1. Roles and Responsibilites
Whose Job is it?

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

3. 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?

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

5. Etiquette

6. National Agenda for Students with Visual Impairments
Link to American Foundation for the Blind: National agenda Goal Statements Set of 10 goals for the education of students with Visual Impairments Think about this as we talk about team members

7. Expanded Core Curriculum
Skill area that have been determined to be need areas for students with visual impairments
Link to IESBVI website - ECC
Think about this as we talk about team members.

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

9. 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.

10. 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.

11. Special Education Teacher
May be responsible for additional Core materials
Alternate Assessment
Essential Elements
IEP goal development

12. General Education teacher
The General education teacher is responsible for teaching the Iowa Core standards, district assessments, and including all students in classroom activities and small groups.

13. 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.

14. 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

15. 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.

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

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

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

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

20. 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

21. 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.

22. 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.

23. 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

24. 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.

25. Supporting the ECC
Self Determination
19 ways to step back

26. Team work strategies
Sticky note activity

27. Team work Strategies Meetings
Communication plan (Notebook, , etc.)
Action plans
Instructional Matrix
-example
Assistive technology implementation plans
Link to plan form
INVITE PARAS TO IEP MEETINGS

28. An Issue I hear a lot…
What are appropriate and Inappropriate tasks for a Paraeducator?
Link to tasks guidelines

29. Questions?
Questions from the break?
Other questions?

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