Western Michigan University

Department of Educational Studies-Special Education Program

SPED 632 -- Teaching Children who are Visually Impaired

Winter 2002

3 Credit Hours

INSTRUCTOR

Name: Annette C. Skellenger, Ed.D.

Address: 3506D Sangren Hall

Phone: 387-5944 Home (before 9pm please) 553-6305

Email: annette.skellenger@wmich.edu

Web Page: http://vms.cc.wmich.edu~skelleng

Office Hours: by appointment

REQUIRED TEXTBOOK/MATERIALS

Koenig, A.P. & Holbrook, M.C. (2000). Foundations of Education, 2^nd edition, Volume 2. New York: American Foundation for the Blind

Wormsley, D.P. & D Andrea, F.M. (1997). Instructional Strategies for Braille Literacy. New York: American Foundations for the Blind

Required readings are also included in the course pack. Coursepacks for campus students are available for purchase at The University Bookstore, corner of Howard & West Michigan.

This course is designed to examine how to assess, teach, and modify existing curriculum for infants, preschoolers, and young school-aged children who are blind. The course combines these three elements and prepares teachers for the role of itinerant or classroom teachers, as well as for the role of consultant for parents and other teachers.

Implement the Clinical Teaching Model in their educational programs serving students with disabilities.

Function as a resource regular educators serving students with disabilities.

Serve as a resource for parents/guardians of students with disabilities.

Serve as advocates for students with disabilities in our society.

Function as professionals in the field of education.

Be critical consumers of current and emerging educational techniques and technologies.

Demonstrate knowledge regarding the issues and needs of traditionally under-represented populations.

1. Articulate the pros and cons of current issues and trends in special education visual impairment.

1. The effects of a visual impairment on early development (motor system, cognition, social/emotional interactions, self-help, language)

2. Specialized terminology used in assessing individuals with visual impairments, both as it relates to the visual system and in areas of importance.

3. Ethical considerations and legal provisions, regulations, and guidelines (federal, state/provincial, and local) related to assessment of students with visual impairments (including the legal versus functional definitions of blindness and low vision).

4. Procedures used for screening, pre-referral, referral, and classifications of students with visual impairments, including vision screening methods, functional vision evaluation, and learning media assessment.

5. Alternative assessment techniques for students who are blind or who have low vision

6. Appropriate intervention and application of scores obtained as a result of assessing individuals with visual impairments

Skills:

1. Use disability-specific assessment instruments appropriately (e.g., Blind Learning Aptitude Test, Tactile Test of Basic Concepts, Diagnostic Assessment Procedure)

2. Adapt and use a variety of assessment procedures appropriately when evaluating individuals with visual impairments.

3. Ethical considerations and legal provisions, regulations, and guidelines (federal, state/provincial, and local) related to assessment of students with visual impairments (including the legal versus functional definitions of blindness and low vision).

4. Procedures used for screening, prerefferal, referral, and classifications of students with visual impairments, including vision screening methods, functional vision evaluation, and learning media assessment.

5. Alternative assessment techniques for students who are blind or who have low vision

6. Appropriate interpretation and application of scores obtained as a result of assessing individuals with visual impairments.

Skills:

1. Use disability-specific assessment instruements appropriate (e.g., Blind Learning Aptitude Test, Tactile Test or Basic Concepts, Diagnostic Assessment Procedure

2. Adapt and use a variety of assessment procedures appropriately when evaluating individuals with visual impairments.

3. Create and maintain disability-related records for students with visual impairments.

4. Gather background information about academic, medical, and family history as it relates to the student's visual status for students with visual impairments.

5. Develop individualized instructional strategies to enhance instruction for learners with visual impairments, including modifications of the environment, adaptations of materials, and disability-specific methodologies.

IV. INSTRUCTIONAL CONTENT AND PRACTICE

Knowledge:

Methods for the development of specialty auditory, tactual, and modified visual communication skills for students with visual impairments, including:

Braille reading and writing.

Listening skills and compensatory auditory skills.

Tactile graphics (including maps, charts, tables, etc.)

Adapted science equipment.

2. Design learning environments that are multi-sensory and that encourage active participation by learners with visual impairments in a variety of group and individual learning activities.

3. Create a learning environment that encourages self-advocacy and independence for students with visual impairments.

VI. MANAGING STUDENT BEHAVIOR AND SOCIAL INTERACTION SKILLS

Knowledge:

1. Teacher attitudes and behaviors that affect the behaviors of students with visual impairments.

Knowledge:

1. Strategies for assisting parents and other professionals in planning appropriate transitions for students who have visual impairments.

1. Help parents and other professionals to understand the impact of a visual impairment on learning and experience.

3. Manage and direct the activities of paraprofessionals or peer tutors who work with students who have visual impairments.

MODES OF INSTRUCTION

1. Didactic/lecture

2. Small and large group discussion and activities

3. Technology enhanced instruction (e.g., computerized presentations, video viewing and recording).

4. Guest speakers/panels

COURSE REQUIREMENTS

Attendance (50 pts) -- Students are expected to attend all lectures and to view

additional video-taped lectures. Video-taped lectures include; Impact of visual impairment on development, Families, Body Image, Gross Motor, Concept Development, Teaching Science and Social Skills. In addition each student will be expected to complete a lesson on LMA on CD.

Focus Topics (20 pts) -- Students will submit a list of 5 things they learned from

each assigned reading that will help them in their work with children with visual impairments. Students will also include a short description of how this info will be useful in working with children with visual impairments. These items will help the student use the knowledge the obtained through the assigned readings to focus on the information covered in class. Focus Topics will be turned in as soon as they are complete or no later than the week after the reading is due.

Summative Activity (30 pts) -- Each student will provide responses to short

answer and essay questions related to teaching children with visual impairments. Students will be allowed to use book and class notes during this activity.

GRADING CRITERIA

Percent of total points

95% - 100% A

90% - 94% BA

85% - 89% B

80% - 84% CB

75% - 79% C

70% - 74% DC

65% - 69% D

Below 64% E

NEED FOR ACCOMMODATIONS

Any student with a documented disability (e.g., physical, learning, psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodations must contact the professor and the appropriate Disability Services office at the beginning of the semester. The two disability service offices on campus are: Disabled Student Resources and Services 616.387.2116 or Office of Services for Students with Learning Disabilities 616.387.4411

DIVERSITY STATEMENT

The Department of Educational Studies, Special Education Program maintains a strong and sustained commitment to the diverse and unique nature of all learners and to maintain high expectations for each student.

STUDENT ACADEMIC CONDUCT

Western Michigan University's academic honesty and conduct in research policies have been created and defined by members of its academic community, recommended by is faculty senate, and adopted by its board of trustees. The Department of Educational Studies will adhere to all Student Academic Conduct policies and procedures as printed in the catalog. The processes necessary to support these policies are managed and facilitated by the Office of Student Judicial Affairs. All questions related to academic honesty will be referred to this office (387-2160).

APA STYLE

The Department of Educational Studies, Special Education Program has officially endorsed the style of the American Psychological Association (APA) for the completion of all written assignments unless otherwise stated. APA writing procedures are found in:

American Psychology Association (1994). Publication Manual of the American Psychological Association (4^th ed.). Washington, DC: Author.

SCHEDULE

Readings marked with (*) are in the coursepack. All other readings are from required texts.

Outlines for each lecture will be posted on http://unix.cc.wmich.edu/~skelleng by the Sunday before class. Students are expected to download outlines to assist with taking notes during the lecture.