Final Review Flashcards
1
Q
What does IDEA Part B require?
A
Placement is determined by the IEP. Placement decisions cannot be made before the IEP is developed!!!!!!!
2
Q
What is OSERS?
A
Department of Education, Office of Special Education and Rehabilitative Services
3
Q
What law is the primary legal foundation for rules and regulations regarding the education of students with VI?
A
IDEA - Individuals with Disabilities Education Act (passed in 1975, reauthorized in 2004 & 2015)
4
Q
Which law addresses protections for students with disabilites in programs and activities that receive Federal financial assistance?
A
Rehabilitation Act of 1973, Section 504
5
Q
Which law extends protection against discrimination to the full range of state and local government services, programs, and activities regardless of whether they receive any Federal financial assistance.
A
Americans with Disabilities Act of 1990, Title II
6
Q
Which Office in the DOE enforces Rehab Act of 1973, Section 504, the ADA Act of 1990, and Title II rights of IDEA (but not other parts of IDEA)?
A
OCR - Office of Civil Rights
7
Q
What are the 6 purposes of IDEA?
- ___ for children with disabilities
- protect rights of __ and __
- assist in providing __ for children with __
- assist in __ __
- ensure __
- assess __
A
FAPE for children with disabilities, protect rights of children and parents, assist in providing education for students with disabilities, assist in early intervention. ensure resources, assess effectiveness
What are the 6 purposes of IDEA?
- (FAPE) for children with disabilities
- protect rights of (children and parents)
- assist in providing (education) for children with (disabilities)
- assist in (early intervention)
- ensure (resources)
- assess (effectiveness)
8
Q
Federal law - the __
State law - determines how to apply __ __ in state
State regulations - provide further guidance for __
A
Federal law - the Framework
State law - determines how to apply Federal law in state
State regulations - provide further guidance for implementation
9
Q
Laws - passed by __
Regulations - developed by __ __
A
Laws - passed by legislative bodies
Regulations - developed by regulatory authorities
10
Q
IDEA Guidelines for Assessment:
Evaluations must be completed in a __ __.
A
Evaluations must be completed in a (timely manner).
11
Q
IDEA Guidelines for Assessment:
The parents must __ __ for assessments and be informed of the __ __ to be conducted
A
The parents must (give permission) for assessments and be informed of the (specific assessments) to be conducted
12
Q
IDEA Guidelines for Assessment:
The child must be assessed in __ __ related to the __ __.
A
The child must be assessed in (all areas) related to the (suspected disability).
13
Q
IDEA Guidelines for Assessment:
Assessments must be provided and administered in the child’s __ __ and must not be __ or __ discriminatory.
A
Assessments must be provided and administered in the child’s (native language) and must not be (racially) or (culturally) discriminatory.
14
Q
IDEA Guidelines for Assessment:
Assessments must be conducted by a team of __ __ and based on the __ of __.
A
Assessments must be conducted by a team of (trained personnel) and based on the (needs) of the (student).
15
Q
IDEA Guidelines for Assessment:
Assessment __ must be __ and __.
A
Assessment (instruments) must be (valid) and (reliable).
16
Q
IDEA Guidelines for Assessment:
Educational decisions cannot be based on the result of a __ __.
A
Educational decisions cannot be based on the result of a (single test).
17
Q
Determination of Eligibility:
“A student is eligible for special education services if …”
A
A student is eligible for special education services if (his or her disability “adversely affects the students educational performance.”)
18
Q
NIMAS within IDEA
A
National Instructional Materials Accessibility Standard - accessible materials will be made available in a timely manner
19
Q
Anne Sullivan Macy Act of 2013 - now known as the Alice Cogswell and Anne Sullivan Macy Act
A
Improving the effectiveness of education services for students who are deaf or hard of hearing, with VI, or who are deafblind.
20
Q
Difference between IDEA and 504:
Both provide for __, but the IDEA also provides for __ __ __..
A
Both provide for (accommodations), but the IDEA also provides for (instruction from professionals).
21
Q
Four similarities between IDEA and 504
A
accommodations, FAPE, evaluation processes in place, outlines due process procedures
22
Q
Difference between IDEA and 504:
A student who qualifies with a disability under IDEA…
A
A student who qualifies with a disability under IDEA (is automatically covered under Section 504, but the reverse is not true).
23
Q
Difference between IDEA and 504:
Regarding definition of disability
A
IDEA lists 13 specific disabling conditions, 504 includes a broader, wider group of students with physical or mental disabilities substantially limiting a major life function.
24
Q
To meet 504 requirements, states must provide __, and students may receive __ __.
A
To meet 504 requirements, states must provide accommodations, and students may receive related services.
25
According to IDEA, Special Education is defined as __ __ __, at no __ __ __, to meet the __ __ of a child with a __.
According to IDEA, Special Education is defined as (specially designed instruction), at no (cost to families) to meet the (unique needs) of a child with a (disability).
26
Which part of the ECC?
Concept development, spatial understanding, study and organizational skills, speaking and listening skills, adaptations necessary for accessing all areas of the core curriculum (braille, large print, recorded materials)
Compensatory Skills
27
Which part of the ECC?
| Body image, independent travel
O & M
28
Which part of the ECC?
| Conversation skills, nonverbal communication, cooperation skills, social environments and boundaries
Social Interaction Skills
29
Which part of the ECC?
| Personal hygiene, food preparation, money management, time monitoring, organization
Independent Living Skills
30
Which part of the ECC?
| Understanding of interests, play, games, physical fitness, outdoor activities, music, art
Recreation and Leisure
31
Which part of the ECC?
Exploration of strengths and interests in a systematic manner, resume writing, job interview, awareness about types of jobs
Career Education
32
Which part of the ECC?
Academic learning aids, aids for daily living, assistive listening devices and environmental aids, augmentative communication, computer access and instruction, mobility aids, etc.
Assistive Technology
33
Which part of the ECC?
Specific strategies for using all five senses, learning how to use residual vision, using a monocular, listening to audio books and traffic patterns, using smell and taste to pick up on environmental cues, tactile discrimination, balance, etc.
Sensory Efficiency
34
Which part of the ECC?
Believing in oneself, understanding one's abilities and limitations, ability to control your life, reach goals, and take part fully in the world around you
Self-determination
35
OSERS tells us that...
Placement must be based on __.
Placement must be determined on an __ __.
To the maximum extent possible, children with disabilities should be educated _____.
Decision is made by a group that includes __.
Placement is from a range __ __.
OSERS tells us that...
Placement must be based on an IEP
Placement must be determined on individual basis
To the maximum extent possible, children with disabilities should be educated with children who are not disabled
Decision is made by a group that includes parents
Placement is from a range of options
36
NATIONAL AGENDA GOALS
| Referral- Students and families will be referred to an appropriate program within __ days of ID of a suspected VI.
30 days
37
NATIONAL AGENDA GOALS
Parental Participation - Policies and procedures will be implemented to ensure the right of all parents to __ __ and __ __ in the education process.
full participation & equal partnership
38
NATIONAL AGENDA GOALS
Personnel Preparation - Universities will prepare a __ number of __ and __ specialists for students with VI to meet personnel needs throughout the country.
sufficient number of teachers and O &M specialists
39
NATIONAL AGENDA GOALS
| Provision of Services - __ will be determined based on the __ __ of students.
Provision of Services - (Caseloads) will be determined based on the (assessed needs) of students.
40
NATIONAL AGENDA GOALS
| Array of Services - Local education programs will ensure that all students have access to a __ __ of __ __ __.
Array of Services - Local education programs will ensure that all students have access to a (full array) of (service delivery options).
41
NATIONAL AGENDA GOALS
Assessment - All __ and __ of students will be conducted by or in partnership with personnel having __ in the education of students with visual impairments and their parents.
Assessment - All (assessments) and (evaluations) of students will be conducted by or in partnership with personnel having (expertise) in the education of students with visual impairments and their parents.
42
NATIONAL AGENDA GOALS
Access to Instructional Materials - ...assurance that textbooks and instructional materials are available to students in the __ __ and at the __ __ as their __ __.
Access to Instructional Materials - ...assurance that textbooks and instructional materials are available to students in the (appropriate media) and at the (same time) as their (sighted peers).
43
NATIONAL AGENDA GOALS
Core Curriculum - All educational goals and instruction will address the __ and __ __ curricula based on the __ __ of each student with visual impairments.
Core Curriculum - All educational goals and instruction will address the (academic) and (expanded core) curricula based on the (assessed needs) of each student with visual impairments.
44
NATIONAL AGENDA GOALS
Transition Services - Transition services will address __ and __ needs (birth through high school) to assist students and their families in __ __ and __ __ through the life continuum commensurate with the students' __, __, and __.
Transition Services - Transition services will address (developmental) and (educational) needs (birth through high school) to assist students and their families in (setting goals) and (implementing strategies) through the life continuum commensurate with the students' (aptitudes, interests, and abilities).
45
NATIONAL AGENDA GOALS
Professional Development - to improve students' learning, service providers will engage in ongoing local, state, and national __ __.
professional development
46
Why is Career Education vitally important?
Unemployment rate for people with VI is 70-75%
Most of the employed people with VI are braille users.
Essential job skills vs. blindness skills vs. soft skills
47
Determining Eligibility
| Requests for evaluation for special education may come from __ or __.
school or parents
48
Determining Eligibility
| The initial evaluation of the student must take place within __ days after obtaining parental consent.
60 days after obtaining parental consent
49
Determining Eligibility
The assessments selected should be focused specifically on the __ __ __ __ and the evaluation should be __, which means that it contains a variety of assessment tools and strategies to gain an understanding of the student's __, __ and __ levels.
The assessments selected should be focused specifically on the (needs of the student) and the evaluation should be (comprehensive), which means that it contains a variety of assessment tools and strategies to gain an understanding of the student's (developmental, functional, and academic) levels.
50
Determining Eligibility
Results of the evaluation are used to determine a student's eligibility as a child with a disability who, because of the __, is in need of special education. Results are also used to determine __ and __ needs for the IEP should the child be found eligible, and will help form the __ __ __ __ section of the IEP.
Results of the evaluation are used to determine a student's eligibility as a child with a disability who, because of the (disability), is in need of special education. Results are also used to determine (instructional and accommodation) needs for the IEP should the child be found eligible, and will help form the (present levels of functioning) section of the IEP.
51
Determining Eligibility
| The team, including the __ __, must meet within __ days of determining eligibility to develop the IEP.
The team, including the (student's parents), must meet within (30) days of determining eligibility to develop the IEP.
52
Determining Eligibility
Re-eligibility evaluation occurs at least every __ years and may be a review of evaluation records or new assessments being conducted.
Every 3 years
53
Process of collecting data throughout the school year, used to measure schoolwide, classroom, or individual performance. Benchmark assessments.
ongoing assessment
54
Frequent data collecting over an extended period of time that can be used to document student performance. Daily, weekly, or bimonthly.
progress monitoring
55
Tests designed so that the questions, conditions for administering, scoring procedures, and interpretation are consistent. Common measure of student performance.
standardized test
56
Test where student performance is compared to that of a larger group.
norm-referenced test
57
Test that compares a student's performance with a list of standard behavioral objectives in highly discrete areas. Criteria for passing are based on performance of curricular benchmarks.
Criterion-referenced tests
58
Content and performance driven assessments used to inform instruction
Informal assessments
59
One of the most common and effective modes of ongoing informal assessment, sometimes using running records, time sampling, or event records.
Observation
60
Detailed, sequential accounts of behavior occurring in general during an observation period. Large amount of data, time consuming.
Running records
61
Briefer records during an observation that are focused on a behavior of interest, may miss important contributing behavior.
Anecdotal records
62
Recording the presence or absence of a behavior of interest at specified, short observational intervals. Provides information on the frequency of a behavior, but context surrounding the behavior may be missed.
Time sampling
63
Record when a behavior of interest occurs and often includes what happened before and after the behavior.
Event records
64
List of skills or behaviors to monitor the progress of students
Checklist
65
Evaluates students using the class curriculum for testing and documenting progress. Spelling test, chapter test, teacher made tests.
Curriculum based assessments
66
Informal assessment strategy where tasks are broken down by sequential steps and can be used to document skill acquisition as the student learns each step.
Task analysis
67
ASSESSMENT PROCESS
| What are the first 5 steps of this process, in order, which occur before the assessment is conducted?
1. Identify the reasons for the assessment.
2. Conduct a preassessment meeting with parents
3. Obtain and evaluate background information
4. Observe the student and assess the environment
5. Develop an assessment plan
68
ASSESSMENT PROCESS
What are the 5 steps of this process, in order, which occur after the assessment is conducted? (Conducting the assessment is step 6)
7. Integrate and interpret the information
8. Write a report
9. Make recommendations for intervention
10. Conduct intervention
11. Monitor the student's progress
69
INSTRUCTIONAL STRATEGIES
Teacher provides mainly verbal information in a fairly linear fashion, rarely the approach of choice in teaching the ECC.
Lecture
70
INSTRUCTIONAL STRATEGIES
Teachers plays a guiding rather than a directing role, instructional process is more interactive experience, students guided to explore their thoughts and feelings.
Questioning and Guided Discussion
71
INSTRUCTIONAL STRATEGIES
Also called discovery learning, keys are exploration, investigation, pondering and questioning so they can construct knowledge for themselves.
Experiential learning
72
INSTRUCTIONAL STRATEGIES
Often the instructional approach of choice, active approach to addressing the areas of the ECC rather than leaving them to chance.
Direct Instruction
73
INSTRUCTIONAL STRATEGIES
Skillfully interweaves instruction and assessment, if a particular teaching technique is not found to be effective, the teacher determines this fact quickly and changes the technique. (different from traditional instruction where she might wait until the end of the unit to asses the skill)
Diagnostic teaching
74
INSTRUCTIONAL STRATEGIES
| Model or demonstration of task or skill
Modeling and guidance
75
INSTRUCTIONAL STRATEGIES
Variation in the amount of verbal or physical guidance depending on the needs of the student, reducing as student masters the task
Graduated guidance
76
INSTRUCTIONAL STRATEGIES
Teacher provides minimal assistance to a student so that the student can complete the task he or she has not completely mastered.
Prompting
77
INSTRUCTIONAL STRATEGIES
Teacher encourages a student to move gradually toward mastering a given task by accepting and reinforcing the student for successive approximations.
Shaping
78
INSTRUCTIONAL STRATEGIES
| For sequential tasks - students work on mastering a specific task/step before the next step is added.
Chaining
79
INSTRUCTIONAL STRATEGIES
| What are the three types of chaining?
Forward chain, backward chain, total task presentation
80
What are the 6 steps, in order, of educational programming?
1. Referral and identification
2. Assessment
3. Eligibility Determination
4. IEP Development
5. Placement Determination
6. Administration of Educational Programming
81
Who provides code of ethics for O & M?
ACVREP
82
Who provides code of ethics for TSVI?
AER (Association for Education and Rehabilitation of the Blind and Visually Impaired (general code of ethics for AER members, not just TSVIs)
83
Who published professional standards for those working with people with visual impairments?
CEC/DVIDB - Council for Exceptional Children's Division on Visual Impairment and Deafblindness
84
Who provides code of ethics for those working in the field of visual impairments? Is the primary, "vision specific" organization.
AER (Association for Education and Rehabilitation of the Blind and Visually Impaired (general code of ethics for AER members, not just TSVIs)
85
Who published professional standards for those working in special education?
CEC- Council for Exceptional Children
86
NBPCB - National Blindness Professionals Certifications Board
Self-explanatory... certifies specialists who work in the field of VI
87
Two international organizations?
International Council for Education of People with Visual Impairments & World Blind Union - both for people with VI
88
American Council for the Blind
Organization that addresses issues for those who are blind - website Braille Forum and radio show
89
National Federation for the Blind
Membership organization for those who are blind, provides public education, publications, advocacy sercices.
90
Name three organization for parents of children with VI
Council of Families with Visual Impairments, National Organization of Parents of Blind Children, National Association of Parents of Children with Visual Impairments
91
Changes to education program, assessment procedures or materials that do not substantially alter the instruction level or content of the curriculum.
Accommodation
92
Changes made that alter the level, content or assessment criteria of the curriculum.
Modification
93
Accommodation or Modification?
| Materials in braille or large print
Accommodation
94
Accommodation or Modification?
| Using assistive technology to complete tasks
Accommodation
95
Accommodation or Modification?
| Changes to physical environment (lighting, color, contrast, space, seating)
Accommodation
96
Accommodation or Modification?
| Additional time
Accommodation
97
Accommodation or Modification?
| Instruction in areas of ECC
Accommodation
98
Accommodation or Modification?
| Reading a condensed version of paragraph and completing half the items
Modification
99
Accommodation or Modification?
| Completion of fewer number of problems once mastery is determined
Modification
100
Accommodation or Modification?
| Elimination of activity that is visual and substituting an alternate activity or assignment
Modification
101
Bottom line... what is the role of the TVI?
Areas covered by the ECC
102
Ethical Responsibilities
| Do what is right for all students on the basis of __ __ as revealed by __ __ and focus on __ __ in __ you do.
Do what is right for all students on the basis of (individual needs) as revealed by (objective assessments) and focus on (those needs) in (everything) you do.
103
Ethical Responsibilities
| Serve as an __ for the student and for his/her __.
Serve as an (advocate) for the student and for his/her (family).
104
Ethical Responsibilities
| Be a __, not an __.
Be a (professional), not an (employee).
105
Ethical Responsibilities
| Do not accept or condone the practice of allowing __ __ or __ to perform a __'s duties.
Do not accept or condone the practice of allowing (nonqualified persons) or (paraprofessionals) to perform a (teacher)'s duties.
106
Ethical Responsibilities
| Advocate continually for __ and __ services for students who are visually impaired.
Advocate continually for (appropriate) and (high quality) services for students who are visually impaired.
107
```
REFLECTIVE PRACTICE
Keep up-to date with...
Do not immediately embrace...
Seek advice and information from...
Take advantage of...
Be open and flexible on...
```
Keep up-to date with (latest research on promising practices)
Do not immediately embrace (professional fads)
Seek advice and information from (those who have experience)
Take advantage of (professional development opportunities)
Be open and flexible on (professional issues)
108
Working with students who are VI and have additional disabilities...
It is the primary responsibility of the professionals in the field to assess and enhance __ __ __ in all students.
It is the primary responsibility of the professionals in the field to assess and enhance (functional vision skills) in all students.
109
Working with students who are VI and have additional disabilities...
The focus of a student's instructional program may include instruction in core content areas, but the way the content areas are addressed may be more __ in nature.
The focus of a student's instructional program may include instruction in core content areas, but the way the content areas are addressed may be more (functional) in nature.
110
Working with students who are VI and have additional disabilities...
TSVIs should acquire __ skills in order to function as an integral part of a __ __ in meeting the complex needs of students with VI and multiple impairments.
TSVIs should acquire (collaborative) skills in order to function as an integral part of a (transdisciplinary team) in meeting the complex needs of students with VI and multiple impairments.
111
Finding the time for the ECC - strong statement repeated throughout...
DON'T TUTOR!
112
Service model where teacher travels to students and may see students periodically throughout the week, from daily to periodic consultative services.
Itinerant services
113
Service model where students do not need direct instruction from a TSVI. May include providing adapted materials and information about about how the IV may impact the student's learnig nead.
Consultative Services
114
Service model where students spend part of their time in a special education class.
Resource Room
115
Service model where students attend a school for students who are blind or visually impaired. School can be residential for students who live far away. May be good option for students who live in rural areas without a TSVI nearby.
Specialized School
116
Service model for student who need an intensive program that specializes in particular needs.
Nonpublic School
117
Service model where students receive services via online platform through video conferencing.
Distance-Learning Model
118
Service model where students have medical conditions that require them to be educated at home or in a hospital.
Home or Hospital Model
119
Model in which consultant plays the role of a specialist who provides information and models strategies.
Expert consultation model
120
Model in which both the educational team member and the consultant provide input about the child and work together to address the challenges and needs.
Collaborative consultation model
121
CONSULTATIVE SUPPORTS
| Ex. Demonstrating an intervention for consultee
Modeling
122
CONSULTATIVE SUPPORTS
| Ex. Observing consultee's interaction with child and providing feedback
Coaching
123
CONSULTATIVE SUPPORTS
| Ex. Making referrals to VI specialist for FVE
Collaborating with specialists
124
CONSULTATIVE SUPPORTS
| Ex. Meeting with consultee to discuss child's challenging behaviors and developing a plan
Problem solving
125
CONSULTATIVE SUPPORTS
| Ex. Providing handouts and information
Sharing information
126
CONSULTATIVE SUPPORTS
Ex. Providing developmentally appropriate ways for children to access their materials and curriculum, like use of visual support to make choices during activities
Adapting learning environment or curriculum
127
CONSULTATIVE SUPPORTS
| Providing information to parents about a child's progress and sharing strategies to be used at home
Involving parents
128
CONSULTATIVE SUPPORTS
| Setting up time with all team members to discuss child's challenges and problem solve
Coordinating team meetings
129
What are 3 factors that determine caseload size?
Intensity of students' needs, time (for instruction, travel, consultation, records, materials, etc.), and severity of students' vision loss
130
Three reasons to do a caseload analysis?
1. Part of__ __
2. Critical for __ __
3. Collects __to make plans and advocate for __
1. Part of national agenda
2. Critical for quality programming
3. Collects data to make plans and advocate for change
131
Caseload analysis should be based on __
Analysis, not just how you spend your time, or based on time you have available. Assessments include FVE. LMA, and ECC at minimum.
132
To be effective, a caseload analysis should... (3)
1. Be a collaboration between __ and __
2. Be completed__
3. Reflect__ __ (adequate time allotment, frequency, address ECC goals)
1. Be a collaboration between you and administrator
2. Be completed annually (at most)
3. Reflect best practices (adequate time allotment, frequency, address ECC goals)
133
What to do with caseload analysis data? (4)
1. Evaluate__
2. Identify __ __
3. Recommend __
4. Present __
1. Evaluate results
2. Identify problem areas
3. Recommend action
4. Present results
134
How can you lessen your load without cutting services? (from class notes)
1. ___ support
2. Divide up __ __
3. Work with schools so you're notified if...
4. Schedule students to limit __
5. __ __ and collaboration
1. Braillist or clerical support
2. Divide up braille students
3. Work with schools so you're notified if a student is absent
4. Schedule students to limit travel
5. Role release and collaboration
135
How to address the problem of unmanageable caseloads? (from text)
1. Have conversations with __ about the needs of VI students.
2. Insure that all students have complete and comprehensive __ with all goals and objectives listed
3. Collect ongoing data regarding your ability to __ __ __ __ __, and share with administrators.
4. Make sure that __ are well informed about their students' goals and objectives as well as about teacher time assigned to address them.
1. Have conversations with (school district administration) about the needs of VI students.
2. Insure that all students have complete and comprehensive (IEPs) with all goals and objectives listed
3. Collect ongoing data regarding your ability to (address IEP goals and objectives), and share with administrators.
4. Make sure that (parents) are well informed about their students' goals and objectives as well as about teacher time assigned to address them.
136
Suggested strategies for speaking to students about visual impairments:
1. Begin with a __
2. Read a __ or show a __
3. Ask __ to participate
4. Incorporate __ activities
5. Have students practice __
6. Use __ goggles
7. Have students explore __ __ and __
8. Collaborate with the gen ed teacher to set up a __ center or establish a __ club
1. Begin with a (questionnaire)
2. Read a (story) or show a (video)
3. Ask (the student with VI) to participate
4. Incorporate (blindfold) activities
5. Have students practice (human guide techniques)
6. Use (simulation) goggles
7. Have students explore (braille reading and writing)
8. Collaborate with the gen ed teacher to set up a (braille) center or establish a (braille) club
137
Basic principles for using social media to communicate about visual impairments:
1. Consider various social media and choose the one that fits your __
2. Pay attention to the message and how to best __
3. Make sure to allow __ when possible
4. Keep communication __
5. Spend time evaluating the __
6. Keep in mind __ issues
1. Consider various social media and choose the one that fits your (audience best)
2. Pay attention to the message and how to best (communicate that type of message)
3. Make sure to allow (two-way communication) when possible
4. Keep communication (moving - predictable, updated)
5. Spend time evaluating the (impact of your efforts)
6. Keep in mind (confidentiality) issues
138
CASELOAD GUIDELINES
| Each TVI will work with...
Each TVI will work with... (at least one braille student)
139
CASELOAD GUIDELINES
| Only one TVI will work on...
Only one TVI will work on... (a specific campus, if possible)
140
CASELOAD GUIDELINES
| Efforts will be made to equalize...
Efforts will be made to equalize... (hours of service)
141
CASELOAD GUIDELINES
| The __ of schools will be considered when assigning students to caseloads.
The (geographic location) of schools will be considered when assigning students to caseloads.
142
CASELOAD GUIDELINES
| Only one TVI will be assigned to the __ schools.
Only one TVI will be assigned to the (year-round) schools.
143
CASELOAD GUIDELINES
| Assign students across __ and __ levels.
Assign students across (age) and (ability) levels.
144
CASELOAD GUIDELINES
| Students should have the opportunity to be assigned a new TVI and O&M at least every __ years, if possible.
Students should have the opportunity to be assigned a new TVI and O&M at least every (3) years, if possible.
145
CASELOAD GUIDELINES
| New students and referrals will be assigned in a way to maintain __.
New students and referrals will be assigned in a way to maintain (equitable caseloads).
146
CASELOAD GUIDELINES
| The VI team and VI supervisor will review caseloads at least __.
The VI team and VI supervisor will review caseloads at least (quarterly).
147
Components of a good IEP goal/objective:
1. __: The materials and environment/situation
2. __: The student
3. __ __: What the student will do (must be __ ).
4. Criteria:
a. __: How well the student performs the behavior
b. __: How consistently the student performs the behavior
1. (Condition): The materials and environment/situation
2. (Learner): The student
3. (Observable behavior): What the student will do (must be measurable ).
4. Criteria:
a. (Level): How well the student performs the behavior
b. (Mastery): How consistently the student performs the behavior
148
TYPES OF OBJECTIVES
| Objectives that build on each other. The first objective must be accomplished before the second objective.
Sequential or hierarchical objectives
149
TYPES OF OBJECTIVES
| Objectives that represent the skills that are needed to achieve the goals, and can be worked on at the same time.
Component objectives
150
TYPES OF OBJECTIVES
| Objectives that have increasing criteria that lead toward accomplishing the criteria of the annual goal.
Benchmark objectives
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Annual Goals
| Reflect the __ for the student on the basis of the student's __ .
Reflect the (priorities) for the student on the basis of the student's (present level of performance).
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Annual Goals
| __ statements related to __, __, __, or __ that will enhance the student's performance.
(Broad) statements related to (knowledge, skills, behavior, or attitudes) that will enhance the student's performance.
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Annual Goals
Each statement of an annual goal should reflect a __ and __ expectation that is compatible with the students __, __, __, and __.
Each statement of an annual goal should reflect a (reasonable) and (realistic) expectation that is compatible with the students (age, ability, rate of learning, and interest).
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Annual Goals
| Annual goals must be __.
Annual goals must be (measurable).
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Annual Goals'
| For students with VI, annual goals should reflect areas of need related to the __ and __.
For students with VI, annual goals should reflect areas of need related to the (core curriculum) and (ECC).
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MODIFICATION OF INSTRUCTION - in Presentations
| __ everything that is being written or shown.
(Say) everything that is being written or shown.
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MODIFICATION OF INSTRUCTION - in Presentations
| Provide an __ __ of work that will be written or projected.
Provide an (advance copy) of work that will be written or projected.
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MODIFICATION OF INSTRUCTION - in Presentations
| Encourage the student with VI to __ __ to the presentation to get a __ __.
Encourage the student with VI to (walk up) to the presentation to get a (closer look).
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MODIFICATION OF INSTRUCTION - in Presentations
| Ask the student with VI what __ __ would be most helpful, and then provide it.
Ask the student with VI what (seating arrangement) would be most helpful, and then provide it.
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MODIFICATION OF INSTRUCTION - in Presentations
| Encourage the student to ask __ __.
Encourage the student to ask (clarifying questions).
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MODIFICATION OF INSTRUCTION - in Presentations
| Experiment with the use of different __.
Experiment with the use of different (colors).
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MODIFICATION OF INSTRUCTION - in Presentations
| Experiment with the __ and __ of print.
Experiment with the (position and size) of print.
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MODIFICATION OF INSTRUCTION - in Presentations
| Have the student use a __ __ that allows for "flipping" of the camera for both __ and __ viewing.
Have the student use a (video magnifier) that allows for "flipping" of the camera for both (near) and (distance) viewing.
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MODIFICATION OF INSTRUCTION - in Demonstrations
| Try to reduce glare and visual confusion by standing away from the __ and in front of __.
Try to reduce glare and visual confusion by standing away from the (window) and in front of (an uncluttered wall).
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MODIFICATION OF INSTRUCTION - in Demonstrations
| Allow the student to stand __ to the demonstration.
Allow the student to stand (close) to the demonstration.
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MODIFICATION OF INSTRUCTION - in Demonstrations
| Allow the student to __ in the demonstration.
Allow the student to (participate) in the demonstration.
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MODIFICATION OF INSTRUCTION - in Demonstrations
| Use creative ways to include __ __ so that the student can participate on equal footing.
Use creative ways to include (multisensory input) so that the student can participate on equal footing.
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MODIFICATION OF INSTRUCTION - in Demonstrations
| Allow students to work with __, and pair the student with one who is good at providing __ __.
Allow students to work with (partners), and pair the student with one who is good at providing (visual description).
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MODIFICATION OF INSTRUCTION - in Demonstrations
| Allow the student to __ or __ __ of the demonstration.
Allow the student to (record) or (take picures) of the demonstration.
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MODIFICATION OF INSTRUCTION - Modeling
| Allow the student to stand __ to the model and use a __ device).
Allow the student to stand (close) to the model and use a (low vision) device.
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MODIFICATION OF INSTRUCTION - Modeling:
| __ __ the activity.
(Talk through) the activity.
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MODIFICATION OF INSTRUCTION - Modeling
| Use __ __ to modeling.
Use (multisensory approaches) to modeling.
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MODIFICATION OF INSTRUCTION - Modeling
| Allow the student to __ the teacher's hand while modeling a technique.
Allow the student to (touch) the teacher's hand while modeling a technique.
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MODIFICATION OF INSTRUCTION - Modeling
| Provide physical guidance to the student using hand __ hand (preferred method) or hand __ hand guidance.
Provide physical guidance to the student using hand (under) hand (preferred method) or hand (over) hand guidance.
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MODIFICATION OF INSTRUCTION - Lectures
| Pay close attention to the use of __ in lectures.
Pay close attention to the use of (gestures) in lectures.
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MODIFICATION OF INSTRUCTION - Lectures
| Use __ __ throughout the lecture to ensure all students are engaged.
Use (questioning techniques) throughout the lecture to ensure all students are engaged.
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MODIFICATION OF INSTRUCTION - Lectures
| Provide __ __ to help students know how many points there are on a topic.
Provide (advance organizers) to help students know how many points there are on a topic.
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MODIFICATION OF INSTRUCTION - Discussion
| Require students to __ and __ before commenting.
Require students to (raise their hands) and (wait until names are called) before commenting.
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MODIFICATION OF INSTRUCTION - Discussion
| Avoid __ to students or using __ __ to indicate who is to __.
Avoid (pointing) to students or using (eye contact) to indicate who is to (talk).
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MODIFICATION OF INSTRUCTION - Discussion
| __ comments after they are made, to make sure everyone heard them.
(Summarize) comments after they are made, to make sure everyone heard them.
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MODIFICATION OF INSTRUCTION - Field Trips
| __ carefully.
(Plan) carefully.
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MODIFICATION OF INSTRUCTION - Field Trips
| Have an individual that is going on the field trip...
Have an individual that is going on the field trip...(visit the field trip site in advance)
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MODIFICATION OF INSTRUCTION - Field Trips
| Provide pamphlets and other forms of public information in __ __.
Provide pamphlets and other forms of public information in (accessible media).
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MODIFICATION OF INSTRUCTION - Field Trips
| Provide __ or __ labels for signs and posted information at the field trip site.
Provide (braille or large print) labels for signs and posted information at the field trip site.
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MODIFICATION OF INSTRUCTION - Field Trips
| Provide scale or full-size __ for items that are tactilely inaccessible.
Provide scale or full-size (models) for items that are tactilely inaccessible.
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MODIFICATION OF INSTRUCTION - Guest Speakers
| Contact the guest speaker will in advance to discuss...
Contact the guest speaker will in advance to discuss... (the adaptations needed for the presentation).
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MODIFICATION OF INSTRUCTION - Guest Speakers
| Ask the speaker to arrive a little early so the student with VI can examine...
Ask the speaker to arrive a little early so the student with VI can examine... (any manipulative materials)
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MODIFICATION OF INSTRUCTION - Guest Speakers
| Make sure there is adequate __ during the presentation.
Make sure there is adequate (assistance) during the presentation.
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MODIFICATION OF INSTRUCTION - Guest Speakers
| If there is a presentation projected on the screen, make sure that all information is __ during the presentation.
If there is a presentation projected on the screen, make sure that all information is (verbalized) during the presentation.
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ADAPTING MATERIALS
Visual adaptations are generally accomplished through...
1. __ of materials
2. electronic enlargement of __
3. increased __ and __
4. increased __
5. decreased __
6. decreased __ __
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1. (enlargement) of materials
2. electronic enlargement of (text)
3. increased (clarity) and (contrast)
4. increased (illumination)
5. decreased (glare)
6. decreased (visual clutter)
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ADAPTING MATERIALS
| Three main ways to enlarge materials?
1. using photocopy machines or printers
2. magnification devices
3. holding materials closer to eyes
