Western Michigan University

Department of Educational Studies-Special Education Program

SPED 632 -- Teaching Children who are Visually Impaired

Fall 2004 (Distance)

4 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://homepages.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 are available from Copy Desk at 800-504-8151

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

COURSE DESCRIPTION

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.

SPECIAL EDUCATION PROGRAM OUTCOMES

Provide quality educational services to students with disabilities in the state, region, and nation.

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.

COMPETENCIES

The competencies for the course are taken from the CEC Common Core of Knowledge and Skills.

I. PHILOSOPHICAL, HISTORICAL, AND LEGAL FOUNDATIONS OF SPECIAL EDUCATION.

Skills:

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

II. CHARACTERISTICS OF LEARNERS

Knowledge:

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

2. The effects of a visual impairment on language and communication.

3. The effects of a visual impairment on the individual's family and the reciprocal impact on the individual's self-esteem

III. ASSESSMENT, DIAGNOSIS, AND EVALUATION

Knowledge:

1. The impact of visual disorders on learning and experience

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 instruments 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.

2. Methods to acquire disability-unique academic skills, including:

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

Adapted science equipment.

3. Methods for the development of basic concepts needed by young students who do not learn visually.

4. Methods for the development of visual efficiency, including instruction in the use of print adaptations, optical devices, and non-optical devices.

5. Methods to develop alternative reasoning and decision-making skills in students with visual impairments.

6. Methods to develop alternative organization and study skills for students with visual impairments.

7. Methods to develop tactual perceptual skills for students who are or will be primarily tactual learners.

8. Methods to teach human sexuality to students who have visual impairments, using tactual models that are anatomically accurate.

9. Strategies for developing career awareness in and providing vocational counseling for students with visual impairments.

10. Strategies for promoting self-advocacy in individuals with visual impairments.

11. Sources of specialized materials for students with visual impairments.

12. Techniques for modifying instructional methods and materials for students with visual impairments, and assisting classroom teachers in implementing these modifications.

Skills:

Interpret and use unique assessment data for instructional planning with students with visual impairments.

2. Choose and use appropriate technologies to accomplish instructional objectives for students with visual impairments, and integrate the technologies appropriately into the instructional process.

3. Use strategies for facilitating the maintenance and generalization of disability-related skills across learning environments for students with visual impairments.

4. Teach students who have visual impairments to use thinking, problem-solving, and other cognitive strategies to meet their individual learning needs.

V. PLANNING AND MANAGING THE TEACHING AND LEARNING ENVIRONMENT

Knowledge:

Model programs, including career-vocational and transition, that have been effective for students with visual impairments.

Skills:

1. Prepare modified special materials (e.g., in Braille, enlarged, outlined, highlighted) for students who have visual impairments.

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.

2. Prepare students who have visual impairments to access information and services from the community at large.

3. Prepare students who have visual impairments to respond to societal attitudes and actions with positive behavior, self-advocacy, and a sense of humor.

VII. COMMUNICATION AND COLLABORATIVE PARTNERSHIPS

Knowledge:

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

2. Sources of unique services, networks, and organizations, for students with visual impairments.

3. Roles of paraprofessionals who work directly with students who have visual impairments (e.g., sighted readers, transcribers, aides) or who provide special materials to them.

4. Need for role models who have visual impairments, and who are successful.

Skills:

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

2. Report disability-related results of evaluations to students who have visual impairments, their parents and administrators and other professionals in clear, concise, “laymen's terms”.

3. Manage and direct the activities of para-professionals 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

Focus Topics (40 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.

Family Systems Assignment (10 pts) – Students will read a short scenario and respond to questions about Family Systems Theory. The assignment form is attached to the syllabus.

Current Trends and Issues Exploration (10 pts) -- Students will choose 1 of

the following trends or issues and will use as many sources as possible to explore both sides of the issue. Resources might include professional literature, web sites, formal “survey” via email or other sources, informal discussion with colleagues, other reliable sources. Students will articulate their findings on the topic in a report via the internet. Students cannot use a topic that other students have already reported on unless they provide totally new information or resources. Reports will include a brief description of what was done to obtain the information being presented (the more reliable the resources and thorough the search the more points toward your grade), a brief description of the issue, and both the pros and cons of the issue. At least one resource related to the topic must be cited.

No Child Left Behind and its impact specifically on students with visual impairment

Trend to fully include typically developing children with visual

impairments with support of a one-on-one aid

Trend for rehab agencies to only offer services to individuals when

they are fully occluded for their entire stay

Contracted vs. uncontracted braille
Large print vs. access to optical aids with standard print
Specialized schools vs. other placements

Materials Adaptation (10 pts) – Students will adapt 2 worksheets (included with syllabus) for 2 theoretical students; one who is a blind student and one who has low vision. The student will turn in the tactual adaptation, the low vision adaptation, and a 1-2 page description of the considerations that were made when making the modifications.

Practicum Activities (30 pts) – Students will teach at least 5 lessons to a student with visual impairments in one of the following areas:

a) organizational and study skills

b) career awareness or vocational preparation

c) self-advocacy

d) skills to help the student gain access to services or information

from the community

e) facilitation of the student's interaction with a role model of a

successful adult with visual impairments

Students who are not currently teaching children with visual

impairments will find a student in their district to work with on the assignments for this section. The student should be between 6 and 18 years of age and should not have additional severe impairments. Parent permission should be received to work with the child. Students who are teaching children with visual impairments can use a child on their caseload but should choose an area that you were not teaching before this assignment.

The WMU student will identify at least one skill needed by their

practicum student in one of the following areas and will design and implement a series of at least 5 activities that provides instruction in that skill. The skill and a short description of the plan for instruction will be provided to the professor of the course before instruction is started. Lesson plans and 2-5 page report will be turned in. The report will focus on information that was learned about how to teach the topic area.

Assessment Practice (40 pts) -- Students will plan for, carry-out, and write up a

report for an actual assessment with a child in one of the following areas:

a) LMA

b) FVA

c) Futures Planning with Parents

d) Social Skills

Students will need to obtain permission from parents and the district for this assessment. For students who are currently teaching children with visual impairments, the area being assessed should be one that they do not normally do as part of their job. Students who are new to the field of visual impairment are encouraged to choose a FVA or LMA for this activity and are encouraged to complete this activity under the supervision of an experienced TCVI whenever possible .

Students will turn in a copy of the completed assessment checklist

or other tool and a written report of the findings, including recommendations. Written reports should incorporate the information provided in lecture regarding writing reports.

Summative Activity (60 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, however the activity will be proctored and limited to 2 hours.

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://homepages.wmich.edu/~skelleng Students are expected to download outlines to assist with taking notes during the lecture.