SPEVI Professional Standards for Specialist Teachers (Vision Impairment): Use vision-specific assessment tools and reasonable adjustments to ensure meaningful and equitable access to the curriculum, assessment tasks and reporting for students who are blind or have low vision. Focus Area 2.3 SPEVI Professional Standards (Cont.) Collaborate with the or subject teacher in planning reasonable adjustments to instructional methods and materials to ensure access to curriculum and assessment tasks for students who are blind or have low vision. Demonstrate an understanding of the importance of a team approach when designing learning sequences and lesson plans and when reporting to school staff and parents/carers. Focus Area 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians Australian Professional Standard for Teachers: Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. SPEVI Professional Standard for Specialist Teachers (Vision Impairment): Demonstrate knowledge of, understanding of and respect for, Aboriginal and Torres Strait Islander histories, cultures and languages that pertain to blindness and low vision. Focus Area 2.5 Literacy and numeracy strategies Australian Professional Standard for Teachers: Know and understand literacy and numeracy teaching strategies and their application in teaching areas. SPEVI Professional Standards for Specialist Teachers (Vision Impairment): Know and understand current research into literacy and numeracy teaching strategies for students who are blind or have low vision and the application of research in the classroom. Understand the implications of blindness and low vision on the stages of students’ concept development and acquisition of literacy and numeracy skills. Demonstrate knowledge of Unified English Braille, learning media and braille instructional strategies.
SPEVI Professional Standards for Specialist Teachers (Vision Impairment): Use vision-specific assessment tools and reasonable adjustments to ensure meaningful and equitable access to the curriculum, assessment tasks and reporting for students who are blind or have low vision. Focus Area 2.3 SPEVI Professional Standards (Cont.) Collaborate with the or subject teacher in planning reasonable adjustments to instructional methods and materials to ensure access to curriculum and assessment tasks for students who are blind or have low vision. Demonstrate an understanding of the importance of a team approach when designing learning sequences and lesson plans and when reporting to school staff and parents/carers. Focus Area 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians Australian Professional Standard for Teachers: Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. SPEVI Professional Standard for Specialist Teachers (Vision Impairment): Demonstrate knowledge of, understanding of and respect for, Aboriginal and Torres Strait Islander histories, cultures and languages that pertain to blindness and low vision. Focus Area 2.5 Literacy and numeracy strategies Australian Professional Standard for Teachers: Know and understand literacy and numeracy teaching strategies and their application in teaching areas. SPEVI Professional Standards for Specialist Teachers (Vision Impairment): Know and understand current research into literacy and numeracy teaching strategies for students who are blind or have low vision and the application of research in the classroom. Understand the implications of blindness and low vision on the stages of students’ concept development and acquisition of literacy and numeracy skills. Demonstrate knowledge of Unified English Braille, learning media and braille instructional strategies.