University of Massachusetts Boston College of Education and Human Development Department of Curriculum and Instruction Special Education Program Vision Studies SPE-G 642: Assessment for Students with Visual Impairments including those with Additional Disabilities Fall 2010 Course Syllabus Course Instructor: Tammy Reisman, M.Ed., C.A.E.S. Office Location: Wheatley Building, 2nd Floor, Institute for Community Inclusion Office, room 2-159 Telephone: 617- 287-7595, 781-799-4745 E-mail: email@example.com Office Hours: Wednesday 7:30-8:30 pm (online, Web based tcConference Room http://www.conference321.com/masteradmin/room.asp?id=rsf59f269b4752 ) Catalog Descriptor This course examines and explores the unique educational needs of children with visual impairments and children with visual and multiple impairments and techniques for assessment related to teaching these children in a full array of educational settings from ages 3-22. Topics include assessment specifically designed for students with visual impairments, and those in the expanded core curriculum Issues related to team approaches to assessment, and evaluation are also presented. This course requires a field-based placement/pre-practicum requirement of a minimum of 30 hours. Pre-practicum-TVI Assessment: Visual Impairments This is a field-based experience which provides the opportunity to apply classroom knowledge and learn observational, and assessment strategies by engaging with students and their school communities and educational teams. The field site options will include experience with children preschool through grade 12. This course requires minimum daytime participation of three hours per week to acquire 30 hours of instructional experience. This must be taken concurrently with SPE-G 642 Assessment for Teaching Students with Visual Impairments including those with Additional Disabilities. . A pre-practicum verification form must be completed and signed by the student and cooperating instructor at the end of the placement and can be found at http://www.nercve.org/index.php?page=tvipreprac . Course Conceptual Framework: The topics and assignments of this course have been designed to prepare thoughtful and responsive educators skilled in the educational implications of children with visual impairments. Included are the unique assessment and teaching strategies that are critical when working with this population. The thoughtful and responsive educator is also committed to collaboration with other specialists and professional staff in order to meet all the needs of his/her students. The topics, assignments and field-based experiences within this course have been designed to prepare the participants to acquire: o Understandings of content, pedagogy, assessment, and technology o practices of caring, collaboration, reflection and social justice o commitments to dedication, life-long learning, modeling and mentoring Mission Statement UMass Boston College of Education and Human Development August 25, 2008 The College of Education and Human Development (CEHD) generates knowledge, fosters engaged learning, promotes social justice, and empowers students, educators, other professionals, and community members through teaching, research, evaluation, and public service. The urban setting of the University of Massachusetts Boston informs – and is informed by – CEHD efforts to fulfill the academic and civic purposes of education in a diverse democracy. This mission statement as associated core values serve as a philosophical and operational guide for all activities of the College of Education and Human Development. Core values include: Academic excellence applies theory and evidence-based practice to produce effective and sustainable learning and development outcomes; Social justice and inclusion involves equality of access and success for all students, especially those who historically have had limited educational opportunity because of education level, national origin, socio-economic status, gender, age, sexual orientation, disability, or ethnic, linguistic, or cultural background; Community engagement integrates academic knowledge with community- based knowledge to address public and policy issues, improve quality of life, and support a just and inclusive democracy. The mission of the College of Education and Human Development is accomplished in collaboration with students, professionals, and other stakeholders through: offering learning environments that prepare students, educators, and other professionals to assume leadership roles in the design, development, and implementation of teaching and learning experiences that are consistent with our values; conducting research directed at improving educational policy and practice in school, higher education, and community settings to improve the quality of life for all individuals; disseminating materials and information to increase knowledge, improve practice, and facilitate the learning and development of all individuals in school, higher education, and community settings; offering technical assistance to enhance learning and skill development in community settings including schools, colleges and universities, and community-based organizations and programs at local, state, national and international levels. Objectives of the Course The students will be able to: 1. Conduct professional activities in compliance with applicable laws and policies. 2. Discuss both the potential impact of differences in values, languages, and customs that can exist between the home and school by demonstrating sensitivity for the culture, language, religion, gender, disability, socio- economic status, and sexual orientation of individuals and the cultural perspectives influencing the relationships among families, schools, and communities as related to assessment and instruction. 3. Demonstrate the use of specialized terminology used and ethical considerations, laws and policies in assessing individuals with visual impairments. (CEC VI8K1 & CEC VI8K2) 4. Understand the genetic basis of various syndromes and other etiologies commonly associated with visual and multiple impairments as well as the impact of additional exceptionalities on individuals with visual impairments and visual impairment on learning and experience (CEC VI3K1 & CEC VI10S1) 5. Discuss the roles and responsibilities of the TVI on behalf of students with visual impairments and visual and multiple impairments, and demonstrate expertise in a transdisciplinary process approach in assessing students with visual and multiple impairments. 6. Discuss and implement disability assessment instruments and alternative assessment techniques for individuals with visual impairments. (CEC VI8K5 & CEC VI8S2) 7. Adapt and use general and disability-specific assessment instruments, discuss and implement alternative assessment techniques for individuals with visual impairments and interpret and apply the scores as well as from assessments of individuals with visual impairments. (CEC VI8K5, CEC VI8K6, CEC VI8S2, CEC VI8S3) 8. Interpret and apply the scores from assessments of individuals with visual impairments. (CEC VI8K6) 9. Adapt and use assessment procedures when evaluating individuals with visual impairments. (CEC VI8S3) 10. Maintain disability-related records for individuals with visual impairments. (CEC VI8S4) 11. Gather background information and family history related to the individual’s visual status. (CEC VI8S5) 12. Interpret and use assessment data for instructional planning with individuals with visual impairments. (CEC VI8S6) 13. Discuss and demonstrate the relationships among assessment, individualized education plan development and placement as they affect vision-related services. (CEC VI8S7) Pre-requisites: SPE-G 620 Education of Students with Visual Impairments SPE-G 614 Visual Functioning SPE-G 621 Intro to Disabilities SPE-G 615 Braille I SPE-G 616 Implications of Low Vision SPE-G 619 Braille Communications II SPE-G 640 O&M and Independent Living SPE-G 622 Technology and Visual Impairments Required Texts Anderson, Sharon, et al. (2007). Oregon Project Skills Inventory (6th ed). Parent/University Student Set. Medford: Southern Oregon Education Service District. http://www.soesd.k12.or.us/Page.asp?NavID=215 Coster, Wendy, Deeney, Theresa, Haltiwanger, Jane and Haley, Stephen. (1998). School Function Assessment. San Antonio: The Psychological Corporation. Will be provided. D’Andrea, Frances Mary and Farrenkopf, Carol. (2000). Looking to Learn: Promoting Literacy for Students with Low Vision. New York: AFB Press. Was required for 616 and will use for 642 & 643 D’Andrea, Frances Mary and Presley, Ike. (2008). Assistive Technology for Students Who Are Blind or Visually Impaired: A Guide to Assessment. New York: AFB Press. Required from SPE-G 622 Koenig, Alan J. and Farrenkopf, Carol. (1995). Assessment of Braille Literacy Skills. Houston: Region IV Education Center. Koenig, Alan J. and Holbrook eds. (2000). Foundations of Education (2nd ed): Vol. II, Instructional Strategies for Teaching Children and Youths with Visual Impairments. New York: AFB Press. Will use for 642 & 643 Koenig, Alan J. and Holbrook, M. Cay. (1995). Learning Media Assessment of Students with Visual Impairments. Austin: Texas School for the Blind and Visually Impaired. Roman-Lantzy, Christine (2007). Cortical Visual Impairment: An Approach to Assessment and Intervention. New York: AFB Press. Will use for 642 & 643 Sewell, Debra, et al. (2007). Evals: Evaluating Visually Impaired Students. Austin: Texas School for the Blind and Visually Impaired. Optional Texts American Psychological Association. (2001). Publications manual of the American Psychological Association. Washington, DC: APA. Hagood, L. (1997). Communication: A guide for teaching students with visual and multiple impairments. Austin, TX: Texas School for the Blind and Visually Impaired. Heydt, K., Allon, M., Edwards, S., Clark, M.J., & Cushman, C. (2004). Perkins activity and resource guide: A handbook for teachers and parents of students with visual and multiple disabilities. Watertown, MA: Perkins School for the Blind. Johns, Jerry (2008). Basic Reading Inventory: Pre-Primer Through Grade Twelve and Early Literacy Assessments. Dubuque: Kendall-Hunt. Morgan, Elizabeth and Watkins, Sue. (1989). Assessment of Developmental Skills for Young Multihandicapped Sensory Impaired Children: An Instructional Manual for the INSITE Developmental Checklist. Logan: SKI HI Institute. This includes instructions, assessment tool and scoring sheet. http://www.hopepubl.com/index.cfm?Action=ViewCategory&Category=2 Sacks, S.Z. & Silberman, R.K. (1998) Educating students who have visual impairments with other disabilities. New York: AFB Press. Stillman, Robert et al. (1978 & 1985) The Callier-Azusa Scale: G and H Administration. Dallas: University of Texas. http://www.callier.utdallas.edu/scale.html Required Assignments 1. FACE TO FACE CLASSES AND 3 ONLINE CLASSES Each student will be required to attend the 2 Saturday face to face classes on the UMass campus in Boston in October and November as well as participate in the 3 online sessions; dates to be determined. 2. MODULE ACTIVITIES AND QUIZZES Throughout the semester, there will be activities and quizzes associated with the course Modules. These activities and quizzes will serve as the evaluation of student knowledge of Module content. Quizzes will include a combination of true/false, short answer and essay. Specific due dates are listed on the Course Schedule. 3. IEP ASSIGNMENT: Complete an IEP form for a student whom you’ve completed one of the assessments, including key evaluation results summaries, present level of educational performance A and B, current level of performance, instructional profiles, goals and objectives for two domains of learning, and include the equal access accommodations. The MA DOE/DESE format will be used. Due Date: 4. CVI ASSESSMENT KIT Students will work with a group to develop a CVI assessment kit. Groups will work together to determine the materials needed for the kit that will assess each of the 10 characteristics of CVI and write a 1 page handout that lists and describes the materials in the kit. Each individual student must put together a kit of their own and bring it to the second Saturday face to face class. Kits will be shared in class. Due date: 5. PRE-PRACTICUM OBSERVATION LOG Students will keep a log of observations made during the Pre-Practicum experience. Written observations will be based on topics related to the coursework. Guidelines for Pre-Practicum Observation Log Throughout the semester you will engage in observations and submit a log based on your observations with a licensed TVI of various students with visual impairments in school and community environments. Each entry should be a minimum of 3 double spaced pages. Every log must have a topic as well as the focus questions answered. Entries should answer the questions, provide specific anecdotes, and demonstrate a reflective quality by raising questions for further examination. The topics may be completed in any order. The completed Observation Log will be due on 1. Topic: The Unique Learner Pick one student and create an in-depth case study of information about this student. Describe the student’s background (cultural, socio-economic, medical, family and educational history), current placement/setting and visual functioning. What evaluations have been implemented with the student? What were the results? What comprehensive assessments have been administered to the student? Why were they administered? Where and by who were they administered? What accommodations and/or modifications were made? What informal assessments have been administered? How has the data from assessments been interpreted and used? How often is the student assessed? Does the IEP contain testing information? What learning medium(s) does the student use to access material? What are the services the child receives, as outlined in the IEP? How were these determined? Where and when are the services provided? Note: Gather information for this observation log through a variety of resources, including observation with the TVI, observation in the general education classroom, interviews and document reviews. 2. Topic: Assessment Observe 2 professionals (but not general education teachers) perform an assessment. You will follow up that observation with an informal interview with the professional. The two professionals do NOT need to be on the same educational team, nor do they need to serve the same student(s). You may observe a Teacher of the Visually Impaired, Orientation and Mobility specialist, Speech and Language Pathologist, Occupational Therapist, Physical Therapist, Psychologist, Music Therapist, Recreational Therapist, Vocational Specialist or Transition Specialist. Include a discussion about how the professional’s assessment and report relates to the large IEP team effort. If the student you observe is does not have a visual impairment, reflect on how this assessment would be impacted by a visual impairment. Also, In addition, focus on the other assessments performed on the student in the past, and answer as many of the following questions as possible. What comprehensive assessments have been administered to the student? Why were they administered? Where and by who were they administered? What accommodations and/or modifications were made? What informal assessments have been administered? How has the data from assessments been interpreted and used? How often is the student assessed? Does the IEP contain testing information? 3. Topic: Observation Select a student for observation during 3 30-minute segments of instruction. Record narrative information and prepare a report of these observations. Describe the instruction you observed. What specifically did you observe with regards to vision? Sensory channels? What else could you use from the observations to complete evaluations of the student? 4. Topic: Interviews Interview a teacher of students with visual impairments (TVI) about the interview process they use to complete evaluations. What types of questions do they ask? Observe the TVI performing an interview with a classroom teacher about their observations of their student’s use of vision and sensory channels in the school environment. What information did they gather from the interview? Finally, interview a classroom teacher yourself about a student you have been observing. What do they notice about the student’s use of vision and sensory channels? What concerns, if any do they have? Provide a list of questions you asked. 6. ASSESSMENT PORTFOLIO PROJECT Select one academic student with a visual impairment and one student with visual and multiple impairments and perform several evaluations that will include the following: 1. Functional Vision Evaluation Administer two informal functional vision evaluations. One for an academic student with a visual impairment and one for a student with visual and multiple impairments. Report and interpret the results. Consider the implications of the results and their validity. 2. Expanded Core Curriculum Informal Assessments Select two areas of the expanded core curriculum and use informal evaluations tools to assess each area. Perform one for an academic student with a visual impairment and one for a student with visual and multiple impairments. Report and interpret the results. Consider the implications of the results and their validity. 3. Learning Media Assessments Administer two Learning Media Assessments using instructor guidelines. Perform one for an academic student with a visual impairment and one for a student with visual and multiple impairments. Report and interpret the results. Consider the implications of the results and their validity. 4. Communication Assessment Administer one of the informal communication assessments discussed in the course for a student with multiple and visual impairments. In a formal write-up, report and interpret the results. Include copies of your note taking tools and official assessment reports for each area. Submit the portfolio to your instructor via electronically. The portfolio should be organized with a table of contents section for easy reference and word processed in a professional manner. The evaluation reports that you produce as a professional are a reflection of your personal level of professionalism. Therefore, you will be graded for the quality of your writing abilities, including typos, spelling errors and grammatical errors. You will also be graded on the accuracy and appropriateness of your recommendations in each assessment report. Due date: Note: You will need to gain consent of the students’ parents for this portion of the Pre-practicum time since you will be looking at confidential documents. You will be receiving an official Student Participant Consent form from your instructor. This must be signed and dated before any data collection can begin. Submit a copy of the consent form to your instructor as soon as consent is gained; these must be kept on file. When writing up any of the above components, you may not use the student’s real name, the school’s real name or the real names of any of the teachers and/or related service providers. If any of real names appear on the assessment/evaluation tools used to collect the data, black out names before submitting as part of your portfolio. You may also need to sign any confidentiality consent forms that the district may or may not require. Methods of Evaluation Relevant Assignment Points Objectives 1. Face to Face and Online Classes 60 points 1-13 2. Module Quizzes and Activities 1-13 245 points (8 @ 30 points each) 3. IEP Assignment 80 points 1-13 4. Pre-Practicum Observation Log 100 points 1-13 5. Assessment Portfolio Project 170 points 1-13 6. CVI Assessment Kit 80 points 1-13 Total Points 705 points Grading Grade Module IEP Pre- CVI Assessment Quizzes and Assignment Practicum Assessment Portfolio Activities Observation Kit Project Log A Participates Thorough Passed in on As a group, Completely within time examination of time. Attention develops a addresses each (√+) periods. student to detail for each complete kit for component of 90- Demonstrates strengths & key topic area. assessing portfolio with 100% critical or evaluation Demonstrates students with clear creative summary, exceptional cortical vision interpretation of contributions, feedback on insights and impairment. performed demonstrates present levels of reflections. Shows high assessments and reading performance in creativity and rationale for knowledge 90- each goal area, originality. recommendations. 100% of the Correctly written Individually Also shows time. For goals, correctly creates own kit high creativity and quizzes, written and shares it originality. answers are objectives, goals with entire class complete and and objectives during face to correct. All match needs face session. parts of quiz cited, With group questions are accommodations creates 1 page addressed. make sense. handout that lists and describes kit and materials. B (√) Participates Examination of Passed in on As a group, Completely within time student time. develops a kit addresses each 80- periods. strengths & key Demonstrates for assessing component of 89% Demonstrates evaluation good insights students with portfolio with critical or summary, and reflections. cortical vision clear creative feedback on impairment. interpretation of contributions, present levels of Individually performed demonstrates performance in creates own kit assessments and reading each goal area, and shares it rationale for knowledge 80% goals and with entire class recommendations. of the time. For objectives may during face to Also shows quizzes, most not be written face session. good creativity answers are completely With group and originality. complete and measurably. creates 1 page correct. Most Goals and handout that parts of quiz objectives do not lists and questions are match needs, describes kit addressed. accommodations and materials. make some sense. C (√-) Participates Student Passed in on As a group, Addresses each within time strengths & key time. develops a kit component of 70- periods. evaluation Demonstrates for assessing portfolio with fair 79% Demonstrates summary is fair insights and students with interpretation of critical or there, but reflections. cortical vision performed creative minimal, no impairment. No assessments and contributions, present levels of individual kit is rationale for demonstrates performance in created – not recommendations. reading each goal area, prepared to Also shows knowledge 70% goals and shares it with average creativity of the time. For objectives not entire class and quizzes, some written during face to originality. answers are measurably, face session. incomplete and goals and With group incorrect. Quiz objectives do not creates handout questions are match needs, that lists not fully accommodations materials. addressed. make some sense. According to UMASS- Boston standards, the following grading categories will be used: A 100%-94% (705-663 points) C+ 79%-77% (563-543 points) A- 93%-90% (662-635 points) C 76%-74% (542-522 points) B+ 89%-87% (634-613 points) C- 73%-70% (521-494 points) B 86%-84% (612-592 points) F below 70% (493-0 points) B- 83%-80% (591-564 points) Course and Grading Policies 1. Assignments will either be returned to you via upload to Blackboard or postal mail. Your grades will be posted to the electronic grade book in Blackboard. Grades for all assignments will be posted in approximately one week. 2. No late assignments will be accepted without the prior written permission of the instructor. Extensions on assignment due dates will only be given in the most extreme circumstances. Any assignments submitted without prior permission will receive a zero in the grade book. 3. Any questions regarding a grade received on an assignment must be submitted to the instructor in writing within one week of receiving the grade. 4. Module quizzes and discussion questions must be posted by 11:59pm on the due date. Any quizzes or responses posted after 11:59pm will be considered late, and will thus receive a grade of a zero. 5. If you are experiencing any technical difficulties and cannot submit your assignment, please leave a voicemail message for your instructor immediately. Describe the problem in terms of whether it was a technical problem with your e- mail/Internet or if there is a problem with the course website or Blackboard. If it is a problem with Blackboard, please additionally seek out technical support via UMass Online. 6. Students are required to maintain a B average Submitting Assignments When submitting an assignment via upload to Blackboard, it is very important that you name the files using your initials, then the Module number. For example, I would submit the Module II assignment as TRModuleII.doc All assignments, except quizzes and discussion questions, must be submitted using APA style in citing and paraphrasing references. Click here for online APA style information. Points will be deducted if APA format style is not used. Additionally, all assignments must have an APA style cover sheet with your last name and page number as the page header on each page. Please refer to the example in Blackboard. All assignments formatted as following: • Saved as .doc files. If you do not have Microsoft Word, it is still possible to save your assignments as .doc files when naming the file. I cannot open PC or Mac formatted files in programs such as Lotus or Word Perfect. • 1 inch margins • Double spaced • 12 point font; Please be sure to use a professional font such as Arial, Times New Roman or Trebuchet MS. This is important especially in report writing. • Last name and page number in the upper right hand header. • APA Cover sheet as the first page. These requirements are essential to help ease the file management and grading process. ADA Accommodations Policy Section 504 and the American with Disabilities Act of 1990 offer guidelines for curriculum modifications and adaptations for students with documented disabilities. If you wish to request any accommodations in order to participate in this class you must register with the Lillian Ross Center. The Center assists all UMass - Boston faculty in providing you with accommodations. To contact the Ross Center for Disability Services, visit their web page at www.rosscenter.umb.edu or call 617.287.7430 TTY: 617.287.7436. Be sure to indicate that you are in an on-line class when you register with the Center. The student must present and discuss these recommendations with the instructor within a reasonable period, preferably by the end of the Drop/Add period. Academic Honesty Policy Students are required to adhere to the Code of Student Conduct, including requirements for academic honesty, delineated in the University of Massachusetts-Boston Graduate Studies Bulletin, Undergraduate Catalog, and relevant program student handbook(s). You can find the Code of Student Conduct on the UMass Boston website at www.umb.edu/student_services/student_rights/code_conduct.html. It is the expressed policy of the University that every aspect of academic life not only formal coursework situations, but all relationships and interactions connected to the educational process shall be conducted in an absolutely and uncompromisingly honest manner. The University presupposes that any submission of work for academic credit indicates that the work is the student’s own and is in compliance with University policies. In cases where academic dishonesty is discovered after completion of a course or degree program, sanctions may be imposed retroactively, up to and including revocation of the degree. Any student who reasonably believes another student has committed an act of academic dishonesty should inform the course instructor of the alleged violation. Students are advised to retain a copy of this syllabus in personal files for use when applying for certification, licensure, or transfer credit. Technical Assistance: Students experiencing technical difficulties should use the following resources for assistance: 1. Send email to firstname.lastname@example.org 2. Call 617-287-5220 between 8:30AM and 5:00PM EST during the week, or 1- 800-569-6505 between 5:00PM and 8:30AM and on weekends and holidays. 3. Contact support via live text chat between 5:00PM and 8:30AM and on weekends and holidays by clicking on the above link. Biography: My name is Tammy Reisman and I will be your instructor for this course. In this capacity, my primary job is to guide you through this on-line learning experience. I will provide you with a structured course website that is full of information, resources, activities, and other measures of your knowledge. Additionally, I will be providing you with feedback to your work submitted over the duration of the semester. For the past 19 years, I have worked as a Teacher of Students with Visual Impairments for Perkins School for the Blind as well as several public school systems throughout Massachusetts. I am currently working in the Newton Public Schools in Massachusetts. I also am participating in additional projects at Umass Boston and DESE including developing professional development courses. What most of you do not know is a little bit about my background. I was born and raised in New York. I came to Boston to do my undergraduate work in social work at Northeastern University. During my junior year at Northeastern, I became employed by Perkins as a program aide. I really enjoyed the work though following my graduation I worked as a social worker for the Salvation Army and the Department of Social Services as well as a guardian ad litem for children at risk in several district courts. My interest in visual impairment and blindness remained, however, and I began graduate school at Boston College. I graduated with a M.Ed., and Certificate of Advanced Graduate Studies in Elementary Education, Special Education in Visual Impairment and later, literacy. Throughout all this I did work full-time, thus, I completely understand what it is like to work full time and still be a student! On a more personal note, I am married; my husband and I have a wonderful son, who is 13 years old. We also have fun caring for an aquarium with two fish, several snails and hermit crabs and an array of coral. In my free time, I enjoy spending time with my family, reading fiction books, playing tennis, swimming and biking. I hope that this offers you a small glimpse into my life and where I came from. I have a very strong belief in higher education and personnel preparation, which I think is reflected in much of my work and I thoroughly enjoy teaching skills related to visual impairment and blindness, both to students with visual impairments and blindness and graduate students. I am looking forward to working with each of you in this course. Please contact me directly if you have any questions throughout this course. COMMUNICATION WITH INSTRUCTOR My schedule is variable as I am often teaching and not in the office. The best way to contact me in general is by e-mail. I check-in with e-mail several times per day during the week, and at least once per day on the weekend. If you have an urgent matter, please follow up your e-mail by leaving a voice mail message for me @ 781-799-4745. I will usually respond to you that day or within a 24 hour period. This syllabus is subject to change. Schedule Module 1. Topic: Overview of Assessment and the Transdisciplinary Approach Objectives: 1, 2, 3, 5 What is the IDEA process for evaluation? What is the Transdisciplinary Team? How students with visual impairments are evaluated. Processes and learning methods: Class lecture with PowerPoint presentation Group discussion Readings: Foundations of Education, Vol. II Chapter 2, 3, & 4 Assignment(s): Module 1 quiz Module 2. Topic: Assessing Students with Visual and Multiple Impairments Objectives: 1, 2, 3, 4, 5 The TVIs role in evaluating students with visual and multiple impairments Genetics and medical information about multiple impairments Cultural and socio-economic implications Special considerations for evaluating students with visual and multiple impairments Processes and learning methods: Class lecture with PowerPoint Presentation Group Discussion Teacher Demonstration Readings: Educating Students Who Have Visual Impairments with Other Disabilities - Chapters 2,3&4 Teaching Students with Visual and Multiple Impairments (Smith & Levack, 1999) Chapter 4: Assessment Assignment(s): None Module 3. Topic: Observations and Interviews Objectives: 1, 2, 3, 5 Cultural and socio-economic implications What is observation? Asking questions of team member Processes and learning methods: Class Lecture with PowerPoint Presentation Readings: Collaborative Assessment Chapter 3: Preparing for Assessment Article: Guidelines for Classroom Observation of Students with Visual Impairments FVE/LMA Tool: Interviews and Observations Assignment(s): Module 3 Activity Module 4. Topic: Functional Vision Evaluations Objectives: 6, 7, 8, 9, 10, 11, 12 Strategies for performing functional vision evaluations for both students with visual impairments and students with multiple and visual impairments Processes and learning methods: Class Lecture with PowerPoint presentation Discussions Student Videos Readings: Looking to Learn Chapter 1: Interpreting an Eye Report & Chapter 2: Performing a Functional Low Vision Assessment Assignment(s): None Module 5. Topic: Evaluations of Students with CVI Objectives: 6, 7, 8, 9, 10, 11, 12 What is cortical or cerebral visual impairment? Strategies for performing functional vision evaluations for students with cortical or cerebral visual impairment Processes and learning methods: Class lecture with PowerPoint presentation Student video/demonstration Class discussion Readings: Cortical Visual Impairment: An Approach to Assessment and Intervention: Chapter 1 - CVI an Overview, Chapter 2 - Medical and Other Causes of CVI, Chapter 3 - Visual and Behavioral Characteristics of Children with CVI, Chapter 5 – Functional Vision Assessment: The CVI Range Assignment(s): Module 4&5 Activity Module 6. Topic: Learning Media Assessment Objectives: 6, 7, 8, 9, 10, 11, 12 Methods for performing learning media assessments for both students with visual impairments and students with multiple and visual impairments Processes and learning methods: Lecture with PowerPoint Presentation Student Videos Web Safari Readings: Learning Media Assessment, 2nd edition Chapters 1, 2, 3, 4, 5 and 6 Basic Reading Inventory Sections 1 and 2 - Overview and Administration and Scoring Procedures Assignment(s): Module VI Discussion Module 7. Topic: Evaluations in the ECC – part 1 Objectives: 6, 7, 8, 9, 10, 11, 12 Strategies for performing Expanded Core Curriculum Evaluations for both students with visual impairments and students with multiple and visual impairments Processes and learning methods: Lecture with PowerPoint presentation Web Safari Discussion Readings: EVALS Kit, section 1: Compensatory Skills Assessment of Braille Inventory Skills Perkins Activity and Resource Guide (Heydt, Allon, Edwards, Clark & Cushman): Functional Academics Assignment(s): None Module 8. Topic: Evaluations in the ECC – part 2 Objectives: 6, 7, 8, 9, 10, 11, 12 Strategies for performing Expanded Core Curriculum Evaluations for both students with visual impairments and students with multiple and visual impairments Processes and learning methods: Class lecture with PowerPoint presentation Readings: EVALS Kit, section 1: Social Interaction Skills Sexuality Education Independent Living Skills Domestic Activities Recreation & Leisure Skills Recreation, Leisure, Fitness Independent Living Assessment Perkins Activity and Resource Guide (Heydt, Allon, Edwards, Clark & Cushman): Daily Living and Independent Living Skills Assignment(s): Group Resource File Project Module 9. Topic: Evaluations in the ECC – part 3 Objectives: 6, 7, 8, 9, 10, 11, 12 Strategies for performing Expanded Core Curriculum Evaluations for both students with visual impairments and students with multiple and visual impairments Processes and learning methods: Class lecture with PowerPoint Presentation Web search Readings: EVALS Kit, Section 2: Self-Determination Career Education Transition Perkins Activity and Resource Guide (Heydt, Allon, Edwards, Clark & Cushman): Vocational Skills Assignment(s): None Module 10. Topic: Evaluations in the ECC – part 4 Objectives: 6, 7, 8, 9, 10, 11, 12 Strategies for performing Expanded Core Curriculum Evaluations for both students with visual impairments and students with multiple and visual impairments Processes and learning methods: Class Lecture Teacher demonstration Readings: EVALS Kit, section 2: Assistive Technology Sensory/Visual Efficiency Perkins Activity and Resource Guide (Heydt, Allon, Edwards, Clark & Cushman): Visual Efficiency Assignment(s): Modules 7-10 Activity Module 11. Topic: Informal Communication Assessments Objectives: 6, 7, 8, 9, 10, 11, 12 What is communication? Strategies for performing informal communication assessments for students with multiple and visual impairments Processes and learning methods: Class lecture with PowerPoint Presentation Class Discussion Readings: Expressive Communication: How Children Send Their Messages to You (Stremel, 2005) Receptive Communication: How Children Receive Your Messages Communication Interaction: It Takes Two (Stremel, 2000) Infused Skills Communication Assessment by Linda Hagood Assignment(s): Module 11 activity Resource File Project Module 12. Topic: Writing Reports and Communicating with the TEAM Objectives: 12, 13, 14 Writing skills How to write comprehensive, yet clear and concise reports Processes and learning methods: Class lecture with PowerPoint presentation Class discussion Readings: Assessment in Special Education: A Practical Approach. Chapter 18. Writing a Comprehensive Report in Special Education Collaborative Assessment Chapter 10: Report Writing Assignment(s): Pre-practicum Observation Log Module 13. Topic: Interpreting Results to Determine Service Delivery and Write IEP Goals and Objectives Objectives: 12, 13, 14 What do the evaluations mean? How do you determine appropriate service delivery by the TVI? Lessons in writing measurable IEP goals and objectives Processes and learning methods: Class Lecture with PowerPoint Presentation Videos of students with CVI Readings: Foundations of Education, Vol. II Chapter 6: Planning Instruction in Unique Skills Assignment(s): Module 13 Activity IEP Assignment References Anderson, Sharon, et al. (2007). Oregon Project Skills Inventory (6th ed). Medford: Southern Oregon Education Service District. Borich, Gary (2007). Observation Skills for Effective Teaching (5th ed). Upper Saddle River: Pearson. Burnett, Rebecca, Sanford, LaRhea (2004). FVLMA Kit: Functional Vision and Learning Media Assessment. Louisville: American Printing House for the Blind. Corn, A. and Koenig, Alan J. (1996) Foundations of Low Vision. New York: AFB Press. Coster, Wendy, Deeney, Theresa, Haltiwanger, Jane and Haley, Stephen. (1998). School Function Assessment. San Antonio: The Psychological Corporation. D’Andrea, Frances Mary and Farrenkopf, Carol. (2000). Looking to Learn: Promoting Literacy for Students with Low Vision. New York: AFB Press. Goodman, Stephen A. and Wittenstein, Stuart H. (2003). Collaborative Assessment. New York: AFB Press. Gronlund, Gaye and James, Marilyn (2005). Focused Observations: How to Observe Children for Assessment and Curriculum Planning. St. Paul: Red Leaf Press. Hagood, L. (1997). Communication: A guide for teaching students with visual and multiple impairments. Austin, TX: Texas School for the Blind and Visually Impaired. Heydt, K., Allon, M., Edwards, S., Clark, M.J., & Cushman, C. (2004). Perkins activity and resource guide: A handbook for teachers and parents of students with visual and multiple disabilities. Watertown, MA: Perkins School for the Blind. Johns, Jerry (2008). Basic Reading Inventory: Pre-Primer Through Grade Twelve and Early Literacy Assessments. Dubuque: Kendall-Hunt. Kitchel, Elaine et al (2007). Tools for Assessment and Development of Visual Skills. Louisville: American Printing House for the Blind. Koenig, Alan J. and Farrenkopf, Carol. (1995). Assessment of Braille Literacy Skills. Houston: Region IV Education Center. Koenig, Alan J. and Holbrook eds. (2000). Foundations of Education (2nd ed): Vol. II, Instructional Strategies for Teaching Children and Youths with Visual Impairments. New York: AFB Press. Koenig, Alan J. and Holbrook, M. Cay. (1995). Learning Media Assessment of Students with Visual Impairments. Austin: Texas School for the Blind and Visually Impaired. Langley, Beth M. (1998). Individualized, Systematic, Assessment of Visual Efficiency. Louisville: American Printing House for the Blind. Loftin, Marnee. (2005). Making Evaluation Meaningful. Austin: Texas School for the Blind and Visually Impaired. Lueck, Amanda H. (2004). Functional Vision: A Practitioner’s Guide to Evaluation and Intervention. New York: AFB Press. Miller, Cyral. (2005) Guidelines for Classroom Observation of Students with Visual Impairments. Retrieved May 1, 2009 from http://www.tsbvi.edu/Education/observation.htm. Morgan, Elizabeth and Watkins, Sue. (1989). Assessment of Developmental Skills for Young Multihandicapped Sensory Impaired Children: An Instructional Manual for the INSITE Developmental Checklist. Logan: SKI HI Institute. This includes instructions, assessment tool and scoring sheet. Pierangelo, Roger and Giuliani, George A. (2009) Assessment in Special Education: A Practical Approach, 3rd ed. Westerville: Merrill. Roman-Lantzy, Christine (2007). Cortical Visual Impairment: An Approach to Assessment and Intervention. New York: AFB Press. Sacks, S.Z. & Silberman, R.K. (1998) Educating students who have visual impairments with other disabilities. New York: AFB Press. Sewell, Debra, et al. (2007). Evals: Evaluating Visually Impaired Students. Austin: Texas School for the Blind and Visually Impaired. Stillman, Robert et al. (1978 & 1985) The Callier-Azusa Scale: G and H Administration. Dallas: University of Texas. Swenson, Anna M. (1999). Beginning with braille. New York: AFB Press. Venn, John J. (2007). Assessing Students with Special Needs. Upper Saddle River: Pearson. Wolffe, Karen E. (ed.). (1999). Skills for success. New York: AFB Press.
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