What ideas do you have for teaching braille within an itinerant service of delivery?
- How do you collaborate with general education teachers?
- How do you tailor instruction to meet student unique needs?
- How do you partner with families and caregivers?
Links to resources shared in the webinar:
I communicate with families and caregivers with email and texts (through a work only Google phone number)
I am beginning to utilize BOP-Pre K and I’m excited about the parent letters. I am sharing the letter with families and I am excited to see what activities families complete at home. I’m hopeful that I receive the letters back with indications regarding what the families did complete, although giving families ideas on how they can incorporate activities daily within a written format furthers what I was doing.
How do I collaborate with GenEd teachers? I introduce myself first via email and let the GenEd Teacher know I will be visiting his/her class. Within the email of my introduction, I will include basic consideration for the VI student. The second thing will be to go and meet the teacher. Upon meeting the teacher, I will prepare a folder with pertinent information for the teacher about the VI student and myself such as email address, schedule of services, eye condition. Before each meeting, I will send an email to the teacher, if possible, when I am providing indirect support. This is my ideal plan. It has not always worked out. But my number one way to collaborate with the Gen Ed Teacher is to consistently communicate and share ideas and ask for input and treat with kindness. “Put out positive energy and positive energy will return” is my motto.
For my students learning braille I try to staff with General Education teachers and braillist weekly or biweekly so we can discuss what specific skills they will be working on. We discuss strategies they can use to accommodate various activities in the classroom and so I know what skills to reinforce in my time with the student. Sometimes I replace the BOP writing activity with what they are doing for writing in their ELA class or tailor the BOP writing activity to tie in with they type of writing assignment they are working on (narrative, persuasive…). I may also add in contractions earlier when I see ones that are being used frequently in their General Education materials.
I create a Google Classroom for my braille readers - my student may not be ready to access it independently yet, but it is a great place to share with their parents. I post videos of the student reading, share what contractions we are working on, other resources they can access, examples in simulated braille, an explanation of how or why we are adapting a General Education assignment etc. My braillist is in the classroom as well so she can help answer questions too. I have also gone to the student’s home after school, on an inservice day, for ESY in the summer or invited the parent to school so they can see some things in person.
I use the Parent Letters with BOP too so they family can take ownership in concepts their child is learning and expand what activities they might do with their child that often cover areas of the ECC!
the thing I liked about BOP PreK was the books aligned well with PreK classrooms.
I appreciate your feedback. My co-teacher and I are implementing it in our Enrichment Classroom.
I attended today because I am also working in our outreach program and I want to be able to support my fellow service providers across my region.