding the literacy education of children with visual impairments. Readers will find an approach that honors and enriches what they already know about teaching reading to children with visual impairments. Familiar ideas like using real objects and experiences, involving families, and detailed record keeping are also emphasized in the I-M-ABLE approach. Two of the guiding principles of I-M-ABLE, individualization and success, resonate throughout the work Applications for Teacher Education 10

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