Area of Instruction General Education Teacher Para Educator Teacher of Visually Impaired (TVI) Administrators Orientation/Mobility Specialist Special Education Teacher (OMS) Use differentiated strategies to Assist in adapting Collaborate with the general Allow TVI/OMS time address the unique learning instructional materials or education teacher and para with the classroom needs of each student. providing 1:1 support to educator to identify needs, teacher and para Communicating a respect for the present essential concepts in strategies and sources for any educator to provide person first as a learner. alternative manner that adapted materials, learning systematic and explicit would make it clear to the materials, or assistive technology instruction in the student. For example, using that would benefit the student’s identified priority skills real objects, tactile diagrams, learning. TVI/OMS are a part of the areas of the ECC and or verbal description to Iowa Statewide System for the goal areas. provide the student access. Vision Services which has been designed to provide support to the Support the Under guidance of the AEA and LEA staff that serves collaborative efforts of TVI/OMS and possibly the students who have visual the TVI, OMS, para classroom teacher, collect impairment. That support comes in educator and classroom data for the IEP goals. It is a variety of forms and should be teacher. important that the goal is shared by the TVI or OMS. clearly written so that the data collected is as objective Provide systematic and explicit as possible and a true instruction in the identified priority reflection of the student’s skills areas of the ECC. Through this skills. instruction the TVI/OMS will model strategies for the para educator and the classroom teacher. Keep data that will be shared with the team members on a regular basis.
Area of Instruction General Education Teacher Special Education Teacher Para Educator Teacher of Visually Impaired (TVI) Orientation/Mobility Specialist (OMS) Administrators Use differentiated strategies to address the unique learning needs of each student. Communicating a respect for the person first as a learner. Assist in adapting instructional materials or providing 1:1 support to present essential concepts in alternative manner that would make it clear to the student. For example, using real objects, tactile diagrams, or verbal description to provide the student access. Under guidance of the TVI/OMS and possibly the classroom teacher, collect data for the IEP goals. It is important that the goal is clearly written so that the data collected is as objective as possible and a true reflection of the student’s skills. Collaborate with the general education teacher and para educator to identify needs, strategies and sources for any adapted materials, learning materials, or assistive technology that would benefit the student’s learning. TVI/OMS are a part of the Iowa Statewide System for the Vision Services which has been designed to provide support to the AEA and LEA staff that serves students who have visual impairment. That support comes in a variety of forms and should be shared by the TVI or OMS. Provide systematic and explicit instruction in the identified priority skills areas of the ECC. Through this instruction the TVI/OMS will model strategies for the para educator and the classroom teacher. Keep data that will be shared with the team members on a regular basis. Allow TVI/OMS time with the classroom teacher and para educator to provide systematic and explicit instruction in the identified priority skills areas of the ECC and goal areas. Support the collaborative efforts of the TVI, OMS, para educator and classroom teacher.
Roles%20and%20Responsibility%20of%20Staff%20Serving%20Students%20with%20Visual%20Impairment.docx