Standards for Education and Rehabilitation of Students who are Blind and Visually Impaired A general overview of accepted standards for Teachers of the Visually Impaired

Services to Our Students  “ The quality of educational services for children and youth with exceptionalities resides in the abilities, qualifications, and competencies of personnel who provide the service. ” Council for Exceptional Children, 1998

The National Board for Professional Teaching Standards (NBPTS)  Details standards for accomplished teachers of students with exceptional needs There are 14 standards. The standards are broken down into 4 general areas.  Preparing for Student Learning  Advancing Student Learning  Supporting Student Learning  Professional Development and Outreach

You as an Accomplished Teacher  How are you modeling the standards?  What are you doing now to fulfill the standards?  What future activities can you complete to fulfill/maintain each area of the standards?

Accomplished Teacher Standards  Preparing for Student Learning 1. Knowledge of students – human development and individual characteristics 2. Knowledge of Special Ed – philosophy, legal issues, history, and effective practice 3. Communication – developing relationships and delivering concepts to students

Accomplished Teacher Standards  Preparing for Student Learning (continued) 4. Diversity – Creating environments and modeling respect and fairness 5. Knowledge for Subject Matter – content, assessment, and practice

Accomplished Teacher Standards (cont)  Advancing Student Learning 6. Meaningful Learning- exploring challenging concepts, building confidence 7. Multiple Paths to Knowledge- variety of approaches 8. Social Development- cultivate efficacy (competence), respect, independence, and promote collaboration with others

Accomplished Teacher Standards (cont)  Supporting Student Learning 9. Assessment– getting useful and timely information, sometimes using different strategies 10. Learning Environment – creating safe and trusting environment 11. Instructional Resource – select, acquire, adapt, or create materials 12. Family Partnership – Collaboration and forming common goals

Accomplished Teacher Standards (cont)  Professional Development and Outreach 13. Reflective Practice – regularly analyze, evaluate and strengthen your teaching abilities 14. Contributing to the Profession and to Education – work alone or with others to improve policy, practice, and knowledge in the field

CEC’s Knowledge and Skill Base for Teachers of the Visually Impaired  Foundations- content knowledge  Development and Characteristics of Learners- learner development  Individual Learning Differences- learner diversity  Instructional Strategies  Learning Environments and Social Interactions

CEC’s Knowledge and Skill Base for Teachers of the Visually Impaired  Language and Language Development - communication  Instructional Planning  Assessment  Professional and Ethical Practice – reflective practice and professional development  Collaboration - community

Resources  The Council for Exceptional Children ’ s publication What Every Special Educator Must Know: Ethics, Standards, and Guidelines for Special Educators. 5 th edition  Available at 

TVI Standards - Foundations  Common core areas Identification, law, philosophy, family, rights, culture  VI specific areas Entitlement programs, history, specific educational issues, eye structure, eye diseases

TVI Standards -Development and Characteristics of Learners  Common Core – comparison with others with or with disabilities, philosophy, family roles  VI specific – human vision system development, effects of vision on development and learning, psychology, visual effects of medications

TVI Standards –Individual Learning Differences  Common Core – impact of abilities on beliefs, aspirations, and attitudes; respecting cultures  VI Specific – Impact on self esteem, impact of additional disabilities, impact of teacher behaviors on students who are VI

TVI Standards - Instructional Strategies  Common Core – teaching problem solving, adapting teaching and promoting generalization  VI Specific – The many unique needs of our students; braille, social, rec leisure, advocacy, etc

TVI Standards – Learning Environment  Common Core- Basic classroom management theories and strategies for individuals with exceptional learning needs.  VI Specific - Enhance instruction for individuals with visual impairments through modification of the environment.

TVI Standards – Language and Communication  Common Core -Use strategies to support and enhance communication skills of individuals with exceptional learning needs.  VI Specific - Prepare individuals with visual impairments to respond constructively to societal attitudes and actions

TVI Standards – Instructional Planning  Common- Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members.  VI - Sequence, implement, and evaluate learning objectives based on the expanded core curriculum for individuals with visual impairments.

TVI Standards – Instructional Planning  Common- Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members.  VI - Sequence, implement, and evaluate learning objectives based on the expanded core curriculum for individuals with visual impairments.

TVI Standards - Assessment  Common - Use assessment information in making eligibility, program, and placement decisions for individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds.  VI - Develop or modify individualized assessment strategies.

TVI Standards – Professional and Ethical Practice  Common - Uphold high standards of competence and integrity and exercise sound judgment in the practice of the profession.  VI - Participate in the activities of professional organizations in the field of visual impairment.

TVI Standards - Collaboration  Common - Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team.  VI - Help families and other team members understand the impact of a visual impairment on learning and experience.