Serving Students with Visual Impairments: The Importance of Collaboration

Assessment

Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.

1. Name at least three sources from which Ms. Milton can gather information about students with visual impairments. For each source, describe the type of information you will obtain.
2. Imagine that you are a general education science teacher, and one of your students, Richard, has low vision. Next week, you will teach a chapter on the solar system. Using the Five-Step Process, describe how you will collaborate with others to teach this material in a way that meets Richard’s instructional needs.
    

   Step 1: Identification
   Step 2: Discussion
   Step 3: Decision
   Step 4: Monitor
   Step 5: Evaluation

    
3. Describe the roles of the TVI and O&M specialist. How are their roles similar? How are they different?
4. Name four elements that the general education teacher should consider when engaging in collaboration.
5. Imagine that you are a general education math teacher. One of your students, Rosa, has a visual disability. Although she has mastered all the math concepts presented this year, she is having difficulty learning fractions. You believe that Rosa has the ability to master the concept but that you need to present it in a different manner. What would you do to help Rosa? Whose assistance would you seek?