Division on Visual Impairments

VIDBE-Q 62(4) Fall 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.

Issue link: http://dvi.uberflip.com/i/913369

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Page 11 of 41

11 VIDBE - Q Volume 62 Issue 4 Adapting a General Education Literacy Curriculum Susan Pope Doctoral Student University of Nebraska - Lincoln brlrox1231@gmail.com One role of a teacher of students with visual impairments (TVI) is to assist in facilitating learning for students with visual impairments (VI). The TVI is part of a team t hat also involves the student with VI, parents and family, and other educators and service providers to coordinate appropriate access to the general education curriculum. An area that we often focus on is access to the reading curriculum, because reading i s critical to student success (Graham & Hebert, 2011). But, teaching students how to write can improve their overall reading performance, and increasing how much students write can improve reading comprehension (Graham & Hebert, 2011). While reading and wr iting often go hand in hand, there has been, in general, less research in and less written about how we provide access to the writing curriculum. Therefore, we need to make sure students with VI have the same opportunities to write as their peers. For thi s to happen, the team needs to collaborate and provide appropriate accommodations to the general education writing curriculum. To explain different ways to provide access, I will be using examples from the Wonders (2017), curriculum, a commonly used curr iculum in grades K - 6. Examples used come from Grade 1 and Grade 4 Work Station Activity Cards, available from the

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