| Home | Site
TOC | Site Search | Outreach |
Texas
Focus 2007 - World On a String: Connecting Through the Expanded Core Curriculum 
Karen Blankenship, National Agenda Co-Chair
This all-day workshop will apply research in effective instructional practice to the instruction in the ECC content areas that is required by federal law.
Marnee Loftin, Licensed Specialist in School Psychology, TSBVI
Marnee Loftin is a psychologist at Texas School for the Blind and Visually Impaired. Evaluation is a critical part of developing a successful program for students with visual impairments. Parents often don’t know what evaluation is appropriate for their child. In this session Marnee will give ideas and strategies to parent's about the important role they play in the process.
Shawna Tausch, President Elect for the Texas Association for Parents of Children with Visual Impairments (TAPVI)
Shawna Tausch is a parent of two boys with visual impairments. In this session she will discuss the changes in IDEA 2004 and how they support the student’s access to the Expanded Core Curriculum. Shawna will also share tips she has learned while advocating for her children that can help parents make sure their student with visual impairments is receiving a quality program.
Dr. Dr. Phil Hatlen, Superintendent of the Texas School for the Blind & Visually Impaired
Acknowledgement of the Expanded Core Curriculum and its importance were easy. What has not been easy is implementation into the instructional programs of blind and visually impaired students. I should have been more patient! We are truly on the way to providing all students with the ECC they need, and, while it will take more time to fully meet our goals, we are truly on the way. Examples will be provided.
Pam Cox, TVI, Dumas ISD &
Cindy Hendry, TVI, West Wichita Coop
Itinerant TVIs know the challenges of providing appropriate evaluation and instruction in the Expanded Core Curriculum areas. In this session Cindy and Pam will share tips and strategies for delivering this instruction while managing a full caseload, providing support around core curriculum areas, and driving miles each day.
Ruth Ann Marsh, COMS and
Laura Marin, COMS, DARS-DBS, Austin
Being able to identify and solve problems as they arise is a critical part of successful independent travel. Techniques for problem solving need to be taught to blind and visually impaired children at an early age and applied to O&M training as well as to other life skills. Learning problems solving techniques at an early age is best, but these skills can also be taught to adult learners – with a great deal of time and practice. Learn how others teach problem-solving strategies during O&M lessons – and share what has worked with your students.
Jim Allan, Web Master, TSBVI
Space Camp for Interested Visually Impaired Students a life changing, international, science based, experiential adventure!!. Attend this briefing to learn: who can attend (yes teachers can attend) when it happens, what to expect, what it costs, what programs are available, and the registration process. See www.tsbvi.edu/space for more information. Come and learn what students CAN DO when they have SPACE!! It will amaze you.
Debra Sewell, TSBVI Curriculum Dept. Supervisor,
Jeri Cleveland, TVI,
and
Nancy Hefner, TVI, TSBVI
Self-determination is the "ability to define and achieve goals based on a foundation of knowing and valuing oneself" (Field & Hoffman, 1994). Self-determination involves knowledge of self and the environment, decision-making, problem solving, goal setting, personal advocacy, communication skills, self-control, and knowledge of how to interact with the environment to achieve desired outcomes. Self-determination instruction is based on the premise that students must acquire specific knowledge and skills, and have many opportunities to practice them.
A common goal we all share for our students with visual impairments is for them to lead the highest possible quality of life. In order to achieve that goal, we must equip them with the self-determination knowledge and skills they need to be empowered to achieve their chosen goals. Being able to have more control over our lives requires us to have a solid understanding of our environment, our options and ourselves.
Liz Eagan, TVI, Houston ISD and
Eva Lavigne, TSBVI Outreach VI Consultant
This session will provide a framework for teachers and parents to use in assessing, planning and delivering instruction in the Expanded Core Curriculum areas highlighting its use in a transition lesson. Practical information including transition pre- and post- assessments, selecting priority goals, writing IEP objectives, providing instruction and re-visiting the process will be shared.
Dr. Lauren Lieberman, SUNY Brockport
Children with visual impairments or deafblindness deserve to participate in the same physical activities as their same age peers. This session will offer a variety of adaptations to ensure maximum participation in every day activities. The participants will walk away with wonderful ideas as well as resources to open up possibilities for all.
Melanie White, COMS,
Global Positioning Satellite technology is having a very positive benefit for many visually impaired travelers. In this session participants will learn the sequence of skills for the GPS and have a chance to see videos of these skills in use. They will also receive resources for lessoning planning.
Al’An Kesler, Dept. of Blind Services Children’s Program Coordinator
and
Laura Wofford,
Behavior Specialist, and
Lauren Newton, Principal, TSBVI Special Programs
Helping the student with visual impairments explore the world of work can often be a challenge. These presenters will share information about their programs, SWEAT (Summer Work and Adult Living Programs) at TSBVI and Project SWEEP (Summer Work Experience and Empowerment Project) in Lubbock. The SWEAT program, provided jointly by TSBVI and the DARS-DBS is an intense, demanding, exciting and fun five weeks that prepares academic students for success in the world of work and adult living -- through increased independence, competence, and self-confidence. Project SWEEP for DARS consumers held at Texas Tech University includes work in the community at least 20 hours a week M-F while living on campus. Vocational skills, development, career exploration, and independent living skills are emphasized. This program creates first job experiences within the community for visually impaired students at all different levels including those with multiple impairments and deafblindness.
Chris Strickling, OTR, Ph.D.
This session focuses on ways to help students with visual impairment and/or multiple disabilities develop skills that maximize independence, recreational and career possibilities, with a focus on hand and arm function. Includes strategies for facilitating functional muscle tone, using active positioning, identifying and using reliable movement patterns and appropriately modifying tasks to help students do their best.
Lauren Lieberman, Professor SUNY Brockport
In the past 10 years there have been many research projects that guide our practices in the area of physical activity, sport & recreation for individuals who are VI or deafblind. This presentation will give an overview of the research and our findings. In addition, the presenter will share some of the products such as web sites, books, programs, and equipment that have been created as a result of this research.
Mary Ann Siller, Project Manager, Professional Development for AFB,
Jim Allan, TSBVI Webmaster,
Pat Hatcher, Director, Instructional Materials
for the Visually Impaired for TEA &
Chuck Mayo, Manager, Distribution,
Accessibility and Finance for TEA
New language in IDEA 2004 now addresses access to textbooks and instructional materials for qualifying students who are blind, low vision or are print disabled. The National Instructional Materials Access Standard and the National Instructional Materials Access Center (at APH in Louisville, Kentucky) are revolutionary provisions in IDEA for improved access to educational materials. Participants will hear about the new expectations placed on state education agencies and local school districts with regard to the provision of accessible instructional materials for students identified as “blind or print disabled.” Participants will understand the nature and purpose of NIMAS file sets, the operation of the National Instructional Materials Access Center (NIMAC), how to acquire “specialized” formats of core instructional materials for NIMAS-eligible students.
Lynda Sanchez, Student and Caterer,
Ray Taulbert, Reservation Agent
for VIA,
Marti Sickler, Assistive Technology Specialist, Allen Messinger,
Attorney,
Tim Gutierrez, Licensed Massage Therapist
Career Exploration is one of the areas of the ECC that most interests students, parents and professionals. A panel of employed adults from the San Antonio area will share their experiences in both finding and holding jobs in the real world. This session will provide parents and professionals a variety of personal perspectives on what has proven to be most important in preparing for adult lifestyles. Panel members will share their own job stories, and explain what kinds of technology, transportation and other options they have used to keep working for a living.
Sharon Sacks, Director of Curriculum & Professional Development,
California School for the Blind and
Karen Wolffe, AFB Director, Professional Development
Children and youth with visual impairments must learn a myriad of social skills to help them interact effectively with their sighted peers and adults. Internalizing and using these skills to present one’s self effectively can be a challenge. The purpose of this workshop is to introduce strategies that teachers, parents, and community partners can use to assist youngsters in developing and maintaining a positive social presence in school, at home, and in the community.
Frances Mary D’Andrea, TVI, AFB's representative to the Braille Authority of North America, and co-author of Instructional Strategies for Braille Literacy.
Literacy instruction is a key component of the Expanded Core Curriculum. This session will discuss aspects of providing literacy instruction for young children who are blind or visually impaired, and making sure they are incorporated throughout the child’s day. This session will specifically deal with young readers (emergent into early formal literacy), and discuss various instructional strategies, assessment, and materials for early grades, including for children who struggle to learn to read.
Jill Brown, M.Ed. CTVI/COMS
O&M is an important part of learning for infants and preschoolers. If the visually impaired child doesn’t get moving, how will he discover the world? This session will present ideas to facilitate movement and body awareness through child’s play.
Cecilia Robinson, Education Specialist for Region 4 ESC
IDEA requires that the need for Assistive Technology (AT) be “considered” in the development of the IEP. The Texas Assistive Technology Network has provided developed a module focusing on consideration of AT. Join us to learn about the Texas 4-Step Model.
Sharon Sacks, Director of Curriculum & Professional Development, California School for the Blind
This workshop will describe the rational for designing a "Kitchen Curriculum" for young children who are blind or visually impaired, and present strategies for families and teachers to use to develop social skills, communication skills, basic concepts, and responsibility. Participants will work in small groups to create kitchen-based activities for their young students.
Frances Mary D’Andrea, TVI, AFB's representative to the Braille Authority of North America, and co-author of Instructional Strategies for Braille Literacy.
By the end of third grade, the expectation is that children will be reading fluently and with comprehension, making inferences, and building vocabulary. But what if you have a student who has difficulty with these tasks? The Expanded Core Curriculum includes literacy as a component for all grades. This session will focus on strategies for struggling readers who are blind or visually impaired in the middle grades.
Cay Holbrook, Associate Professor, University of British Columbia
This session will take participants through specific areas of experience that are important to the development of early literacy skills for preschool children with visual impairments. The presentation will be based on information presented in the guidebook “Experiencing Literacy: A Parents’ Guide for Fostering Early Literacy Development of Children with Visual Impairments”.
Erika Andersen, Certified Low Vision Specialist
Visual efficiency skills aim at accessing information with speed and accuracy. Smooth saccadic movements are a foundational visual skill for accessing information when reading at near, while localization and scanning are foundation skills for accessing information in the environment, or beyond arm's reach. This presentation offers key learning points for developing visually efficiency skills in school-age children with low vision and features strategies for accessing information both at near and distance.
![[Top]](/images/top.gif){kind=small}
![[ Home ]](../../../images/gohome.gif){kind=small}
![[ Table of Contents ]](../../../images/tocbuton.gif){kind=small}
![[ Search ]](../../../images/tsbserch.gif){kind=small}
Agency Contact Information | Texas
State Homepage | Texas State
Wide Search
Please complete the comment form or send comments and suggestions to: Jim Allan (Webmaster-Jim Allan)
Last Revision: June 14, 2007