A few years ago, my colleague and I had a visually impaired student. At first
it seemed impossible. But the more I worked with the child the clearer it
became that this student was just like every other student. You'll definitely
learn a lot this year about differentiation. I have a few general suggestions
that may be helpful depending on the grade level. Our student was fifth grade
and could handle grade level material. Since most of what we teach in 5th
grade is comprehension strategies and genre, it wasn't too difficult. I can see
where 1st or 2nd might pose a different set of challenges.
It took a LOT of advanced planning but it definitely worked. You need to be
planned out at least two weeks in advance. And you need to stick to the plan.
At times, sticking to the plan, will limit your flexibility to respond to the
teachable moment. However, if you are using a workshop, you can address these
issues through small group or individual conferences.
It sounds as if you are using a Readers' Workshop model. If so, you probably
begin the year by assessing the students instructional/independent reading
level. Have your VI transcribe any material that you would have the student
read for assassment purposes, into Braille. After you determine his/her
reading level, get your VI to find as many books as possible in the student's
reading range in Braille. Your VI should know where to access this material.
You can get almost anything transcribed into Braille. Somewhere in my files I
have a list of support available to the visually impaired. I'll look them up
if you need me to.
Think ahead. You are probably going to have a series of mini-lessons to teach
strategies, management, peer conferencing, genre, response types...right? Well,
dig through your files. Anything that you would have the students read as
shared, paired or independent reading ... as part of this lesson should be
Brailled. Label each Brailled sheet or staple it to the original text because
you won't be able to read it. That can cause an organizational nightmare.
Keep yourself organized. However, if you are conducting a read aloud, a
situation where no student would have visual access, then you don't need to
provide a Brailled copy for the visually impaired student. It just has to be
equitable. So, I might suggest going heavy on the read alouds for the first
week or so until you have a collection of braille materials from which to work.
For written assignments, the student may have a Braille writer. This allows
the student to write assignments, print and submit like any other student. If
the student doesn't have this, ask for one or some other comparable piece of
technology. Sometimes, like all technology, it doesn't work/print. I'd
suggest making friends with your IT to get as much support with technology as
possible.
If the VI wants a set of lesson plans, refer to the Units of Study and follow
their mini-lesson schedule or Fountas and Pinnel also have a suggested order of
mini-lessons and conference objectives. You know what students need to do in
order to become better readers. You are just going to have to verbalize your
objectives for your conferences. You might have to have a more solid plan
rather than a totally flexible plan. You'll be fine and end up a stronger
teacher in the end.
Hope this is helpful.
Sandy
Surely this teacher has some certification in the field? My first thought is
hat this needs to go through the IEP process! The TEAM and case manager should
e making decisions and helping provide services. After all, they should have
he background to do it. You aren't a secretary for this teacher.
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-----Original message-----
rom: Joy <[email protected]>
o: Mosaic <[email protected]>
ent: Wed, Aug 31, 2011 11:26:41 GMT+00:00
ubject: [MOSAIC] Visual Impairment
Hi. In addition to a much larger class this year, one of my students has a
isual impairment that requires her to use Braille to read. I am struggling with
ow to teach her, as I don't have lessons written that are concrete enough for
he VI teacher who comes to our school to help the student for 2 hours daily.
We don't have text books or work books.) This teacher wants detailed lessons,
hich I cannot provide, as I conference with students individually about their
kills and strategies. She has told me that is not good enough, that she needs
ore concrete lessons. How can I do this? I don't work with the student, and
ave no idea what kind of skills she needs to read Braille. I also cannot spend
ours each day writing plans to teach this teacher. GRRRR I feel like such a
hiny baby. Anyone have any ideas?
oy/NC/4
ow children learn is as important as what they learn: process and content go
and in hand. http://www.responsiveclassroom.org
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o unsubscribe or modify your membership please go to
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Search the MOSAIC archives at http://snipurl.com/MosaicArchive
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