1 Ellen Mazel, M.Ed., CTVI - PowerPoint Presentation

1 Ellen Mazel, M.Ed., CTVICASE Collaborative TVI: Effective Collaboration

2 What is Collaboration? To work jointly together for a common goal.

3 What is Effective Collaboration for TVIs? Collaboration: To work jointly together for a common goal. Education: To create full understanding of how the visual impairment effects the child’s learning.

4 With whom are we collaborating? Parents The student Educational teams Classroom teachers OT PT Deafblind specialists SLP Student’s peers Medical Specialists

5 Where are we collaborating? Schools Community Home

6 When are we collaborating? All day constantly: During direct service During consult time

7 Why are we collaborating/educating? To provide appropriate access for our students. To form good relationships for acceptance of our ideas.

8 Students with visual impairments have unique educational needs which are most effectively met using a team approach of professionals, parents and students. In order to meet their unique needs, students must have specialized services, books and materials in appropriate media (including braille), as well as specialized equipment and technology to assure equal access to the core and specialized curricula, and to enable them to most effectively compete with their peers in school and ultimately in society . American Foundation for the Blind: “ Educating Students With Visual Impairments for Inclusion in Society” Position Paper

9 Components of TVI Collaboration Building a relationship Communication Effective listening Trust Flexibility Educating others about our goals Learning about other’s goals for the student.

10 TVI Role: What do we do? Assess students: Ocular and Cortical Visual Impairments. Instruct students. Provide consultation to make the general curriculum accessible in order to build full and correct concepts. Prepare learning materials in formats that are accessible.

11 TVI Role: What do we do?Provide information to the team about visual impairment. Provide instruction around compensatory skills . Provide instruction in the Expanded Core Curriculum.

12 Expanded Core Curriculum Compensatory Skills Orientation and Mobility Skills Social Interaction Skills Independent Living Skills and Personal Management Recreation and Leisure Skills Career and Vocational Education Skills Assistive Technology Skills Visual Efficiency Skills Self Determination Skills

13 Education to Teams What is visual impairment?

14 Misconceptions of the General Public “Being visually impaired is terrible”. “People with a visual impairment need pity.” “You need to speak louder to a person with a visual impairment”. “When they meet you, people with a visual impairment want to feel your face.”

15 Misconceptions of the General Public “People with a visual impairment see black, empty darkness”. “People with a visual impairment have special sensory skills”. “All people with visual impairments use Braille.” “Everyone with a visual impairment has a guide dog and a cane.”

16 Misconceptions of the General Public “People who are visually impairment can’t work.” “People with a visual impairment can’t go to college.” “People with visual impairment cannot live by themselves.”

17 Misconceptions of the General Public“They just need stronger glasses .” “TVI’s know sign language ”. “Visual impairment means something is wrong with your eyes.”

18 Explain your goals Student as a full participant in the class. That staff have high expectations just like sighted peers. Student must have access to all the information. The student will need accommodations. The team will understand why is each needed.

19 Explain your goals To make the school day run smoothly. To sort cognitive issues from visual issues. To improve the child’s visual functioning. To provide students with skills for independence. To build access to social relationships.

20 What is inaccessible:Incidental learning Facial expressions Word wall Blackboards Non-verbal information: Body Language Social opportunities Environmental choices

21 How to make visual information accessible: How to make visual information accessible: P hysical assistance. V erbal explanations. Extended exploration time. Individual preview of concepts and materials. Preteaching concepts. Providing instruction for independent travel and transitions.

22 How to make visual information accessible:Braille and/or large print creation. Spatial concept facilitation. Using of assistive technology. Supporting understanding of sounds in the environment. Teaching organization. Facilitating social skills. Connecting information gained from compensatory skills.

23 Teams: CollaborationYou are on their turf. You are one of many. They may have no experience with children with visual impairments. You have no experience running a classroom.

24 Collaboration MethodsIn-services Video examples Simulations of visual skills Simulations of concept inaccessibility. Service narratives Flexible consult times Regular meetings: very targeted and well thought out.

25 Collaboration MethodsPlanning together. Visual summary understood by all. Email articles. Share workshop, webinar and webcast ideas. Create visual schedules around thematic teaching. Be a person not a role.

26 Videos Pictures speak a thousand words. Non-confrontational. Capture a salient moment. Can be shared quickly in groups or with individuals. Can be emailed home.

27 In-servicesTypes of vision loss: legal blindness Selfbody play Eating Food prep Walking around the environment (sighted guide) Identification of environment sounds Not enough visual or tactile exploration time Need for direct teaching.

28 Simulations: Types of Vision Loss Ipad app for simulation VisionSim by Braille Institute By Braille Institute Websites for simulations: National Eye Institute https ://nei.nih.gov/photo / Perkins list of resources: http :// www.perkinselearning.org/scout/simulation-vision-conditions

29 Blindfold SimulatorMake you own simulators: Perkins list of resources: http:// www.perkinselearning.org/scout/simulation-vision-conditions To purchase: Fork in the Road: Vision Rehabilitation http:// www.lowvisionsimulators.com/product/full-set

30 Simulations: Live in the Student’s Shoes Touch cues Listening only Active learning Effects of glare

31 Planning together Planning sheet for daily activities: Across a typical day Preview the daily schedule in the morning. Specific to an activity Does the child have previous access to information?

32 Planning Sheet for CVI From the work of Dr. Roman- Lantzy

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35 Visual skills poster KO: Visual Considerations: School: Smith Elementary Ocular: Alternating eye use: Allow greater time to locate and view with each eye.   CVI SCORE: CVI Phase I-II Range 2-3   Preferred Color: Red or Yellow   Best Visual Field: Left at eye level   Use only 3D materials. He cannot access print or pictures.   Needs black backgrounds   Move to draw visual attention    

36 Visual Skills Poster: KO Sees best within 2-3 feet. Sees some movement at great distances.   Vision and sound: This is not a consideration due to deafblindness. There are no issues with auditory complexity.   Backlighting or lighted objects help him locate and look longer.   Single objects in arrays   Control light sources from above or out windows.   Position solidly for best looking.

37 Service Narratives Adam October 14, 2015 Service Narrative   Science: I love his positioning during science class. He is within 4 feet with the light of the windows behind him to reduce the glare. He is getting up at times to see other’s materials and this should be allowed. I wonder if we can brainstorm ways we can have him advocate for getting up more appropriately? Lets talk to Lindsay (SLP) about loading his device with “ I can’t see”. Started with a bathroom trip. He travels himself to the bathroom but bumps up against the left door jam. Let’s talk to Susan (O&M) about highlighting that.   Washed hands. He seems unsure of how to get the paper towels out. I highlighted the bar to push down. I talked to Sarah (assistant) about how to use this.

38 Service Narrative Lindsay (SLP) asked me a question: Evaluate the differences between using the iPad for communication held horizontally or vertically (icons become smaller). Here are the results: My instructions to Adam: “find the ----“ iPad horizontally: “help”: 2 seconds and 6” away “eat”: 3 seconds and 6” away “all done”: 2 seconds and 6” away “listen”: 2 seconds and 6” away iPad vertically: “help”: 5 seconds and 4” away “eat”: 6 seconds and 4” away “all done”: 6 seconds and 4” away “listen”: 14 seconds and 4” away  

39 Service Narrative Conclusion: It takes him longer to find the icon on the iPad when it is held vertically and he needs to move closer. He is perfectly able to do this if given a bit extra time. He also seems to have a motor plan for hitting certain icons. Turning the iPad repositions some of the icons. I emailed the assistive technology team for ideas. I’ll let you know how they respond.

40 Service Narrative Big Green Monster :We read the entire book as a preview for tomorrow’s group. He is bringing one copy home to read tonight. I emailed mom. Adam turns the pages well if I lift the edge. (Today I dropped off some “fluffers” to lift the page to make this easier). We then do the app of the same book on my iPad. The backlighting really helped him sit more comfortably, read faster and more accurately. He loves this book! What a great choice you picked for reading this week. He shares a social gaze when he thinks one page is funny. I see his social gaze and eye contact increasing in general. Let’s talk about supporting this at the Thursday afternoon meeting .  

41 Service Narrative Action Plan: See you Thursday for the meeting. I need about 10 minutes to discuss literacy ideas. Share results of my Social Skills Assessment. Email the technology team re: more backlighted reading tools and communication device rotation stablizers . I’ll bring brownies for the meeting.

42 Difficult TeamsIEP strength is key. Prioritize needs Show increased willingness to support. Open dialogue Parent involvement Administrative involvement

43 Results of CollaborationOur students get what they need when we are there and when we are not. There is deeper understanding of visual impairments. (for all students: referrals). There is deeper understanding of our student’s visual and learning needs. We understand the child’s full educational environment.

44 Results of CollaborationWe understand other’s goals and objectives for our students. It creates a positive and creative work environment. We’re more connected to the team. Its just more fun!

45 IndependenceLaurie Hudson: Classroom Collaboration “Tips for Classroom Teachers” by Carol Castellano Future Reflections “Learning Independence Skills Starts Early for Children Who Are Blind or Visually Impaired” by Anne McComiskey FamilyConnect

46 19 Ways to Step Back An Excerpt from Classroom Collaboration by Laurel J Hudson ( Ph.D ) We should, of course, be available to our students when they need us. To avoid teaching them to be overly dependent, though, keep in mind:   Acknowledge your impulse to make students' days go smoothly. There's a reason you chose the helping profession. Pause before answering or helping. Sit on your hands for a whole task while you practice giving verbal instead of touch cues. The handicap associated with vision loss only stems from lack of information. Pat yourself on the back every time you help with seeing but resist helping with thinking.

47 Schedule in advance a brief task or time period when you commit to no intervention . . no matter what (unless safety is compromised.) See what happens. Reintroduce assistance only as needed. Sit further away. If you have been within arm's reach, sit just within earshot. If you have been sitting just within earshot, sit across the room. Take data instead. Keep a tally of the number of times in a lesson students appropriately go to their classroom teachers instead of other adults. Call on students' learning partners or sighted guides.

48 Unless you are the classroom teacher, catch yourself before you correct students' work. Remember, this is about students' skills . . . not yours. Teach students to decline assistance: "Thanks, but please let me try it by myself." Phase out cues . Have students discreetly ask their classmates for information (what page they are on, what is the school lunch, who the teacher is talking to, etc.) Coach them to do this on the telephone in the evening as well as during school hours.

49 Resources How We See It Dennis Lolli and Flo Peck Perkins Publications Reach Out and Teach Kay Alicyn Ferrell American Foundation for the Blind Press Welcoming Students with Visual Impairments to Your School Perkins Publications Welcoming Students with Visual Impairment to Your School tutorial http:// www.perkinselearning.org/earn-credits/self-paced/welcoming-students-visual-impairment-to-your-school