I agree, I am happy to help student who struggle with convergence or eye teaming skills, but agree that I need specific training to understand how to help. Where does the role of OT come in to play with these skills as well. It is definitely a whole team approach needed. I have found it difficult to find resources for a TVI in supporting students with convergence difficulties.
It is a tricky balance, when to pull out, when to push in. Definitely teaching braille skills in the classroom as part of their literacy lesson is tricky timing wise, but I can see the benefits of working with a student in the classroom during that time so the instruction they are receiving is meaningful to them and they are able to receive the same lesson as their peers.
I agree with how each student is unique and we as TVIâs need to adapt to different learning styles. However, students with visual impairments need to learn Braille from programâs that are proven to be successful, Building on Patterns Pk-2nd grade. Supplementing the program is what I have found to be most successful.
Reading Instruction for Students with Visual Impairments: Whose Job is it? (JVIB, 2008, p. 197-209)
- Which authorâs (Blankenship, Swenson, Farrenkopf, or Holbrook) response is most influential to you? Why?
Anna Swensonâs article resonated the most with me. One of the first few lines grabbed my attention, âWe cannot continue to sacrifice literacy for inclusionâ (2007). Although I suspect he was referring to the role of residential schools in the continuum of services for students with visual impairments, his words carry a message for those of us in the public schools. Beginning braille readers require significant one-on-one time with teachers of students with visual impairments in the first years of their literacy learning.â I truly could not agree more with this statement. I was blessed enough to be a special educator and reading specialist BEFORE I became a TVI. The braille code is deep and complex. In addition, it often doesnât match the typical reading curriculum in terms of phonics and contractions. It takes very individualized instruction to marry these two. In my 20 years of being a TVI I find that TVIâs are often searching for the right reading curriculum to help their students learn to read braille and Anna Swenson so wonderfully states, âHowever, I believe separating instruction in the braille code from other literacy instruction wastes valuable time when students could be learning the code using the meaningful, motivating materials that are currently available.â I too agree that it should be a combination of formal literacy instruction paired with meaningful motivational materials. Too often braille becomes a frustration and students end up preferring to listen to stories rather than read them. They give up on trying to be proficient in braille. âDrill and killâ methods have their place but they cannot be relied upon solely or they end up killing the studentâs desire to read. Anna echoes this thought in her statement, âRather than relying on a single approach or program for teaching reading to braille students, we can strive to âthoughtfully adaptâ (Duffy & Hoffman, 1999) a variety of methods and materials to match studentsâ individual needs and interests. Motivation is the key to success in literacy instruction.â This motivation is what helps a child to want to persevere. It develops their love of reading which is critical to their overall success. For all of these reasons her article resonated most with me.
1 Like
I too have felt like you! I struggled with the amount of referrals for vision therapy services that I had no training in. I have found many accommodations that have been helpful for these students, but honestly these same accommodation could be given by a special educator or reading specialist so I doubted it was in my role to provide them. I do agree that collaboration is key in these situations. I often reach out to OT, low vision specialist, and optometrist to be sure I am addressing all of these needs as research suggests they overlap in many ways.
William I too struggle with the lack of scientific evidence or research behind âtreatmentsâ for various conditions. I also struggle with the very complex web that has been woven between the brain and visual impairments and reading. When is the root cause being address versus merely a symptom and as you stated, early intervention is critical and often these students are referred to us in middle school when they are grossly behind. I find as a TVI I have felt for a long time that I needed to be a general educator, special educator and reading specialist and now I feel I need to be a neuroscientist as well.
In the summer of 2022, I was asked to serve on a task force to update my stateâs informational paper on educating students with visual impairments. A portion of this informational paper included eligibility guidance for visual impairments, including blindness. I then started working part-time for the North Dakota Department of Public Instruction and was charged with finalizing the document. The document was published to the NDDPI website in November 2022 after some brief discussion regarding alignment, following OSEPâs technical assistance call on visual impairment guidance on November 17, 2022 (which referenced the OSERS 2017 memorandum).
Through this work, my understanding of eligibility for students with visual impairments has been clarified and shaped by now having to explain it to others across the state. North Dakotaâs special education policies align with the federal regulations (IDEA). The informational paper was revised to include both neurological (cortical/cerebral) visual impairment and ocular motor impairment so as not to narrow the federal definition.
Here is the link to North Dakotaâs informational paper: https://www.nd.gov/dpi/sites/www/files/documents/SpeEd/Guidelines/VI%20Document%202022.pdf
In accordance with this guidance, I typically consider the educational impact of visual impairment, the need for specially designed instruction, and the results of a functional vision evaluation for the multidisciplinary team to determine eligibility.
1 Like
Although the student who is a braille reader should participate in classroom time as much as possible, I do find a way to set expectations for both family and staff, especially in the itinerant role, that with our students, âsomething has to give.â I find it helpful to discuss in detail what this may look like, because in a general ed setting with a same aged peer with no visual concerns, parents and staff would not tolerate â1 hour of reading instruction a dayâ, in most situations. My current braille reader is 7 years old, and I have had him since the age of 2. We work 1.5-2 hours a day, during a specific pull out time, and the other times, I am in the classroom to integrate those skills and gain information on all subject areas and guide the intervener (my student is dea-blind). I too, as you stated look at the studentâs schedule. Typically, for a Braille reader, and even low vision student, I plug in at least one1 time a week, during a core instruction period, so that I can have them practice what we have learrned while they are reading within the classroom. I did like your perspective. There are many times when the best laid plan is laid out, but other professionals do not engage, or cannot for whatever reason.
With some of my braille learners I have found the lack of family involvement and having braille continued outside of school to have a very negative effect on the progress these students make in their literacy development. As you stated in your post, the extra practice is required, and this is where the home environment plays a huge role. Even when I have provided extra support for the parent to review and apply to the home and community with some families I have not been able develop follow through at home. With other families where braille is supported at home I see more motivated students and positive results. Do you have any other suggestions on how to get reluctant families more involved?
I have been a braille teacher for over 30 years and loved it. Mostly Iâve worked 1-1 in a pull out situation. I have worked in the kindergarten classrooms, but braille instruction needs some specific instruction. For the low vision kiddos, we just make sure the print is accessible and let the classroom teachers do their thing. Iâve never felt limited in literacy instruction. Things are somewhat changing because they want all the kids in the regular classroom. This is good but challenging in the case of braille.
I agree. 1-1 pullout is needed when teaching specific skills in braille. I find the time to âpullâ them is limited more now due to mandatory reading, writing and math times. I have incorporated more of my lesson while in the classroom. It is challenging.
I send home weekly readings. A story, or page of braille. I time them on Monday and record how long it took them to read the entire page or story. Then I send it home and ask them (and parents) to read it each night. On Friday I time the student again. If the time improves (and I can tell if they have read it multiple times) they get to pick a game to play (game day Friday). If not, then no games. This has worked in my years of teaching, and we always get to play a game. I donât give them a passage or page that takes longer than like 10-15 minutes on the first reading. As they older and more proficient, I am able to give them longer passages.
The link you provided is great! Florida just updated their rule, and this aligns perfectly with our new policy, and procedures. I will be printing and sharing this with my staff. I agree that we need to look at the child, not the condition. Some in the field hear a diagnosis and have opinions on services and eligibility. The field is changing, and the more we open our minds up to helping kids no matter.
Braille instruction outside of school is very challenging. I have 2 totally blind students who are 100% cognitively on target in all gen ed classes and none of their family members know braille! This baffles me because this is how their child learns. Sometimes I feel like this is their way out of not helping the student with their work. Like others stated in other post-working with a visually impaired student in the school setting is a whole team approach-including family! I have sent home many activities, resources to help parents get involved and like you stated those who follow thru at home do have more positive results. Maybe a reward/incentive system can be worked out between you and family to get more involvement. It is definately a huge struggle!
Since the new eligibility definition of visual impaired changed, my caseload has exploded like Iâm sure many others. I am the only VITC in my county and so with convergence insuffiency included in eligibility I am now getting more requests for evals for students. I too have an eye doctor that I work with closely that has helped me better understand what this is and how I can help the student in the school setting. This doctor also does vision therapy and I have sat in some sessions with them to see what they do with patients. Vision therapy is a touchy subject in my county as in other places as well. Students who come to me with convergence issues have some visual accommodations on a 504 plan while others it is just having conversations with the classroom teachers on using some different visual strategies. With caseloads high and out service providers thin, I am torn as well in regards to services. I feel like these students fall thru the cracks because it is not recognized as an issue. Like others stated if we as VITCâs donât evaluate functional vision it may never get addressed. However, adding students to IEP plans and parents/schools wanting VI services for students isnât practical either. I, too, also consult with my OT colleagues for suggestions.
Reading Instruction for those with Visual Impairments is not a one person approach. Currently I work with the literacy/reading coaches in the schools along with the classroom teacher to go over what materials/lessons will be used in the classroom. As a VITC, I help accommodate the materials by providing braille. large print or audio versions so my students are included as much as possible in the instruction. I feel like just because a student have a visual impairment, it is often looked at as my sole responsibility to provide instruction with the student. I remind teachers regularly that these kids are their students and that I am there to help provide access to the appropriate learning media for the student. Some factors that interfere with involvement includes high caseloads, student schedules (non-academic times) and not receiving materials ahead of time in a timely manner to accommodate as needed so the student has the information in front of them as their peers. This can be improved but does take a lot of time, reminders and communication between team members weekly to make sure our students get full access to curriculum.
1 Like
Sara , I too found Anna statement, âRather than relying on a single approach or program for teaching reading to braille students, we can strive to âthoughtfully adaptâ resonate with me. To keep my braille readers motivated to keep reading I often braille books that are not available in braille from the schools library for them to not only have books available to them that interest them but also to understand that we will make sure they have access to materials even if they are not available in a braille format/refreshable braille, etc. I do not believe audio should be the only format accessible, if the child wants it in braille I try my best to make it happen. Providing that variety of methods and materials to match studentsâ individual needs and interests is so vital in keeping that reading train moving. Motivation is definitely the key to success in literacy instruction. Once a student stalls or loses interested sometime it can be very difficult to ignite that motivation to read.
1What 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, I believe that my role in literacy instruction is crucial, and collaborative. To provide my students with the best literacy instruction, I think that the childâs entire team needs to work together. This team would include the TVI, general education teacher, parents/family, and administrators. Everyoneâs roles may look different as to best teach the child, but I think that everyone can work together to ensure that learning to read does happen for the student.
When reading this weekâs articles, Carol Farrenkophâs quote, âEveryone has a role to play in teaching children who are visually impaired to read.â, deeply resonant with me. I believe that this quote goes back to my earlier point, in my first paragraph, that teaching reading is a team effort. As the TVI, I feel that I need to work closely with the general education teacher to facilitate learning the Braille code within the English Language Arts classroom, when reading instruction is happening in real time. I have accomplished this by using the ELA curriculum that my district is using for Reading instruction. Materials have been brailled ahead of time for my student, so that they can use those materials in class. Iâve introduced Braille contractions ahead of time, so that the student will know what to look for once weâre in the classroom. Being that I am blind myself, I am with my student in the classroom, so that I can instruct for proper finger and hand positioning with reading. I observe by touch with what my student is doing,and make corrections and provide immediate feedback when appropriate.
I rely on the general education teacher to assist and provide feedback for reading strategies. I then implement those strategies into my Braille instruction. When working with families, I encourage the family to give the student experiences that allow them to use Braille out in the community and at home. These experiences may range from labeling items in Braille or large print at home, or making large print/braille grocery lists to take to the store. For very young students, Iâve encouraged parents to read to their children. Exposure to Braille at a young age for a student who is blind is so important. Even if that student canât read the Braille code yet, being allowed to feel the Braille, track from line to line with no formal instruction, just at home, will allow the child to have exposure,and hopefully learn that Braille is fun and not to be afraid of it,and embrace it.
I think that time is always a factor that can affect literacy instruction. Iâve been blessed to be a TVI for most of my career thus far, where Iâve only had a small group of students. Currently, Iâm a full time TVI for one student. Having that flexibility, allows me to be with that student daily, to provide instruction in literacy in all aspects of learning. I know this is not always the case for many TVIs. We have many responsibilities, and we canât always focus on one aspect of learning. To help with this factor, I think that literacy instruction can be worked into all subject areas across the curriculum. Reading is a skill that the child will always need, whether theyâre reading a novel for class, or having to read an article for a Science class, reading will always be with them. Any learning that we can facilitate in a collaborative way with the childâs other team members will hopefully set the child up to be successful. The key is to have an open communication,and to have frequent dialogues on how we can continue to work together for the greater good of our student.
I agree with your statement in keeping the student motivated when reading. Iâve used as motivation before a variety of motivators. I like to give my student choices in their learning. At the beginning of each school year, I always have my student make a list of titles of books that theyâd like me to order them from Seedlings. Close to the end of the school year, my student will then make another book list, so that their parents can order them those Braille books from Seedlings. Giving that student choice, allows them to take responsibility for their learning, and Iâve found it to work well for some.
Iâve also found music to be a real motivator to keep reading alive for my students. My student just finished reading âWho is Stevie Wonderâ, prior to summer break. He had never heard Stevie Wonderâs music before reading his biography, but he loves music,and found great fun in picking a Stevie Wonder song to listen to after he was done reading a chapter from the book.
Reading Instruction for Students with Visual Impairments: Whose Job is it? (JVIB, 2008, p. 197-209)
2. Which authorâs (Blankenship, Swenson, Farrenkopf, or Holbrook) response is most influential to you? Why?
Although Blankenship, Farrenkopf, and Cay Holbrook, all offered interesting responses to the posed question, Swensonâs response resonated the most with me, and struck me as the closest aligned to the reality of our job.
As learning to read is hard, be it in braille or in print, motivation is our best tool, and one I find so often underused. Kindergarten children create narratives about themselves, their lives, their families and fantasies. A child who is a braille reader and writer should be no different.
Swensonâs response embraced a non-orthodox approach that I endorse and have experienced as being the most fruitful. Making use of a studentâs interests in their learning can create a sense of adventure and play. It frees the student to think more imaginatively and want to communicate their ideas. I have had reluctant readers become eager readers when their motivators are engaged. It becomes more of a playful dialogue, in which many skills can be embedded.
I understand that this approach is not for every teacher. Some teachers feel uncomfortable going slightly rogue and want a more structured approach. I am sure some students, also desire more structure. What is true is that every student requires a slightly different approach; every student requires a team approach, as no one teacher or family member, can or should be the sole pathway of learning. Who is ultimately responsible is less clear in such a team approach, but my hope is the team perceives itself as such and shares the responsibilities.
Eligibility Determinations for Children Suspected of Having a Visual Impairment Including Blindness Under the Individuals with Disabilities Education Act (OSERS, 2017)
4. 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.
The removal of state level modifiers defining what qualifies as a visual impairment is an overall good. Some conditions such as convergence insufficiency, that do no fall within a TVIâs skill set, still need to be addressed by either an educational team member, or a medical team member. It is not long ago that CVI would not have been accepted as an visual impairment, and yearly I encounter some new (to me and the school) visual impairment that prior might have simply been passed off as the student is not really trying.
As states have unique cultures, it is not fair to parents to have this aspect of their childrenâs education open to to state by state debate. It is true that regardless of a studentâs acuity or diagnosed impairment, each student is unique and one cannot predict the impact of the condition on the student.
A person is more than their diagnoses and acuity and sometimes their access to their education is more impacted than the paperwork might indicate. Without a Functional Vision Assessment done by a qualified TVI, the school should not be able to say who is eligible and who is not. Access to the educational curriculum is a right, regardless if we understand the barriers or not, and it is a teacherâs job to meet a student where they are.