• Context for learning
  • 1:1 setting in instructional phase moving to classroom settings to practice skill set
• Pre-lesson assessment date and data:
  • Pretest date:  11-7-2011; based on the teacher created pre/post test, student was unable to state anything about her eye condition, acuities, or visual needs
• IEP link to goals & objectives
  • **Lesson was started prior to including it into the IEP; based on parental consent and wishes, instruction was started based on her current objective:
  • “Kimberly will advocate for herself by requesting curricula materials be given to her in Braille in each of her classes 8 out of 10 times in all her subject area classes.”
• Pre-instructional Set
  • An eye model was used to demonstrate how the human eye works. 

a)   Gain student’s attention: Internet research  http://www.ssc.education.ed.ac.uk/resources/vi&multi/eyeconds/list.html

b)   Inform students of learning objective(s): remind student of her desire to learn more about her visual condition. 

c)   Use informed instruction: This is important to know because “you are the only person who knows yourself and what you need the best. You will be able to talk to the teachers, your classmates, eye doctor faster than your vision teacher, O&M, or your parents can. Once you are in the work force, you will be able to tell your boss what you can do and what you might need help or additional training for.”

• Prepare students for Instructional Content: remind student that as a result of their desire to learn about their visual condition, they will be learning how the eye works, what accommodations/modifications would work best for them, what their acuities are, reviewing their eye report, etc. 

Plan I

a)   Review of prerequisite skills (if applicable).

b)   Activate prior knowledge (if applicable): Discuss what occurs at her eye doctor appointments.

c)   Pre-teach key vocabulary: acuity, peripheral fields, photophobia, intraocular pressure, legal blindness, functional blindness, Lebers Congenital Amaurosis, and Senor Loken Syndrome 

• Assessment
  • How will you know whether students have met your learning objective? When she has demonstrated independence in at least 7 of the 10 skill areas in the teacher made pre/post test
  • Assessment activities must be concrete and tangible – not only will the pre/post test be given, but student will also create a booklet about herself to be given to prospective students (the booklet was the student’s idea as she was asked to explain how to determine when she had mastered the goal)

• Closure
  • Student to present her findings at her annual IEP/evaluation meeting and determine her next IEP objectives in the ECC

Homework or follow-up activity:

Homework for the summer is to practice reviewing her booklet about herself, as she will be leading the meeting with her teachers in the fall about her vision and her strengths/needs. 

• Notes for Accommodations and Paraprofessional Support
  • See accommodations list student created
  • The student created a list of tasks that the paraprofessional currently does for her and expressed an interest to no longer have a 1:1. The student and the paraprofessional will be working together to fade the para out of the classroom when the student indicates the desire to be independent in the classroom/activity

 

Paraprofessional support: Para will need training on how to fade back on services and how to assist student in determining how/when to have para leave them.

 

Resources

 

• National Agenda www.tsbvi.edu/national-agenda/1175-national-agenda-for-the-education-of-children-and-youths-with-visual-impairments-including-those-with-multiple-disabilities-a-teacher-perspective 

• TSBVI’s Selected Anomalies and Diseases of the Eye www.tsbvi.edu/attachments/091_eye.doc 

• Wolffe, Karen. (2005) Transition Competencies Checklist  

 

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