0 оценок0% нашли этот документ полезным (0 голосов)
23 просмотров4 страницы
Clumsiness could be an indicator that a child might have a visual impairment. O a visual impairment could make it hard for a young student to learn things naturally. Visual assistive software, auditory software and devices, and braille access devices could help.
Clumsiness could be an indicator that a child might have a visual impairment. O a visual impairment could make it hard for a young student to learn things naturally. Visual assistive software, auditory software and devices, and braille access devices could help.
Clumsiness could be an indicator that a child might have a visual impairment. O a visual impairment could make it hard for a young student to learn things naturally. Visual assistive software, auditory software and devices, and braille access devices could help.
Identify: Visual impairment of a kindergarten student
Characteristics: o Clumsiness could be an indicator that a child might have a visual impairment. Misjudging distances and running into things constantly might be because the child cannot actually see very well. o Poor hand-eye coordination is another characteristic that a student with a visual impairment would display. Things like playing sports or reading things further away would be much more difficult. o Blinking and squinting frequently might indicate a visual impairment. o A visual impairment could make it hard for a young student to learn things naturally from their environment, for example what certain objects are, a ball, pen, or chair, as well as things that are not physical objects, such as directions, up, down, left, right. o Visual assistive software, auditory software and devices, and braille access devices are tools that could be used to help a child with visual impairments. Academic Context: o With prompting and support, ask and answer questions about key details in a text. (K.RL.1) o K.CC.B.5. Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. o Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K.W.2) o Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Print many upper- and lowercase letters. Use frequently occurring nouns and verbs. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). Produce and expand complete sentences in shared language activities. (K.L.1)
Universal Design:
o Representation of content: Having someone or something read aloud text to the
student, making sure the student understands what is being asked of them and helping identify all parts of the questions and necessary information to answer. o Expression of learning: talking instead of writing or drawing, having questions read aloud to them and answering orally o Engagement of apprenticeship: reading about or changing a topic so that it interests them, changing parts of a problem so that it is more relatable. Collaboration: o resources special education: making sure that the student is always equipped with the information, resources and tools that they need to understand the material, as well as making sure there is someone available who can help them o grade level: making sure that the student is keeping up with the grade level standards and working individually with them or having them work with someone else who can help them if they are not. o student social: especially with visual impairment, the social interaction of the student may suffer. It is important to make sure they can and do interact with the students around them and get involved in activities o family: making sure the family is involved in their education process and is always informed about how they are doing and what they are doing. o community resources : making sure that certain aspects of learning, such as orientation and mobility, are being addressed and are helping the student. Resources: o http://www.teachingvisuallyimpaired.com/ This site offers general information about being a teacher of the visually impaired, as well as lessons and activities for students with visual impairments a teacher can use in the classroom. It is easy to navigate, providing information on adaptations required, curriculum, and career options for people interested. o http://www.perkinselearning.org/scout/education-blind-visually-impaired This website also provides general information about visual impairments, but also has links that are more detail oriented, leading to information about specific topics under the category of visual impairment. These include assistive technology, independent living, orientation and mobility, and literacy and braille. Although it offers less specific information about teaching in a classroom, it is still a helpful and useful source. o http://www.ferris.edu/HTMLS/colleges/university/disability/facultystaff/classroom-issues/vision/vision-strategy.htm This website focusses on strategies that can be used when teaching someone with a visual impairment. It includes tips for giving lectures and general ideas for teaching. It also has links to federal guidelines and videos that give additional information. Professional Development:
o The Council for Exceptional Children: events such as an online conference
regarding common core, and professional training opportunities including technical support and workshops o National Association of Special Education Teachers: professional development workshops are offered, including an overview of visual impairments and criteria for determining eligibility for special education with regards to visual impairments.
References: Characteristics of a Visually Impaired Child. (2013, August 16). Retrieved November 12, 2014.
Engaging the Potential. (n.d.). Retrieved November 12, 2014, from
http://www.cec.sped.org/Professional-Development K-2 English Language Arts (ELA). (n.d.). Retrieved November 12, 2014, from http://www.azed.gov/azccrs/elastandards/k-2/ NASET.org Home Page. (n.d.). Retrieved November 12, 2014. Turnbull, A., Turnball, R., Wehmeyer, M., & Shogren, K. (n.d.). Exceptional Lives, Special Education in Today's Schools (7th ed.). Pearson Education.