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 20 of 41

20 VIDBE - Q Volume 62 Issue 4 Instruction Alice had attended the reading center before I started working with her. From previous reports I was given, Alice could identify the letters m, n, a, and n, in their lowercase form. Alice was also able to spell three keywords: on, can, and Alice. Since Alice needed such individualized instruction and accommodations, the previous tutor could not evaluate Alice's growth using the standard assessments used by the rest of the class. When I first met Alice in the Summer of 2017, she had not attended the reading center since the Fall of 2016. I was not sure what she had learned or forgotten in that time. I spoke with her mom, and was told that her academic level was close, but not consistent, with a kindergarten student. It took a while, and s ome trial and error, to determine the content that she already knew and what educational growth had occurred since her last tutoring sessions. Phonological awareness. With little background knowledge, I started the lessons by giving Alice a dark blue magne tic letter, placed on a yellow sheet that was taped to a baking sheet (so the magnet would stick). I asked her to identify the letter name and sound. Depending the targeted skill, I would either give Alice the sound and ask for the letter name or vice vers a. I also had Alice focus on the letter's oral formation, and if she did not know the name of a letter I would associate it with an animal name and the letter sound (i.e., /p/ panda). This combination of strategies helped Alice with letter - recognition. At the end of my instruction Alice could identify 11 new letters by sight: d, b, t, g, u, s, l, i, O, A, v . Alice also started to identify the letters R, K, Y, and W , but not with consistency. She could name 14 letters when matched to their sounds: d, m, b, e , k, o, u,

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