Paths to Literacy can be a useful tool in teacher training programs, inservices or other professional development activities for those working with students who are blind, low vision, deafblind or with multiple disabilities.
Suggestions for increasing the accessibility of science materials for students with low vision and cortical visual impairment (CVI)
Volunteer service can be a helpful way to provide materials and support to students with visual impairments, including those with multiple disabilities, during the COVID-19 pandemic.
Building a relationship with the child, while keeping things simple and meaningful, are important strategies for working with students with multiple disabilities.
An introduction to CAPD (Central Auditory Processing Disorder) outlining the risk factors that are associated with both CAPD and CVI, as well as signs, strategies, and resources.
I am a teacher of the visually impaired at Foundation for Blind Children, where I have been employed for the past five years. The students in my preschool class have multiple disabilities in addition to visual impairments. There have been two students in my classes who are deafblind.
Sara Borlie is an educational consultant, TVI, and COMS for the Outreach department at Maryland School for the Blind. She has more than 20 years experience working in the field of visual impairments.
Kristin Gault, MA, M.Ed, CVI Range Endorsed Professional, has been a Teacher for the Visually Impaired (TVI) in Springfield, Oregon since 2010.
Susan Osterhaus is the Statewide Mathematics Consultant with the Outreach Program at Texas School for the Blind and Visually Impaired (TSBVI).
Diane is the author of the book, “Strategy to See: Strategies for Students with Cerebral/Cortical Visual Impairment” and is the creator of the website, Strategy to See. She is a Teacher of Students with Visual Impairments as well as a Certified Low Vision Therapist.