and driveways. These sidewalks). Tactile and elements will vary based vestibular exploration of on location. environments can also attribute Discuss uneven surfaces, to an understanding of including cracks in the topography and earths systems. sidewalk, are Caution should be exercised to located with the use of ensure students are not touching the long cane. poisonous plants or animals, and Explore the question, to ensure student stability on are outdoor uneven terrain. “Why surfaces uneven when indoor settings tend to be smooth and even?” K-ESS3-1: Use a to Help orient the student The use of actual items is represent the relationship to the being used in important for students with between the needs of different the classroom. visual impairments, as pictures plants and animals (including Assist the classroom can be difficult to see and humans) and the places they live teacher in selecting models can often be models and misinterpreted. When there are items that correspond not real-world items available, with concepts being verbal descriptions of models taught through the use of can be helpful. models. Incorporate the use of directionality and concept development into explorations. K-2-ETS1-1: Ask questions, Help the student with In order to make observations make observations, and gather accommodations that and gather information, students information about a situation involve observations, with visual impairments must people want to change to define a including provision of receive orientation to the simple problem that can be experiences if hands-on locations and materials that are solved through the development explorations are needed being explored. In addition to of a new or improved object or within settings outside of providing students with visual tool. the classroom impairments with this training, environment. O&M instructors can conduct Assist the classroom with teachers and teacher in planning and classroom peers to provide selecting materials that strategies that make paired are accessible. activities more natural for all Provide the student with participants. instruction and experience on the use of systematic search patterns.
and driveways. These elements will vary based on location. Discuss uneven surfaces, including cracks in the sidewalk, are located with the use of the long cane. Explore the question, “Why are outdoor surfaces uneven when indoor settings tend to be smooth and even?” sidewalks). Tactile and vestibular exploration of environments can also attribute to an understanding of topography and earths systems. Caution should be exercised to ensure students are not touching poisonous plants or animals, and to ensure student stability on uneven terrain. K-ESS3-1: Use a to represent the relationship between the needs of different plants and animals (including humans) and the places they live Help orient the student to the being used in the classroom. Assist the classroom teacher in selecting models and items that correspond with concepts being taught through the use of models. Incorporate the use of directionality and concept development into explorations. The use of actual items is important for students with visual impairments, as pictures can be difficult to see and models can often be misinterpreted. When there are not real-world items available, verbal descriptions of models can be helpful. K-2-ETS1-1: Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. Help the student with accommodations that involve observations, including provision of experiences if hands-on explorations are needed within settings outside of the classroom environment. Assist the classroom teacher in planning and selecting materials that are accessible. Provide the student with instruction and experience on the use of systematic search patterns. In order to make observations and gather information, students with visual impairments must receive orientation to the locations and materials that are being explored. In addition to providing students with visual impairments with this training, O&M instructors can conduct with teachers and classroom peers to provide strategies that make paired activities more natural for all participants.
201801TravelingWithScienceAdditionalCollaborationIdeas.docx