Serving Students with Visual Impairments: The Importance of Collaboration
Perspectives & Resources
By completing the entire Perspectives & Resources section and reviewing the accompanying activities, the learner will:
- Differentiate the roles of the general education teacher, the teacher of students with visual disabilities, the orientation and mobility specialist, the paraprofessional, the family, and other individuals knowledgeable about students with visual impairments
- Describe ways in which the general education teacher can communicate, collaborate, and plan lessons with professionals and other individuals knowledgeable about the needs of students with visual impairments
This IRIS Module aligns with the following licensure and program standards and topic areas. Click the arrows below to learn more.
CAEP standards for the accreditation of educators are designed to improve the quality and effectiveness not only of new instructional practitioners but also the evidence-base used to assess those qualities in the classroom.
- Standard 1: Content and Pedagogical Knowledge
CEC standards encompass a wide range of ethics, standards, and practices created to help guide those who have taken on the crucial role of educating students with disabilities.
- Standard 7: Collaboration
The DEC Recommended Practices are designed to help improve the learning outcomes of young children (birth through age five) who have or who are at-risk for developmental delays or disabilities. Please note that, because the IRIS Center has not yet developed resources aligned with DEC Topic 8: Transition, that topic is not currently listed on this page.
- INS1. Practitioners, with the family, identify each child’s strengths, preferences, and interests to engage the child in active learning.
- INS2. Practitioners, with the family, identify skills to target for instruction that help a child become adaptive, competent, socially connected, and engaged and that promote learning in natural and inclusive environments.
- INS3. Practitioners gather and use data to inform decisions about individualized instruction.
- INS4. Practitioners plan for and provide the level of support, accommodations, and adaptations needed for the child to access, participate, and learn within and across activities and routines.
- INS5. Practitioners embed instruction within and across routines, activities, and environments to provide contextually relevant learning opportunities.
- INS6. Practitioners use systematic instructional strategies with fidelity to teach skills and to promote child engagement and learning.
- INS7. Practitioners use explicit feedback and consequences to increase child engagement, play, and skills.
- INS8. Practitioners use peer-mediated intervention to teach skills and to promote child engagement and learning.
- INS9. Practitioners use functional assessment and related prevention, promotion, and intervention strategies across environments to prevent and address challenging behavior.
- INS10. Practitioners implement the frequency, intensity, and duration of instruction needed to address the child’s phase and pace of learning or the level of support needed by the family to achieve the child’s outcomes or goals.
- INS11. Practitioners provide instructional support for young children with disabilities who are dual language learners to assist them in learning English and in continuing to develop skills through the use of their home language.
- INS12. Practitioners use and adapt specific instructional strategies that are effective for dual language learners when teaching English to children with disabilities.
- INS13. Practitioners use coaching or consultation strategies with primary caregivers or other adults to facilitate positive adult-child interactions and instruction intentionally designed to promote child learning and development.
Teaming and Collaboration
- TC1. Practitioners representing multiple disciplines and families work together as a team to plan and implement sup ports and services to meet the unique needs of each child and family.
- TC2. Practitioners and families work together as a team to systematically and regularly exchange expertise, knowledge, and information to build team capacity and jointly solve problems, plan, and implement interventions.
- TC3. Practitioners use communication and group facilitation strategies to enhance team functioning and interpersonal relationships with and among team members.
- TC4. Team members assist each other to discover and access community-based services and other informal and formal resources to meet family-identified child or family needs.
- TC4. Practitioners and families may collaborate with each other to identify one practitioner from the team who serves as the primary liaison between the family and other team members based on child and family priorities and needs.
InTASC Model Core Teaching Standards are designed to help teachers of all grade levels and content areas to prepare their students either for college or for employment following graduation.
- Standard 2: Learning Differences
- Standard 10: Leadership and Collaboration
NCATE standards are intended to serve as professional guidelines for educators. They also overview the “organizational structures, policies, and procedures” necessary to support them.
- Standard 1: Candidate Knowledge, Skills, and Professional Dispositions
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