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UNIVERSITY REVIEW TVI STANDARDS

The Curricular Standards: Teachers of Learners with Visual Impairments
I. Vision and Functional Implications of Vision Loss
Curricular Standards:
The university provides learning and field-based experiences that prepare candidates to demonstrate knowledge, understanding, and implementation pertaining to: / Documents Submitted / Committee Decision
(Met, Partially Met, Not Met)
a. normal development, anatomy and physiology, basic terminology, and structure and function of the human visual system which includes the eye and brain structures related to vision.
b. the leading causes of visual impairment in children.
c. how cerebral visual impairment (CVI) affects a student’s functioning in the classroom and in the community.
d. implications of working with learners with congenital versus acquired visual impairment as well as stable versus progressive conditions.
e. basic terminology related to diseases and disorders of the human visual system, common eye and other visual disorders, possible effects of medications, and their implications in the home, classroom, and other learning environments.
f. interaction of additional disabilities, including their impact on learning and development and the effects of treatment and medication on visual performance.
g. basic proficiency in conducting appropriate functional low vision assessments.
h. instruction of learners with low vision on appropriate use of optical and non-optical devices.
i. interpretation of medical eye reports and visual functioning information and effective communication of this information with learners with low vision, families, and other professionals
j. identification of the role and functions of vision care facilities and professionals that specialize in low vision and effective collaboration with them.
k. appropriate use of information from the functional vision assessment as one criterion in determining the appropriate reading and/or learning medium for learners with low vision or functional blindness.
l. interpretation of visual functioning information to determine appropriate options (e.g., specialized materials, equipment, and/or methods) for accessing instructional programs based on individual age, setting, and present levels of developmental and/or academic functioning.
Standards Totally Met / ______/12
II. Impact of Vision Loss on Development and Learning
Curricular Standards:
The university provides learning and field-based experiences that prepare candidates to demonstrate knowledge, understanding, and implementation pertaining to: / Documents Submitted / Committee Decision
(Met, Partially Met, Not Met)
a. potential effects of a visual impairment on development and learning in the following areas: sensory/motor development, vocational/transitional skills development, communication and social skills
b. the impact of cultural and linguistic differences and family values on development and learning for an individual with a visual impairment.
c. awareness of physical and environmental factors that can impact visual performances.
d. potential educational and social impact of additional disabilities on development and learning such as a hearing impairment, physical and health impairment, deaf-blindness, autism spectrum disorder, or developmental delay.
e. potential education and social impact on a learner who needs specialized services for multiple disabilities.
f. the impact of vision and vision impairment associated with prenatal or postnatal brain injury on development and learning.
g. the impact of combined vision and hearing impairment on development and learning including cognition, language, and motor skills.
Standards Totally Met / _____/7
III. Braille Competency and Braille Literacy Instruction
Curricular Standards:
The university provides learning and field-based experiences that prepare candidates to demonstrate knowledge, understanding, and implementation pertaining to: / Documents Submitted / Committee Decision
(Met, Partially Met, Not Met)
a. proficiency in the reading and writing alphabetic and fully contracted braille code.
b. providing systematic, explicit braille literacy instruction to meet the needs of the full range of learners who have varied reading levels and language backgrounds.
c. basic introduction to concepts of Unified English Braille.
d. basic proficiency in the NemethBraille Code for Mathematics, this includes basic operations, numbers, spatial arrangements, and mathematical symbols, and the use of the Nemeth code in the pre-kindergarten through high school curricula.
e. producing braille such as braillewriter, slate and stylus, and braille duplication methods.
f. producing computer generated braille as well as the use of braille translation software.
g. using optical character recognition to convert printed material into braille or digital files.
h. proper use and care of braille production devices and equipment?
i. adapting and appropriately formatting print documents, including text and tactile graphics to meet the skill level of individual learners.
j. obtaining resources of the various Braille codes currently in use, such as Unified English Braille Code (UEBC), as foreign language, music, and computer notation?
Standards Totally Met / ______/10
IV. Specialized Communication Skills and Instruction
Curricular Standards:
The university provides learning and field-based experiences that prepare candidates to demonstrate knowledge, understanding, and implementation pertaining to: / Documents Submitted / Committee Decision
(Met, Partially Met, Not Met)
a. specialized expressive and receptive communication skills to meet the needs of the full range of learners who have varied reading levels and language backgrounds.
b. the range of methods and instructional strategies for the teaching of handwriting, signature writing, and listening skills.
c. methods that develop tactile perceptual skills in preparation for reading braille.
d. the teaching of the abacus and other math related specialized equipment.
e. the teaching of tactile graphics including maps, charts, and tables.
f. a range of methods and instructional strategies for teaching touch typing and keyboarding for specialized technology, including touch tablets.
g. a range of methods and instructional strategies for the teaching of reading using adapted font size including print, electronic devices, electronic and digital media, and optical devices, along with the knowledge to access.
h. accessing appropriate specialized resources related to disability-specific communication skills.
i. understanding of the individual needs of a full range of learners, to adapt materials and curriculum and consult with other professionals to appropriately modify curriculum in order to meet each individual’s needs and provide access to the general education curriculum.
j. providing information regarding hearing loss issues and communication strategies for learners who are deaf-blind.
Standards Totally Met / ______/10
V. Instruction in Functional Skills and Expanded Core Curricula
Curricular Standards:
The university provides learning and field-based experiences that prepare candidates to demonstrate knowledge, understanding, and implementation pertaining to: / Documents Submitted / Committee Decision
(Met, Partially Met, Not Met)
a. the design of functional and age appropriate instructional programs in the four domains (domestic, vocational, community, and recreation/ leisure), as well as functional academics, for learners of different cognitive abilities to meet the unique needs of learners with visual impairments.
b. the design of instructional goals and objectives that integrate the ECC with the common core curriculum.
c. development of spatial and environmental concepts, typically learned or reinforced through vision, that promote academic and social inclusion.
d. the promotion of self-determination and assertiveness, typically learned or reinforced through vision that facilitate academic and social inclusion, including reasoning and decision-making skills.
e. development of visual efficiency, including instruction in the use of print adaptations, optical and non-optical devices, and electronic magnification methods.
f. use of methods and tactile models that are anatomically accurate.to teach human sexuality to learners who are visually impaired.
g. the development of physical and recreation skills for individuals who are visually impaired
h. use of methods that develop and foster independence in the area of self-help and independent living skills, including organization and study skills, typically that are learned or reinforced through vision that promote academic and social inclusion.
i. teaching the acquisition of personal management skills, e.g., keeping personal records, time management, personal banking, and emergency procedures.
j. impact of vision on sensory-motor integration.
k. use of methods to develop and reinforce sensory-motor skills including gross and fine motor, posture, balance, movement, and strength.
l. integration and development of social and independent living skills that are normally learned or reinforced by visual means to promote academic and social inclusion.
m. basic tenets of behavior management and positive behavioral supports.
Standards Totally Met / _____/13
VI. Early Childhood Intervention and Education
Curricular Standards:
The university provides learning and field-based experiences that prepare candidates to demonstrate knowledge, understanding, and implementation pertaining to: / Documents Submitted / Committee Decision
(Met, Partially Met, Not Met)
a. the impact of vision loss on the infant-care provider, the relationship between the school/educational system and family, and the impact of community on these relationships.
b. typical and atypical development of infants and young children in the six development areas, including gross motor, fine motor, cognitive, communication, social-emotional, and daily living skills.
c. assessment of infants and young children to determine eligibility for services of those with and without specific visual diagnoses.
d. age specific/disability specific assessment tools for infants and young children.
e. the ability to develop, coordinate, and implement an appropriate program for infants and young children with visual impairments including those who are deaf-blind and those with additional disabilities and their families.
f. the ability to access community resources and state agencies that serve infants and young children with visual impairments including those who are deaf-blind and those with additional disabilities and their families.
g. the ability to act as a service coordinator for families to acquire and coordinate needed service from the schools and other resources and serves as an active collaborator within the individual family service plan model.
h. the importance of early referral and early intervention on academic, functional academic, and life skills for individuals who are visually impaired, including those who are deaf-blind and those with additional disabilities.
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i. pre-literacy activities and skills that are substantive, research-based practices for infants and young children with a variety of learning needs.
j. consulting and collaborating with a variety of team members including the classroom teacher, and para-educators.
k. assisting para-educators to understand their role in working with students with visual impairments.
l. training para-educators to provide appropriate accommodations for students in classrooms.
Standards Totally Met / _____/12
VII. Resources and Support/Related Services
Curricular Standards:
The university provides learning and field-based experiences that prepare candidates to demonstrate knowledge, understanding, and implementation pertaining to: / Documents Submitted / Committee Decision
(Met, Not Met, Insufficient Information)
a. providing information regarding counseling, guidance, and referral services to individuals with visual impairments and their families.
b. providing information regarding counseling, guidance, and referral services to individuals with visual impairments who are deaf-blind and their families.
c. providing information regarding counseling, guidance and referral services to individuals with visual impairments including those with additional disabilities and their families.
d. funding sources, selection and procurement of specialized books, media, materials, and equipment necessary to achieve stated goals and objectives.
e. skills in selection, procurement, maintenance, storage, and use of specialized devices.
f. skills in selection, design, preparation, adaptation, and use of instructional materials, media, and technology, such as transcription of materials into tactile, visual, and aural formats.
g. skills necessary for successful service delivery in a variety of models along the full continuum of service delivery options.
h. options available for special needs individuals whose unique characteristics affect teaching and learning processes including learners who are gifted, and those who are mildly, moderately, and severely impaired.
i. the importance of self-advocacy for individuals who are visually impaired.
Standards Totally Met / _____/9
VIII. Orientation and Mobility for Teachers of the Visually Impaired
Curricular Standards:
The university provides learning and field-based experiences that prepare candidates to demonstrate knowledge and understanding of: / Documents Submitted / Committee Decision
(Met, Partially Met, Not Met)
a. the importance of orientation and mobility instruction for learners with visual impairments.
b. family involvement and their role in supporting independence at home and in the community.
c. using basic orientation concepts as required for understanding the environment.
d. using human guide techniques including basic guide position and grip, transferring sides, narrow passageways, reversing directions, doorways, stairways, and seating.
e. using protective techniques for independent travel indoors including upper hand and forearm, lower hand and forearm, and trailing and knowledge of methods of orientation to unfamiliar indoor areas.
f. collaborating with orientation and mobility specialists and other related professionals.
g. collaborating with families to reinforce orientation and mobility skills at home and in the community.
h. motivating learners to travel independently to connect them to their school, home, work, and community environments.
i. using current mobility devices including long cane, adaptive canes, guide dogs, and electronic travel devices.
j. using electronic orientation devices that assist with safe and efficient travel.
k. using ambulatory aids such as support canes, walkers, crutches, and wheelchairs, powerchairs, and scooters and the manner in which these devices are used by persons with visual impairment
l. using various forms of public transportation by learners with visual impairments such as bus, taxi, train, plane, and para-transit.
m. specific orientation and mobility strategies and techniques for learners who are deaf-blind.
n. specific orientation and mobility strategies and techniques for learners with additional disabilities.
Standards Totally Met / _____/14
IX. Specialized Technology for Learners with Visual Impairments
Curricular Standards:
The university provides learning and field-based experiences that prepare candidates to demonstrate knowledge, understanding, and implementation pertaining to: / Documents Submitted / Committee Decision
(Met, Partially Met, Not Met)
a. awareness of low, middle, and high tech devices that meet the accessibility needs of learners who are visually impaired, including learners with additional disabilities.
b. highly specialized software, such as braille translation, optical character recognition, graphing calculators, screen magnification and screen reading software.
c. specialized software for keyboarding skills, games, and recreation.
d. using the internet and teaching internet skills using screen magnification and screen reading software, including navigating links, using a search engine, using email, and using form fields.
e. understanding learners’ individualized needs and their motivation for using technology and their ability to choose appropriate devices and assistive technology tools to meet these needs.