One of the things, I do when starting with a new student learning to read braille, is to say both dot configurations as well as the shape of the letter. For example a ‘c’ is flat on top or an ‘l’ is all on the left. That way the student will show you which way helps them more the shape or the positions of the dots. I have a co-worker who has most of the braille code matched with a saying that explains each shape(at east to her student). She and 1 student came up wth all the sayings together. I cannot remember all of them but one is ‘v’ is long on the left, with a foot kicking out in victory. The reason I mention this is the same as if students are having trouble mixing up print letters we give them sayings or pneumonics to help remember that a lower case ‘b’ the bat comes before the ball. This also reinforces what Holbrook says about print also being symbolic like a code. It also correlates to what Swenson says about the instruction needs to be individualized.
- Which author’s (Blankenship, Swenson, Farrenkopf, or Holbrook) response is most influential to you? Why?
While all authors in the article really made me think about literacy and the students I work with, I think Blankenship’s response was the most influential to me at this time. She speaks of how there is little opportunity for future TVIs to receive the needed training in reading coursework if they did not already have it prior and also references the Hatlen article where some TVIs reported that they learned the braille code and not how to incorporate it into a literacy program. I felt that when I did my master’s degree, we spent so much time (and stress) learning the braille code. That felt like the focus. I feel that I graduated (a long time ago), without an understanding of how to actually teach it in a school based literacy program. I did learn how to do this once I was in the field, in real life experiences, but that took some time.
Her comments about training made me think about my own recent experiences. In my province, we have just started a new k-2 curriculum, which is based on the science of reading. The new literacy curriculum is quite good, but finding time and resources to get TVIs trained in it can be challenging. Luckily, we did get some training this year and now have the resources as well. On top of knowing the braille code, future TVIs need to learn in their training how to incorporate it into literacy programs. TVIs also need to be up to date with changes in curriculum and resources, the training needs to be ongoing. Often, we can be an afterthought as we do not lead the literacy program, so why would we need the same training as the people who head the literacy program.
Blankenship speaks of the need for the TVI to collaborate with other professionals for students with visual impairments to get a high quality literacy education. I often say that the majority of my job is relationship building, as I have to work with school teams. The challenge with collaboration is time. I live in a province that has total inclusion, so there are a lot of needs in each classroom and the classroom teacher, who leads the literacy program, often has very little time. It obviously varies from teacher to teacher, but finding time to collaborate can be so challenging sometimes. In an ideal world, finding time would not be a challenge.
I also struggle with finding time to meet with all of my students’ teachers. With so many students in so many different schools, it is very challenging to make it work. Last year, I tried to offer times to meet with teachers using teams or zoom so I could meet at times that were convenient for the teachers. I often had to meet from the car (my “office”) but I did have some success.
I also agree with you that in-services on how to support students with CI would be greatly appreciated. Hopefully we will see them soon
I really agree with what you are saying about your lack of specific reading specific training as a disadvantage. I also did not have an instructional reading course. I think I am currently learning a lot, as I have children who are early in the school system and their own reading journey, that I have a solid base in how literacy is currently being taught at an early level. With this knowledge, I think it is making me a better TVI because I can talk the talk when collaborating with the team. The challenge (at least in the province where I live) is keeping us up-to-date with current reading instruction as it evolves.
I found myself agreeing with each author as well. I kept thinking about Blankenship’s response about personal prep programs having “… little or no opportunity for future teachers of students who are blind or visually impaired to receive the required coursework in reading instruction…” It is sad that there does not seem to be enough time to teach new teachers all that they need to know. I know that the goal is to graduate more teachers since there is such a shortage. I am glad that we have the opportunity to learn more about teaching reading in this class.
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What has your involvement with literacy instruction looked like in your role? What factors have limited your involvement in literacy instruction? Are those factors things that can and should be changed? Why or why not?
As a TVI of a blind Kindergartener, I taught the braille code to the student and worked along with the general education teacher to help with special instructional assignments for the student (ex. add the braille code to the reader books on hand). I took on the role of “partner-teacher” and helped plan lessons along with the general education teacher. I assisted the general education teacher by attending/assisting lessons during ELA/reading/writing block along with the student, para and other students to gain knowledge of the content relevant information that was taught, and I noted where the student with blindness had difficulty in the lesson so that I could reinforced those deficit areas during his resource time in a pull-out model. I agree with Swenson in that the teaching of reading, writing, and braille code is not separate from the teaching of literacy. Each area of reading goes hand in hand, thus “teaching braille… means teaching reading” Swenson, 2008.
Factors which limited my involvement in literacy instruction was the time constraint of having to attend other IEP/team meetings of students with additional disabilities during my direct service time or during the blind student’s ELA block (in-house at that time). I also found that I often have not received proper training in new ELA material/standards or best practices that general education teachers received over the summer or during breaks. I often did not have access to online district content testing that was required of the general education teacher and had to wait until he/she could provide me with a print copy of the results.
One limited factor that should change is to have better communication between administration and the BL/VI program manager about literacy training. Often administration is trained in new material but the field of visually impairments is not included. -
Which author’s (Blankenship, Swenson, Farrenkopf, or Holbrook) response is most influential to you?
Each author has great points which I agree with. I think Farrenkopf is the most influential author because of her response on the realities of the VI program impacted by time restraints, overloaded caseloads because of students transferring in the district, and time spent on the road. When in class consult or direct resource time is lost it cannot be recovered. I would find that I missed content lessons in the general education classroom which meant I would not have the opportunity to observe student progress or lack thereof. And this would impact lesson planning on my end for direct services.
Pamela Joyner
Thank you so much for sharing the link to Casey Robertson’s speech. That will stick with me for a long time. I will definitely share it with my colleagues (although, I’ll wait until summer vacation is done before doing that). It really drove home the challenges with the education programs that our TVIs are getting and reinforces what the authors were saying. Prior to the article, I thought that it was just the small Canadian school that I went to that had some inadequacies in braille and literacy instruction. Now I see that is more of a widespread problem. Blankenship references a study from Hatlen, Lohmeier, Sapp, and Willis, from 2008, where people felt that their post secondary program did not properly prepare them to teach areas of the ECC. That is 16 years ago. This is not a new problem and I do not think enough has been done to fix it.
1-When I started in the education field, I was an elementary teacher with a specialty in Reading and held a certificate in Middle School Reading/English. I transitioned over to being a TVI after teaching in the “regular” education setting. So when obtained my license in Vision and began working with my student, I never questioned not teaching reading when we were working together. I will say however, after receiving the LTRS training through my school district, I have really begun reflecting on how to teacher reading differently, because the old ways certainly are the most efficient way to teach. I highly recommend all TVI’s take some sort of science based reading course work that their district my offer. Like most, my district didn’t really consider me when working the the elementary peeps, however, when I talked to the district, and explained why it would be beneficial for me to engage in this course work, they were totally on board. I will say, after listening to Kay regarding the 3 types of braille learners, kind of blew my mind. I never really thought about what she pulled apart, but I am know. I actually have a new kindergartener starting this year, and I am starting to think about her after listening to Kay’s explanation. I am a firm believer that you use the curriculum that is being used in the classroom, which means you need to have a good relationship with your team. Because without a good relationship, your year if going to be really difficult.
My biggest struggle is making sure I give the student enough time to engage and learning the braille code so they can engage with the school environment on a daily bases. How much should I push in versus pull out for instruction, when is the best time to do both??? How do you not step on classroom teacher’s toes when trying to best support your students needs…the questions could go on and on
Megan
Pamela,
I will have an fully blind academic student this coming school year. Your response gave me some good ideas to develop with the classroom teacher…I am wondering, how did you address vocabulary boards in the classroom setting? In our district, teacher create the vocabulary board with come spelling words or new words learned…Maybe you don’t have this in your district, just wondering if someone has had experience with this concept.
Thanks
Megan
In my district, the school creates a course for me that replaces an elective course for my students. The course is 47 minutes long, which gives me direct one to one time with my braille user to discuss, problems, learn new items without infringing on their other course work. That doesn’t mean I don’t push into their other classes to support when needed, but with school developing my own course, it eliminates some of the stress of pulling out of other courses.
Megan
How did learning about The Eye’s Role in Learning to Read influence your approach to supporting students with Convergence Insufficiency (CI)?
Studying the role of the eyes in reading was a valuable refresher for me, especially since I explored this area extensively years ago. I find the mechanics of eye movements such as saccades, fixations, regressions, and perceptual span fascinating during the reading process. This knowledge has deepened my understanding of how various visual impairments can affect reading and has equipped me with strategies to assist students effectively.
While this review hasn’t changed my opinion on serving students with CI, it has highlighted the challenges in knowing how best to support students solely diagnosed with CI. My university training did not cover this oculomotor dysfunction extensively, and students with only CI were not typically part of my caseload prior to the OSEP directive.
In our district, students with CI often receive vision therapy, and our administration frequently seeks our input on these cases and reviews the therapy reports. During active therapy, it’s crucial for the school team to assess and potentially implement recommended strategies. Following completion of therapy, obtaining the final report is essential to conduct a functional vision and learning media assessment if the student continues to struggle.
Students referred for CI often have already received academic interventions but still struggle with reading proficiency, often leading to qualification under specific learning disability criteria. I’m curious to know how others approach serving students with CI: do they provide direct services, consultation, or establish 504 accommodations? Sharing experiences and strategies would be valuable in optimizing support for these students.
Good discussion points in this thread. Our team’s perspective has been to determine whether the student would need specialized instruction from the TVI in areas of the ECC. If the the student’s needs are not intensive, you can add direct service minutes in the 504 plan to teach how to use the accommodations. It’s not typical but can work.
Our vision team met with the OT department on how to address oculomotor dysfunction and convergence insufficiency. It was helpful to discuss what types of assessments we all do and how we can collaborate during the assessment process.
That is wonderful to work with the eye doctor in your area! I would like to observe what is done in a clinical setting and to receive specific information from a developmental optometrist providing vision therapy. We receive reports from two doctors in our area. You have inspired me to reach out to their clinic. Thank you!
Hi, I am Denice Laderman, and have been a TVI and O&M Instructor for over 40 years. My involvement with literacy instruction has depended on my caseload. When I had low vision students my job was to make sure their materials were accessible to them such as large print, use of magnifiers, video magnifiers, and technology so they could participate in class during instruction and learn literacy from their classroom teachers. There were times I worked with the student to complete their classwork. For multi-impaired students, I worked on having them use their vision more efficiently and providing consultation to their classroom teachers so the students could participate in the curriculum being provided to them. Then I have had print readers with whom I provided Braille instruction due to having a progressive eye condition. When teaching a new Braille student starting in Kindergarten I feel that I am the one teaching the student to read because there is no way of avoiding it. I try to keep consistent with what the classroom teacher in reading is teaching but using the Building on Patterns from American Printing House does not always correspond to what is being taught in the classroom. It is confusing for the Braille student to go from reading the letter contractions to reading 3-letter words and 4-letter words. And then learning all the blends and different sounds of the letters. If I am lucky enough to be able to sit with the student during their reading lessons then I can reinforce what has been taught during our Braille lessons.
When reading Karen Blandenship's article she focused on research-based based instruction and an understanding of phonemic awareness, phonics, fluency, vocabulary, and comprehension. In my undergraduate studies, over 40 years ago, I did take one reading class but the philosophy on how to teach reading seems to keep changing. I was taught to teach phonics. Then I remember a time when it was believed that teaching sight words was the best way. I believe it also depends on the individual student and what is the best way they learn. If one way does not work I try a different method. I do agree that when I was in school I was taught the Braille code but not much time was spent learning how to teach it to our students. I do agree with Carol Farrenkopf that everyone needs to be involved and Literacy instruction and Braille instruction are intertwined. The classroom teacher who teches literacy skills needs assistance from TVI and the TVI needs assistance from the classroom teachers. All of the other authors also agree.
YES! I can sympathize AND relate. Service time is not so difficult as I utilize the MDE LIO Severity Rating Scale (VSSRS). https://mdelio.org/sites/default/files/documents/BVI/SRS/VSSRS.pdf
This severity rating scale allows TCVI’s to better determine a student’s needs. It is only a guide and I supply the blurb and final score result in the PLAAFP. As you become more seasoned, your gut instinct will allow you to better determine if the student needs to qualify or if they qualify you van be on consult. Just some food for thought.
Reading Instruction for Students with Visual Impairments: Whose Job is it? (JVIB, 2008, p. 197-209)
- What has your involvement with literacy instruction looked like in your role? What factors have limited your involvement in literacy instruction? Are those factors things that can and should be changed? Why or why not?
As a TBVI, I have always used a hybrid approach. Part of this was developed because I have a Reading/Language Arts minor connected with my Elementary Ed license. I’m a passionate reader and love when my students discover the wonder of books. I know there are some schools of thought that believe that a TBVI’s role is to teach the code or strategies for access only. They shouldn’t teach reading. Part of me understands that this may stem from not needing an education background for the vision program. Frankly, I never understood this. How can we teach braille if we don’t use the materials to also teach reading? Why are we recreating the wheel? To me it just makes sense that learning to read, write and math, whether as a print or braille reader, is just the same as learning it in another language. When Ann Swenson was discussing what I would consider more of a push in approach, in her portion of the video, it really resonated with me.
Using a hybrid approach, I work with the letters, both reading and writing at the same time when they are in preschool. My hope is that they have the basics down so that when they are in kindergarten, they can use most of the same reading program their classmates are using. Considering the volume of materials that are used, worksheets, activities, etc, it can be crazy for our braillist. I want to make sure that the materials are not considered busy work and that my students demonstrate proficiency and mastery of the concepts. I make sure that classrooms and families have access to twin books so that lap reading can happen. I ask parents if they would like to learn at least the basics of braille, so they can write notes to their children, help with homework, and point out those high frequency words that we ask all parents to do. As they get older, I include the weekly vocabulary words, using both contracted and uncontracted. I try to use as much of the classroom materials as possible, and focus on those reading rules and strategies that their peers are doing. I also add audio books asap, so that they can listen to what their friends are reading.
- Which author’s (Blankenship, Swenson, Farrenkopf, or Holbrook) response is most influential to you? Why?
For me all of them touch on subjects that are important to me. The hybrid or scattergun approach I use to teach braille and low vision strategies.
Blankenship talks about the need for University programs to include reading strategy instruction. I feel fortunate that I have an elementary education background that included reading instruction. Over the years I have used several of the strategies I learned during my undergraduate years. As a state coach for new TBVI’s, I have also shared techniques with new teachers that are feeling overwhelmed by the idea that they will need to teach reading - not to mention math. Trying to get families on board so that those with children who will be braille readers, has at times to be most problematic.
Farrenkopf pulls in the discussion about families and their role in literacy instruction. When I work with a young child, I talk about lap reading and all of the strategies that a vision kid would do. They would point out words that they recognise, they would learn that the print (or braille) has the meaning, not the pictures. We talk about the number of hours available, in a literacy rich environment, that can never be made up. For me it is something that is important for all kids.
For me, Holbrook brings it back to the money piece. In a perfect world, there would be more time devoted to each student and that we would collaborate more so that everyone is on the same page. In my experience, this comes from the top. Does the administration appreciate and value a collaborative approach? Will they factor that into the determination of caseloads?
Swenson’s discussion of an individualized approach is key - not every student is the same and by being creative, and using curriculum creatively, a student can maintain grade level requirements and thrive as a reader. I agree that reading can’t be taught in isolation and that by using a multi (or scattergun) approach, all areas can be covered. For me spelling (not just learning the contractions), formatting and editing for written work, and reading for understanding and enjoyment, are what makes a good reader. I think it is the responsibility of everyone - including the parents and students - in creating a print or braille rich environment.
Eligibility Determinations for Children Suspected of Having a Visual Impairment Including Blindness Under the Individuals with Disabilities Education Act (OSERS, 2017)
- How did The Eye’s Role in Learning to Read shape or alter your opinion of serving students with Convergence Insufficiency?
This is a struggle for me. In MN we have a position paper on Convergence Insufficiency that we follow, so in MN we do not provide vision services for those who fall under this category. Historically, I completely agree with this - strategies can be taught by a reading specialist or OT. Now, after taking so many classes on CVI, there’s the part of me that is conflicted.
When I first started at NIU, we basically spent maybe an hour on CVI throughout the courses, and quite frankly I’m not seeing much improvement in the University programs today. “It’s brain based and we are eyes, access is covered in their classroom by the teachers, etc.” That being said, the more I learn about CVI and what we can do to assist in access, the more I see it as a vision thing and we have the skills that can help. I spend hours taking classes, doing CVI assessments, creating materials, collaborating with the teams, on how these friends need materials, accessibility and modification strategies in order to visually access everything. I now see it more as a vision thing and not so much as a brain thing, and therefore struggle with the idea that we do not serve those with CI.
Part of me thinks that “Where in the heck will we find the time to cover these friends as well” - oy? There are openings for TBVI and COMS all over the state of MN and we do not have an in-state University program. While we are getting better with using the resources available, we are still struggling with service models for those we do have qualified.
- How does the OSERS 2017 memorandum contribute to your understanding of eligibility for students with visual impairments, including blindness? Evaluate the implications of removing modifiers from state level definitions of visual impairment, including blindness.
When this came out, the Minnesota Department of Education (MDE), reviewed this with the state attorneys, and developed a position paper on CI and the role of a TBVI in providing services. While it is not universally done, some districts will complete a FVA to review a student’s access to the materials in the classroom. I have done this recently with a student who has CI and 20/20 vision. In the state of MN, students have to meet both Part A (Medical criteria) and Part B (demonstrate a functional need) in order to receive services from a TBVI.
At times, the optometrist will recommend Vision Therapy be done. They are fully trained in this and can provide services to the family, which is not covered by insurance and can cost several thousands of dollars. Families will bring this document to the school and ask that the schools handle this. As a TBVI, we are not trained in this area and I would love to see the review criteria that shows that Vision Therapy is an effective treatment method.
I do agree that sometimes it takes such an effort to get teachers to comply with my recommendations and what is written in the IEP. I will recommend that a student's worksheets be enlarged on 11" X 17" paper. Then I walk into a classroom and the student is leaning over a regular-sized paper with his or her nose on the paper. The teacher says he can read it and is completing his or her work. I explain that it is putting a lot of strain on the eyes. Or I get I forgot, did not have the time, did not know how to do it, or the Xerox machine did not work. Students who have magnifiers or video magnifiers are not encouraged to use them by the classroom teachers. Then with my Braille students, I will walk in and find them sitting and doing nothing because the classroom teacher says she has 20 other students and does not have enough time for the Braille student instead of encouraging the student to Braille the assignment. I do have classroom teachers who let me know what the lessons are going to be ahead of time so I can help them integrate the lesson with the Braille.
As far as the letter indicating that a visual impairment including blindness means an impairment in vision that, even with correction adversely affects a child's educational performance, has resulted in me having students who have had visual acuities close to 20/40 and even 20/20. I have worked with them on scanning and tracking skills, including working on puzzles to work on part-to-whole. Sometimes they need other accommodations such as large print, a slant board, dark line paper, line guides for reading, and technology so they can access their classroom materials and curriculum.
I had a totally blind Kindergarten student during COVID, which put her behind, and now she is in 4th grade. I thought she should have repeated Kindergarten but they put her in 1st grade. She was just learning the Braille letters, one-letter contractions, and strong contractions and, for, of, with, and the, while the rest of her class was reading 3-letter and 4-letter words and learning vowel and consonant blend sounds. This made it difficult to implement what was being taught in the classroom if they were working on the ou sound when the student did not even learn the Braille letter u. She is still behind in her reading and writing levels. As far as writing assignments, she almost has to be fed what to write on a book the class is reading. Since the teacher reads the book aloud she is only listening to it because her reading speed is so slow. I tried to advocate for her to repeat a grade each year so she could catch up but either the school district or her parents keep pushing her ahead.
Hi Kellie,
I also agree with Cay’s statement that it is the reponsibility of everyone - including the parents. I also added her book to my reading list. I think it is important to integrate curriculum into everyday activities. However one of my biggest hot topics is that I think that if your child is a braille user that as a parent, you should also learn braille. Braille is one of their methods of communication. I have the same problem with ASL user whose parents don’t know ASL. I have had many discussions with families and have supported them in learning the basics. providing materials, access to classes, etc. Have they learned the entire code? No but they are able to at least write their child a note, help with homework, and understand what the child is working on,
Hello -
Even after 20+ year in the field, CI still remains a hot topic. My main thing is that I can’t even think about adding another thing to an already very full plate. While we use caseload formulas to determine how much time each friend should have, I’m still struggling to cover everything I would like to do. This has become more true with my friends with CVI. I would love to have more time and while most have indirect service time, I spend time in the classroom to model strategies and techniques for access. But then I have taken several classes on CVI, assessment and strategies. We, as TBVIs, haven’t been trained in Vision Therapy, and while I may have some ideas that could work, I really don’t feel comfortable saying I’m an expert in this field. Currently, we explain how CI doesn’t fall under the umbrella of vision services and share the position paper developed through MDE. I’ve seen many vision reports from doctors that make suggestions for vision access and always end with “should receive the services of a teacher of the blind/visually impaired” to provide vision therapy.