TSBVI Outreach Presents

TETN # 25,246

“Access to the

General Education Curriculum

for Students with Visual Impairments”

Presented by

Ann Adkins, TVI, TSBVI VI Outreach Consultant

And

Debra Sewell, TVI, TSBVI, Curriculum Coordinator

“Access to the General Education Curriculum

for Students with Visual Impairments”

Objective: to examine the issues facing VI professionals in helping their students access the general education curriculum.

I. Issues for TVIs/COMS in helping their students access the general education curriculum

A. Greater emphasis on state testing: TAKS, TAKS (Accommodated), TAKS-M, TAKS-Alt

B. Greater emphasis on academics

C. More time spent in materials preparation which leaves less time for instruction

D. Less time for collaboration with general education teachers

E. Less time to emphasize the Expanded Core Curriculum

F. Less time to emphasize functional skills

G. Other?

II. Why is this happening?

A. IDEA requirements of access to the general curriculum

B. NCLB requirements of grade level proficiency of ALL students

C. USDE adopted two exceptions to the statutory language of NCLB

1. Modified achievement standards (TAKS-M)

2. Alternate achievement standards (TAKS-Alt)

III. What does this mean for TVIs and COMS?

A. Must be familiar with state standards at the students' assigned grade levels (TEKS and Vertical Alignment)

B. Must be familiar with TAKS tests

1. Formats

2. Allowable accommodations

3. Appropriate practice materials

C. Must align instruction to the state standards

1. Make TEKS accessible

2. Make TEKS meaningful

IV. Strategies and Suggestions

A. Guidelines for making instruction accessible

B. Guidelines for making instruction meaningful

C. Creating Access to State Standards

D. TAKS Resources (

E. How ECC fits into Language Arts and Math instruction

V. Resources

A. Student Assessment Division of the Texas Education Agency (Website: Email: ; Phone: 512-463-9536; Fax: 512-463-9302).

B. 2007-2008 Accommodations Manual: Guidelines for Selecting, Administering, and Evaluating the Use of Accommodations. Texas Student Assessment Program (download from TEA website).

C. Revised ARD Committee Decision-Making Process for the Texas Assessment Program: Reference Manual for the 2007-2008 Testing Year (download from TEA website).

D. Other resources from TAKS website: Vertical Alignment, Curriculum Framework, and TEKS-Based Examples of Instructional Activities.

E. District and Campus COORDINATOR MANUAL, Texas Student Assessment Program, Texas Education Agency (Appendix D).

F. Copies of released TAKS (order from Pearson Educational Measurement, 400 Center Ridge Drive, Suite F, Austin, TX 78753; Phone: 512-989-5300 or 800-252-9186; Email: ).

G. Adkins, Ann. “Accommodations for Visually Impaired Students on Statewide Assessments”. See/Hear Newsletter, Spring 2005.

H. Courtade-Little, Ginevra and Browder, Diane M. (2005). Aligning IEPs to Academic Standards for Students with Moderate and Severe Disabilities. IEP Resources.

I. Evals: Evaluating Visually Impaired Students Using Alternate Learning Standards Emphasizing the Expanded Core Curriculum (2007). Texas School for the Blind and Visually Impaired.

GUIDELINES FOR ACCESSIBILITY

QUESTIONS THE VI PROFESSIONAL SHOULD ASK:

  1. What concepts and skills does the student need in order to successfully participate in home, school, and community activities? What skills does he currently have? Has he had the necessary experiences in order to understand the concepts?
  1. What materials will the student need in order to participate in activities? Does he have access to appropriate materials? Are they the same as for other students or do they need adapting?
  1. Does the student have appropriate and sufficient opportunities for application of skills?

How can the TVI determine if the student has the necessary concepts and skills, materials, and opportunities?

Concepts & Skills

  1. Evaluation (assessment)
  2. Observation
  3. Collaboration

Opportunities Materials

GUIDELINES FOR MAKING IT MEANINGFUL

How can VI professionals make the general education curriculum meaningful for students with visual impairments?

  1. Become familiar with state academic standards.
  1. Become familiar with state assessments, including alternate achievement standards.
  1. Become familiar with requirements and expectations of general education teachers.
  1. Keep planning student-centered, taking into consideration both needs and interests.
  1. Consider student access to both academic and functional goals.
  1. Know if there is a link between the goals written and an academic standard.
  1. Make sure all goals are student-centered, but also remember that ALL goals do not have to have a direct link to an academic standard.

Result: student-centered instruction that is standards-based and that provides access to the general education curriculum.

Adapted from Courtade-Little, Ginevra and Browder, Diane M. (2005). Aligning IEPs to Academic Standards for Students with Moderate and Severe Disabilities. IEP Resources.

From Evaluation to IEP:

How to Choose the Right Objectives

and Teaching Strategies

  1. Review evaluation information to determine the student’s Present Level of Performance (PLP):
  2. Identify student’s strengths
  3. Identify student’s needs
  4. Identify student’s interests
  5. Determine which areas of need are priorities:
  6. To the student
  7. For the parents and family
  8. To the school and other teachers
  9. Based on the previous information (the evaluation results and the prioritized needs), determine goals/objectives that will be appropriate in order to address those needs. These will become your long-term and short-term goals/objectives.
  10. With the student’s team, brainstorm ways to achieve the short-term goals. Write them down.
  11. Choose which ideas will be addressed this year (or time period of the IEP).
  12. Set completion dates for each goal.
  13. Identify who will be responsible for each goal (for instruction, monitoring, evaluation).
  14. Determine how to measure student performance – how will you know that the student has mastered the objective? What evaluation methods or tools will be used?
  15. Other questions to answer:
  16. What is the first thing you want to teach for each objective?
  17. What specific strengths or interests of the student can be used to help motivate the student or make the task easier?
  18. What resources/materials will be needed?
  19. Who can help teach, carry out, or monitor this objective/activity?
  20. Re-evaluation: examine student performance periodically and determine if modifications are needed. Re-evaluate when necessary, identify additional strengths/needs as appropriate, and revise plan as needed.

Suggestions for Creating Access to State Academic Standards for Students with Visual Impairments

  1. Select skills that promote overall literacy and numeracy.
  1. Increase use of assistive technology in order to promote more active participation in school and community activities.
  1. Focus on self-determination skills.
  1. Use functional activities to give meaning to academic concepts.

Adapted from Courtade-Little, Ginevra and Browder, Diane M. (2005). Aligning IEPs to Academic Standards for Students with Moderate and Severe Disabilities. IEP Resources.

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TSBVI TETN #25246 – VI Access to the General Education System

Adkins & Sewell

Expanded Core Curriculum and Math

ECC Area / Math Skills Involved
Compensatory/Access Skills
Orientation and Mobility
Social Interaction Skills
Independent Living Skills
Recreation and Leisure Skills
Career Education
Technology
Sensory Efficiency Skills
Self-Determination

Expanded Core Curriculum and Language Arts

ECC Area / Language Arts Skills Involved
Compensatory/Access Skills
Orientation and Mobility
Social Interaction Skills
Independent Living Skills
Recreation and Leisure Skills
Career Education
Technology
Sensory Efficiency Skills
Self-Determination

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TSBVI TETN #25246 – VI Access to the General Education System

Adkins & Sewell