Module:

Serving Students with Visual Impairments: The Importance of Collaboration

Wrap Up

Ms. Milton has learned that, with the help of individuals who can provide support and expertise, she can offer effective instruction for all of the students in her classroom, including Evan and Emily. After working with these individuals, she has discovered that collaboration is the key. The table below highlights each individual's role and responsibilities.

General Education Teachers	Instruct all students in the general education classroom in core academic curriculum Implement the suggestions and strategies offered by other professionals for teaching the core curriculum to students with visual impairments Support students with visual impairments when those students use disability-specific skills, such as are found in the expanded core curriculum (ECC) Consult regularly with students, families, and specialists for assessment and instructional purposes
TVIs	Instruct students with visual impairments in disability-specific skills (e.g., braille) Teach areas of the expanded core curriculum, when appropriate Conduct disability-specific assessments (e.g., functional vision assessment) Consult regularly with students, families, classroom teachers, paraprofessionals, IEP team members, and orientation and mobility specialists
O&M Specialists	Orient students to classroom, school, and community environments Assess students' use of functional vision Consult regularly with students, family, classroom teachers, TVI, and occupational and physical therapists, as needed Instruct students in the development of concepts and the use of senses, low vision devices, and mobility devices
Paraprofessionals	Provide instructional support Reinforce classroom instruction, the use of disability-specific skills, and safe campus travel Assist in the preparation of adapted instructional materials or equipment Consult regularly with students, families, classroom teachers, TVI, and O&M to best support school success and reinforce important skills
Parents/ Guardians	Share previously implemented academic, behavioral, and social skills strategies Reinforce instruction and skills learned at school through additional practice or homework Create new learning opportunities for students that are not offered through the school (e.g., going to a theater) Collaborate with school personnel and other professionals about the student
Students	Communicate preferred learning styles and mediums Inform teachers when instructional content needs to be repeated or described in greater detail Communicate the need for accommodations, preferred assistive technology, and assistance
Related Service Providers and Other Professionals	Provide supports required for the student to benefit from special education services Examples include: School counselors School psychologists Speech and language pathologists

Think back to your initial responses to the following questions. What does Ms. Milton need to know about students with visual impairments? From whom can Ms. Milton seek assistance and information about students with visual impairments? How can Ms. Milton work effectively with individuals knowledgeable about the needs of Evan and Emily?

After working through the resources in this module, do you agree with your Initial Thoughts? If not, what aspects of your answers would you change?