Week 2: June 22-26

Cohorts and Events 2026 Hive Summer Cohort
, ,
1

Instructions: After viewing the modules for the course Understanding Concept Development, participants are expected to respond to one of the questions posted in a manner that reflects an appropriate level of analysis and engagement in the discussion; applying the knowledge and insights from the readings to practical applications; drawing conclusions based on the content, raising new questions, presenting a counter argument, etc. Each response should include the question number, be stated in complete sentences, and apply the knowledge from the readings and sessions to practical applications.

In addition, each participant is expected to comment on at least two participants’ responses. The responses should be reflective and thoughtful, not simple short answers like “I agree” or “Me too.” A thoughtful response integrates readings, may provide examples, add new information, or present a counter argument.

Concept Development

  1. Reflect on a time when a student struggled to understand a concept (e.g., spatial awareness, object use, or body awareness). What assumptions did you or others make about what the student “should” already understand? How did those assumptions influence instruction or expectations? What helped shift your understanding of the student’s needs?
  2. Compare two areas of concept development outlined in the reading (e.g., object exploration vs. environmental awareness). How do they contribute differently to a student’s understanding of the world? Where do they overlap?

Concept Development Through Tactile Graphics

  1. How can educators determine whether a student is ready to move from concrete experiences (real objects/models) to more abstract representations (symbols and raised line drawings)? What evidence would you look for, and how would you respond if a student struggles with this transition?
  2. Think of a time when a student accurately used vocabulary but did not fully understand the concept (similar to the “duck” example). How would you redesign that learning experience using the progression of real objects → models → tactile graphics → raised line drawings? What specific instructional moves would you make at each stage?

Impact of Visual Impairment on Development

  1. Compare the development of object permanence and causal understanding in sighted vs. blind children (p. 2). What underlying factors contribute to these differences, and how might they influence later learning?
  2. The reading emphasizes the role of adult mediation and the risk of overdependence (p. 2). To what extent can adult support both help and hinder development? How do you strike an appropriate balance?
2

Question 3: How can educators determine whether a student is ready to move from concrete experiences (real objects/models) to more abstract representations (symbols and raised line drawings)? What evidence would you look for, and how would you respond if a student struggles with this transition?

I would determine a student’s readiness to move from concrete experiences to more abstract representations by looking for evidence that they have developed a strong concept of the object through direct experience first. Before introducing tactile graphics or symbols, I would want to see that the student can consistently identify and explore the real object, understand its function, recognize its key features, and classify it among similar objects. Concept development follows a progressing from concrete to functional to abstract, so students should demonstrate understanding at each level before moving to the next.

If a student struggles with the transition, I would view it as a sign that additional concept development is needed rather than expecting them to simply learn the representation. Students with visual impairments often build understanding through sequential tactile experiences and may need more opportunities to connect the real object to a model or tactile graphic. I would return to hands-on exploration, highlight salient features, pair the object with its tactile representation, and provide repeated meaningful experiences before expecting the student to interpret abstract symbols independently. I emphasized in my notes that students cannot be expected to understand tactile graphics if they do not first have a firm concept of the object being represented.

2 Likes
3

Question 1 Reflect on a time when a student struggled to understand a concept (e.g., spatial awareness, object use, or body awareness). What assumptions did you or others make about what the student “should” already understand? How did those assumptions influence instruction or expectations? What helped shift your understanding of the student’s needs?

I worked with a fourth-grade student who is blind and significantly below grade level academically. She had received services from a Teacher of Students with Visual Impairments and an Orientation and Mobility Specialist since infancy. Because she had received years of specialized instruction, there was an assumption that she had mastered basic spatial and body awareness concepts such as top, bottom, right, left, forward, and straight ahead.

Over time, I realized that although she could sometimes demonstrate a concept in one situation, she did not always understand it across settings. For example, she could place her hand on the top of her head when asked, but she struggled to identify the top of a worksheet. She frequently became disoriented in familiar environments and often could not remember where the door was after entering a room. Directions such as “move forward,” “go straight ahead,” or “go up a few steps” were often confusing for her. She also had difficulty transferring what she learned from one activity to another.

These assumptions influenced instruction because adults often expected her to understand directions that relied on concepts she had not fully developed. When she was unable to follow directions, it could appear that she was not paying attention or was unable to complete the task, when in reality she lacked a solid understanding of the underlying concepts.

What shifted my understanding was recognizing that being able to perform a skill in one context did not mean she truly understood the concept. I also noticed that she learned and retained information better when instruction was connected to meaningful and motivating activities. For example, during a lesson in which she made a peanut butter and jelly sandwich, she followed directions and completed steps much more successfully than expected. This experience helped me realize that her difficulties were not simply related to memory or compliance. When concepts were taught through hands on activities that were meaningful to her, she demonstrated stronger understanding and greater ability to apply what she learned.

This experience reinforced the importance of not assuming that a student understands a concept simply because they can demonstrate a related skill or have received years of instruction. It also highlighted the need to provide repeated, meaningful experiences across multiple settings so concepts can develop and generalize to new situations.

4

Question 4. Think of a time when a student accurately used vocabulary but did not fully understand the concept (similar to the “duck” example). How would you redesign that learning experience using the progression of real objects → models → tactile graphics → raised line drawings? What specific instructional moves would you make at each stage?

11th grade students in a U.S. History course were asked to create a Funko Pop of an important figure they learned about that year. They were given a paper that described the requirements of the projects and an outline drawing of a Funko Pop figure. The student I work with has no vision, and is fairly new to the United States. He had no concept of what a Funko Pop character is. The assignment was also very visually based; the students had to draw/color their character and draw/color two things that represent them and what they did. They could also create other versions of the figure (fun, modernized, colorful).

We had to redesign the learning experience for him. Before the student could choose an important figure in US History, he wanted to know what Funko Pop was! The teacher did not take the students’ prior knowledge, exposure, or experiences into account when she assigned him this project. At this stage of the instruction, we knew that a raised line or embossed outline would not give the student an accurate “picture” of the concept of the characteristics we described, so we located a couple of Funko Pop characters for him to tactually explore. He was able to explore a real object/model from whole-to-part before we moved onto an embossed/raised line drawing of the figure. He understood the vocabulary as we verbally labeled the distinctive characteristics; oversized square-ish heads, disproportionate small bodies, large black eyes, usually no mouth or eyebrows, emphasized features unique to the character. He was then able to transition from a 3D model to a written verbal description to create the visual of his character. I have included a small part of the student’s description to demonstrate his understanding. I feel that we were able to create an accessible assignment that considers the students visual and cultural gaps while keeping with the teachers expectations.

“My Thomas Edison Funko Pop would feature the classic exaggerated Funko Pop proportions, with a very large head compared to the small body. The figure would have a prominent forehead to better represent Edison’s recognizable appearance. His hair would be brown with sculpted wavy details that could be felt by touch, while his large blue-green eyes would keep the simple and minimalist Funko Pop style. Even though the body would be smaller than the head, it would still appear slightly robust. Edison would wear a dark suit inspired by late 1800s fashion, including a vest, bow tie, and formal shoes with small raised details to imitate buttons, folds, and fabric textures. The vinyl figure would feel smooth overall, but the hair, clothing, and accessories would have textured details. As accessories, the Funko Pop would include a light bulb attached above the head and electrical wires in both hands. These accessories would represent Edison’s inventions and his contributions to the development and practical use of electricity. Alternate Version: A second version of the Funko Pop could show Thomas Edison holding a phonograph instead of electrical wires while wearing a long laboratory coat to represent his work as an inventor and researcher.”

1 Like
5

Question 3:

A student can be seen as ready to begin moving from real objects to symbols or raised-line drawings when they show a good understanding of what the object is and how it is used. They should be able to recognize the object in different situations, explore it tactually with purpose, and connect individual parts to the whole object. These skills then can be used to form a foundation for braille, using tactile graphics, and object identification.

When assessing readiness, The TVI should look to see if the student can simply name or identify an object. They should be able to use it appropriately, recognize it when it is available in a different setting, and understand its attributes. For example, a student who recognizes a cup in the classroom should also be able to recognize a similar cup in the cafeteria or during a matching activity. Tactile discrimination, organized hand movements, attention to detail, and the ability to remember information from one observation to the next should be measured.

Comparing a real object to a model or raised-line representation and asking questions like “What does this remind you of?” or “What part do you think this is?” would provide reliable data to show the student is making connections. It is also helpful to repeat activities on different days, settings, and time of the day.

If a student is challenged making the connecting from real objects to more abstract representationsthis might mean that the student will need to build these skills gradually. Activities that strengthen tactile discrimination such as sorting objects, matching textures, tracing shapes, or using handunderhand exploration are useful.

6

Kiara, I appreciate your comment, becasue that is such an important distinction. More practice with the graphic rarely fixes anything if the concept isn’t there yet. this is especially challenging when there’s pressure to keep moving through the curriculum.

Being able to connect a real object to a model or simplified representation really does tell you so much. It points you right to where the gaps are and what kinds of hands-on experiences are still needed. In my experience, when a student struggles with that connection, slowing down and going back to real, meaningful exploration almost always does more good than pushing ahead.

It really comes down to how you sequence experiences. Each step needs to actually build understanding before you move to the next level of abstraction and getting that right is what we as TVIs should make sure we are doing.

7

Good comment Jennifer, I have had that experience as well. Having a student that has been working on foundational concepts for years can lead to assumptions, especially by fourth grade. Many times I have seen in my own experience students that are not able to generalize their knowledge.
The part about her appearing inattentive or noncompliant when she was actually missing the concept is so important. That kind of learning deficit can effect how a student is perceived and what is expected of them going forward, usually in an inadvertant way.
The peanut butter and jelly sandwich moment is great. It’s amazing what a difference context makes and how it can provide real word idea of what a student understands and can do.
In one of our CEU opportunties it was pointed out that it really does come back to not confusing exposure with understanding.

1 Like
8

Question 6: The reading emphasizes the role of adult mediation and the risk of overdependence (p. 2). To what extent can adult support both help and hinder development? How do you strike an appropriate balance?

Adult support should help the student not “do” for the student. Adult mediation whether at school or at home should be tempered with “is the student able to do this on their own”. If the answer is yes, then demonstrate the action or steps needed to accomplish the task and let the student try. One point brought up in the training was “time” - give the student time to figure it out. Guide with encouraging words when asked for assistance, but be silent, and give them time to explore, to make a mistake, to learn from making a mistake, and to try again. Build resilience in the student. The training also brought up collaborative relationships with caregivers. The adults in the student’s home environment should not cater to their every whim and be the “do-er”, this hinders the students self-confidence, and gives them the false impression that everyone in their world will “do” for them. This keeps the student dependent on others instead of nurturing independence. To help the student, encourage and praise them when they accomplish a task on their own. Then push a little more to keep raising expectations. I believe a child properly motivated and encouraged can rise to the challenge!

9

Good observation, Jennifer. You have enhanced this child’s learning experience. What teachers may have interpreted as a lack of attention or inability to finish a task, you connected the dots and realized that your student had a lack of spatial concepts and needed more training. That to me, demonstrates an adult assessing and supporting concept development!

10

William, I appreciate your asking questions to your student to provide data to show their understanding in comparing a real object to model or raised-line representation and to do it repeatedly different days, times, etc. What we think they understand and perceive may be very different from what is truly happening. And asking specfically about “what part do you think this is” would help us know if what we think they know, they know - or not.

11
  1. Think of a time when a student accurately used vocabulary but did not fully understand the concept (similar to the “duck” example). How would you redesign that learning experience using the progression of real objects → models → tactile graphics → raised line drawings? What specific instructional moves would you make at each stage?

As a TVI you need to check regularly and consistently that a learner who is blind understands the underlying concept as there is a great danger of “empty language” being used. I remember a nine year old boy reading about a story about someone of similar age who was running away and the text talked about the boy “scrambling over a wall”. When the experienced TVI asked him what that meant he could not explain. There was a small partition in the room which she used to represent the wall and asked him to try to climb up and over it. This helped him to understand the concept. Learning needs to be changed to incorporate real experiences as far as possible. If that is not possible then you have to relate it to something that the learner knows. With this learner I might have tried to explain it to him as a bit like crawling up the wall using hands, feet and knees. I think the main lesson in this is that the teacher should never assume the learner has knowledge. Questioning and discussion need to go on for much longer that you would with a learner who has typical vision..

12

Question 1. Reflect on a time when a student struggled to understand a concept …what assumptions did you or others make about what the student “should already understand” What helped shift your thinking:

I had a student totally blind, with hearing loss. When he first moved to the deaf and hard of hearing program, within the first week of kindergarten, he was kicking a peer’s leg while they sat during circle time. TO be truthful, I understood immediately what was happening. My otherwise, well behaved student whom I had on my caseload since 2 years old, had no idea, how far away he was from his peer, when in the circle. However, Immediately, he was yelled at , by the DHH teacher :_____ we do not kick our friend. It is not nice.”

Without much wait time, instead of telling the teacher why I believed it was happening, I asked my student to stand, and come over to another area of the classroom with me. He and I sat side by side, and i placed his arm out to the right, extended to feel my shoulder. Then=, I did the same with his legs in comparison to mine. This student, could hear his peers, (he has some hearing) but spatially, had no idea where his body was in relation to this peer. Once back int he group, I did the same excercise to both his right and left, so that he “felt the space” where he was in comparison, how long his left was, in comparison, and how his leg could indeed reach his peer. Shifting perspective for the DHH staff, who deal with their own access issues for their student, was to be truthful, a true awakening for them. It is easy to beleive that a child should know better. However, each space within the classroom, each environmental change, (circle time) seating at a desk, moving chairs together in a U shape, changes the entire dynamic for a student whom is blind. even I at times, need to pause, and think about what it would be like, how I would make sense of something. If I am in the field, and I must pause, it is not surprising that others would need education on this Once of the most important ways in which a student can learn conceptually, is to demonstrate and model the actions, body, for the student. Simply stating “do not stretch your leg out to far” means nothing to our students. Rather, pointing out where they are in space, and what happens when they move, which changes everything is so much more meaningful.

1 Like
13

Spot on with your comments. Our students have to keep everything I n their heads, becasue they cant just “look across the room to have the reinforcement of a duck, etc. Intentional language, presented and carried out by all staff cannot be underestimated. Time is required. Other students can simply log across a room and have the concept delivered inthe morning, practiced and seen again. Out students only receive that when we present it to them. Salient features, intentional language, and the practice and reinforcement of the concept req1uires dedicated time from the entire team.

2 Likes
14

Sheila

I learned with Deafblind individuals, there is a motto with interveners….”Do with and not For”. I agree that there is a dance that has to occur, and often, too much is done for our students. This comes from such a good place, but can hinder as well. I always like to spend as much time as possible with the people supporting my students, so that I can model appropriate help, and help them to see when they need to let the student do their thing. The motto I stated above, I beleive can be helppful for staff working with our students. We demonstrate and model with the, so that we do the task, with them when needed. But we do not continue to do so, because they then can expect that. I enjoyed your post.

16
  1. Reflect on a time when a student struggled to understand a concept (e.g., spatial awareness, object use, or body awareness). What assumptions did you or others make about what the student “should” already understand? How did those assumptions influence instruction or expectations? What helped shift your understanding of the student’s needs?
    I had a student I was with since 2 years old. He had no eyes (anophthlmia bilateral) and a hearing impairment. He was in a DHH classroom and did tactile sign with myself, and used the hearing he had as well. Once he transitioned to kindergarten, my well behaved student, sat in a circle on the carpet on the first day, and proceeded to kick a peer to the right of him. Once the teacher told him “_____ stop kicking your friend, it is not nice, (I already knew what the issue was), she kept repeating it, with no explanation. A few moments later, without going to the teacher, I asked my student to walk with me to calm of class, where we proceeded to sit next to each other, and I began to physically demonstrate what happens when he has people on either side of him, and he moves his legs out. I demonstrated with my leg and his hand on my leg, what that looked like, and how that would result in kicking the person to both the right and the left of him. What struck me the most, was the actual first thought, that a special education deaf and hard of hearing teacher would think about first (access is an issue for this population as well), and why there would not have been time to pause, and reflect before calling my the student out. Incidental learning can one occur with a Clark’s test profound vision loss if we present, demonstrate, and physically replicate the action that may be causing the issue. The whole shift in the students perception changed immedialty when he had the information, both in ASL in his hand, and with the physical demonstration from me. Meaningful experiences can only occur for our students with time, intentional, intensive instruction, and a committed effort to use language and physical movements the make sense to the student from THEIR prospective. The assumptions that the te3acher initially made led to insecurity, a lack of the students understanding of how reaching his foot out to explore turned into a stop kicking your friend). Out students require so much…learning a concept in one space, can look very different in another. Only through practice and repeated direction and teaching, does the student gain confidence to understand.
17

Question 6. Impact of Visual Impairment on Development – Adult mediation, overdependence, and balancing support

The reading from the Texas School for the Blind and Visually Impaired highlights that children with visual impairments often rely heavily on adults to interpret and mediate their environment. Because they cannot access incidental visual information, adults naturally become the primary source of environmental meaning, vocabulary, and structure. This support is essential for early development, but it also creates a tension between providing necessary guidance and unintentionally limiting independence.

Adult support can strongly benefit development when it is intentional and responsive. For example, mediated learning helps a child connect sounds, tactile input, and movement to real meaning. Without this support, experiences may remain fragmented, as the child may not be able to independently verify what they are sensing. This aligns with the reading’s explanation that sound alone does not automatically become meaningful until it is connected through repeated tactual, motor, and auditory experiences. In this way, adult mediation is critical for building object concepts, causal understanding, and early language.

However, the reading also emphasizes that overdependence can become a barrier. When adults consistently guide a child’s hands, initiate all movement, or pre-explain experiences without allowing exploration, the child may not develop problem-solving skills or confidence in independent exploration. The text explains that limited independent movement can lead to reduced environmental engagement and even withdrawal into self-stimulatory behavior. In this sense, too much support can unintentionally reduce opportunities for the child to understand cause-and-effect relationships and spatial concepts through their own actions.

Striking the right balance requires what might be described as “supported independence.” Adults should provide structure and safety while still allowing the child to actively explore and make discoveries. For example, instead of placing an object directly into a child’s hands and describing it fully, an educator might first position the child so they can locate it independently, encourage exploration through touch, and then layer language afterward to reinforce meaning. This approach helps ensure the child is not passive in the learning process.

Another key strategy is using consistent routines combined with graduated prompting. Adults can begin with more support and gradually fade assistance as the child demonstrates understanding and confidence. This supports the development of autonomy while still ensuring access to accurate information. It also aligns with the idea from the readings that meaningful concept development depends on repeated, varied experiences rather than single, highly guided interactions.

Ultimately, adult mediation should function as a bridge, not a replacement, for direct experience. The goal is not to eliminate adult support but to ensure it is structured in a way that promotes exploration, independence, and active problem-solving. When this balance is achieved, children with visual impairments are more likely to develop strong conceptual understanding, self-determination, and confidence in navigating their environment.

18

I love how you took the time to help the student physically feel where he was in comparison to his peers to understand why he was kicking his peer. We can learn a lot from each other.

19

Danielle,

I love that you were able to give your student this experience, and he was able to create such a great description of his figure. I am glad you were able to allow him to explore actual Funko Pop characters in order to help him with his understanding of the assignment.

20

One experience that stands out involved a student with significant vision loss who struggled with spatial awareness and understanding positional concepts such as “behind,” “next to,” and “between.” What made this situation particularly challenging was that the student’s previous teacher and assessment data indicated that these skills had already been mastered. Because of this information, I assumed the student had fully acquired these concepts and could apply them consistently across different environments and activities.

This assumption influenced both instruction and expectations. I provided directions using spatial language and expected the student to understand and respond appropriately. When the student appeared confused or was unable to follow directions accurately, I initially questioned whether the issue was attention, motivation, or difficulty generalizing skills. I did not immediately consider that the student’s understanding of these concepts might be incomplete despite the previous mastery data.

My understanding shifted after observing the student across multiple settings and providing opportunities for hands-on exploration. I realized that while the student may have demonstrated mastery in a structured instructional setting, the concepts had not been fully generalized to real-world situations. The student benefited from explicit instruction, tactile experiences, movement-based activities, and repeated practice applying spatial concepts in meaningful contexts.

This experience reminded me that mastery on data sheets does not always mean a student has fully internalized a concept or can use it independently in different environments. It reinforced the importance of ongoing assessment, observation, and providing opportunities for generalization. Rather than relying solely on previous data, I learned to verify a student’s understanding through authentic experiences and adjust instruction based on their demonstrated needs.

21

Hi Mackenzie,

I really liked your idea of “supported independence.” It’s easy for adults to provide too much assistance, but as you pointed out, over-support can limit opportunities for exploration and problem-solving. I especially appreciated your example of allowing a child to locate and explore an object before adding language and explanation. In my experience, students often develop stronger concepts when they actively participate in the learning process. Your post is a great reminder that our role is to provide access and guidance while encouraging independence and confidence.