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In this 60-minute presentation Frances Mary D'Andrea addresses the importance of monitoring students’ progressive skills as they develop as readers and writers.
Source: Perkins eLearning Tutorial and WebinarThis one-hour webinar explores the role of the teacher of students with visual impairments (TVI) in reading and writing instruction, both as a collaborator with the general classroom teacher and as a provider of specific instruction. The importance of monitoring students’ progressive skills are emphasized, with specific approaches and tools for monitoring progress of students using braille. Also available as a self-paced tutorial.
Source: Perkins eLearningThis page presents a brief overview of vision-related and developmental assessments.
Source: FamilyConnectSighted guide techniques with illustrations. A PDF is also available.
Source: Community Eye Health JournalGuidelines for offering practical assistance to people who are blind or visually impaired, including etiquette tips and sighted guide techniques. Available as a PDF.
Source: Community Eye Health JournalThe Perkins Assistive Device Center is a workshop that creates customized materials for children with disabilities. Custom-made items meet the unique needs of individuals while being affordable, durable and attractive.
Source: Perkins School for the BlindThis section of the Teaching Visually Impaired website includes an Overview of Assistive Technology (AT); Types of VI AT; AT Instruction; Apps for VI; Braillewriter Repair; AT Resources; and Vendors.
Source: Teaching Visually ImpairedBegin your understanding of assistive technology with this overview of the tools and devices used by the visually impaired to assist their daily activities, and then browse resources and activities on topics such as 3D printing, apps, coding, iPads and tablets, and screen readers.
Source: Paths to LiteracyLooking for a template for assessing students with visual impairments? TSBVI provides an example for download, which can be modified as needed. Includes assessment of accessing and producing written communication, physical requirements for computer use, and recommendations. Other templates are available in PDF and RTF form for the major types and brands of assistive technology for users who are blind or visually impaired.
Source: Texas School for the Blind and Visually Impaired (TSBVI)This 10-page document defines commonly used terminology associated with assistive technology.
Source: Georgia Project for Assistive TechnologyA self-paced online course for teams assessing the assistive technology needs of students with visual impairment. Includes videos to demonstrate assessment techniques and student interaction with the potential equipment..
Source: Texas School for the Blind and Visually Impaired (TSBVI)A brief overview of some of the primary types of assistive technology for people with visual impairments, including Screen-Reading Software, Magnification Software, Dictation Software, Refreshable Braille Displays, Optical Character Recognition (OCR) Systems, Video Magnifiers or Closed-Circuit Televisions (CCTVs), and Portable Magnifiers.
Source: Mobility International USAExplore information designed for parents and family members on a range of assistive technology topics, including Accessing Printed Information; Accessing Electronic Information; Tools for Writing; Taking Care of Assistive Devices; Students Using Technology; and Kitchen Appliance Accessibility.
Source: FamilyConnect for Parents of Children with Visual ImpairmentsThese guidelines for Michigan teachers are useful for any educator whose student needs instruction in assistive technology. Includes downloadable checklists in Word and PDF format.
Source: Michigan Department of EducationATIA is a not-for-profit membership organization of manufacturers, sellers and providers of assistive technology devices and/or services.
ADP lists television programs by network, and gives instructions for enabling the service on home TVs.
Source: The Audio Description ProjectAutism Spectrum Disorder in Learners with Blindness/Visual Impairment: Comparison of Characteristics
The charts in this 6-page document by Marilyn and Jay Gense compare typical development, development of children who are blind or visually impaired, and children who have autism as well as visual impairments. The charts focus on communication, social interactions, patterns of behavior, and responses to sensory information.
Source: FocusFamiliesBabies Count was first created in 1995 and is the only national database in the US to collect epidemiologic and demographic information on infants and toddlers between the ages of birth and 36 months who are blind or visually impaired. Information from this database has been used to make policy and budget decisions, to expand programs, to drive medical and educational research, and to track the changing face of blindness of children in our country today. The database is currently being reconstructed to reflect the ways that data is collected in the 21st century and to meet the evolving needs of participating agencies.
Source: Babies CountAuthors Perla and Ducret explain how the design of an O&M program for students with multiple disabilities should start with understanding the child's most basic needs, such as communication, safety, independence, and consistency.
Source: International Council for Education of People with Visual Impairment (ICEVI)Visually Impaired and Blind Youth Camp