• IRIS Center
Careers at IRIS
Donate to IRIS
  • Resources
    • IRIS Resource Locator
      Modules, case studies, activities, & more
    • Evidence-Based Practice Summaries
      Research annotations
    • High-Leverage Practices
      IRIS resources on HLPs
    • IRIS Alignment Tools
      HLPs, SiMRs, & CEEDAR ICs
    • Films
      Portrayals of people with disabilities
    • Children's Books
      Portrayals of people with disabilities
    • For Faculty
      Sample syllabi, curriculum matrices, & more
    • For PD Providers
      Sample PD activities, planning forms, & more
    • For Independent Learners
      Resources & tools for independent learners
    • Website Navigation Videos
      Getting around our Website & modules
    • New & Coming Soon
      Latest modules & resources
    • Glossary
      Disability related terms
  • PD Options
    • PD Certificates for Educators
      Our certificate, your PD hours
    • For PD Providers
      Sample PD activities, planning forms, & more
    • School & District Platform
      A powerful tool for school leaders
    • Log in to Your IRIS PD
  • Articles & Reports
    • Articles
      Articles about IRIS use & efficacy
    • Internal IRIS Reports
      Reports on IRIS use & accomplishments
    • External Evaluation Reports
      Evaluations of the IRIS Center
    • Learner Outcomes
      Summaries of module effectiveness
    • Consumer Satisfaction
      Feedback and testimonials from IRIS users
    • IRIS Stories
      Our resources, your stories
    • News & Events
      What, when, & where it's happening
  • About
    • Who We Are
      Our team, experts, & advisors
    • What We Do
      Our resources & process
    • Contact Us
      Get in touch with IRIS
  • Help
    • Help & Support
      Get the full benefit from our resources
    • Website Navigation Videos
      Getting around our Website & modules
  • Module
  • Challenge
  • Initial Thoughts
  • Perspectives & Resources
  • Wrap Up
  • Assessment
Challenge
Initial Thoughts
Perspectives & Resources

What does Ms. Milton need to know about students with visual impairments?

  • Page 1: Basic Needs and Where to Collect Information
  • Page 2: What It Means to Have a Visual Impairment
  • Page 3: How Visual Impairments Impact Learning
  • Page 4: The Need for an Expanded Core Curriculum

What should Ms. Milton consider when creating lesson plans to ensure the inclusion of Evan and Emily?

  • Page 5: Educational Materials
  • Page 6: Instructional Methods Inside the Classroom
  • Page 7: Events Outside of the Classroom

How can Ms. Milton facilitate Evan’s and Emily’s social adjustment?

  • Page 8: Common Courtesy and Effective Communication
  • Page 9: The Development of Social Skills

Resources

  • Page 10 References & Additional Resources
  • Page 11: Credits
Wrap Up
Assessment
We want to hear from you. Please complete our brief Module Feedback Form.

Resources

Page 10 References & Additional Resources

To cite this module, please use the following:

The IRIS Center. (2005). Instructional accommodations: Making the learning environment accessible to students with visual disabilities. Retrieved from
https://iris.peabody.vanderbilt.edu/module/v02-successsight/

References

Beadles, R. J. (2000, February). IDEA final regulations on assessments [Electronic version]. Howe’s Now, 5(1). Retrieved July 11, 2005, from http://www.tsbvi.edu/cosbnews/Apr2000/apr2000.rtf

Bell, J., & Siller, M. A. (2002). Living with low vision. Retrieved July 11, 2005, from,http://www.afb.org/Section.asp?SectionID=26&TopicID=144

Browning Wright, D. (1999). Implementing IDEA ’97 – IDEA definitions: Adaptations, accommodations, and modifications [Electronic version]. NASP Communiqué, 28(4). Retrieved July 11, 2005, from
http://www.nasponline.org/publications/cq284definitions.html
No longer available.

Candler, L. (2005, January 12). Cooperative Learning: Social skills T-chart. Retrieved July 11, 2005, from http://home.att.net/~clnetwork/clfiles.htm

Cole, R. J. (2002, March 25). FAQ in low vision rehabilitation. Retrieved July 11, 2005, from http://www.californiaeyemds.org/displaycommon.cfm?an=3

Fazzi, D. L., & Petersmeyer, B. A. (2001). Imagining the possibilities: Creative approaches to orientation and mobility instruction for persons who are visually impaired. New York: AFB Press.

Ferrell, K. A. (1996). Your child’s development. In M.C. Holbrook (Ed.), Children with visual impairments: A parent’s guide. Bethesda, MD: Woodbine House.

Hatlen, P. (2002, July 30). The core curriculum for blind and visually impaired students, including those with multiple disabilities. Retrieved July 11, 2005, from http://www.tsbvi.edu/agenda/corecurric.htm

Huebner, K. M. (2002, July 30). The expanded core curriculum: Finding the time. Retrieved July 11, 2005, from http://www.tsbvi.edu/agenda/core-ppt.htm

Koenig, A., & Holbrook, M. C. (Eds.). (2000). Foundations of education: Instructional strategies for teaching children and youths with visual impairments (2nd ed.). New York: AFB Press.

Koga, N., & Hall, T. (2004). Curriculum modification. National Center on Accessing the General Curriculum. Retrieved November 16, 2005, from https://www.cast.org/publications/ncac/ncac_curriculummod.html

Prevent Blindness America. (2004). Common eye myths. Retrieved July 11, 2005, from http://www.preventblindness.org/eye_problems/eye_myths.html

Rooney, K. (Ed.). (1999). The Encarta world English dictionary (British ed.). London: Bloomsbury Publishing Plc. for Microsoft Corporation.

Sacks, S. (2003, July 14). What social skills enhance integration. Retrieved July 11, 2005, from http://www.tsbvi.edu/Education/social-skills.htm

Spungin, S. J. (Ed.). (2002). When you have a visually impaired student in your classroom: A guide for teachers. New York: AFB Press.

Ward, M. E. (1996). Anatomy and physiology of the eye. In A. L. Corn & A. J. Koenig (Eds.), Foundations of low vision: Clinical and functional perspectives (2nd ed., pp. 69–85). New York: AFB Press.

Washington State Department of Services for the Blind. (2005). Employer handbook: Definition of legal blindness. Retrieved July 11, 2005, from
http://www.dsb.wa.gov/resourcesForEmployers/employerHandbook
/definitionOfBlindness.htm#contentTop

West Virginia University, Department of Education. (2005, April 23). Strategies for teaching students with vision impairments. Retrieved July 11, 2005, from http://www.as.wvu.edu/~scidis/vision.html#sect1

Additional Resources

Article

Cox, P. R., & Dykes, M. K. (2001). Effective classroom adaptations for students with visual impairments. Teaching Exceptional Children, 33, 68–74.

This article provides two useful checklists: 1) Checklist for Outdoor and Indoor Orientation and Mobility Adaptations and 2) Checklist for Classroom Strategies and Adaptations. In addition, the article provides brief sections on types of visual impairments, orientation and mobility skills, incidental learning, working with vision specialists to adapt learning environments, both visual and auditory forms of learning and accommodations, and tactile learning. The article also considers technological adaptations and curriculum issues.

Books

Levack, N. (1994). Low vision: A resource guide with adaptations for students with visual impairments (2nd ed.). Austin, TX: Texas School for the Blind and Visually Impaired.

The book provides information about how to assess and thus augment students’ visual abilities. Sections of the book include “Diagnosing, assessing, and evaluating;” “Medical information;” and “Strategies for teaching and adaptation.”

Loumiet, R., & Levack, N. (1993). Independent living: A curriculum with adaptations for students with visual impairments – Volume I: Social competence (2nd ed.). Austin, TX: Texas School for the Blind and Visually Impaired.

Featuring three volumes of curriculum that may be applied to young or adult students, the book focuses on methods of assessing, teaching, and evaluating independent living skills. Such things as professional and student resources, lesson plan examples, and evaluation forms can be found throughout the text.

Video

Sacks, S. Z., & Wolffe, K. E. (Eds.). (2000). Focused on: Social skills. [Videotape series and print material]. New York: AFB Press.

This series of five videos and accompanying print materials is designed to help children with visual disabilities learn social skills. The study guides that come with the videos offer texts for students, as well as instructional materials and assignments that teachers may find useful.

Print Friendly, PDF & Email
Back Next
1...4567891011
Join Our E-Newsletter Sign Up
  • Home
  • About IRIS
  • Our Values
  • Sitemap
  • Web Accessibility
  • Glossary
  • Terms of Use
  • Contact Us
Join Our E-Newsletter Sign Up

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected] The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2023 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

  • Vanderbilt Peabody College