Accommodations To The Learning Environment For Students With Visual Disabilities.
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1. What resources should you use to determine the visual and academic ability of a student with a disability. What other information will be important to know before preparing lessons and activities?
The most important resources I feel, I should use to determine the visual and academic ability of a student with a disability is to, first of all reassure myself that I am very capable of teaching the student and making him or her feel comfortable in class. I would do this by building a good rapport with the student, encouraging the student to express his or her needs and make the student feel that they are high expectations, to belong and to feel successful. Second, I should collect as much information as possible about the student, his or her abilities and how he or she works best. I would do this by reading the students IEP, other school records, and by talking with the students parents to inform myself how to best work with their child. Third, I should consult with the TVI who can provide me direct and/or consultative special education services relating to the impact of vision loss, assessment of unique learning needs, visual functioning in the learning environment and other aspects of the expanded core curriculum.
Other information that is important to know before preparing lessons and activities for the visual and academic ability of a student with a disability is to always prepare ahead of time and work with the students TVI to make sure the student is ready to access the lessons. Such as having the materials made available in Braille, recorded or any other form that will help the student learn.
2. What should you consider when communicating with a student who has a visual disability?
What I should consider when communicating with a student who has a visual disability is to first, always state my name until he or she can recognize my voice as well as feel comfortable using words such as “see” and “look”. Second, I should develop verbal and/or other auditory cues for important events and information and describe in detail for the student what others may see when educating or asking for something to be done. Third, I should check for comprehension throughout class discussions and giving directions and encourage student to express their visual needs.
3. Why are general educators attitudes about their own abilities and their students abilities, including those with disabilities, so important?
There are many reasons why the general educators attitude about their own abilities and their students abilities, including those with disabilities, so important because the general educator needs to learn how he or she will first teach and learn basic courtesies of interacting with the students and students with disabilities making all the students feel comfortable. Second the general educators must learn how to make modifications in the classroom, creating lesson plans and presenting materials in an effective learning environment in which all students will thrive, including students with disabilities.
4. Why is it important to keep high expectations for students with visual disabilities?
The reason why it is important to keep high expectations for students with visual disabilities is because one must not see the student with visual disability as different but more like other students because with a little extra preparation and consideration, a student with a visual disability can thrive in any classroom, get around the school and their community independently, and participate in all school activities just like any other student. Being confident in the students abilities with visual disabilities is also another reason for keeping high expectations for students with visual disabilities because students with a visual disability will someday compete with their sighted peers for entrance to schools and positions in the workforce.
5. What types of modifications should Ms. Milton consider when reviewing the