Extractions: Volunteering We have opportunities for teachers of the Deaf or Blind to make a real impact on the standards of sensory special education in developing communities. Highly motivated, and well-trained teachers are essential for good quality, effective sensory special education. You'll support your colleagues to address the varying needs of their pupils and to develop teaching materials where resources can be scarce. You could be working in Guyana, Namibia, Vietnam, Uganda or Mozambique. Most jobs require a teaching qualification and at least 6 months' relevant experience. A diploma in teaching the hearing or visually impaired is desirable. Qualifications and experience in Braille are useful. Most posts within the field of hearing impairment generally request qualifications in sign language (BSL/ASL). If you have other qualifications and relevant experience you can contact us to discuss your opportunities. You could be working in a school, on a community-based project or occasionally in a tertiary college. Your role might involve developing age-specific curriculum, teaching and assessing students, and evaluating staff training needs. You could bedeveloping teaching resources and training in resource development. You may also become involved in developing extra curricular activities such as parent/carer workshops in signing.
College Of Education Assessment And Accreditation Master of Arts in Rehabilitation of the blind Rehabilitation Teaching of education and Rehabilitation of the blind and Visually Impaired AER. http://www.ualr.edu/coedept/2003_assessment/rtreport03.htm
Extractions: Contact person: Pat Smith pbsmith@ualr.edu Use of Assessment for Program Building and Improvement Individual student conferences for program majors were held each mid-term to obtain feedback from the students on the progress of their courses and overall program to date. Changes deemed necessary in their programs of study for the ensuring semesters were then made. Key information was tracked for all courses and the recommendations for the program. Collectively, this information provided valuable feedback to the faculty on individual courses and the whole curriculum. The Advisory Council members were supportive of the program and did not recommend any specific areas needing improvement. The program was complimented for developing the online format. The letters of support for the grant submission also stressed the need for the distance education methodology. The students praised the videosteams as being more helpful than a purely text-based delivery of information. The hands-on workshops were highlighted as a much needed part of the program. One administrator strongly recommended that the program be expanded to include training in the discovered learning approach. The rest of the administrators in attendance were mixed in their support or disagreement with this controversial teaching/learning approach.
Tiresias - Agencies Main Agencies Serving blind People telephone operators training, teachers training; elementary education (separate for boys and girls), adult education http://www.tiresias.org/agencies/countries_p/pakistan.htm
Multilingual Systems The National Initiative for the blind is a bold and innovative approach to bring education, skills and services to the four million blind of India, http://acharya.iitm.ac.in/projects/nib.html
Extractions: Introduction The National Initiative for the Blind is a bold and innovative approach to bring literacy, education, skills and services to the four million blind of India, who live on its margins, not just in physical darkness, but in the more crippling darkness of illiteracy and poverty. This Initiative is based on a new, holistic, integrated approach that proceeds from a shared vision of two institutions, a premier educational institution, the IIT Madras, and a committed voluntary service organization, Vidya Vrikshah, Chennai. It seeks to synergise the power of technology with the power of community self-help in the service of the poor and helpless. It is held up as an example of how the country should evolve its own solutions to solve its own problems. The Initiative gives substance to this conceptual approach by simple, natural and inexpensive methodologies. What could be more simple, natural and inexpensive, than that the early training of the sense of touch and the sense of hearing for literacy, is conducted by the mother, that first, universal teacher ? Or that the training be conducted in the mother tongue ? Or that the later process of education and final process of employment be set in the context of use of the local language, in which most of our socio-economic activities are conducted ? The methodologies that are proposed rest on these very strengths. Background Methodology Involve mothers of visually handicapped children in the initiative by giving them basic resources to teach the basics of Braille to the children. the Vasantha Braille cube will be effectively used along with printed material prepared in the form of charts.
About NCLID Her speech, The Role of the Consumer in the education of blind Children, is now available for BVI Tools for Teachers of Students with Visual Impairments http://nclid.unco.edu/newnclid/Category.php?showcat=2&blogid=2
BulletinSpecial Education Program-1 Certificate in Rehabilitation Teaching for the blind The Communicative Disorders program is approved by the Educational Services Board of the American http://www.sfsu.edu/~bulletin/noindex/9496/programs/pgms-s/spec-ed1.htm
Extractions: Graduate Coordinator: Nicholas Certo Faculty Professors Barrager, Casella, Certo, Franklin, Goetz, Goldberg, Hanson, Lamb, Lane, Lepire, Mangold, Prinz, P., Schuler, Widerstrom Associate Professor Flowers Assistant Professors Watanabe, Stump Programs B.A. in Communicative Disorders M.S. in Communicative Disorders Minor in Special Education M.A. in Special Education Certificate in Early Childhood Special Education Certificate in Educational Therapy Certificate for Integrated Services Certificate in Rehabilitation Teaching for the Blind Certificate in Serious Emotional Disturbance Certificate in Vocational Special Education Ph.D. in Education: Concentration in Special Education Ed.D. in Education: Concentration in Special Education The programs in the Department of Special Education are designed for students who desire to enter the human services professions. These programs in special education include preparation for specialists who may work in schools or community agencies with handicapped children and adults. Resources of education, psychology, counseling, and guidance, and other related fields are utilized. Students enrolled in special education may work toward the following goals. Special preparation to serve as a teacher of children with disabilities to accompany the basic teaching credential. Students should consult Credential Programs, for general information and requirements regarding specialized preparation.
Resource Roundup For Parents Of Blind Children The authors assert that parents are capable of teaching their blind Foundations of education for blind and Visually Handicapped Children and Youth. http://www.growingstrong.org/bvi/resource.html
Extractions: Many articles and books have been written for parents and teachers of children with visual impairments. Some articles may be read online, and many books can be purchased from Amazon.com. This page is intended to serve as a guide to some of these resources. If you know of additional articles or books which would be good to include in this guide, please email me All links will open in a new window. Who's Who in the Education of Blind Children
Extractions: The following article appeared In the July 1998 Issue of the Public Employees Federation (PEF) Communicator: Have You Ever Wondered School Changing Medical Needs More Complex Staff Dedicated, Committed ... Making a Difference STATE SCHOOL FOR THE BLIND LEADS THE WAY TO BETTER LIFE FOR SPECIAL STUDENTS By SHERRY HALBROOK Have you ever wondered These days, the 69 children who attend the state School for the Blind in Batavia are at an even greater disadvantage. Besides being legally blind, they may also have impaired hearing, autism, retardation or other developmental disabilities. Helping these children sort out their world and feel comfortable and confident in it is an extraordinary challenge. The PEF members and other staff at the school are uniquely qualified by specialized training and, in many cases, decades of experience. "We provide a very essential service. There is a combination of experience, training and expertise here that can’t be found anywhere else in the state. We make a real difference in the lives of these children and their families," said PEF member Kathy Carlsen, an instructor at the school for the past 35 years.
Extractions: Return to Archive The Unique Educational and Services Needs of Children With Deaf-Blindness This document was developed in November 1993 by parents, educators, and human service representatives at a meeting in Lubbock, Texas on the use of Interveners for students with deaf-blindness sponsored by the Texas Deaf-Blind Project. The final revision was completed 12/94. Individuals with deaf-blindness have unique life-long support needs that must be addressed in order for them to function in a world driven by sight and sound. Consistent with this, they have unique needs within the educational system. The information which follows outlines some of these needs and discusses existing services in Texas which impact quality education for students with deaf-blindness. There are 532 school-age children widely distributed across the 1100 school districts in the state of Texas who meet the federal criteria for deaf-blindness. Because deaf-blindness is a low inci-dence disability, these students are generally unique among the population of students with developmental disabilities in a given geographical area. Most districts understandably build programs and hire staff to target the majority of children with disabilities in their particular area. From the beginning, the school system often finds its resources in deaf-blindness to be inadequate. Assessing the skills of these children can be difficult since assessment instruments are generally not normed for this population. It is often impossible to adapt these materials to test children with deaf-blindness without negating the test's validity.
Education World® : Special Education Community Here, you will find information and tools, from education World and other valuable sources, Educator Perri Gibbons pays tribute to teacher Deb Graudins, http://www.education-world.com/special_ed/
Extractions: Home Special Education Community RESOURCES Welcome to the Education World Special Education Subject Center. Here, you will find information and tools, from Education World and other valuable sources, chosen specifically for the special education community. Original Articles from Education World For additional Special Education resources, be sure to see Education World's Helping all students learn from computer textbooks means changing how those textbooks are written. At least that's what one Department of Education study discovered. Learn what computer teachers who work with students with special needs had to say about illustration-based classroom materials. Included: Information about how you can participate in a follow-up study. Building Close-Knit Communities: Knitting Makes a Comeback
Teachers, Special Education Teachers, Special education. California Occupational Guide Number 110 THE JOB SPECIAL education TEACHERS educate students with physical, mental, http://www.calmis.ca.gov/file/occguide/TEACHSPE.HTM
Educational Outcomes For Orientation And Mobility Training We get an idea of appropriate outcomes for blind children knowing what is expected of To design an outcome based approach for teaching orientation and http://www.wayfinding.net/outcomes.htm
Extractions: Outcome Based Education This section is a brief summary of a philosophy in education called "outcome based education." Mobility specialists write outcomes on three levels: experiences to be accomplished; knowledge to be learned and repeated; and competencies (behaviors) to be demonstrated. Traditional education is time based. Students are judged on what they learn within specific time frames; one week to learn spelling words, two months to learn subtraction, one year to pass second grade. Unlike traditional education, orientation and mobility training is outcome based. The major concern is whether a student learns a skill or concept. When the skill is learned is important, but it is not the primary limiting factor. Mobility Specialists Work for Outcomes on Three Levels Experience It is okay to have new experiences or to repeat the ones that are important and/or fun. Going to the mall, having the "mall experience", is a valid outcome. Experience reduces fear and increases confidence, setting the stage for gaining knowledge and becoming competent. Blind children need real world experiences to provide the foundation for concept development. Classroom discussions or simulations do not always transfer to the real world. All knowledge starts with experience. Knowledge The next step is to repeat to the teacher key ideas: how department stores are laid out, movement patterns found in grocery stores, who can help with problems while in a mall, how canes are used; ie. articulating skills, layouts, services, routes, rules, landmarks, and behaviors.
Specialist In Low Vision And Blindness This page provides information about the low vision and blindness program Special education is the only teacher preparation program in Illinois to offer http://www.coe.ilstu.edu/seddept/undergrad/vision.shtml
Extractions: Master's Doctoral ... Home Special Education is the only teacher preparation program in Illinois to offer degree programs that lead to state of Illinois Teacher Certification in all disability areas. Teachers of children with visual impairments work with learners who are blind or who have low vision, from preschool through high school. These learners have many unique needs, such as the use of Braille and/or large print, assistive technology, low vision aids, independent living skills, and orientation and mobility (travel skills). A teacher in this area is a specialist who is trained to meet these unique needs. The Specialist in Low Vision and Blindness is one of only 35 undergraduate and graduate programs nationwide. The program at ISU is small and teacher candidates progress through the program as a cohort group, developing friendships and professional partnerships that last beyond graduation. Each child with a visual impairment is unique and his or her needs are dependent on their age, cognitive level, presence of other disabilities, and eye conditions.
Blindness And Low Vision Studies Rehabilitation teachers offer adults who are blind or visually impaired information and The program includes several unique educational opportunities. http://www.wmich.edu/hhs/blrh/specializedprograms.html
Extractions: CHHS Links: CHHS Home From the Dean New Building Calendar of Events Journals August 15th Faculty Orientation Directories Classroom Schedule On the Move 2003-04 Outstanding Alumni In the News WMU Home Rehabilitation Teaching Rehabilitation teachers offer adults who are blind or visually impaired information and resources they need to lead successful, productive lives. By offering instruction in specialized methods and adaptive techniques required for independent living and communication, the rehabilitation teacher helps people to achieve independent lifestyles. What does the rehabilitation teacher do? The rehabilitation teacher provides specialized methods or adaptive techniques for communication and coping with the demands of daily living. The broad sphere of communication includes Braille, computers, handwriting, listening and recording technology, low-vision technology, mathematical calculation, and keyboarding. Instruction in daily living skills includes food preparation, personal management, home management, home mechanics, leisure and recreation activities, and orientation and movement in familiar indoor environments.
Appendix E PROPOSED COMPETENCIES FOR NEW HAMPSHIRE EDUCATORS OF STUDENTS WHO ARE blind/VISUALLY IMPAIRED*. Sensory blind/Visually Impaired Competencies http://www.nhbvi.com/Agenda/text/nha6e.html
Extractions: Table of Contents PROPOSED COMPETENCIES FOR NEW HAMPSHIRE EDUCATORS OF STUDENTS WHO ARE BLIND/VISUALLY IMPAIRED* Sensory Blind/Visually Impaired Competencies A Sensory Blind/Visually Impaired Educator may: Teach students who have mild to intensive/complex vision disabilities; consult with parents, classroom teachers, special educators, and other professionals concerning these students; and, serve on Evaluation, IEP, and Placement teams as the teacher certified in the area of disability of these students and/or as the teacher of these students. I. PROFESSIONAL PREPARATION: Coursework in special education which includes the following. A. An understanding of child growth and development and the impact of a vision loss on child development.
Extractions: While the national debate rages on over inclusion, schools across the country have been integrating special needs students into regular classrooms. Many factors contribute to successful inclusion: adequate funding, training, support structures, cooperation among educators, and communication with parents. Here are tips from educators who are successfully meeting the challenge with enthusiasm and grace. Relationships Among Students Relationships Among Students From Angela Johnston, johnstjh@usaor.net , a fourth grade teacher at Clairton Elementary School in Clairton, Pennsylvania: Buddy System Back to top of page Techniques From Kathy Baumfalk, Kbaum93@cs.com , an interpreter for the deaf at Prescott School in Lincoln, Nebraska: Adaptations For Deaf/Blind Students "When working with a deaf or blind student, many adaptations need to be made. Whatever curriculum we can get our hands on we try to make tactile and Braille for the student. This gives the student much more accessibility to the classroom and the lessons being taught. Having a skilled team is also a benefit to help meet the special needs of the student. A mobility specialist, vision specialist, speech pathologist, deaf education teacher, regular classroom teacher and interpreter make a well-balanced team. Each team player is important in helping the student be successful. As more students and staff learn sign language, the deaf/blind student becomes more and more independent."
NFBC - As a TVI, you ll have the opportunity to improve the lives of our blind and Teachers of the visually impaired provide the educational experiences that http://www.nfbct.org/html/tvifront.htm
Extractions: Become a hero for our visually impaired youth by helping them to reach their full potential. The National Federation of the Blind of Connecticut presents the following information and web resources for students or current educators considering a rewarding career as a teacher of the visually impaired (TVI). By choosing a career as a TVI, you'll enhance the educational experiences of visually impaired children by instilling self-confidence and determination through your own belief in their abilities. As a TVI, you'll have the opportunity to improve the lives of our blind and visually impaired youth, providing the necessary specialized instruction, support services, and encouragement to enhance the educational experiences of Connecticut's visually impaired children. In addition to the resources you'll find on these pages, the National Federation of the Blind of Connecticut offers the
EdCompass - Archive Florida School For The Deaf And Blind Educators at the Florida School for the Deaf and blind (FSDB) believe there Susan Cooper We have a teacher who uses it in the blind department, too! http://edcompass.smarttech.com/ec/en-US/Case Studies/Archive/Florida School for
Extractions: Contact Educators at the Florida School for the Deaf and Blind (FSDB) believe there are three critical requirements to reach students and help them succeed. The school must: For two very enthusiastic educators in the deaf department â Sue Clark and Susan Cooper, the SMART Board interactive whiteboard is one of the most engaging teaching tools any teacher can use to reach students. What's the secret of their success? We asked them to share their experiences, and here's what Sue and Susan had to say.
Careers In Blindness They work as part of the educational team providing instruction in skills Not too many people have heard about teaching children who are blind or who http://www.careersinblindness.com/
Extractions: Teachers of Children with Visual Impairments TVIs are specially certified teachers who assist children who are blind or who have low vision (birth 22 years) to achieve their educational goals and prepare for the future. They work as part of the educational team providing instruction in skills that are unique to visual impairments. Their goal is to help students achieve independence. Why Should You Become a TVI? All in a day's work, you could teach a child to use a monocular to read signs, about everyday objects, and how to fix a favorite snack. Not too many people have heard about teaching children who are blind or who have low vision...
Extractions: The Western Pennsylvania School for Blind Children has been selected as a 2001 Blue ribbon School by the U.S. Department of Education. The Blue Ribbon designation recognizes the School for Blind Children for its excellence in leadership, teaching, curriculum, student achievement, parent involvement and community support. It is the most prestigious education award in the nation The School for Blind Children is the only school in the city of Pittsburgh and the only school for blind children in the nation to receive the Blue Ribbon Award this year. As a recipient, the School is unusual in that it does not fit neatly into the usual Blue Ribbon categories. For example, students at the School are not tested in traditional ways. They do not receive grades, nor pass and fail as they move from year to year. The School's curriculum was developed by its teachers and is uniquely suited to its particular group of students. "We are pleased that the Blue Ribbon panel saw the merits of our School," said Executive Director Janet Simon. "We feel honored by this recognition of our hard work." Approximately 40 individuals worked on a nomination package submitted to Blue Ribbon last fall. The nomination, in essence a lengthy self-assessment, focusing on every aspect of the school as it related to students. In evaluating the nomination package, the Department of Education looked for overall school quality, challenging standards, ongoing professional development by teachers and staff members, a safe and supportive school environment, and family and community partnerships.
