Assistive Technology Assessment
Overview of Assistive Technology Assessment for Students Who Are Blind or Visually Impaired
Overview of Assistive Technology Assessment for Students Who Are Blind or Visually Impaired
Guidelines for using assistive technology with students who are blind or visually impaired, including evaluation, implementation, instruction, and progress monitoring
A psychologist shares a collaborative model of evaluation for students with low incidence disabilities, such as visual impairment. Find out how Teachers of the Visually Impaired (TVIs) and evaluation personnel can work closely together.
Tips for teaching English Language Learners who are blind, including braille students, using techniques such as rhyming, audio-assisted reading, flashcards, and I-M-ABLE.
A TVI created a Multidisciplinary Collaboration Record: a targeted, professional template engineered to track communication, assist with compliance, and translate collaborative dialogue into actionable outcomes helpful to many other teams.
Using an Expanded Core Curriculum (ECC) questionaire can be one of the most effective tools to bridge the gap between school and home for skill development. Discover the forms developed by this TVI for all age groups.
Amy Shepherd shares with us her journey as a parent using a multi-sensory approach for literacy development.
Don’t let the SETT process seem overwhelming or out of your comfort zone. It is designed to help the team develop a framework for selection and implementation of assistive technology devices.
What does the TVI specifically do to support early literacy development, especially for those who will be braille readers? This article outlines five roles of the teacher of students with visual impairments working with young children.
An overview of assistive technology and listening skills for students who are blind or visually impaired