| Home | Site TOC | Site Search | Publications |

by Millie Smith and Nancy Levack
© TSBVI 1997 - 550 pages Order # 59429VMP (48 oz.)
Also available on disk - MAC or DOS (textfile-no forms) Order # 59429VMD
Order Form/Pricelist - Windows RTF - 190k
Order Form/Pricelist - PDF - 239k

Go to Table of Contents of this book

"The" resource guide for VI certified teachers serving students in regular, special ed, and resource classrooms as itinerant and classroom teachers

• Assessment guidelines with sample assessments and reproducible assessment tools and forms
• Strategies for IEP development, instruction, and transition planning address common and uncommon issues VI certified teachers are confronted with daily
• Information on adapting materials and environments includes tactual and visual symbols as a means of communication
• Special needs of students with cortical visual impairment and post trauma vision syndrome
• Biobehavioral state management for students with profound impairments
• The importance of intervention for infants and toddlers
• Meeting the needs of students with deafblindness and multiple impairments
• Special considerations for students with visual and severe motor impairments
• Adapting materials and environments
• Orientation and mobility for students with multiple impairments
• Issues related to student behaviors
• Annotated resources
• Answers to questions commonly asked

Go to top

Contents of Teaching Students with Visual and Multiple Impairments: A Resource Guide

by Millie Smith and Nancy Levack

Population and Best Practices

• Who Do We Serve? What Do We Provide?
  • The VI Teacher’s Responsibility
    • Population
    • Incidence
    • Ages
    • Settings
    • Questions
    • References
  • Best Practices for VI Teachers Serving Students with Visual and Multiple Impairments
    • The VI Teacher’s Responsibility
    • Teaming
    • Types of Services
      • Direct Pull-Out
      • Integrated Direct
      • Monitoring and Role Release
      • Consulting
    • Working with Parents
      • Assessment
      • IEP Development
      • Implementing Instruction
      • Reporting Progress
    • Working with Classroom Teachers
    • Working with Paraprofessionals
    • Working with Related Service Staff and Other Specialists
    • Working with Administrators
    • Questions
    • Annotated Resources
    • References
• Best Practices Generally Accepted for Students with Multiple Impairments
  • The VI Teacher’s Responsibility
  • Program Standards
  • Curricular Options
  • Instructional Setting Options
  • Instructional Strategy Options
    • Cooperative Learning
    • Thematic Units
    • Task Analysis
    • Routines
    • Matrixing
  • Questions
  • Annotated Resources
  • References

Go to top

Roles of the VI Teacher

• Assessment
  • The VI Teacher’s Responsibility
  • The Importance of Collaborative Assessment
    • Guidelines for Sharing Information
    • Sharing with the Team Members
    • Sharing with the Parents
    • Sharing with Eye Specialists
    • Arena Assessment
  • Comprehensive Individual Assessment
    • Eligibility for VI Services
    • Screening
    • Eye Exam
    • Learning Media Assessment
    • Functional Vision Evaluation
    • Additional VI Assessments
    • Clinical Low Vision Evaluation
    • Orientation and Mobility Assessment
    • Reevaluations
    • Special Assessment Issues Related to Eligibility for Other Handicapping Conditions
    • Assessment of Learning Competencies
  • Sample Assessments
    • Learning Media Assessment
    • Sensory Response Assessment
    • Functional Vision Evaluation
    • Assessment of Biobehavioral States and Analysis of Related Influences
  • Questions
    • About Assessment
    • About the Eye Exam
    • About Functional Vision Evaluations
    • About Learning Media Assessments
  • Annotated Resources
  • Reference
• IEP Development
  • The VI Teacher’s Responsibility
  • Comparison of Traditional and Collaborative IEP Development
  • Writing Goals and Objectives
    • Prioritzing Goals and Objectives
    • Integrating Skills
  • Determination of Type and Amount of Service
  • Progress Reports and Evaluations
  • Modifications
    • Sample Individual Education Plan
  • Questions
  • Annotated Resources
  • References
• Instruction
  • The VI Teacher’s Responsibility
  • Comparison of Traditional and Collaborative Instruction
  • Establishing a Schedule of Meaningful Activities
  • Choosing Settings for Instruction
  • Lesson Plans: Specific Adaptations and Strategies
  • Monitoring Effectiveness in Instruction
  • Visual Skill Instruction
    • Functional Context Vision Training Model
  • Tactual Skills Instruction
    • Guide for Functional Applications of Tactual Skills
  • Sample Instructional Tools
    • Planning Matrix
    • Daily Schedule
    • Routine and Data Sheet
  • Questions
  • Annotated Resources
  • References
• Transition
  • The VI Teacher’s Responsibility
  • Goals of Successful Transition
  • Vocational Assessment for Students with Visual and Multiple Impairments
  • Person-Centered Transition Planning
  • System-Centered Transition Planning
  • Questions
  • Annotated Resources
  • References

Go to top

Special Needs of Students with Visual and Multiple Impairments

• Students with Cortical Visual Impairment and Post Trauma Vision Syndrome
  • Definition of Terms
  • Eligibility for VI Services
  • Cortical Visual Impairment
    • Characteristics
    • Suggestions and Interventions
  • Post Trauma Vision Syndrome
    • Characteristics
    • Suggestions and Interventions
  • Suggestions for Classroom Techniques
    • Communication
    • New Information
    • Spatial Orientation
    • Attention and Concentration
    • Task Completion
    • Impulse Control
    • Dealing with Anger
    • Social Integration
    • Social Conversation
    • Questions
  • Annotated Resources
  • References
• Biobehavioral State Management for Students with Profound Impairments
  • Definition
  • Assessing States and Influences of States
    • Environmental Influences
    • Medical Influences
    • Nutrition and Hydration Influences
  • Manipulating States
  • Using the Senses to Enhance Learning
    • Vision
    • Touch
    • Hearing
    • Taste and Smell
  • Questions
  • References
• Infants and Toddlers
  • The Importance of Intervention
  • Working with Parents
  • Working with Infants and Toddlers
  • What Is ECI?
    • Interagency Cooperation
    • Orientation and Mobility Services
  • Working with ECI Teams
    • Assessment
    • IEPs and IFSPs
    • Implementation
  • The Importance of Screening
    • Screening for Visual Impairment
    • Screening for Motor Impairment
    • Screening for Auditory Impairment
    • Screening for Communication Problems
  • Questions
  • Annotated Resources
  • References
• Students with Deafblindness and Multiple Impairments
  • Definition and Eligibility for Service
  • Meeting the Needs of Students with Deafblindness
  • Best Practices for VI Teachers Who Serve Students with Deafblindness
  • Conditions with a High Likelihood of Vision and Auditory Loss
  • Basic Information on Auditory Impairments
    • Types of Hearing Loss
    • Conductive Impairment
    • Sensorineural Impairment
    • Mixed Hearing Impairment
    • Degrees of Hearing Loss
  • How to Screen Students with Visual Impairments for a Hearing Loss
  • Assessing the Functional Implications of Vision Loss with Regard to Sign Language and Fingerspelling for Students with Deafblindness
    • Assessment of Students Using Visual Communication Forms
    • Observations, Modifications, Adaptations, and Teaching Strategies
  • Educational Impact of Vision Loss by Students Who Are Hearing Impaired
  • Educational Impact of Hearing Loss on Students Who Are Visually Impaired
  • Service Delivery for Deafblind Individuals
  • Questions
  • Annotated Resources
  • References
• Students with Visual and Severe Motor Impairments
  • The Importance of Intervention
  • Students with Cerebral Palsy
  • Positioning
    • Visual Functions Affected by Position
  • Sensory Integration
  • Tactual Defensiveness
  • Questions
  • Annotated Resources
  • References
• Adapting Materials and Environments
  • Adapting Visual and Tactual Materials
  • Adapting Materials Used for Communication and Functional Reading
    • Definition of Terms and Types of Symbols Used for Communication and Reading
    • Progression of Tactual Symbols
    • Progression of Visual Symbols
    • Visual Symbols for Low Vision Students
  • Adapting Materials for Counting and Computation
    • How to Use the Counting Method
  • Adapting Electronic Devices
  • Adapting Environments
  • When Outdoors
    • When Cooking and Doing Household Chores
    • When Participating in Recreational Activities
    • When Reading and Writing
    • Other Adaptations Used Successfully
  • Questions
  • Annotated Resources
  • References
• Orientation and Mobility for Students with Multiple Impairments
  • The Role of the Orientation and Mobility Instructor
  • Early Movement
    • Body Awareness
    • Reaching and Grasping
    • Crawling and Walking
  • Concept Development
  • Travel Skills
    • Canes and Adaptive Mobility Devices
    • Artificial Landmarks on Familiar Routes
    • A Model Functional Orientation and Mobility Program
    • Orientation and Mobility Skills for the Child with Visual and Motor Impairments
    • Techniques for Students Using a Wheelchair
    • Techniques for Students Using a Walker or Support Cane
  • Suggestions for Encouraging Independence in the Home and Classroom
  • Questions
  • Annotated Resources
  • References
• Issues Related to Student Behaviors
  • Behavior and Communication
  • Sensorineural Causes of Behaviors
    • Responding to Sensorineural Causes of Behavior
  • Physical Causes of Behaviors
    • Responding to Physical Causes of Behaviors
  • Task-Related Causes of Behaviors
    • Responding to Task-Related Causes of Behaviors
  • Stereotypical Behaviors
  • Self-Injurious Behaviors
  • Developing Behavior Management Plans
  • Questions
  • Annotated Resources
  • References

Go to top

Appendices

• Appendix 1. Assessment Tools
  • State of Texas Interagency Eye Examination Report
  • ECI Vision Screening Form
  • Picture Assessment
  • Informal Assessment of Tactual Symbol Use
  • Assessment of Auditory Functioning
  • Assessment of Biobehavioral States and Analysis of Related Influences
  • Infused Skills Assessment
• Appendix 2. Sample Forms
  • Instructional Modifications/Supports for Deafblindness
    • Documenting Modifications in the IEP for the Student with Deafblindness
  • Planning Matrix
  • Daily Schedule
  • Team Management Plan
  • Team Meeing Worksheet
  • Role Release Plan
  • Routine and Data Sheet
  • Biological Information Chart

Glossary

Index

Go to top

Agency Contact Information | Texas State Homepage | Texas State Wide Search

Please complete the comment form or send comments and suggestions to: Jim Allan (Webmaster-Jim Allan)

Last Revision: May 27, 2008