If the score is between 22 and 88, discuss some tools and strategies that could be used with individual items to increase independence and Instruction participation. Make a list of these tools/strategies specific to each task. Future lessons will involve training for specific tools/strategies to increase access, independence, and self-confidence. look back over your survey. What areas (of access) do you feel “Let’s Check for are your strengths? What areas do you feel you need to work on to Understanding increase your access/independence?” you took a close look at typical visual tasks that occur in school, “Today at home, and in the community. In future lessons, we are going to be Closure working on skills to help you access as many things on your own (independently) as possible, without depending on others.” Rationale: This lesson is designed to a conversation with the student about building access to visual tasks and independence. Future lessons will build upon how the student answered each individual task rating, and might include instruction on the tools/strategies that would help the student gain independence on specific tasks. Access skill instruction will differ, depending on many factors, such as the student’s visual acuity, stamina, availability of assistive technology, etc. It is important to note that, as a student’s ability to access tasks increases, his self-confidence and ability to represent himself as a person with a visual impairment who can compete with his peers increases as well. Materials: Document: Visual Tasks Survey Document: for Accessing Different Environments and Increasing Self-Sufficiency Calculator Resources: Looking to (AFB Press) for teaching optical devices TSBVI website () for teaching specific assistive technology skills ESC 10 website () for teaching specific assistive technology skills ECC Essentials, Teaching the Expanded Core Curriculum to Students with Visual Impairments, Allman C.B., and Lewis, S., AFB Press, 2014.
Instruction If the score is between 22 and 88, discuss some tools and strategies that could be used with individual items to increase independence and participation. Make a list of these tools/strategies specific to each task. Future lessons will involve training for specific tools/strategies to increase access, independence, and self-confidence. Check for Understanding “Let’s look back over your survey. What areas (of access) do you feel are your strengths? What areas do you feel you need to work on to increase your access/independence?” Closure “Today you took a close look at typical visual tasks that occur in school, at home, and in the community. In future lessons, we are going to be working on skills to help you access as many things on your own (independently) as possible, without depending on others.” Rationale: This lesson is designed to a conversation with the student about building access to visual tasks and independence. Future lessons will build upon how the student answered each individual task rating, and might include instruction on the tools/strategies that would help the student gain independence on specific tasks. Access skill instruction will differ, depending on many factors, such as the student’s visual acuity, stamina, availability of assistive technology, etc. It is important to note that, as a student’s ability to access tasks increases, his self-confidence and ability to represent himself as a person with a visual impairment who can compete with his peers increases as well. Materials: Document: Visual Tasks Survey Document: for Accessing Different Environments and Increasing Self-Sufficiency Calculator Resources: Looking to (AFB Press) for teaching optical devices TSBVI website () for teaching specific assistive technology skills ESC 10 website () for teaching specific assistive technology skills ECC Essentials, Teaching the Expanded Core Curriculum to Students with Visual Impairments, Allman C.B., and Lewis, S., AFB Press, 2014.
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