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How Do We Get There?
(especially when teaching social and recreational skills)

by Valerie Perwein & Nancy Levack
© TSBVI 1996 - 48 pp. Order # 59421ILS

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This booklet can serve as a basis for inservice, especially when using the Independent Living Curriculum to teach from.

It features:

  • Information about teaching social and recreational skills
  • How to choose the right objectives and teaching strategies
  • Examples of teaching strategies
  • Question and strategy forms
The booklet is sold unbound printed on 3-hole punched 8 1/2 x 11 paper ready for ring binders.

Compiled by Teachers at TSBVI
© TSBVI 2007 Print set - Order # 59445 Eval, textfile - Not Available

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Table of Contents of this book

Evaluation of students with visual impairments is a complex, multi-faceted process of gathering information using appropriate tools & techniques. Informal evaluation should be considered an essential supplement to the use of formal measures and published instruments. In order to determine curricular focus and plan effective instructional programming for students, the staff must know a student's levels of functioning in all areas of academic and unique need. By conducting appropriate evaluations, students' specific needs related to accessing the general curriculum, as well as the areas identified in the Expanded Core Curriculum (ECC) can be identified.

EVALS is a 5-part set which is contained in a convenient file box with a handle and snap tight buckle. It will include:

  • Two books of evaluations for the ECC areas
  • One book of evaluations for academic subject areas for Practical Academics and Basic Skills students
  • Independent Living Skills Assessment and On-going Evaluation
  • TAPS Comprehensive Assessment and On-going Evaluation

Many of the evaluations have been aligned to the Texas Essential Knowledge and Skills (TEKS).

Section 1 Overview

  • Meaningful Evaluation 
  • Organization of Evals Book 
  • Locating Learning Standards for Other States        
  • Core Curriculum 
  • Modified & Alternate Curriculum/Learning Standards  
  • Expanded Core Curriculum 
  • Expanded Core Curriculum
    • Compensatory/Access Skills
      • Abacus/Counting Method       
      • Beginning Concepts   
      • Braille: Pre-Braille
      • Braille: Braillewriter Basics
      • Braille: Uncontracted Braille & Literary Numbers    
      • Braille: Contracted Reading & Writing       
      • Handwriting for Blind Students    
      • Handwriting for Low Vision Students    
      • Listening-Auditory Skills 
      • Nemeth Code: Elementary
      • Nemeth Code: Algebra I    
      • Nemeth Code: Algebra II   
      • Nemeth Code: Geometry  
      • Organizational Skills     
      • Slate & Stylus         
      • Study Skills 
      • Tactile Graphics Skills for Math
  • Orientation & Mobility
    • The booklet, TAPS An Orientation & Mobility Curriculum for Students with Visual Impairments: Comprehensive Assessment & Ongoing Evaluation has been provided.
  • Social Interaction Skills
    • Sexuality Education 
    • Social Skills 
  • Independent Living Skills
    • Domestic Activities  
  • Recreation & Leisure Skills
    • Recreation, Leisure, Fitness      
  • The booklet, Independent Living Assessment & Ongoing Evaluation has been provided in addition to the included Evals for Social Interaction Skills, Independent Living Skills, and Recreation & Leisure Skills listed above.

Section 2 Career Education Skills

  • Beginning Career Education I         
  • Beginning Career Education II       
  • Career Connections (Modified)  
  • Career Education Units 
  • Comprehensive General Employability      
  • Work Related Job Site Activities
  • Technology Skills
    • Beginner Braille 'n Speak/Braille Lite/Type 'n Speak
    • Braille 'n Speak/Braille Lite/Type 'n Speak
    • Braille Note
    • Functional Computer Use
    • Functional Use of Assistive Tools          
    • Keyboarding       
    • Low Vision Technology        
    • Scanners   
    • Speech Technology
    • Telebraille  
  • Visual Efficiency Skills
    • Magnifier Use  
    • Monocular Use   
  • Also see: Beginning Concepts, Braille: Pre-Braille, Listening-Auditory Skills, and Tactile Graphics Skills for Math in Section 1 of this publication for more Visual Efficiency Skills.
  • Self-Determination Skills
    • Self-Determination    
  • Transition Skills
    • EXIT - Level I, EXperiences In Transition  
    • EXIT - Level II, EXperiences In Transition  

Section 3 Alternate/Modified Curriculum

  • Health for Practical Academics Students
    • Health and Healthy Choices     
  • Language Arts for Practical Academics Students
    • Application of Reading Skills 
    • Beginning Reading Skills 
    • Handwriting for Low Vision Students    
    • Signature Writing for Blind Students
    • Personal Data  
    • Practical Applications
    • Sight Words
    • Telephone Skills
    • Braille: Uncontracted Braille & Literary Numbers
    • Vocabulary for School & Community
    • Writing/Composition
  • Language Arts for Basic Skills Students
    • Language Arts Skills for Secondary Students    
  • Math for Practical Academics Students
    • Basic Math Skills 
    • Measurement Skills    
    • Money Skills
    • Time/Calendar Skills  
  • Math for Basic Skills Students
    • Math Skills for Secondary Basic Skills Students    
  • Science for Practical Academics Students
    • Elementary Science     
    • General Science/Health  
    • Science for Basic Skills Students
    • Science/Health for Secondary Basic Skills Students    
  • Social Studies for Practical Academics Students
    • General Social Studies      
    • Texas History        
    • U.S. History (Early to Reconstruction) 
    • U.S. History (Reconstruction to Present)     
    • World History        
    • World Geography 
    • Economics          
    • Government       
  • Social Studies for Basic Skills Students
    • Social Studies for Secondary Basic Skills Students
  • Infused Skills for Basic Skills Students
    • Infused Skills Assessment      

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By Jeri Cleveland, R. Michael Clinkscales, Nancy Hefner, David Houghtling, Cindy Kubacak, Debra Sewell
© TSBVI 2007, 444 pp Order # 59444SDC, textfile - Not Available

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Table of Contents of this book

At the heart of everything we want to teach our students lies a set of skills that helps them become successful members of our communities. Self-determination instruction is part of this set of skills, and is based on the premise that students must acquire specific knowledge and skills and have many opportunities to practice them. Self-determination involves knowledge of self and others, decision-making, problem solving, goal setting, personal advocacy, self-control and knowledge of how to interact with the environment to achieve desired outcomes.

The emergence of self-determination as a concept all its own allows us to target the specific skills that must be taught. Since students with visual impairments must often be explicitly taught skills before they can use them spontaneously, the Empowered curriculum, comprised of an Introduction and 23 Units, has been developed to guide the instruction of Self-determination skills. Also included is a disc that can used for making large print or embossed copies of the student activities.

Table of Contents

Forewords  

Getting Started  

Unit Objectives  

Introduction/Orientation

  • General Teacher Information
  • Introduction to Students
  • Objectives
  • Key Words
  • Materials
  • Activities
  • Teacher Resources

Unit 1: Getting to Know Each Other

Unit 2: Self-Awareness

Unit 3: Identifying Strengths and Challenges

Unit 4: Self-Acceptance, Coping and Compensatory Strategies

Unit 5: Self-Management: Stress Management

Unit 6: Self-Management: Self-Assessment Process

Unit 7: Personal Control

Unit 8: Communication: Basics of Communication and Active Listening

Unit 9: Passive, Aggressive, Passive/Aggressive and Assertive Communication

Unit 10: Personal Advocacy

Unit 11: Decision Making

Unit 12: Personal Values, Shared Values, Respecting Others' Values

Unit 13: Dreaming About the Future

Unit 14: Setting Long-Term Goals

Unit 15: Setting Short-Term Objectives

Unit 16: Making Action Plans (steps to reach short-term objectives)

Unit 17: Problem Solving Basics

Unit 18: Problem Solving II: Goal Assessment and Revision

Unit 19: Conflict Resolution/Negotiation

Unit 20: Rights and Responsibilities (including legal status)

Unit 21: Knowledge of Resources

Unit 22: Advocacy Within Systems

Unit 23: Where the Rubber Meets the Road

Appendices

Materials Chart 

CD Materials Guide

Self-Determination Evaluation   

References

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by Brenda O'Sail, Nancy Levack, Linda Donovan, and Debra Sewell
© TSBVI 2001 - Order #59435ECC
Note: This curriculum is sold unbound and printed on 3-hole punched 8 1/2 x 11 paper ready for a ring binder.

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Table of Contents

This curriculum is written for students younger than twelve years of age who have visual impairments and are not yet reading, writing, and doing math at a first grade level. It is based on a thematic approach to teaching. Specific units of study have been included because an understanding of these topics gives students a foundation in their ability to understand themselves, their world, and how it functions. Unit activities include concept development, math readiness, reading and writing readiness, music and games, arts, cooking and eating, pretend play, story time, and extended discussion or activities.

The major themes are:

  • Description and Use
  • Self Theme
  • Happy Healthy Me Theme
  • Environment Theme
  • Where I Live Theme
  • Holidays Theme
  • Cycles Theme
  • Transportation Theme
  • Safety Theme
  • Recreation Theme
  • Animals Theme
  • Work Theme
  • Tools Theme
  • Others Theme
  • Community Helpers Theme

In addition, the curriculum includes an Assessment and Ongoing Evaluation that includes infused skills in cognition, communication, sensory and motor skills, readiness, work skills, and music skills. These skills are identified as a need through the assessment and then taught through the themes.


Contents

Description and Use

  • Overview
    • Intended Population
    • Philosophy
    • Why An Elementary Concepts Curriculum for Students who have Visual Impairments
    • Mediating the Environment
    • Other Components of the Curriculum
    • Curriculum Content
      • Units
      • Theme Activities
      • Unit Activities
      • Infused Skills
      • Concept Words
      • Pre-Units
    • Other Frameworks which Support Elementary
      • Concepts
      • Whole Language
      • Cooperative Learning
      • Integrated Thematic Instruction
      • Dimensions of Learning
    • Other Curriculum Resources
    • References
  • Assessment, Planning & Documentation
    • Why Assess
    • Who Should Assess
    • How to Use the Assessment Booklet
      • How to Compile the Assessment Information in Preparation for the Pre-ARD and ARD Meeting
      • Drafting the IEP
  • Instruction
    • Setting up the Classroom Environment
      • Philosophy
      • Room Organization and Work Spaces
      • Materials and Equipment
      • Environmental Cues
      • Adaptive Devices
      • Considerations When Using Environmental Adaptations and Adaptive Devices
    • Using Alternative Calendar Systems
      • Philosophy
    • Using Calendars to Teach Infused Skills
    • Components of a Calendar
      • Symbols
      • Calendar Format
    • Suggestions for Using Calendars
    • Using Routines
    • Using Task Analysis
    • Additional Readings and Resources

Pre-Units

  • Topic: Body Parts
  • Topic: Clothing
  • Topic: Eating Utensils
  • Topic: Self-Care Objects
  • Topic: Toys
  • Topic: Shapes
  • Topic: Move It - An Introduction to Transportation

Appendices

  • Story Time Books
  • Teacher Books
  • References
  • AV/Manipulatives
  • Additional Recipes
  • Assessment and Ongoing Evaluation

Themes and Units

  • Pre-Units
    • Body Parts
    • Clothing
    • Eating Utensils
    • Self-Care Objects
    • Toys
    • Shapes
    • Move It - An Introduction to Transportation
  • Unit Theme: Self
    • Unit A. Body Parts
    • Unit B. Identity
    • Unit C. Daily Activities
    • Unit D. Feelings
  • Unit Theme: Happy Healthy Me
    • Unit A. Nutrition
    • Unit B. Personal Hygiene
    • Unit C. Exercise/Rest
  • Unit Theme: Environment
    • Unit A. Land
    • Unit B. Water
    • Unit C. Air
    • Unit D. Caring for the Environment
  • Unit Theme: Where I Live
    • Unit A. Homes
    • Unit B. Community
  • Unit Theme: Holidays
    • Unit A. Fall Holidays
    • Unit B. Winter Holidays
    • Unit C. Spring Holidays
    • Unit D. Summer Holidays
  • Unit Theme: Cycles
    • Unit A. Seasons
    • Unit B. Life Cycles
    • Unit C. Weather
    • Unit D. Time
  • Unit Theme: Transportation
    • Unit A. Public Transportation
    • Unit B. Work Vehicles
    • Unit C. Family Vehicles
  • Unit Theme: Safety
    • Unit A. Home
    • Unit B. School and Playgrounds
    • Unit C. Community Safety
    • Unit D. Personal Safety
    • Unit E. Emergency Services
  • Unit Theme: Recreation
    • Unit A. Home
    • Unit B. School
    • Unit C. Community
  • Unit Theme: Animals
    • Unit A. Pets
    • Unit B. Farm Animals
    • Unit C. Wild Life
    • Unit D. Zoo and Circus Animals
    • Unit E. Insects and Spiders
    • Unit F. Dinosaurs
  • Unit Theme: Work
    • Unit A. What is Work
    • Unit B. Kinds of Jobs
    • Unit C. Money
  • Unit Theme: Tools
    • Unit A. What is a Tool
    • Unit B. Cleaning Tools
    • Unit C. Cooking Tools
    • Unit D. Classroom Tools
    • Unit E. Fixing/Building Tools
    • Unit F. Gardening Tools
  • Unit Theme: Others
    • Unit A. Family
    • Unit B. Friends
    • Unit C. School
    • Unit D. Getting Along with Others
  • Unit Theme: Community Helpers
    • Unit A. Police Officers
    • Unit B. Fire Fighters
    • Unit C. Mail Carriers
    • Unit D. Doctors/Nurses
    • Unit E. Dentists

by Linda Hagood
© TSBVI 1997 - 386 pages Order # 59432CRP
Also available on disk - MAC or DOS (textfile-no forms) Order # 59432CRD

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Teach your student how to communicate & learn how to communicate with your student who has little or no language or has beginning formal signed or spoken language. This resource guide offers a broader approach to teaching communication than is found in more traditional curricula.

  • A model for teaching communication
  • A process approach to assessment
  • Principles for selecting communication targets
  • Current approaches to teaching communication
  • Context selection for teaching communication
  • Sample activity routines
  • Strategies and problem solving
  • Why and how to use a standard tactual symbol system
  • Building quality interactions with children who are deafblind
  • Reproducible forms for assessment and evaluation, lesson plans/activity routines for diagnostic teaching

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Contents of Communication:A Guide for Teaching Students with Visual and Multiple Impairments

by Linda Hagood

Chapter 1: Introduction

  • Intended Users and Population
  • Philosophy
  • A Model for Teaching Communication
    • Table: Major Goal Areas for Communication Programming
  • Ways in Which a Visual Impairment Can Affect Communication in a Child with Severe Disabilities
  • Ways in Which Deafblindness Can Affect Development of Communication
  • Summary

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Chapter 2: Assessment

  • Current Approaches to Assessing Communication Skills
    • Norm-Referenced Testing
    • Activity Routine Discrepancy Analysis
    • Informal Assessments
    • Table: Nonstandardized Approaches to Assessing Communication Skills
  • The Process Approach to Assessment
    • Table: Process Approach Assessment Information
  • Sequence of Assessment
    • Table: Sequence of Assessment
    • Step One: Communication Screening Questionnaire
    • Step Two: Communication Sampling in Natural Contexts
    • Table: Communication Sampling
    • Step Three: Scripted Sampling
    • Step Four: Diagnostic Teaching
    • Step Five: Compiling the Information
    • Table: Compiling Assessment Information
  • Summary

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Chapter 3: Planning Instruction

  • Principles for Selecting Communication Targets
  • General Approaches to Teaching Communication
    • Van Dijk Methods
    • Calendars
    • Table: Examples of Communication Goals Taught Using Calendars
    • Table: Considerations in Developing a Concrete Calendar
    • Joint Action Routines
    • Hanen Techniques/Ecological Communication System
    • Unit Teaching/Thematic Instruction
    • Table: Sample Communication Objectives for a Unit on Water
    • Table: Sample Communication Activities for a Unit on Water
    • Incidental Teaching
    • Table: Examples of Incidental Teaching
    • Engineered Environments
  • Selecting the Best Method for Your Student
    • Table: Overview of Methods-93
  • Selecting Contexts for Teaching Communication
    • Teaching Communication as an Infused Objective
    • Teaching Communication as a Primary Objective
    • Using Routines as Contexts for Teaching Communication
    • Stages in the Development of Routines
  • Summary

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Chapter 4: Sample Activity Routines

  • Introduction
    • Table: Sample Lesson Plan/Activity Routine
  • Level 1 Activities
    • Characteristics of Routines
    • Foot Massage
    • Snack Making
    • Grocery Shopping
  • Level 2 Activities
    • Characteristics of Routines
    • Foot Massage
    • Snack Making
    • Grocery Shopping
  • Level 3 Activities
    • Characteristics of Routines
    • Snack Making
    • Grocery Shopping
  • Summary

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Chapter 5: Strategies and Problem Solving

  • Communicative Form: Transition to New Forms
    • Table: Communicative Forms
  • Communicative Form: Voice Output Devices
  • Social Interactive Skills
  • Communicative Functions: Intentionality
  • Communicative Functions: Choice-Making
  • Communicative Functions: Beyond Labeling and Requesting
  • Communicative Content: Topics
  • Communicative Content: Meaning Categories
  • Communicative Content: Echolalia
  • Summary

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Appendices

  • A Standard Tactual Symbol System
    • Who Can Use Tactual Symbols?
    • Why Would a Student Use Tactual Symbols?
    • How the Symbols Have Been Used
    • Considerations in Developing a Tactual Symbol System
    • Summary
    • Readings and Resources
  • Conversations Without Language: Building Quality Interactions with Children who are Deafblind
    • What is Conversation for the Child with Limited Language Skills?
    • Why is Conversation Important for the Child with Limited Language?
    • Four Problems in Teaching Conversational Skills and Some Solutions
    • Summary
    • Readings and Resources
  • Reproducible Forms
    • Communication Screening Questionnaire
    • Communication Sample
    • Summary of Communication Sample
    • Assessment Script: Chocolate Milk
    • Assessment Script: Movement and Body Play
    • Assessment Script: Switch-Activated Toys
    • Infused Skills Assessment
    • Communication Assessment Report
    • Lesson Plan/Activity Routine
    • Planning for Topic Expansion
  • Sample Assessment 1
  • Sample Assessment 2
  • Sample Unit: Physical Knowledge
  • References

Glossary

Index

alt

© TSBVI 1999 - 182 pages Order # 59420CEH
Note: This curriculum is sold unbound and printed on 3-hole punched 8 1/2 x 11 paper ready for a ring binder.

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Table of Contents of this book

This handbook represents the guidelines in the Career Education Program of TSBVI. This program provides learning opportunities that are experientially based, academically supported, and realistically focused on students' strengths and goal areas. The expected outcome is that students will be prepared to enter the job market with the ability to demonstrate good work habits, set realistic goals, demonstrate basic SCANS skills, and specific skills training in various job clusters.
The handbook describes transition planning, the role of job coaches, planning and assessment, and courses included in the Career Education Program at TSBVI. It also features teaching units for some job clusters.

Many necessary forms are included:

  • Work Assessment Plan
  • Work Training Plan
  • Cooperative Work Plan
  • Work Behavior Evaluation
  • Personal Transition Profile - Interview Guide
  • Work Stipend Incentive
  • Career Portfolio: Student Interview, Parent Interview, Student Profile, General Employability Competencies

This handbook is sold unbound and printed on 3-hole punched 8 1/2 x 11 paper ready for a ring binder. The forms included are permitted to copy.

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Contents of Career Education for Applied Academics

Overview

  • Mission Statement
  • Philosophy
  • Expected Student Outcomes
  • The Career Education Program at TSBVI
  • Transition Planning
  • The Role of Job Coaches

Planning and Assessing

  • Planning for Student Placement
  • Ongoing Assessment
  • Forms to be Used by the Job Coaches
  • Transition Planning

Instruction

  • Integrated Academics:
    • Intro. to Work
    • Exploring Occupations in Health Care
    • Exploring Massage Therapy
    • Exploring Occupations in Horticulture
    • Intro. to Tool Use
    • Exploring Occupations in Hospitality Services
    • Exploring Occupations in Offices
    • Issues in Transition
    • Personal Skills Development
    • Intro. to Health Science Technology
    • Health Science Technology II (Massage Therapy Cert. Program)
    • Keyboarding
    • Technology Applications for the Visually Impaired
  • Work Experience
  • Examples of Students' Programs
  • Summer Programs
  • Postsecondary Programming
  • Why Are SCANS Skills Integrated in the Career Education Program?
  • Why Are Social Skills Integrated in the Career Education Program?

Appendix

  • Job Bank
  • Glossary
  • References
  • Resources for Additional Information
  • Career Education Department Programmatic/Team Oriented Goals

Forms

  • Work Assessment Plan
  • Work Training Plan
  • Cooperative Work Plan
  • Work Behavior Plan
  • Personal Transition Profile - Interview Guide
  • Work Stipend Incentive
  • The Process of Planning Your Future Begins Now!
  • Personal Vision/Personal Goals
  • Career Portfolio

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by Robbie Blaha
© TSBVI 2001 - 128 pages Order # 59436CAL

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This book is written for students who need help structuring and organizing their time and activities. It includes information about:

  • The benefits of calendar systems
  • Calendar programming based on individual students' needs and skills
  • The continuum of calendars available for expanding students' skills
  • Communication and time
  • Benefits of anticipation calendars, daily calendars, and expanded calendars
  • Parents and calendars
  • Assessing and evaluating with a calendar

Table of Contents

  • Preface
  • Chapter 1, Benefits of Calendar Systems
    • Calendars and Communication
    •  Calendars and Time
    •  Calendars and Emotional Support
    •  Calendar Tips
  • Chapter 2, Anticipation Calendars
    •  Benefits of Anticipation Calendars
    •  Guidelines for Implementing an Anticipation Calendar
    •  Calendar Tips
  • Chapter 3, Daily Calendars
    •  Benefits of a Daily Calendar
    •  Guidelines for Implementing a Daily Calendar
    •  Calendar Tips
  • Chapter 4, Expanded Calendars
    •  Benefits of Expanded Calendars
    •  Guidelines for Implementing Concrete Expanded Calendars
    •  Calendar Tips
  • Appendix

Better Together: Building Relationships with People who have Visual Impairment and Autism Spectrum Disorder (or Atypical Social Development)

by Linda Hagood-© TSBVI 2008 Print set - Order # 59446 BTP, also available on disk

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Table of Contents for this book.

The population of children with visual impairment has grown increasingly diverse in recent years. A growing number of students with visual impairment are being diagnosed with autism spectrum disorders. The relationship between autism and visual impairment is complex. Therefore, the issues related to identification of autism in children with visual impairment remain controversial. As the theoretical controversies continue, parents and teachers are faced with a growing number of visually impaired students who have trouble building social connections, which typical sighted children establish during the first years of life. The goal of this manual is to provide practical suggestions for teachers and parents who want to build important foundational relationships and teach social skills to children with visual impairments and autism or other types of atypical social development. Better Together provides a systematic scope and sequence of relationship-based goals and objectives, as well as examples of activities and strategies for teaching the objectives. Sample thematic units are presented that can be used by teachers to organize relationship-based instruction.

Table of Contents

Chapter 1 Introduction

  • Autism and Asperger's Syndrome
    • Diagnostic Criteria for Autistic Disorder
    • Diagnostic Criteria for Asperger's Disorder
    • Pervasive Developmental Disorder Not Otherwise Specified
  • What's In A Name? Questioning the Autism Diagnosis of Children with Visual Impairment
  • Overview of Approaches for Teaching Children with Autism
    • Continuum of Current Treatment Approaches
    • Categorical Comparison of Current Educational Approaches
  • Resources for Teaching the Student with Autism Spectrum Disorders and Visual Impairment
  • Why a Relationship-Based Approach for Visually Impaired Children with Autism?
  • Goals of this Guide

Chapter 2 Curriculum Scope and Sequence

  • Domains Used in Better Together Curriculum
  • Descriptions of Levels in Social Skills Curriculum
    • Level 1 Developmental Level 0-6 months
    • Level 2 Developmental Level 6-18 months
    • Level 3 Developmental Level 18-36 months
    • Level 4 Developmental Level 36-60 months
    • Level 5 Developmental Level 5 years-7 years

Chapter 3 Relationship-based Evaluation

  • Evaluation of Student Skills
    • Social Interaction
    • Communication
    • Social Cognition
    • Emotional Development

Chapter 4 Strategies for Building Relationships

  • Stage 1 Getting Ready
    • Medical and Educational Histories
    • Interview Parents and Previous Teachers
    • Understand the Implications of Specific Visual Problems for Social Learning
  • Stage 2 Getting Started
    • Establishing a Foundation
  • Stage 3 Staying Connected
    • Cooperation
  • Stage 4 Building Equity
    • Collaboration
    • Guiding Principals for Maintaining Mature Relationships

Chapter 5 Adapting Existing Curricula

  • Relationship-based Approaches for Students with Autism
    • Materials

Chapter 6 Samples Instructional Units

  • Unit 1 Connections
    • Social Games
    • Stories
    • Science
    • Art
    • Music
    • Creative Movement/Dramatic Play
  • Unit 2 Understanding Others' Perspectives
    • Social Games
    • Stories
    • Language Arts
    • Science
    • Social Studies/History/Current Events
  • Unit 3 Transitions/Changes
    • Social Games
    • Stories
    • Language Arts
    • Science
    • Social Studies
  • Unit 4 Emotions/Feelings
    • Social Games
    • Stories
    • Science

Chapter 7 Activities to Encourage Creativity and Collaboration

  • Yoga
    • Emotional Regulation
    • Connection to Others
    • Creative/Symbolic Thinking
  • Collaborative Writing
    • Parallels Between Social Play Levels and Writing Abilities
    • Parallels Between Cognitive Play Levels and Writing Abilities
  • Strategies to Develop a Play-based Writing Program

Chapter 8 FAQs on Common Problems

  • Problem Area: Echoed Speech
  • Problem Area: Tolerating Change
  • Problem Area: Isolation
  • Problem Area: Mannerisms and Self-Stimulation

Summary

  • Making a Happy Ending

Appendices

  1. Evaluation/Assessment Forms
    • Evaluation of Adult Teaching Strategies
    • Evaluation of the Adult-Child Relationship
    • Evaluation of Student Skills
  2. Student Stories
  3. References

by Pat Stephenson

© TSBVI Revised 2008 - 230 pages Order # 59428BSA, or textfile - Order # 59428AD

A companion book to Basic Skills for Community Living for the domestic, recreation/leisure, and vocational domains, including activity routine discrepancy analysis forms preprinted with routine steps with permission to copy. The routines are sold unbound and printed on 3-hole punched 8 1/2 x 11 paper ready for a ring binder.

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Contents of Basic Skills for Community Living: A Curriculum for Students with Visual Impairments and Multiple Disabilities

by Nancy Levack, Susan Hauser, Lauren Newton, and Pat Stephenson (Eds.)

Part One: The Overall Program

Chapter 1: Overview

  • Intended Population
  • Philosophy
    • The Role of Community-Based Instruction
    • The Transdisciplinary Approach to Programming
  • The Continuum of Programming at TSBVI
  • Curriculum Content
    • Functional Activities
    • Developmental Skills
    • How to Integrate Functional Activities and Developmental Skills in Programming

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Chapter 2: Assessing the Student

  • Who Should Assess
  • How to Do an Assessment in Preparation for an ARD Meeting
    • Assessments to Be Done by the Classroom Teacher
    • Other Teacher Activities for the Pre-ARD Meeting
    • Assessments to Be Done by the Residential Instructor
    • Assessments to be Done by Support Staff
    • Assessments to Be Done by the Work Skills Teacher
    • Additional Assessments for Specific Needs
    • Timelines for ARD Preparation
  • Additional Readings and Resources

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Chapter 3: Transition Planning

  • Philosophy
  • Guidelines for Transition Planning
    • Who Does What in the Transition Process?
    • When Students are 14 Years or Older
    • The Role of TSBVI in the Transition Process for Students 16 Years and Older
    • Identified Outcomes and the Student's IEP Goals
    • Making Decisions About Future Services
    • When Community Services Have Been Arranged
  • Guidelines for Completing the Individual Transition Plan Summaries
  • Additional Readings and Resources

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Chapter 4: Developing the IEP

  • What is an IEP?
  • Drafting the Goals and Objectives for the IEP
    • How to Lead the Pre-ARD Meeting
    • How to Use the IEP Form
  • The ARD Committee Meeting
  • After the ARD Committee Meeting
    • TSBVI's Role When Students are Returning to LEAs
  • Additional Readings and Resources

Go to top

Chapter 5: Planning and Documenting Instruction

  • The Daily Schedule
    • Suggestions for Planning the Daily Schedule
  • Lesson Plans and Data Keeping
  • Activity Routines
    • Special Considerations When Using Activity Routines
    • Activity Routine Discrepancy Analysis
  • Diagnostic Teaching
  • Writing and Documenting the Progress Report
  • How to Fill Out the Progress Report
  • Documenting and Closing Out the IEP
  • Documenting the Behavior Plan
  • Documenting Work Training
  • Additional Readings and Resources

Go to top

Chapter 6: Effective Teaching Strategies

  • The Student's Environment
    • Arrangement of the Environment
    • Positioning the Student
    • Materials
  • Activity Routines
    • Developing a Routine
    • Using the Discrepancy Analysis
    • Scheduling Routines
    • Adjusting the Routine to the Student
  • Prompting
    • Forms of Prompting
    • Types of Prompts
    • Methods of Prompting
    • Timing of Prompts
    • Reducing Prompt Dependency
    • Fading and Shaping
  • Rewards, Value Sharing, and Reinforcement
    • Reinforcing for Motivation
    • Human Interaction
  • Behavior Management
    • Problems with Communicating
    • Physical Problems
    • Emotional Problems
    • Problems with Learning New Skills
    • Tuning in to the Student
    • The MANDT System
  • Adaptations
  • Factors Influencing Learning
    • Factors Influencing Visual Learning
    • Auditory Factors That Affect Learning
    • Other Factors That Affect Learning
  • Additional Readings and Resources

Go to top

Chapter 7: The Role of the Residential Instructor

  • Responsibilities of the Prime Advocate
  • Assessment
  • Planning Activities
  • Planning and Documenting Instruction
    • The Daily Schedule
    • Writing the Progress Report
    • Student Notebooks
  • Safety
  • DO and DON'T

Go to top

Part Two Content Areas

Chapter 8: Domestic Activities

  • Philosophy
  • Areas of Domestic Activities
  • Assessment
  • Using Activity Routines for Instruction
  • Teaching Strategies and Adaptations
    • Example of Personal Hygiene Strategies
    • Example of a Personal Hygiene Routine
  • Additional Readings and Resources

Go to top

Chapter 9: Career Education

  • The Four Levels of Programming
    • Career Awareness
    • Career Exploration
    • Career Preparation
    • Job Readiness
  • Career Awareness Focus
    • Establishing a Work Routine
    • Introduction of Work Tasks
    • Introduction of Money
    • Self-Management of Routine
    • Site Rotation and Documentation
  • Career Exploration Focus
    • Increase of Tolerance and Stamina
    • Expanding Work Routine
    • Increasing Task Skills
    • Self-Management
  • Assessment
    • Work-Related Activities Assessment
    • Parent Survey on Student Preferences
  • Documentation
    • Career Portfolio
    • Resume of Work Training Experience
    • Career Education Report
  • Guidelines and Strategies
    • Selecting Training Sites
    • New Work Assignments
    • Routines
  • Additional Readings and Resources

Go to top

Chapter 10: Leisure and Recreation

  • Philosophy
    • Importance of Choice
    • Enhancing the Student's Image
    • Importance of Age-Appropriate Activities
    • Building Self-Esteem Through Leisure
  • Assessment
    • Planning/Observation
    • Determining the Student's Strengths
    • Survey of Interests
    • Brainstorming
    • Determination of Needs
  • IEP Recommendations
  • Criteria for Selecting Skills
  • Choosing Goals and Skills
  • Writing IEP Goals and Objectives
  • Instruction
    • What To Teach
    • How To Teach
    • Activity Routines
    • Problem Solving
    • Maintaining a Resume of Recreation/Leisure Activities
  • Additional Readings and Resources

Go to top

Chapter 11: Communication

  • Philosophy
  • The Model for Teaching Communication
  • Major Goal Areas for Communication Programming
  • Principles for Selecting Goals and Objectives in Communication
    • Selecting Objectives
    • Before Teaching a New Skill
    • Communicative Form
    • Communicative Function
  • Selecting Contexts for Teaching Communication
    • Teaching Communication as an Infused Objective
    • Teaching Communication as a Primary Objective
  • General Approaches to Teaching Communication
    • Van Dijk Methods
    • Joint Action Routines
    • Hanen Techniques/Ecological Communication System
    • Unit Teaching
    • Incidental Teaching
  • Selecting the Best Method for Your Student
  • A Standard Tactile Symbol System
    • Who Can Use Tactile Symbols?
    • Why Would a Student Use Tactile Symbols?
    • How the Symbols Have Been Used
    • Considerations in Developing a Tactile Symbol System
    • Conclusion
  • Strategies Related to Communicative Form
    • Forms for Communication are Limited
  • Transitioning to Higher Form Levels
    • Transition from Object Symbols to Pictures
    • Transition from Objects to Tactile Symbols (for Totally Blind Students)
    • Transition from Physical Manipulation to Gesture
  • Developing Social Interactive Skills
    • Establishing Primary Relationships
    • Maintaining Interaction by Actively Participating
    • Initiating Interaction
    • Terminating Interactions or Rejecting Materials Appropriately
    • Responding to or Using Questions
  • Developing and Expanding Communicative Functions
    • Intentional Requesting or Rejecting
    • Making Choices
    • Requesting or Labeling
  • Developing Communicative Content
    • Topics for Interaction and Communication are Limited
    • Expanding Meaning Categories
  • Additional Readings and Resources

Go to top

Chapter 12: Calendars

  • Philosophy
  • How to Use Calendars to Teach Skills
    • Cognition
    • Communication
    • Time Concepts
    • Social Development
  • Common Characteristics of All Calendars
  • Components of a Calendar
    • Symbols
    • Framework of the Calendar Design
    • Differentiated Time Intervals
    • Routines for the Daily Calendar
    • Routines for the Weekly or Multi-Weekly Calendar
    • Group Calendar vs. Individual Calendar
    • Dialogue
  • Types of Calendars
    • Anticipation Systems
    • Calendar Boxes with Objects
    • Two-Dimensional Calendars with Symbols and/or Pictures
    • Weekly Calendars
    • Multi-Weekly or Monthly Calendars
  • General Guidelines for Effective Implementation of Calendars
  • Additional Readings and Resources

Chapter 13: Social Skills and Behavior Management

  • Social Emotional Skill Development
    • Assessment and Goal Selection
    • Intervention
    • Social Skills Assessment Form
    • Annual Report of Social Skills
  • Sexuality Education
  • Behavior Management
    • Philosophy
    • Positive Approach to Behavior Management
    • Proactive Prevention of Behaviors (or Keeping Problems from Occurring)
    • Intervening After Behavior Has Occured
    • Strategies for Effective Proactive Intervention
    • Crisis Intervention
    • The Role of Stress and Anxiety
  • Formal Behavior Intervention Procedures
    • Assessment Procedures
    • Baseline Data Collection
    • Writing the Intervention Plan
    • Documenting the Plan's Effectiveness by Evaluating Student Behavior
    • Re-Evaluating the Plan/Strategies
    • Incident Reports
    • Summary of Behavior Plan Development
  • Additional Readings and Resources

Appendices

  • Appendix A. Forms
  • Appendix B. Glossary

References

Go to top

Basic Skills for Community Living: A Curriculum for Students with Visual Impairments and Multiple Disabilities

by  Nancy Levack, Susan Hauser, Lauren Newton, and Pat Stephenson, Editors
© TSBVI 1996/1997 Edition - 400 pages Order # 59427BSP
Also available on disk - MAC or DOS (textfiles-no forms) Order # 59427BSD
Note: This curriculum is sold unbound and printed on 3-hole punched 8 1/2 x 11 paper ready for a ring binder.

Order Form/Pricelist in DOC

Order Form/Pricelist in PDF

Table of Contents for this book.
Companion Books

Designed for students at TSBVI who are between the ages of 6 and 22 who have visual impairments combined with other disabilities, such as hearing impairments or dual sensory impairments and/or severe developmental delays.

It is particularly designed for students who learn best within highly structured routines and who have great difficulty generalizing what they learn to new situations.

  • Functional activities from the domestic, recreation/leisure, and vocational domains, with infused skills training in social interactions (including communication) and emotional development, sensory and motor development, basic concepts, and representation/cognition
  • Assessment procedures


Basic Skills for Community Living: Activity Routines

by Pat Stephenson
© TSBVI Revised 2008 - 230 pages Order # 59428BSA, or textfile - Order # 59428AD

A companion book to Basic Skills for Community Living for the domestic, recreation/leisure, and vocational domains, including activity routine discrepancy analysis forms preprinted with routine steps with permission to copy. The routines are sold unbound and printed on 3-hole punched 8 1/2 x 11 paper ready for a ring binder.


Contents of Basic Skills for Community Living: A Curriculum for Students with Visual Impairments and Multiple Disabilities

by Nancy Levack, Susan Hauser, Lauren Newton, and Pat Stephenson (Eds.)

Part One: The Overall Program

Chapter 1: Overview

  • Intended Population
  • Philosophy
    • The Role of Community-Based Instruction
    • The Transdisciplinary Approach to Programming
  • The Continuum of Programming at TSBVI
  • Curriculum Content
    • Functional Activities
    • Developmental Skills
    • How to Integrate Functional Activities and Developmental Skills in Programming

Chapter 2: Assessing the Student

  • Who Should Assess
  • How to Do an Assessment in Preparation for an ARD Meeting
    • Assessments to Be Done by the Classroom Teacher
    • Other Teacher Activities for the Pre-ARD Meeting
    • Assessments to Be Done by the Residential Instructor
    • Assessments to be Done by Support Staff
    • Assessments to Be Done by the Work Skills Teacher
    • Additional Assessments for Specific Needs
    • Timelines for ARD Preparation
  • Additional Readings and Resources

Chapter 3: Transition Planning

  • Philosophy
  • Guidelines for Transition Planning
    • Who Does What in the Transition Process?
    • When Students are 14 Years or Older
    • The Role of TSBVI in the Transition Process for Students 16 Years and Older
    • Identified Outcomes and the Student's IEP Goals
    • Making Decisions About Future Services
    • When Community Services Have Been Arranged
  • Guidelines for Completing the Individual Transition Plan Summaries
  • Additional Readings and Resources

Chapter 4: Developing the IEP

  • What is an IEP?
  • Drafting the Goals and Objectives for the IEP
    • How to Lead the Pre-ARD Meeting
    • How to Use the IEP Form
  • The ARD Committee Meeting
  • After the ARD Committee Meeting
    • TSBVI's Role When Students are Returning to LEAs
  • Additional Readings and Resources

Chapter 5: Planning and Documenting Instruction

  • The Daily Schedule
    • Suggestions for Planning the Daily Schedule
  • Lesson Plans and Data Keeping
  • Activity Routines
    • Special Considerations When Using Activity Routines
    • Activity Routine Discrepancy Analysis
  • Diagnostic Teaching
  • Writing and Documenting the Progress Report
  • How to Fill Out the Progress Report
  • Documenting and Closing Out the IEP
  • Documenting the Behavior Plan
  • Documenting Work Training
  • Additional Readings and Resources

Chapter 6: Effective Teaching Strategies

  • The Student's Environment
    • Arrangement of the Environment
    • Positioning the Student
    • Materials
  • Activity Routines
    • Developing a Routine
    • Using the Discrepancy Analysis
    • Scheduling Routines
    • Adjusting the Routine to the Student
  • Prompting
    • Forms of Prompting
    • Types of Prompts
    • Methods of Prompting
    • Timing of Prompts
    • Reducing Prompt Dependency
    • Fading and Shaping
  • Rewards, Value Sharing, and Reinforcement
    • Reinforcing for Motivation
    • Human Interaction
  • Behavior Management
    • Problems with Communicating
    • Physical Problems
    • Emotional Problems
    • Problems with Learning New Skills
    • Tuning in to the Student
    • The MANDT System
  • Adaptations
  • Factors Influencing Learning
    • Factors Influencing Visual Learning
    • Auditory Factors That Affect Learning
    • Other Factors That Affect Learning
  • Additional Readings and Resources

Chapter 7: The Role of the Residential Instructor

  • Responsibilities of the Prime Advocate
  • Assessment
  • Planning Activities
  • Planning and Documenting Instruction
    • The Daily Schedule
    • Writing the Progress Report
    • Student Notebooks
  • Safety
  • DO and DON'T

Part Two Content Areas

Chapter 8: Domestic Activities

  • Philosophy
  • Areas of Domestic Activities
  • Assessment
  • Using Activity Routines for Instruction
  • Teaching Strategies and Adaptations
    • Example of Personal Hygiene Strategies
    • Example of a Personal Hygiene Routine
  • Additional Readings and Resources

Chapter 9: Career Education

  • The Four Levels of Programming
    • Career Awareness
    • Career Exploration
    • Career Preparation
    • Job Readiness
  • Career Awareness Focus
    • Establishing a Work Routine
    • Introduction of Work Tasks
    • Introduction of Money
    • Self-Management of Routine
    • Site Rotation and Documentation
  • Career Exploration Focus
    • Increase of Tolerance and Stamina
    • Expanding Work Routine
    • Increasing Task Skills
    • Self-Management
  • Assessment
    • Work-Related Activities Assessment
    • Parent Survey on Student Preferences
  • Documentation
    • Career Portfolio
    • Resume of Work Training Experience
    • Career Education Report
  • Guidelines and Strategies
    • Selecting Training Sites
    • New Work Assignments
    • Routines
  • Additional Readings and Resources

Go to top

Chapter 10: Leisure and Recreation

  • Philosophy
    • Importance of Choice
    • Enhancing the Student's Image
    • Importance of Age-Appropriate Activities
    • Building Self-Esteem Through Leisure
  • Assessment
    • Planning/Observation
    • Determining the Student's Strengths
    • Survey of Interests
    • Brainstorming
    • Determination of Needs
  • IEP Recommendations
  • Criteria for Selecting Skills
  • Choosing Goals and Skills
  • Writing IEP Goals and Objectives
  • Instruction
    • What To Teach
    • How To Teach
    • Activity Routines
    • Problem Solving
    • Maintaining a Resume of Recreation/Leisure Activities
  • Additional Readings and Resources

Chapter 11: Communication

  • Philosophy
  • The Model for Teaching Communication
  • Major Goal Areas for Communication Programming
  • Principles for Selecting Goals and Objectives in Communication
    • Selecting Objectives
    • Before Teaching a New Skill
    • Communicative Form
    • Communicative Function
  • Selecting Contexts for Teaching Communication
    • Teaching Communication as an Infused Objective
    • Teaching Communication as a Primary Objective
  • General Approaches to Teaching Communication
    • Van Dijk Methods
    • Joint Action Routines
    • Hanen Techniques/Ecological Communication System
    • Unit Teaching
    • Incidental Teaching
  • Selecting the Best Method for Your Student
  • A Standard Tactile Symbol System
    • Who Can Use Tactile Symbols?
    • Why Would a Student Use Tactile Symbols?
    • How the Symbols Have Been Used
    • Considerations in Developing a Tactile Symbol System
    • Conclusion
  • Strategies Related to Communicative Form
    • Forms for Communication are Limited
  • Transitioning to Higher Form Levels
    • Transition from Object Symbols to Pictures
    • Transition from Objects to Tactile Symbols (for Totally Blind Students)
    • Transition from Physical Manipulation to Gesture
  • Developing Social Interactive Skills
    • Establishing Primary Relationships
    • Maintaining Interaction by Actively Participating
    • Initiating Interaction
    • Terminating Interactions or Rejecting Materials Appropriately
    • Responding to or Using Questions
  • Developing and Expanding Communicative Functions
    • Intentional Requesting or Rejecting
    • Making Choices
    • Requesting or Labeling
  • Developing Communicative Content
    • Topics for Interaction and Communication are Limited
    • Expanding Meaning Categories
  • Additional Readings and Resources

Chapter 12: Calendars

  • Philosophy
  • How to Use Calendars to Teach Skills
    • Cognition
    • Communication
    • Time Concepts
    • Social Development
  • Common Characteristics of All Calendars
  • Components of a Calendar
    • Symbols
    • Framework of the Calendar Design
    • Differentiated Time Intervals
    • Routines for the Daily Calendar
    • Routines for the Weekly or Multi-Weekly Calendar
    • Group Calendar vs. Individual Calendar
    • Dialogue
  • Types of Calendars
    • Anticipation Systems
    • Calendar Boxes with Objects
    • Two-Dimensional Calendars with Symbols and/or Pictures
    • Weekly Calendars
    • Multi-Weekly or Monthly Calendars
  • General Guidelines for Effective Implementation of Calendars
  • Additional Readings and Resources

Chapter 13: Social Skills and Behavior Management

  • Social Emotional Skill Development
    • Assessment and Goal Selection
    • Intervention
    • Social Skills Assessment Form
    • Annual Report of Social Skills
  • Sexuality Education
  • Behavior Management
    • Philosophy
    • Positive Approach to Behavior Management
    • Proactive Prevention of Behaviors (or Keeping Problems from Occurring)
    • Intervening After Behavior Has Occured
    • Strategies for Effective Proactive Intervention
    • Crisis Intervention
    • The Role of Stress and Anxiety
  • Formal Behavior Intervention Procedures
    • Assessment Procedures
    • Baseline Data Collection
    • Writing the Intervention Plan
    • Documenting the Plan's Effectiveness by Evaluating Student Behavior
    • Re-Evaluating the Plan/Strategies
    • Incident Reports
    • Summary of Behavior Plan Development
  • Additional Readings and Resources

Appendices

  • Appendix A. Forms
  • Appendix B. Glossary

References

Assessment Kit: Kit of Informal Tools for Academic Students with Visual Impairments

Compiled by Debra Sewell, Texas School for the Blind and Visually Impaired
© TSBVI 1997

Go to Table of Contents for this book.

Total Kit - Order # 59433AKP (3 parts - 188 oz.) 

Order Form/Pricelist in DOC

Order Form/Pricelist in PDF

  • Part 1: Assessment Tools for Teacher Use Order # 59433AK1 (38 oz.)
  • Part 2: Large Print Reading Assessments for Student Use (use with Basic Reading Inventory, 10th Ed.) Order # 59433AK2 (37 oz.)
  • Part 3: Braille Reading Assessments for Student Use (use with Basic Reading Inventory, 10th Ed.); available in hard copy or on PC or MAC disk in Megadots or Duxbury format) Order # 59433AK3 (braille) (74 oz.) OR Duxbury or Megadots file Order # 59433AKD

Every itinerant VI teacher knows how difficult it is to get organized! It seems that this is especially true where assessment of academic students with visual impairments is concerned. The VI teacher needs to have quick and easy access to materials in print, braille, and large print. Often the student needs parts of several different tests, and every student has to be assessed in the compensatory skill areas, such as daily living, career awareness, and rec/leisure. All of this means that VI teachers find themselves spending hours of valuable time locating, adapting, duplicating, and packaging a wide variety of assessment materials for their academic students.

TSBVI Outreach Teacher, Debra Sewell, has compiled the Assessment KIT to help solve some of the most time-consuming problems associated with assessment of academic students with visual impairment. Parts 1, 2, and 3 feature tabbed sections in 3-ring binders to simplify using the necessary forms as needed. Forms contained in Part 1 are reproduced with permission from the original publisher to be copied as needed.

The Assessment KIT Part 1 provides you with informal checklists, suggestions for formal assessment materials that you may want to buy, assessments of compensatory skills, and evaluations of the student's environment:

  • Abacus skills
  • Braille skills
  • Calculator skills
  • Career readiness
  • Classroom behavior and environment
  • Communication skills
  • Concept development
  • Daily living and self-help skills
  • Family
  • Keyboarding skills
  • Listening skills
  • Math skills
  • Nemeth
  • Organization and study skills
  • Pre-braille skills
  • Reading skills
  • Science and social studies skills
  • Script writing
  • Slate and stylus use
  • Social skills
  • Technology use

The Assessment KIT Parts 2 and 3 provide you with informal reading inventories in large print and braille taken from Basic Reading Inventory (10th Ed.) by Jerry L. Johns.


Contents of Assessment KIT:Kit of Informal Tools for Academic Students with Visual Impairments

Compiled by Debra Sewell

  • Abacus and Fingermath Assessment
  • Abacus Checklist for the Counting Method
  • Administrator Questionnaire
  • Assessing Typing Skills of Visually Impaired Students
  • Assessment of Keyboarding Skills
  • Assessment of Script Writing for Low Vision
  • Assessment of Script Writing for the Blind
  • Assessment of Slate & Stylus
  • Basic Math Assessment
  • Braille 'N Speak Checklist
  • Braille 'N Speak/Braille Lite Checklist
  • Braille Assessment
  • Braille Checklist
  • Braille Readiness
  • Braille Reading Readiness Skills
  • Calculator Assessment
  • Career Portfolio: Student Profile
  • Career Portfolio: Student Self-Evaluation
  • Career Portfolio: Work Behavior Evaluation
  • Checklist for Differential Diagnosis
  • Checklist for Informal Evaluation of Pre-Vocational Skills
  • Classroom Variables Analysis Form
  • Cognitive Concepts Checklist
  • Community Evaluation
  • Community Profile
  • Concepts Checklist for Visually Impaired Children
  • Daily Living Skills Checklist
  • Early Identification of Language-Based Reading Disabilities
  • Educational Environment of the Receiving School and Classroom Evaluation
  • Elementary Nemeth Code Checklist
  • Experiential Concept Development Checklist for Visually Impaired Students
  • Family Needs Scale
  • Family Profile
  • Family Resource Scale
  • Informal Assessment of Developmental Skills Part IV, Language: Verbal and Written Language Skills
  • Informal Assessment of Developmental Skills - Social Emotional
  • Informal Assessment of Listening Skills
  • Informal Student Data
  • Measurement Assessment
  • Median Rates of Reading for Different Grades as Determined by Several Standardizing Reading Tests
  • Money Assessment
  • Observation of Relevant Classroom Behavior
  • Observation Guidelines
  • Observation Guidelines for Students
  • Operating a Braillewriter Assessment
  • Organization and Study Skills Checklist - Elementary Level
  • Organization and Study Skills Checklist - Secondary Level
  • Parent Questionnaire
  • Print Sizes
  • Reading Rates for Students Without Visual Impairments
  • Receiving Classroom Teacher Questionnaire
  • Reference Chart of Mathematical Symbols
  • Report and Recommendations for Assistive Technology
  • School Profile
  • School Questionnaire for Support Services
  • Science and Social Studies Survival Skills
  • Slate and Stylus Assessment
  • Social Skills Assessment Tool for Children with Visual Impairments (SSAT-VI)
  • Student Profile
  • Table of Approximate Equivalent Visual Acuity Notations
  • Tactual Skills Checklist: Exploration & Manipulation & Discrimination
  • Teacher Interview: Classroom Observation Checklist for Visually Impaired and Blind Students
  • Time Assessment
  • Vocational Skills Checklist

Assessment KIT - Parts 2 & 3: Large Print and Braille Assessments for Student Use - Note: For Use with Performance Booklets from Basic Reading Inventory: Pre-Primer through Grade Twelve & Early Literacy Assessments (10th Ed.) by Jerry L. Johns, ©Kendall/Hunt (available from APH)

 

You Make the Difference: An Educator-Oriented Process for Supporting High Quality Interactions with Students Who are Deafblind

by Craig Axelrod, Kim Conlin, Tish Smith
© TSBVI 2008 - Order # 59447 YMD

Order Form/Pricelist in DOC

Order Form/Pricelist in PDF

"Effective interaction helps dissolve the barriers between us. Through a mutual exchange of the deepest human feelings of togetherness, we share a world of understanding and hope." -- Dr. Jan van Dijk, 2007

As research continues to validate the role of interaction in attachment, security, relationships, learning and communication, the need for educators of students with deafblindness to develop their interaction skills becomes more apparent.  The interaction training process presented in this DVD will help educators learn how to improve the quality of their interactions with students who are deafblind, by changing their own interactive behaviors and by adapting the interactive context.  You Make the Difference emphasizes and addresses the following educator-oriented learning goals:

  • Understand the role of high quality interactions in early development.
  • Understand the challenges to high quality interactions with children who are deafblind.
  • Identify student-specific factors that impact interactions.
  • Recognize the components of interaction.
  • Analyze the interactions between adults and students who are deafblind.
  • Identify and implement intervention strategies that improve the quality of those interactions.

A Team Approach

Interaction training is most productive when the core members of a students team participate in this process together.  Multiple perspectives can help a team clarify adult/student interactive strengths and challenges, and enhance its ability to develop, implement, modify and generalize intervention strategies.

Prerequisite Knowledge and Skills

A variety of instructional strategies are discussed and demonstrated in this DVD that reflect best practices for students with deafblindness.  It is recommended that viewers and, particularly, interaction training participants have a basic understanding of these approaches.  *** 

Accessibility Features

You Make the Difference provides optional audio description and closed captioning tracks.

Interaction Documents in PDF, Text and Braille formats are included with the DVD.

Minimum System Requirements

PC

  • A 400 MHz or faster Intel-compatible CPU
  • A video card with AGP architecture and at least 4 MB of onboard RAM
  • At least 128 MB of system RAM (Windows 2000, XP, Vista users - 256 MB or more is recommended)
  • Windows 98 SE, Windows 2000, Windows Millennium Edition, Windows XP, or Windows Vista
  • The latest version of Microsoft DirectX
  • A DVD-ROM drive (DVD discs cannot be read by CD-ROM equipment)

Mac

  • Mac OS 9 and above (OS X or higher recommended)
  • A Macintosh computer with a PowerPC G3, G4 or G5 processor (G5 required for HD playback)
  • The latest version of DVD Player
  • 256 MB of RAM
  • A DVD-ROM drive (DVD discs cannot be read by CD-ROM equipment)

***  These TSBVI Publications provide information about teaching students with deafblindness: