Teaching Resources

TASH is "an international association of people with disabilities, their family members, other advocates, and professionals fighting for a society in which inclusion of all people in all aspects of society is the norm." Topics on their site include positive behavior support, inclusive education, communication, and community living.

Traditional Orientation and Mobility assessments for children may not take into account hearing loss and deafness.  Tanni Anthony describes a Transdisciplinary Play-Based model for children who are deafblind which can more thoroughly assess developmental milestones.

Source: Texas School for the Blind and Visually Impaired (TSBVI)

RNIB's classroom resources pages contain suggestions for specific subject areas, including Geography

Source: Royal National Institute of Blind People (RNIB)

A 51 page manual from 2000 full of tips for adapting science experiments for students who are blind or visually impaired. Written by Matthew Dion, Karen Hoffman, and Amy Matter from Worcester Polytechnic Institute. It includes sections on Teaching the Blind and Visually Impaired, General Guidelines for Making Adaptations, Laboratory Adaptations, Specific Experiments, and a Resource List.

Source: Perkins eLearning, Perkins School for the Blind

This article offers specific suggestions for teaching your child bathing and dressing skills.

Source: FamilyConnect for Parents of Children with Visual Impairments

This 75-page manual has sections on the classroom, testing and evaluation, assistive technology, accessible computing, laboratory techniques, mentoring and advocacy, and principles of universal design to create accessibility for all.

Source: American Chemical Society Committee on Chemists with Disabilities

Stuart Snowdon offers practical strategies for teaching geography to students with visual impairments, including ideas for instructional methods, materials, and mapwork.

Source: Staffordshire Learning Net

Sheryl Burgstahler examines some of the specific challenges that students with disabilities face in both gaining and demonstrating knowledge. She lists accommodation suggestions for students with visual impairments.

Source: University of Washington

This free webcast with Susan Osterhaus discusses the importance of the Nemeth Code, producing accessible math materials, applying a multi-sensory approach and universal design to math instruction, technology tools for students who are blind and visually impaired, helpful teaching aids for students and teachers, and issues and challenges with standardized testing.

Source: Perkins eLearning

This section of the TSBVI website, created by Susan Osterhaus, is one of the most comprehensive online resources on math education for students who are blind or visually impaired.

Source: Texas School for the Blind and Visually Impaired (TSBVI)

This site has suggestions for helping young children with visual impairments develop a positive attitude towards math, with activities for teaching numbers sense, basic concepts, one-to-one correspondence, and counting skills.

Source: Project Math Access

O&M Specialist and innovator Doug Baldwin shares his expertise and wisdom in this eBook.

The VISIONS Lab produces educational materials for visually impaired students and develops new adaptive technologies; this site discusses accommodations for college-level organic chemistry and calculus.

Source: Purdue University's VISIONS Lab, Rochester Institute of Technology

This article describes the Purdue's VISIONS Lab, (Visually Impaired Students Initiative on Science), which is a research laboratory dedicated to providing access to the numerous science courses at the university.

Source: Information Technology and Disabilities Journal, 3 (4) 1996

This 100-page resource guide offers suggestions and resources to help provide successful school experiences for students who are blind or visually impaired.

Source: Alberta Education – Special Education Branch.

Kurt Herzer, a premed student at Johns Hopkins University who is legally blind, recommends that professors make classroom and course materials accommodations that suit the specific needs of the individual student.

Matt and DeAnn Foley list the most common mistakes that parents making during the IEP meeting and offers suggestions for how to address these; available in Spanish.

Source: Texas School for the Blind and Visually Impaired (TSBVI)

Educator Gigi Newton tells a personal story of how she moved from rejecting Lilli Nielsen's Active Learning Theory to becoming a self-described "groupie" of her methods.

Source: Future Reflections, 2012, National Federation of the Blind (NFB)

Robbie Blaha and Brad Carlson describe how to develop appropriate adaptations and strategies for teaching manual language systems to children who are deafblind.

Source: National Center on Deafblindness

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