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2nd Workshop
on
Training of Teachers of the Visually Impaired in Europe
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Appendix 1
Outline of a course on training of teachers of the visually impaired
by Dr Heather Mason
Within the scope of a Socrates Programme in which representatives from Finland, Sweden and the UK were involved, Heather Mason, together with her colleagues from the School of Education of the University of Birmingham (UK) has developed a model curriculum. It consists of four modules, of which especially the modules 1 and 2 have been worked out in detail.
Module 1:
Unit 1,
Unit 2,
Unit 3,
Unit 4,
Unit 5;
Module 2:
Unit 6,
Unit 7,
Unit 8,
Unit 9,
Unit 10;
Module 3;
Module 4.
Module 1
Unit 1 Introduction
standards
K and U 1, 11, 12
objectives
- contrast and compare:
- different national and international educational and support systems
- provision for children and young people with a visual impairment
- different roles eg specialist teachers of the VI, itinerant teachers, class assistants, low vision teachers etc
- identify the differences in national and international terminology relating to visual impairment
- to be aware of the incidence of visual impairment within the population including those with MDVI
- examine the different models and theories of the individual differences of children and young people with a visual impairment
- identify the potential implications of a visual impairment in relation to:
- language development
- social and emotional development
- motor development
- cognitive development
- evaluate (critically where possible) research relating to above topics
content
- International and national definitions and terminology relating to visual impairment
- National and international models of provision for children and young people with a visual impairment
- Roles and functions of all professionals working with children and young people with a VI
- practical activities under blindfold or using simulation spectacles
- models of individual differences
- Research relating to:
- language development
- social and emotional development
- motor development
- cognitive development
assessment
Writing a report of some of the simulation activities
Interviewing an older person with a VI to examine eg:
- educational experiences
- school friendships
- attitudes towards VI etc
Shadow an itinerant teacher or other professional and evaluate experience
resources
Texts
Mason, H. & McCall, S. (1997). Visual Impairment and Blindness. Access to Education for Children and Young People. London: David Fulton Publisher.
Warren, D. H. (1994) Blindness and Children: An Individual Differences Approach. Cambridge University Press.
Websites
Scottish Sensory Centre http://www.ssc.mhie.ac.uk/ [new window]
Royal National Institute for the Blind (RNIB) http://www.rnib.org.uk/ [new window]
Lea Hyvarinen's Homepage http://med-aapos.bu.edu/leaweb/
Unit 2 Anatomy and physiology of the visual system
standards
K and U 2,3,7,8
S 5
objectives
- identify and understand the function of the different parts of the visual system
- understand the nature and educational implications of a wide rage of visual impairments
content
- anatomy of the eye
- functions of the different parts of the eye
- optic pathways to the brain
- causes and functional and educational implications of a visual impairment
- common causes of visual impairment
- conditions resulting in low vision and blindness
- conditions resulting in restricted visual field defects
- genetically determined conditions
- cortical visual impairment
assessment
- Multi-choice factual questions
- Presentation of a case study to include
- explanation of the functional and educational implications of the eye condition
- implications for the individual
- recommendations for good classroom practice
- Portfolio of information relating to the different categories of visual impairments and their functional and educational implications for non specialist teachers or parents
resources
Texts
Corn A L & Koenig, A. J (1996) Foundations of Low Vision: Clinical and Functional Perspectives. New York: AFB
Jose, R. T. (1983) Understanding Low Vision. New York: AFB.
Mason H L & McCall S (1997) Visual Impairment: Access to Education for Children and Young People. London: David Fulton Publishers
Websites
Scottish Sensory Centre http://www.ssc.mhie.ac.uk/ [new window]
Royal National Institute for the Blind (RNIB) http://www.rnib.org.uk/ [new window]
Lea Hyvarinen's Homepage http://med-aapos.bu.edu/leaweb/ [new window]
Unit 3 Assessment of the visually impaired
standards
S and U 2,3,4,7,8
K 1,2,3,4,5,
objectives
- understand the reasons for assessment
- differentiate between the different types of assessment
- criterion and non criterion referenced
- objective and subjective
- use a range of assessments correctly with confidence and interpret the results with children and young people with a visual impairment
- clinical eg near and distance vision
- functional vision
- standardised tests eg BLAT, STIP
- identify a range of resources and materials
- identify the benefits of multi
- profesional partnership
content
- assessment issues eg ethical, special considerations
- different ways to assess
- different assessment techniques
- range of clinical and educational assessment packages for children who are blind, have low vision or are MDVI
- new packages eg Precision Vision
- strengths and weaknesses
assessment
- Carry out an assessment eg distance/near vision, Look and Think, BLAT either individually or with a partner and interpret the results; write a report for teachers based on the information
- Critically evaluate one or several assessment packages
resources
Texts
Aitken, S. and Buultjens, M. (1992) Vision for Doing. Assessing Functional Vision of Learners who are Multiply Disabled. Edinburgh: Moray House Publications.
Mason H. L. & McCall S. (1997) Visual Impairment: Access to Education for Children and Young People. London: David Fulton Publishers
Tobin, M. J (1992) Assessing the Visually Handicapped. London: David Fulton Publishers
Assessment Packages
BLAT Blind Learning Aptitude Test)
DAP (Diagnostic Assessment Procedure)
ITVIC (Intelligence Test for the Visually Impaired)
Look and Think
Precision Vision
STIP (Speed of Tactile Information Processing)
Vision for Doing.
Web pages
Scottish Sensory Centre http://www.ssc.mhie.ac.uk/ [new window]
Royal National Institute for the Blind (RNIB) http://www.rnib.org.uk/
Lea Hyvarinen's Homepage http://med-aapos.bu.edu/leaweb/ [new window]
Unit 4 Residual and functional vision
standards
K and U 1-10 with emphasis on 7, 8 and 9
S 1-5, 7, 10, 11
objectives
- Identify the importance of the work of Barraga
- differentiate between residual and functional vision
- carry out assessments of residual and functional vision and write a report
- plan programs for the development of residual and functional vision
content
- Models of visual functioning eg Corn
- Research relating to residual vision eg Baragga
- Different methoods of assessing residual and functional vision
- Importance of residual and functional vision in all areas of the curriculum and in mobility and ADL
- Training programs to develop residual and functional vision (nationl and international)
assessment
Case study for disemmination to a larger group. To include:
- research of medical history and current situation
- observations
- interpretations
- planning a program
- evaluation
Critical evaluation of one or more assessment programs
resources
Texts
Barraga, N. (1964). Increased Visual behaviour in Low vision Children. New York: AFB.
Barraga, N. & Morris, J.E. (1980). Program to Develop Efficiency in Visual Functioning. Louisville, KY: AFB.
Corn, A & Koenig, A.J. (1996). Foundations of Low Vision: Clinical and Functional Perspectives. New York: AFB.
Jose, R. T. (1983) Understanding Low Vision. New York: AFB.
Mason, H. & McCall, S. (1997). Visual Impairment and Blindness. Access to Education for Children and Young People. London: David Fulton Publisher.
Assessment Packages
Look and Think. London: RNIB
DAP New York; AFB
CD-Rom
Video for Visually Impaired Learners Scottish Sensory Centre
Websites
Scottish Sensory Centre http://www.ssc.mhie.ac.uk/ [new window]
Royal National Institute for the Blind (RNIB) http://www.rnib.org.uk/ [new window]
Lea Hyvarinen's Homepage http://med-aapos.bu.edu/leaweb/ [new window].
Unit 5 Introduction to low vision aids (LVAs)
standards
K and U 2-4, 7-10, 12
S 1-5, 7, 10-12
objectives
- Understand the importance of a clinical visual asssessment
- identify the different types of LVAs
- identify the essential parts of a training program
- Assessment techniques to determine the prescription of LVAs
- Visual impairments that will benefit from LVAs
- Types of LVAs
- advantages and disadvantages
- Non optical methods of magnification and environmental considerations
- Training programs for effective use of LVAs
- Devising success criteria
- Ways to encourage greater usage by all age groups
assessment
Devise and evaluate a training program for a pupil using an LVA for the first time
Devise and evaluate checklists to be used alongside a training program
Draw up guidelines for a school buying a CCTV for the first time
Devise and evaluate an activities program for parents to encourage the use of LVA with the child
resources
Corn, A & Koenig, A.J. (1996). Foundations of Low Vision: Clinical and Functional Perspectives. New York: AFB.
Jose, R. T. (1983) Understanding Low Vision. New York: AFB.
Mason H. L. (1998) Guidelines for teachers and parents of young people with a visual impairment using low vision aids (LVAs) University of Birmingham
Mason, H. & McCall, S. (1997). Visual Impairment and Blindness. Access to Education for Children and Young People. London: David Fulton Publisher.
Video
Bennett, D. and Mason, H. L. (1995) Low Vision Aids:Effective Management of Children with a Visual Impairment. School of Education, University of Birmingham.
CD-Rom
Video for Visually Impaired Learners
Websites
Scottish Sensory Centre http://www.ssc.mhie.ac.uk/ [new window].
Royal National Institute for the Blind (RNIB) http://www.rnib.org.uk/ [new window].
Lea Hyvarinen's Homepage http://med-aapos.bu.edu/leaweb/ [new window].
Module 2
Unit 6 Management of the Environment
standards
K
S
objectives
- Understand the importance of planning an ergonomic and safe working environment for children who are blind or have low vision .
- Assess the individual ergonomic needs eg lighting
- Understanding the importance of the social environment.
content
- Assessing the immediate environment e.g.:
- lighting
- colour
- contrast
- decor
- furniture
- floor carpeting
- acoustic environment
- seating
- working position
- storage of materials
- implications of individual eye conditions
- Assessing the wider school environment:
- play ground
- pathways
- curricular areas, home economics, gymnasiums, science laboratories
- areas of possible dangers e.g. staircases, cloakroom areas
- access to video, TV, multimedia, CD-ROM
- Assessing the social environment:
- classroom layout for social integration / exclusion
- classroom management
assessment
Assessment of a sound area whilst under blindfold
Planning an ergonomic working environment for a known student who is blind or has low vision
resources
Texts
Best, A.B. (1992) Teaching Children with Visual Impairments. OUP.
Corn A L & Koenig, A. J (1996) Foundations of Low Vision: Clinical and Functional Perspectives. New York: AFB
Jose, R. T. (1983) Understanding Low Vision. New York: AFB.
Mason H L & McCall S (1997) Visual Impairment: Access to Education for Children and Young People. London: David Fulton Publishers
Sjostedt, S. Sex sm� punkter - v---gen till kunskap. (1995) Editum.
FSSF, NKLl, Bra milj^planering for synskadade
CD-Rom
Video for Visually Impaired Learners
Websites
Unit 7 Listening skills
standards
S and U 1-4, 6,7, 10,11,13,14
K 4-6, 9-10;
objectives
- Understanding the importance of listening skills in accessing the curriculum
- assess, plan and deliver a program for an individual student
content
- The importance of listening skills within the curriculum, e.g.
- orientation and mobility
- access to technology
- social skills
- listening comprehension
- Listening skills programmes, e.g.
- early years
- auditory discrimination
- compressed and accelerated speech
- listening for meaning
- study skills
- leisure skills
- talking books and newspapers
- amanuensis (reading assistant)
- different theories and models
- listening strategies, e.g. auding
assessment
Planning a listening skills programme for an individual student.
resources
Texts
Bishop V Teaching the Visually Limited Child
Mason H. L. & McCall S. (1997) Visual Impairment: Access to Education for Children and Young People. London: David Fulton Publishers
Sjostedt, S. Sex sma punkter - v===gen till kunskap. (1995) Editum.
Unit 8 Learning through print
standards
Kand U: 3; 4; 7; 8;
S:1; 2; 3; 4; 5; 10; 11
K&U: 4; 6; 12
S: 1; 2;3;4
S: 6
K&U: 8; 10
A: 3; 4; 5; 10; 11
objectives
- Identify the variables in a person's visual impairment which might affect their access to reading print (visual functions and functional vision)
- Identify individual and environmental psycho-social factors which might influence reading progress in print
- Identify the variables in printed material which might affect visually impaired
- Be familiar with options for presenting print to visually impaired children and young people including the use of low vision aids and other technology
content
- Visual functions and reading: visual acuity, visual field, contrast sensitivity, colour vision; visual adaptation, oculomotor functions, accommodation, visual perception
- Functional vision and reading: visual acuity, visual field, contrast sensitivity, colour vision; light adaptation, oculomotor functions, accommodation, visual perception
- The characteristics of print letters and the print reading process
- Reading medium and reading devices: advantages and disadvantages for different reading tasks and in different reading situations
- Selecting an appropriate reading and writing medium: assessment procedures
- Environmental factors which might influence the reading development of the child
- Psychosocial factors: motivation, teachers expectations
- Physical factors: rooms for education and home lessons, lighting, reading devices (portable or not?)
- Current evaluation of the reading progress of the child taking into account individual as well as environmental factors: an individual plan
- Pictures, diagrams and Maps for children and young people with low vision. Koenig, A. & Holbrook, M.C. (1993). Learning Media Assessment of Students with Visual Impairments. A resource guide for teachers. USA: Texas School for the Blind and Visually Impaired.
assessment
Individual or in pairs
Field work: Find two cases for observation:
- one severely visually impaired and
- one moderate visual impaired child or youth
Make a written report:
- identifying individual biological and psychological prerequisites
- identifying environmental prerequisites
Describe the interaction between individual and environmental factors, referring to literature and research.
resources
Texts
Essential reading
Barraga, N. (1964). Increased Visual behaviour in Low vision Children. New York: AFB.
Barraga, N. & Morris, J.E. (1980). Program to Develop Efficiency in Visual Functioning. Louisville, KY: AFB.
Corn, A & Koenig, A.J. (1996). Foundations of Low Vision: Clinical and Functional Perspectives. New York: AFB.
Mason, H. & McCall, S. (1997). Visual Impairment and Blindness. Access to Education for Children and Young People. London: David Fulton Publisher.
Further references
Fellenius, K. (1996). Reading skills of Visually Impaired. Experiences from reading training of eight pupils. Stockholm: Stockholm Institute of Education Press.
Koenig, A.J. & M.C. Holbrook (1989). Determining the Reading Medium for Students with Visual Impairments: A Diagnostic teaching Approach. Journal of Visual Impairment and Blindness. 83: 296-302.
Koenig, A.J. (1992). A framework for Understanding the Literacy of Individuals with Visual Impairment. Journal of Visual Impairments & Blindness, September. 86. 277-284.
Koenig, A.J. & Farrenkopf, C. (1997). Essential Experiences to Undergird the Early development of Literacy. Journal of Visual Impairments & Blindness, January-February.91. 14-24.
Kusajima, T. (1974). Visual reading and Braille reading: An experimental investigation of physiology and psychology of visual and tactual reading. New York: AFB.
Mangold, S. & Mangold, P. (1989) Selecting the Most Appropriate Primary Learning Medium for Students with Functional Vision. Journal of Visual Impairment and Blindness. June 1989. 294 -296.
Unit 9 Learning through touch
standards
K&U: 13
K&U: 4
S: 6
K & U: 5
K&U: 10
S: 1, 2 3, 4
K & U: 10;
S: 6, 15
objectives
- Knowledge of relevant research on braille reading and other tactile methods
- Understanding the differences during preschool for emergent literacy in relation to a braille beginner and a print beginner
- Knowledge and understanding of the perceptual and cognitive processes associated with braille reading and learning in comparison to print reading
- Understand important stages of the development of motor and tactual skills
- Be able to define the requirements of a teaching programme
- Be able to define a program for the late entrant to braille
- Be able to design a programme for communication with classmates (print readers)
- To show compentencies in reading and writing braille as defined in different countries
content
- The History of Braille
- Research on braille
- reading the code
- reading rate and reading comprehension
- perceptual consequences in tactile reading
- Improving braille reading efficiency. research.
- Pre-braille
- Language development
- emergent literacy
- the meaning of reading
- the role of the family (family literacy)
- general concept development
- literacy concepts
- motor and tactual skills
- tools for drawing and writing (mechanical and electronically)
- Teaching methods for beginners in reading braille: material and reading strategies
- Late entrant in braille: material and reading strategies
- Communication through other tactual methods eg. objects of references
- Reading techniques in braille
- The reading environment for stimulating braille reading
- Teaching materials: production of tactile and auditory material
- Assessment of reading and writing ability in braille
assessment
Individual or in pairs
Show own braille skill through transferring a fairytale, a novel or other piece of fiction into a tactile form
Make a tactile picture, map etc and evaluate it with your student/s
Make an individual plan for a blind beginner in braille or for a late entrant including:
- teaching programme
- communication channels to peers and teachers
- how to stimulate functional reading
resources
References
Essential reading
Mason, H. & McCall, S. (1997). Visual Impairment and Blindness. Access to Education for Children and Young People. London: David Fulton Publisher.
Rex, E.J., Koenig, A.J., Wormsley, D.P. & Baker, R.L. (1994). Foundations of Literacy. New York: AFB Press.
Wormsley, D.P. & D'Anrea, F.M. (Eds) (1997). Instructional Strategies for Braille Literacy. New York: AFB Press
Further references
Fellenius, K. (1996). Reading skills of Visually Impaired. Experiemnces from reading training of eight pupils. Stockholm: Stockholm Institute of Education Press.
Foulke, E. (1982). Reading Braille. In W. Schiff & E. Foulke (Eds.), Tactual Perception. A sourcebook. Cambridge University Press.
Millar, S. (1997). Reading by Touch. London and New York: Routledge.
Stratton, J.M. (1996). Emergent literacy: A New perspective. Journal of Visual Impairment & Blindness. 90, 177-181.
Stratton, J.M. & Wright, S. (1991). On the Way to Literacy: Early Experiences for Young Visually Impaired Children. Re:view, Volumne XXIII, 2, 55-63.
Unit 10 Information and Communication Technology (ICT)
standards
K and U 10,
S 10, 11,12, 14,
objectives
- As an overall goal, the standards should support the idea of full inclusion of the child or young person with a visual impairment in the school as well as in community in general.
content
- Orientation of the general use of ICT in the society of today
- Access of information on an equal basis - policy issues.
- ICT from a critical point of view
- Advantages for the visually impaired in using ICT
- Personal skills and experiences of ICT
- - reading, writing and arithmetic on the computer
- Digital teaching materials, books etc
- Computers and leisure time
- Individual needs - individual solutions
- The process of assessment - individual, pedagogical and environmental circumstances.
- Access to technical aids and technology. - from needs to practical use.
- Differences in operating systems: graphical and non-graphical interfaces
- ICT for the visually impaired; examples of speech, braille and large print
- What kind of support is available and from where?
- How to build a professional network?
- Internet resources for staff members and students
- ICT and MDVI
- The future
- Case Studies
assessment
Assess the ICT needs of an individual child or young person
Evaluate the usefulness of a piece of soft or hardware for a known child or young person
Devise a teaching program to enable a child or young person to develop proficiency in using a piece of soft or hardware
resources
Texts
Mason H L & McCall S (1997) Visual Impairment: Access to Education for Children and Young People. London: David Fulton Publishers
Aitken, S and McDevitt. A (1994) IT for VI Learners. University of Birmingham
CD-Rom
Video for Visually Impaired Learners Scottish Sensory Centre
Websites
Scottish Sensory Centre http://www.ssc.mhie.ac.uk/ [new window].
Royal National Institute for the Blind (RNIB) http://www.rnib.org.uk/ [new window].
Lea Hyvarinen's Homepage http://med-aapos.bu.edu/leaweb/ [new window].
Module 3 Local/national issues
standards
K and U 1, 4,12, 13
S 12, 13,15-17
objectives
- Offer an overview of the debate relating to your society's view of disability
- Discuss and explore some of the potential difficulties that may be expected
Module 4 Research
standards
K and U 13
S 18
objectives
- Develop critical and independent thinking
- Provide student with opportunity to engage in a small scale investigation
- Enable the student to investigate a particular professional issue and assess its educational and practical significance
- Use methods of enquiry as an evaluative approach to practical educational issues, aimed at the improvement of pupil learning
- Use investigative enquiry as a valuable learning medium for students, within a self-chosen area.
content
- Different research methodologies eg action research
- Ethical considerations
- Methods of data collection
- Methods for analysing data
- Presentation of data
- How to write the final report
assessment
The research should be written up as a formal thesis or dissertation. The word length and level of achievement should be relevant to the requirements of each country.
resources
Texts
Bell, J. (1993) Doing Your Research Project (2nd Edition). Milton Keynes: Open University Press.
Cresswell, J.W. (1994) Research Design Qualitative and Quantitative Approaches. Sage Publications Inc.
Herbert, M. (1990) Planning a Research Project A Guide for Practitioners and Trainees in the Helping Professions. London: Cassell Educational Limited.
McNiff, J. (1988) Action Research : Principles and Practice. London: Routledge
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