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SPED 5315 - PROG SERV FOR INDIV VIS IMPAIR > Final Review > Flashcards

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!!!!!!!

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2
Q

What is OSERS?

A

Department of Education, Office of Special Education and Rehabilitative Services

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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)

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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

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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

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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

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7
Q

What are the 6 purposes of IDEA?

  1. ___ for children with disabilities
  2. protect rights of __ and __
  3. assist in providing __ for children with __
  4. assist in __ __
  5. ensure __
  6. 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?

  1. (FAPE) for children with disabilities
  2. protect rights of (children and parents)
  3. assist in providing (education) for children with (disabilities)
  4. assist in (early intervention)
  5. ensure (resources)
  6. assess (effectiveness)
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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

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9
Q

Laws - passed by __

Regulations - developed by __ __

A

Laws - passed by legislative bodies

Regulations - developed by regulatory authorities

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10
Q

IDEA Guidelines for Assessment:

Evaluations must be completed in a __ __.

A

Evaluations must be completed in a (timely manner).

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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

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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).

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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.

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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).

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15
Q

IDEA Guidelines for Assessment:

Assessment __ must be __ and __.

A

Assessment (instruments) must be (valid) and (reliable).

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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).

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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.”)

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18
Q

NIMAS within IDEA

A

National Instructional Materials Accessibility Standard - accessible materials will be made available in a timely manner

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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.

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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).

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21
Q

Four similarities between IDEA and 504

A

accommodations, FAPE, evaluation processes in place, outlines due process procedures

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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).

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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.

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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.

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25
Q

According to IDEA, Special Education is defined as __ __ __, at no __ __ __, to meet the __ __ of a child with a __.

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).

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26
Q

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)

A

Compensatory Skills

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27
Q

Which part of the ECC?

Body image, independent travel

A

O & M

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28
Q

Which part of the ECC?

Conversation skills, nonverbal communication, cooperation skills, social environments and boundaries

A

Social Interaction Skills

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29
Q

Which part of the ECC?

Personal hygiene, food preparation, money management, time monitoring, organization

A

Independent Living Skills

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30
Q

Which part of the ECC?

Understanding of interests, play, games, physical fitness, outdoor activities, music, art

A

Recreation and Leisure

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31
Q

Which part of the ECC?
Exploration of strengths and interests in a systematic manner, resume writing, job interview, awareness about types of jobs

A

Career Education

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32
Q

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.

A

Assistive Technology

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33
Q

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.

A

Sensory Efficiency

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34
Q

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

A

Self-determination

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35
Q

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 __ __.

A

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

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36
Q

NATIONAL AGENDA GOALS

Referral- Students and families will be referred to an appropriate program within __ days of ID of a suspected VI.

A

30 days

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37
Q

NATIONAL AGENDA GOALS
Parental Participation - Policies and procedures will be implemented to ensure the right of all parents to __ __ and __ __ in the education process.

A

full participation & equal partnership

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38
Q

NATIONAL AGENDA GOALS
Personnel Preparation - Universities will prepare a __ number of __ and __ specialists for students with VI to meet personnel needs throughout the country.

A

sufficient number of teachers and O &M specialists

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39
Q

NATIONAL AGENDA GOALS

Provision of Services - __ will be determined based on the __ __ of students.

A

Provision of Services - (Caseloads) will be determined based on the (assessed needs) of students.

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40
Q

NATIONAL AGENDA GOALS

Array of Services - Local education programs will ensure that all students have access to a __ __ of __ __ __.

A

Array of Services - Local education programs will ensure that all students have access to a (full array) of (service delivery options).

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41
Q

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.

A

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.

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42
Q

NATIONAL AGENDA GOALS
Access to Instructional Materials - …assurance that textbooks and instructional materials are available to students in the __ __ and at the __ __ as their __ __.

A

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).

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43
Q

NATIONAL AGENDA GOALS
Core Curriculum - All educational goals and instruction will address the __ and __ __ curricula based on the __ __ of each student with visual impairments.

A

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.

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44
Q

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 __.

A

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).

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45
Q

NATIONAL AGENDA GOALS
Professional Development - to improve students’ learning, service providers will engage in ongoing local, state, and national __ __.

A

professional development

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46
Q

Why is Career Education vitally important?

A

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

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47
Q

Determining Eligibility

Requests for evaluation for special education may come from __ or __.

A

school or parents

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48
Q

Determining Eligibility

The initial evaluation of the student must take place within __ days after obtaining parental consent.

A

60 days after obtaining parental consent

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49
Q

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.

A

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.

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50
Q

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.

A

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.

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51
Q

Determining Eligibility

The team, including the __ __, must meet within __ days of determining eligibility to develop the IEP.

A

The team, including the (student’s parents), must meet within (30) days of determining eligibility to develop the IEP.

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52
Q

Determining Eligibility
Re-eligibility evaluation occurs at least every __ years and may be a review of evaluation records or new assessments being conducted.

A

Every 3 years

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53
Q

Process of collecting data throughout the school year, used to measure schoolwide, classroom, or individual performance. Benchmark assessments.

A

ongoing assessment

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54
Q

Frequent data collecting over an extended period of time that can be used to document student performance. Daily, weekly, or bimonthly.

A

progress monitoring

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55
Q

Tests designed so that the questions, conditions for administering, scoring procedures, and interpretation are consistent. Common measure of student performance.

A

standardized test

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56
Q

Test where student performance is compared to that of a larger group.

A

norm-referenced test

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57
Q

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.

A

Criterion-referenced tests

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58
Q

Content and performance driven assessments used to inform instruction

A

Informal assessments

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59
Q

One of the most common and effective modes of ongoing informal assessment, sometimes using running records, time sampling, or event records.

A

Observation

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60
Q

Detailed, sequential accounts of behavior occurring in general during an observation period. Large amount of data, time consuming.

A

Running records

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61
Q

Briefer records during an observation that are focused on a behavior of interest, may miss important contributing behavior.

A

Anecdotal records

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62
Q

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.

A

Time sampling

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63
Q

Record when a behavior of interest occurs and often includes what happened before and after the behavior.

A

Event records

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64
Q

List of skills or behaviors to monitor the progress of students

A

Checklist

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65
Q

Evaluates students using the class curriculum for testing and documenting progress. Spelling test, chapter test, teacher made tests.

A

Curriculum based assessments

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66
Q

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.

A

Task analysis

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67
Q

ASSESSMENT PROCESS

What are the first 5 steps of this process, in order, which occur before the assessment is conducted?

A
  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
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68
Q

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)

A
  1. Integrate and interpret the information
  2. Write a report
  3. Make recommendations for intervention
  4. Conduct intervention
  5. Monitor the student’s progress
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69
Q

INSTRUCTIONAL STRATEGIES
Teacher provides mainly verbal information in a fairly linear fashion, rarely the approach of choice in teaching the ECC.

A

Lecture

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70
Q

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.

A

Questioning and Guided Discussion

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71
Q

INSTRUCTIONAL STRATEGIES
Also called discovery learning, keys are exploration, investigation, pondering and questioning so they can construct knowledge for themselves.

A

Experiential learning

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72
Q

INSTRUCTIONAL STRATEGIES
Often the instructional approach of choice, active approach to addressing the areas of the ECC rather than leaving them to chance.

A

Direct Instruction

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73
Q

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)

A

Diagnostic teaching

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74
Q

INSTRUCTIONAL STRATEGIES

Model or demonstration of task or skill

A

Modeling and guidance

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75
Q

INSTRUCTIONAL STRATEGIES
Variation in the amount of verbal or physical guidance depending on the needs of the student, reducing as student masters the task

A

Graduated guidance

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76
Q

INSTRUCTIONAL STRATEGIES
Teacher provides minimal assistance to a student so that the student can complete the task he or she has not completely mastered.

A

Prompting

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77
Q

INSTRUCTIONAL STRATEGIES
Teacher encourages a student to move gradually toward mastering a given task by accepting and reinforcing the student for successive approximations.

A

Shaping

78
Q

INSTRUCTIONAL STRATEGIES

For sequential tasks - students work on mastering a specific task/step before the next step is added.

A

Chaining

79
Q

INSTRUCTIONAL STRATEGIES

What are the three types of chaining?

A

Forward chain, backward chain, total task presentation

80
Q

What are the 6 steps, in order, of educational programming?

A
  1. Referral and identification
  2. Assessment
  3. Eligibility Determination
  4. IEP Development
  5. Placement Determination
  6. Administration of Educational Programming
81
Q

Who provides code of ethics for O & M?

A

ACVREP

82
Q

Who provides code of ethics for TSVI?

A

AER (Association for Education and Rehabilitation of the Blind and Visually Impaired (general code of ethics for AER members, not just TSVIs)

83
Q

Who published professional standards for those working with people with visual impairments?

A

CEC/DVIDB - Council for Exceptional Children’s Division on Visual Impairment and Deafblindness

84
Q

Who provides code of ethics for those working in the field of visual impairments? Is the primary, “vision specific” organization.

A

AER (Association for Education and Rehabilitation of the Blind and Visually Impaired (general code of ethics for AER members, not just TSVIs)

85
Q

Who published professional standards for those working in special education?

A

CEC- Council for Exceptional Children

86
Q

NBPCB - National Blindness Professionals Certifications Board

A

Self-explanatory… certifies specialists who work in the field of VI

87
Q

Two international organizations?

A

International Council for Education of People with Visual Impairments & World Blind Union - both for people with VI

88
Q

American Council for the Blind

A

Organization that addresses issues for those who are blind - website Braille Forum and radio show

89
Q

National Federation for the Blind

A

Membership organization for those who are blind, provides public education, publications, advocacy sercices.

90
Q

Name three organization for parents of children with VI

A

Council of Families with Visual Impairments, National Organization of Parents of Blind Children, National Association of Parents of Children with Visual Impairments

91
Q

Changes to education program, assessment procedures or materials that do not substantially alter the instruction level or content of the curriculum.

A

Accommodation

92
Q

Changes made that alter the level, content or assessment criteria of the curriculum.

A

Modification

93
Q

Accommodation or Modification?

Materials in braille or large print

A

Accommodation

94
Q

Accommodation or Modification?

Using assistive technology to complete tasks

A

Accommodation

95
Q

Accommodation or Modification?

Changes to physical environment (lighting, color, contrast, space, seating)

A

Accommodation

96
Q

Accommodation or Modification?

Additional time

A

Accommodation

97
Q

Accommodation or Modification?

Instruction in areas of ECC

A

Accommodation

98
Q

Accommodation or Modification?

Reading a condensed version of paragraph and completing half the items

A

Modification

99
Q

Accommodation or Modification?

Completion of fewer number of problems once mastery is determined

A

Modification

100
Q

Accommodation or Modification?

Elimination of activity that is visual and substituting an alternate activity or assignment

A

Modification

101
Q

Bottom line… what is the role of the TVI?

A

Areas covered by the ECC

102
Q

Ethical Responsibilities

Do what is right for all students on the basis of __ __ as revealed by __ __ and focus on __ __ in __ you do.

A

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
Q

Ethical Responsibilities

Serve as an __ for the student and for his/her __.

A

Serve as an (advocate) for the student and for his/her (family).

104
Q

Ethical Responsibilities

Be a __, not an __.

A

Be a (professional), not an (employee).

105
Q

Ethical Responsibilities

Do not accept or condone the practice of allowing __ __ or __ to perform a __’s duties.

A

Do not accept or condone the practice of allowing (nonqualified persons) or (paraprofessionals) to perform a (teacher)’s duties.

106
Q

Ethical Responsibilities

Advocate continually for __ and __ services for students who are visually impaired.

A

Advocate continually for (appropriate) and (high quality) services for students who are visually impaired.

107
Q 
REFLECTIVE PRACTICE
Keep up-to date with...
Do not immediately embrace...
Seek advice and information from...
Take advantage of...
Be open and flexible on...
A

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
Q

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.

A

It is the primary responsibility of the professionals in the field to assess and enhance (functional vision skills) in all students.

109
Q

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.

A

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
Q

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.

A

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
Q

Finding the time for the ECC - strong statement repeated throughout…

A

DON’T TUTOR!

112
Q

Service model where teacher travels to students and may see students periodically throughout the week, from daily to periodic consultative services.

A

Itinerant services

113
Q

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.

A

Consultative Services

114
Q

Service model where students spend part of their time in a special education class.

A

Resource Room

115
Q

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.

A

Specialized School

116
Q

Service model for student who need an intensive program that specializes in particular needs.

A

Nonpublic School

117
Q

Service model where students receive services via online platform through video conferencing.

A

Distance-Learning Model

118
Q

Service model where students have medical conditions that require them to be educated at home or in a hospital.

A

Home or Hospital Model

119
Q

Model in which consultant plays the role of a specialist who provides information and models strategies.

A

Expert consultation model

120
Q

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.

A

Collaborative consultation model

121
Q

CONSULTATIVE SUPPORTS

Ex. Demonstrating an intervention for consultee

A

Modeling

122
Q

CONSULTATIVE SUPPORTS

Ex. Observing consultee’s interaction with child and providing feedback

A

Coaching

123
Q

CONSULTATIVE SUPPORTS

Ex. Making referrals to VI specialist for FVE

A

Collaborating with specialists

124
Q

CONSULTATIVE SUPPORTS

Ex. Meeting with consultee to discuss child’s challenging behaviors and developing a plan

A

Problem solving

125
Q

CONSULTATIVE SUPPORTS

Ex. Providing handouts and information

A

Sharing information

126
Q

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

A

Adapting learning environment or curriculum

127
Q

CONSULTATIVE SUPPORTS

Providing information to parents about a child’s progress and sharing strategies to be used at home

A

Involving parents

128
Q

CONSULTATIVE SUPPORTS

Setting up time with all team members to discuss child’s challenges and problem solve

A

Coordinating team meetings

129
Q

What are 3 factors that determine caseload size?

A

Intensity of students’ needs, time (for instruction, travel, consultation, records, materials, etc.), and severity of students’ vision loss

130
Q

Three reasons to do a caseload analysis?

  1. Part of__ __
  2. Critical for __ __
  3. Collects __to make plans and advocate for __
A
  1. Part of national agenda
  2. Critical for quality programming
  3. Collects data to make plans and advocate for change
131
Q

Caseload analysis should be based on __

A

Analysis, not just how you spend your time, or based on time you have available. Assessments include FVE. LMA, and ECC at minimum.

132
Q

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)
A
  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
Q

What to do with caseload analysis data? (4)

  1. Evaluate__
  2. Identify __ __
  3. Recommend __
  4. Present __
A
  1. Evaluate results
  2. Identify problem areas
  3. Recommend action
  4. Present results
134
Q

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
A
  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
Q

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.
A
  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
Q

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
A
  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
Q

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
A
  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
Q

CASELOAD GUIDELINES

Each TVI will work with…

A

Each TVI will work with… (at least one braille student)

139
Q

CASELOAD GUIDELINES

Only one TVI will work on…

A

Only one TVI will work on… (a specific campus, if possible)

140
Q

CASELOAD GUIDELINES

Efforts will be made to equalize…

A

Efforts will be made to equalize… (hours of service)

141
Q

CASELOAD GUIDELINES

The __ of schools will be considered when assigning students to caseloads.

A

The (geographic location) of schools will be considered when assigning students to caseloads.

142
Q

CASELOAD GUIDELINES

Only one TVI will be assigned to the __ schools.

A

Only one TVI will be assigned to the (year-round) schools.

143
Q

CASELOAD GUIDELINES

Assign students across __ and __ levels.

A

Assign students across (age) and (ability) levels.

144
Q

CASELOAD GUIDELINES

Students should have the opportunity to be assigned a new TVI and O&M at least every __ years, if possible.

A

Students should have the opportunity to be assigned a new TVI and O&M at least every (3) years, if possible.

145
Q

CASELOAD GUIDELINES

New students and referrals will be assigned in a way to maintain __.

A

New students and referrals will be assigned in a way to maintain (equitable caseloads).

146
Q

CASELOAD GUIDELINES

The VI team and VI supervisor will review caseloads at least __.

A

The VI team and VI supervisor will review caseloads at least (quarterly).

147
Q

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
A
  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
Q

TYPES OF OBJECTIVES

Objectives that build on each other. The first objective must be accomplished before the second objective.

A

Sequential or hierarchical objectives

149
Q

TYPES OF OBJECTIVES

Objectives that represent the skills that are needed to achieve the goals, and can be worked on at the same time.

A

Component objectives

150
Q

TYPES OF OBJECTIVES

Objectives that have increasing criteria that lead toward accomplishing the criteria of the annual goal.

A

Benchmark objectives

151
Q

Annual Goals

Reflect the __ for the student on the basis of the student’s __ .

A

Reflect the (priorities) for the student on the basis of the student’s (present level of performance).

152
Q

Annual Goals

__ statements related to __, __, __, or __ that will enhance the student’s performance.

A

(Broad) statements related to (knowledge, skills, behavior, or attitudes) that will enhance the student’s performance.

153
Q

Annual Goals
Each statement of an annual goal should reflect a __ and __ expectation that is compatible with the students __, __, __, and __.

A

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).

154
Q

Annual Goals

Annual goals must be __.

A

Annual goals must be (measurable).

155
Q

Annual Goals’

For students with VI, annual goals should reflect areas of need related to the __ and __.

A

For students with VI, annual goals should reflect areas of need related to the (core curriculum) and (ECC).

156
Q

MODIFICATION OF INSTRUCTION - in Presentations

__ everything that is being written or shown.

A

(Say) everything that is being written or shown.

157
Q

MODIFICATION OF INSTRUCTION - in Presentations

Provide an __ __ of work that will be written or projected.

A

Provide an (advance copy) of work that will be written or projected.

158
Q

MODIFICATION OF INSTRUCTION - in Presentations

Encourage the student with VI to __ __ to the presentation to get a __ __.

A

Encourage the student with VI to (walk up) to the presentation to get a (closer look).

159
Q

MODIFICATION OF INSTRUCTION - in Presentations

Ask the student with VI what __ __ would be most helpful, and then provide it.

A

Ask the student with VI what (seating arrangement) would be most helpful, and then provide it.

160
Q

MODIFICATION OF INSTRUCTION - in Presentations

Encourage the student to ask __ __.

A

Encourage the student to ask (clarifying questions).

161
Q

MODIFICATION OF INSTRUCTION - in Presentations

Experiment with the use of different __.

A

Experiment with the use of different (colors).

162
Q

MODIFICATION OF INSTRUCTION - in Presentations

Experiment with the __ and __ of print.

A

Experiment with the (position and size) of print.

163
Q

MODIFICATION OF INSTRUCTION - in Presentations

Have the student use a __ __ that allows for “flipping” of the camera for both __ and __ viewing.

A

Have the student use a (video magnifier) that allows for “flipping” of the camera for both (near) and (distance) viewing.

164
Q

MODIFICATION OF INSTRUCTION - in Demonstrations

Try to reduce glare and visual confusion by standing away from the __ and in front of __.

A

Try to reduce glare and visual confusion by standing away from the (window) and in front of (an uncluttered wall).

165
Q

MODIFICATION OF INSTRUCTION - in Demonstrations

Allow the student to stand __ to the demonstration.

A

Allow the student to stand (close) to the demonstration.

166
Q

MODIFICATION OF INSTRUCTION - in Demonstrations

Allow the student to __ in the demonstration.

A

Allow the student to (participate) in the demonstration.

167
Q

MODIFICATION OF INSTRUCTION - in Demonstrations

Use creative ways to include __ __ so that the student can participate on equal footing.

A

Use creative ways to include (multisensory input) so that the student can participate on equal footing.

168
Q

MODIFICATION OF INSTRUCTION - in Demonstrations

Allow students to work with __, and pair the student with one who is good at providing __ __.

A

Allow students to work with (partners), and pair the student with one who is good at providing (visual description).

169
Q

MODIFICATION OF INSTRUCTION - in Demonstrations

Allow the student to __ or __ __ of the demonstration.

A

Allow the student to (record) or (take picures) of the demonstration.

170
Q

MODIFICATION OF INSTRUCTION - Modeling

Allow the student to stand __ to the model and use a __ device).

A

Allow the student to stand (close) to the model and use a (low vision) device.

171
Q

MODIFICATION OF INSTRUCTION - Modeling:

__ __ the activity.

A

(Talk through) the activity.

172
Q

MODIFICATION OF INSTRUCTION - Modeling

Use __ __ to modeling.

A

Use (multisensory approaches) to modeling.

173
Q

MODIFICATION OF INSTRUCTION - Modeling

Allow the student to __ the teacher’s hand while modeling a technique.

A

Allow the student to (touch) the teacher’s hand while modeling a technique.

174
Q

MODIFICATION OF INSTRUCTION - Modeling

Provide physical guidance to the student using hand __ hand (preferred method) or hand __ hand guidance.

A

Provide physical guidance to the student using hand (under) hand (preferred method) or hand (over) hand guidance.

175
Q

MODIFICATION OF INSTRUCTION - Lectures

Pay close attention to the use of __ in lectures.

A

Pay close attention to the use of (gestures) in lectures.

176
Q

MODIFICATION OF INSTRUCTION - Lectures

Use __ __ throughout the lecture to ensure all students are engaged.

A

Use (questioning techniques) throughout the lecture to ensure all students are engaged.

177
Q

MODIFICATION OF INSTRUCTION - Lectures

Provide __ __ to help students know how many points there are on a topic.

A

Provide (advance organizers) to help students know how many points there are on a topic.

178
Q

MODIFICATION OF INSTRUCTION - Discussion

Require students to __ and __ before commenting.

A

Require students to (raise their hands) and (wait until names are called) before commenting.

179
Q

MODIFICATION OF INSTRUCTION - Discussion

Avoid __ to students or using __ __ to indicate who is to __.

A

Avoid (pointing) to students or using (eye contact) to indicate who is to (talk).

180
Q

MODIFICATION OF INSTRUCTION - Discussion

__ comments after they are made, to make sure everyone heard them.

A

(Summarize) comments after they are made, to make sure everyone heard them.

181
Q

MODIFICATION OF INSTRUCTION - Field Trips

__ carefully.

A

(Plan) carefully.

182
Q

MODIFICATION OF INSTRUCTION - Field Trips

Have an individual that is going on the field trip…

A

Have an individual that is going on the field trip…(visit the field trip site in advance)

183
Q

MODIFICATION OF INSTRUCTION - Field Trips

Provide pamphlets and other forms of public information in __ __.

A

Provide pamphlets and other forms of public information in (accessible media).

184
Q

MODIFICATION OF INSTRUCTION - Field Trips

Provide __ or __ labels for signs and posted information at the field trip site.

A

Provide (braille or large print) labels for signs and posted information at the field trip site.

185
Q

MODIFICATION OF INSTRUCTION - Field Trips

Provide scale or full-size __ for items that are tactilely inaccessible.

A

Provide scale or full-size (models) for items that are tactilely inaccessible.

186
Q

MODIFICATION OF INSTRUCTION - Guest Speakers

Contact the guest speaker will in advance to discuss…

A

Contact the guest speaker will in advance to discuss… (the adaptations needed for the presentation).

187
Q

MODIFICATION OF INSTRUCTION - Guest Speakers

Ask the speaker to arrive a little early so the student with VI can examine…

A

Ask the speaker to arrive a little early so the student with VI can examine… (any manipulative materials)

188
Q

MODIFICATION OF INSTRUCTION - Guest Speakers

Make sure there is adequate __ during the presentation.

A

Make sure there is adequate (assistance) during the presentation.

189
Q

MODIFICATION OF INSTRUCTION - Guest Speakers

If there is a presentation projected on the screen, make sure that all information is __ during the presentation.

A

If there is a presentation projected on the screen, make sure that all information is (verbalized) during the presentation.

190
Q 
ADAPTING MATERIALS
Visual adaptations are generally accomplished through...
1. \_\_ of materials
2. electronic enlargement of \_\_
3. increased \_\_ and \_\_
4. increased \_\_
5. decreased \_\_
6. decreased \_\_ \_\_
A
  1. (enlargement) of materials
  2. electronic enlargement of (text)
  3. increased (clarity) and (contrast)
  4. increased (illumination)
  5. decreased (glare)
  6. decreased (visual clutter)
191
Q

ADAPTING MATERIALS

Three main ways to enlarge materials?

A
  1. using photocopy machines or printers
  2. magnification devices
  3. holding materials closer to eyes

SPED 5315 - PROG SERV FOR INDIV VIS IMPAIR (2 decks)

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