Roles and Responsibilites Whose Job is it?

Introductions Who am I? Who are you? Ice breaker Activity- step into the middle

Intro to Visual Impairments severe reduction in vision that cannot be corrected with glasses, contacts, or surgery that interferes with activities of daily life. 20/70 or worse in the best eye. 20/200 is considered legal blindness. Who knows their students Acuity? Who knows what acuity means?

Leading cause of Visual Impairments Cortical Vision Impairment(CVI) Retinopathy of Prematurity(ROP) Optic Nerve Hypoplasia(ONH)

Etiquette

National Agenda for Students with Visual Impairments http://www.afb.org/info/national-agenda-for-education/goal-statements/25 Set of 10 goals for the education of students with Visual Impairments Think about this as we talk about team members

Expanded Core Curriculum Skill area that have been determined to be need areas for students with visual impairments http://www.iowa-braille.k12.ia.us/vnews/display.v/SEC/For%20Students%20%26%20Families%7CExpanded%20Core%20Curriculum%20%28ECC%29 Think about this as we talk about team members.

Team MEMBERS TVI Paraeducator O&M Occupational Therapist Physical Therapist Speech-Language Pathologist General Education Teachers Special Education Teacher Administrator Parents Student

Paraeducators Paraeducators, in partnership with other staff, support and enhance the education of children. Paraeducators work under the supervision of teachers or other licensed personnel who have the ultimate responsibility for the design and implementation of education and related service programs.

TVI Provide specialized instruction in specific skills to enable students to complete their schoolwork and live and work independently. These specialized skills are known as the Expanded Core Curriculum. TVIs also consult with school staff and advise them about how vision loss affects student learning and what specialized approaches and adaptations they need to succeed.

OMS Helps VI children develop skills to move safely and efficiently. Recommend ways to modify home or classroom Teach the use of the cane or pre-cane device Teach low vision students how to use distance vision and low vision devices. Provide instruction for independent travel skills in neighborhoods, business areas, malls, and on public transportation.

OT Focuses on fine motor activities, sensory activities and activities of daily living such as eating, dressing, and writing Provides adaptations for students to increase their independence

PT Focus on gross motor development Provides adaptations related to posture and movement Recommends and helps support the use of specialized equipment such as braces, wheelchairs, splints and other adaptive classroom seating.

SLP Focuses on communication skills Provides instruction in and adaptations for articulation, language, voice, fluency, and auditory processing.

BREAK Your Ticket to Break is to write a question down and leave it for me.

Break out session Get into groups Who do I call? Who does what? Look at the scenarios and determine an action plan.

Supporting the ECC Nine areas Academic/compensatory Career Education Independent Living Skills Orientation and Mobility Recreation/Leisure Self-Determination Social Skills Technology Visual Efficiency

Supporting ECC Social Skills Typical peers learn play skills and other social interactions through visual observation and imitation Students with visual impairments often miss visual cues such as facial expressions and gestures. Students need opportunities to develop and practice social skills with different people in a variety of settings. Learning positive social skills will facilitate acceptance by classmates, employers and others

Supporting ECC Independent living skills Independent living skills are generally learned through visual observation and imitation People may assume a child cannot perform a task because they are not capable, but it may be that they just need to be taught how to do it. There are many specific procedures and adaptations which make these skills easier for a person who is visually impaired. Students should not be expected to discover these on their own.

Supporting the ECC Technology Independent living skills are generally learned through visual observation and imitation People may assume a child cannot perform a task because they are not capable, but it may be that they just need to be taught how to do it. There are many specific procedures and adaptations which make these skills easier for a person who is visually impaired. Students should not be expected to discover these on their own.

Supporting the ECC Academic and Compensatory Materials and concepts will change as your student gets older. Lighting needs, visual contrast, visual acuity, visual fields, and the child’s learning mode will affect how and what material is adapted

Supporting the ECC Visual Efficiency The visual acuity of children diagnosed as visually impaired varies greatly. Students with functional vision can learn to use their remaining vision better and more efficiently.

Supporting the ECC Self Determination 19 ways to step back

Team work strategies Sticky note activity

Team work Strategies Meetings Communication plan (Notebook, email, etc) Action plans Instructional Matrix -example Assistive technology implementation plans http://natri.uky.edu/resources/ImpPlanform060807.pdf INVITE PARAS TO IEP MEETINGS

An Issue I hear a lot… What are appropriate and Inappropriate tasks for a Paraeducator? https://www.educateiowa.gov/sites/files/ed/documents/Appropriate%20Paraeducator%20Duties.pdf

Questions? Questions from the break? Other questions?

Ending Activity Ball toss Something you learned? Something you’re taking back? Anything still unclear?