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Itinerant Teacher for the Visually Impaired


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									                        Piedmont Regional Education Program
                      225 Lambs Lane, Charlottesville, VA. 22901
                  (434) 975-9400 (PH) – (434) 975-9401 (FX)

                   Itinerant Teacher for the Visually Impaired
                                 Job Description
1. Intake and Evaluation

       a. Review of eye reports received from Child Study teams to determine need for
          further evaluation.
       b. Consultation with teachers, school nurses, special education coordinators
          regarding referrals for vision services.
       c. Attendance with student and parent at professional eye examinations or direct
          contact with eye care professional regarding results of examination.
       d. Completion of functional vision evaluation (including written report of results
          and recommendations) on all students being considered for eligibility as
          visually impaired students.
       e. Participation in eligibility meetings.

2. Consultation

       a. Home visits and other parent contact to discuss impact of child’s visual
          impairment, services available, placement decisions, etc.
       b. Conferences with teachers, guidance counselors and other school personnel
          before the school year begins and periodically during school year to discuss
          adaptation for visually impaired students, material needs, appropriate
          activities, etc.
       c. Classroom presentations on visual impairment and sighted guide technique to
          peers of visually impaired students.
       d. Ongoing troubleshooting of placement, activity and materials problems.

3. Case Management

       a. Communication and record maintenance with Department of Visually
       b. Participation at IEP, eligibility and triennial evaluation meetings (includes
          writing of IEPs and functional vision reports).
       c. Visits to potential placements for school year and summer programs.
       d. Referral, participation in and follow-up training for Low Vision evaluation.
4. Materials Management

       a. Ordering of Large Print and Braille text books: this involves identifying
          needed books through teacher consultation, obtaining print copies of books
          and mailing with completed order forms to Instructional Materials Resource
          Center, receipt of books and delivery to schools, packing and return mailing of
          all books to IMRC, record keeping of books being used by each student.
       b. Ordering of Large Print and Braille standardized tests.
       c. Ordering, inventory maintenance and delivery of tangible materials: wide line
          paper, Braille paper, Large Print reference books, reading stands, talking
          calculators, tangible teaching aids, Braille writers, etc.
       d. Ordering recorded texts from Recording for the Blind.
       e. Management of Talking Book services: receipt, delivery and return shipping
          of recorded leisure reading books.

5. Materials Production

       a. Production of Braille reading and math materials: this includes worksheets,
          tests, supplementary reading, trade books.
       b. Enlargement of worksheets, tests, supplementary reading materials.
       c. Tactile adaptation of classroom materials (games, learning centers, classroom
          charts, maps).
       d. Production of tactile and enlarged learning aids unique to the needs of the
          visually impaired students (Braille letter and word cards, tactile sorting trays,
          enlarged visual motor materials, etc.

6. Classroom Assistance

       a. Co-teaching in daily classes that normally require extra explanation or
          alternative teaching for blind student (advanced math, science, shop, etc.).
       b. Participation in field trips requiring more assistance for blind student than a
          sighted guide can provide.
       c. Planning and presentation of group lessons in conjunction with classroom
          teacher particularly geared toward needs of visually impaired student (ex.
          cooking, keyboard).
       d. Co-teaching in physical education classes in cases where blind student
          requires a large amount of one-on-one assistance and teaching.
       e. Participation in pre-school and special education classes during lunch, social
          times, self-help lessons to assist visually impaired student and to model
          teaching methods for classroom teachers and aides.

7. Direct Instruction

       a. Visual skills and development: visual motor skills, visual memory, visual
          perception; figure ground; picture identification.
       b. Developmental skills (totally blind): language, gross & fine motor, play
          strategies, mobility, eating skills, cognitive skills.
       c. Pre-Braille reading skills: tactile awareness, listening skills, tracking,
          orientation to books, language experience activities.
       d. Braille reading and writing skills.
       e. Use of special equipment: talking book machine, language master, APH
          cassette recorder, talking calculator, closed circuit TV reading machines, near
          and distance magnification aids.
       f. Braille math skills: Nemeth code for mathematics, abacus skills.
       g. Skills of daily living: toileting, eating skills, dressing skills.
       h. Study skills: organization skills, recording assignments, using indexes,
       i. Computer keyboarding and word processing.

8. Other Activities

       a. Participation in four meetings annually scheduled and conducted by
          Department for the Visually Handicapped.
       b. Vision screening of Kindergarteners and special education students.
       c. Coordination of transition planning for college and/or vocational goals in
          conjunction with parents, student, guidance counselor, rehab counselor.
       d. Informational training for school support personnel (cafeteria workers, bus
          drivers, parent volunteers).
       e. Informational support and materials provided for other professionals testing or
          working with visually impaired students (psychologists, therapists).

Terms of Employment:

       200 days. Salary established by the Teacher/Psychologist/Therapist Pay scale.

Instructional applications can be found at this website: http://www.prep-prc.org/id8.html

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