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You are now viewing the Short-Term Programs course description for JAWS Part 1 Basic Concepts.

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Screen shot of first slide of courseTarget Audience:

All ages: students who would benefit from using JAWS to access a laptop or desktop computer and who have no prior experience using a computer or screenreader.

Prerequisites:

  • Students will benefit most when they have JAWS already installed on district computers and have daily access to these computers so they can practice.
  • Students should have a basic knowledge of alphabet, number, and punctuation keys and be able to compose and type simple sentences. This skill can vary, but students who have very little knowledge of touch typing will find executing the keyboard commands necessary to use screen reading programs (e.g., Alt + Tab) to be challenging. You can help your student acquire this skills by using the free Talking Typer software from the American Printing House for the Blind (APH).

Course Description:

The JAWS Screenreader Part 1: Basic Concepts class covers an introduction to terms and physical components related to computers (e.g., USB drive, headphone jack, computer focus, modifier keys). In addition, students will learn to navigate the computer desktop, open Microsoft Word, and shift focus between JAWS and Microsoft Word.


Learning Objective:

Students will develop basic computer concepts by learning computer terms and physical components of computers and by practicing computer desktop navigation and opening Microsoft Word using JAWS and Windows Keyboard Commands.


Length:

Approximately 30 Minutes


Important consideration for teachers:

When setting up JAWS, determine which type of computer keyboard layout setting the student will be using. Students may choose to use either the desktop or laptop keyboard layout setting; the difference in these settings is the modifier key that they will use. If the keyboard layout setting is set to desktop, the JAWS default modifier key is Insert. If the keyboard layout setting is set to laptop, the JAWS default modifier key is Caps Lock. It is possible to use the laptop setting when using a desktop. When on the laptop, unless you have a laptop that also has a number pad, it is advisable to use the laptop setting, because many of the keystrokes used when the keyboard is set to desktop require the use of a numpad. In order to change this setting, please go to the JAWS Help Menu, Startup Wizard. For the purposes of this training, we will refer to the JAWS-specific modifier key as “JAWS key.” When you hear “JAWS key,” press either the Insert key if your keyboard is set to Desktop or the Caps Lock key if your keyboard is set to Laptop.

 

You are now viewing the Short-Term Programs course description for Distance Learning - Introduction to the Orion TI-84+ Talking Graphing Calculator Part 2

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DL TI 84 Part 2Course Description:

This Distance Learning course is Part 2 of our 2-part online course. It is recommended that students have their own TI-84+ while going through the tutorials. In addition, it is advised that students take this course alongside their TVI.

For Students Who:

  • Have visual impairments
  • Are in secondary math classes requiring use of a scientific, graphing calculator
  • Are unable to work efficiently with a non-talking calculator
  • Have a TVI (or other adult) available who can assist with the computer and downloads as necessary 

Learning Objective:

Part 2: Develop skills in using the Orion TI-84+ as a graphing calculator.

Length: self paced | approximately 1.5 hours

Important Note:

The goals of the class are to introduce students to the calculator, not to teach secondary math. The class is taught by a TVI, not a certified secondary math teacher. For help with challenging math concepts, please talk with your math teacher.

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You are now viewing the Short-Term Programs course description for Wellness Weekend.

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March 2 - 4

Grades 9 - 12

The Wellness Weekend program will focus on introducing students to health and fitness options that they may otherwise miss, with the goal of discovering useful strategies for developing personal wellness practices that they can continue to refine throughout their lives. Activities will emphasize the value of daily habits that integrate fun, recreational exercise, stress management techniques, and a healthy diet.

Activities will include:

  • Exploring a variety of activities, including adaptive athletics, martial arts, yoga, and more, to discover recreational options that each student enjoys
  • Exploring sound nutritional choices and alternatives to junk food
  • Exploring relaxation and mindfulness techniques for stress management
  • Creating individualized wellness goals for each student

 

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You are now viewing the Short Term Programs course description for Distance Learning - School Year Book Club.

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Student reading the bookFeaturing: A Blind Guide to Stinkville by Beth Vrabel

It's Back!

If you missed our Summer Book Club...You have another opportunity to read the amazing book, A Blind Guide to Stinkville by Beth Vrabel and participate in our online course. Refer Now! This course is estimated to begin in January.

Target Audience:  Students in grades 6-8

Course Description:

The School Year Book Club is a unique opportunity for students from across the state to get to know each other while engaging in literacy activities. The book, A Blind Guide to Stinkville, by Beth Vrabel follows the main character, Alice, who faces her visual impairment head on when she moves to a new town with her family. This coming-of-age story centers around ECC themes including social skills, independent living skills, O&M, and self-determination. Students will be given access to the book in print or audio format, will read along during the class, and will engage in discussion via Google Classroom.

Learning Objective:  Students will develop literacy skills by reading the assigned book, analyzing elements of fiction as they pertain to the piece, and providing relevant and meaningful contributions to a group discussion using an online platform.

Length:  Approximately 6-10 Weeks. (Students will read the book on their own time and pace, but there is a structured timeline for students to complete each course section.) 

Important Note:  Students can access the book through the following services:

  • Bookshare: audio version, or ePub version in iBooks
  • BARD-Texas Talking Book Program: Braille and Audio Reading Downloads

If you need help purchasing an accessible version, we will be happy to assist you.

For additional information about this course please contact Kathi Garza at  or 512-206-9446.

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You are now viewing the Short-Term Programs course description for Distance Learning - Google Classroom and JAWS.

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Screen shot of the beginning of the on line classCourse Description:

Our Google Classroom and JAWS Distance Learning Course is recommended for students who are interested in taking a TSBVI Distance Learning Course who currently use JAWS, or for students who use JAWS and Google Classroom in their home district who would like to learn more about navigating Google Classroom with JAWS.

Learning Objective: 

Learn to navigate Google Classroom using JAWS

Length: self paced, approximately 1.5 hours

Important Note:
Google Classroom is the Learning Management System that TSBVI Short-Term Programs will utilize for Distance Learning courses.

You are now viewing the Short-Term Programs course description for Tactile Graphics Discovery Quest.

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Student reading a tactile graphic

October 5 - 8

Grades 5 - 7

The Tactile Graphics Discovery Quest is a class designed to provide simultaneous tactile graphics instruction to local TVIs and their students1. During the class, students and TVIs journey together to complete the quest, ultimately producing a Tactile Graphics Portfolio that they can take home. Breakout sessions will provide students with instruction on reading tactile graphics and will provide TVIs with instruction on producing tactile graphics, including diagrams, maps, and tables.

TVIs who attend this training will work through the process of creating computer generated, Tiger and Swell paper, and collage tactile graphics to thermoform for their students. This training will be led by Susan O'Brien, M.Ed., braille transcriber/adapted materials training specialist at TSBVI (also known as the "braille goddess").

During the planning phase, the STP coordinator talks with each TVI to discuss current skill levels2, and then identifies a small group of student/TVI teams with relatively similar needs. Group and individual objectives are identified.

At the dorm after school, students practice skills of independent living (e.g., preparing simple meals, serving and cleaning in the kitchen, organizing one’s personal area), as well as social skills, recreation & leisure, and self-determination. We have found that the opportunity to simply be together and share similar challenges can be an invaluable, life-changing experience for students.

At the end of the class, the TSBVI staff and the local TVIs discuss the objectives, instructional strategies, vocabulary, and next steps in order to maintain the students' and the local TVIs' skills with the tactile graphics.

Tactile graphics diagram with braille text
The on-campus workshop is followed later in the year by one or more online sessions to give students and their teachers the opportunity to reconnect, see how things are going, and build upon what was learned during the on-campus workshop.

1 TVI Expenses

  • TSBVI can house TVIs in a dormitory on our campus at no cost if room is available. There will be access to inexpensive meals in our cafeteria or meals can be prepared at the dorm. There are also several good restaurants within walking distance from our campus.
  • TSBVI will pay transportation and all other costs for students; however we will not be able to pay transportation costs for staff. Transportation costs would fall to the school district.
  • This class will be small, so please apply soon.

2 Student prerequisites

For the class, we will need to know:

  • What braille code the student uses (e.g. UEB, EBAE)
  • If the student uses contracted or uncontracted braille
  • If a student is unable to read 18pt font, what device(s) the student uses to access print curriculum

You are now viewing the Short-Term Programs course description for Pre-SWEAT (for students attending the summer SWEAT Program).

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SWT Jessica HoltThis is the preliminary class for students accepted to Summer Work Experience in Austin, Texas (SWEAT) 

April 20 - 22, 2018

Ages 17-22

Pre-SWEAT is designed to help students develop an awareness of their strengths and needs in key areas of the Expanded Core Curriculum prior to beginning SWEAT. It also provides the opportunity for SWEAT staff to begin developing relationships with students. Students will collaborate with a job coach and and O&M instructor to complete assessment activities in the following areas: 

  • Assistive Technology
  • Independent Living Skills
  • Social Skills
  • Orientation and Mobility

Afterward, students will meet with their job coaches to develop goals to guide their learning for the duration of the five week SWEAT program.

 

For information about program content, contact: Sara Merritt  512-206-9176

 

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You are now viewing the Short-Term Programs course description for Distance Learning - Google Classroom and VoiceOver.

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Welcome to our Google Classroom and VoiceOver Course.

DL VoiceOverCourse Description:

This Google Classroom and VoiceOver Distance Learning Course is recommended for students who are interested in taking a TSBVI Distance Learning Course who currently use VoiceOver on a Apple Computer (not an iOS device), or for students who use VoiceOver on an Apple Computer (not an iOS device) and Google Classroom in their home district who would like to learn more about navigating Google Classroom with VoiceOver.

Learning Objective: 

  • Learn to navigate Google Classroom using VoiceOver

Length: Self paced | approximately 2 hours

Important Note: Google Classroom is the Learning Management System that TSBVI Short-Term Programs will utilize for Distance Learning courses.

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You are now viewing the Short-Term Programs course description for High School Independence Weekend #2: Prom.

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May 3 - 6

Grades 10 - 12

Students dancing at the prom
The Independence Weekend classes offer project-based learning opportunities to practice skills from the Expanded Core Curriculum. A class theme provides the motivational, real-world relevance for learning, and students practice a range of interdisciplinary skills by working collaboratively to obtain meaningful products or experiences. Students also have the opportunity to share personal experiences with others who are visually impaired.

Prom weekend is that wonderful time of year when TSBVI high school students, along with friends from around the state, put on their finest to dance the night away. We’ll have team-building activities on Friday and Saturday, and students will be encouraged to make their own corsages for the big night.

Group of students mugging for the camera before promExpanded Core Curriculum areas covered will include social skills, communication, self-advocacy, recreation-leisure, and independent living, all while participating in exciting activities. Most importantly, the students will be able to visit with old friends and make new ones, which hopefully will endure into adulthood.

When accepting students to the prom weekend, we give preference to appropriate seniors, then juniors, then sophomores, etc. Younger high school students are encouraged to apply for the Outdoor Challenge High School Weekend in December, and then go to the prom when they are older. Younger students are sometimes accepted to prom if older, accepted students drop out.

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October 6 - 9

Grades 8 - 12

UEB braille 3It's time for Braille readers to transition to Unified English Braille Code (UEB). In this enjoyable weekend class, students who currently read and write braille will get a head-start on the transition to UEB.

Learning UEB in the company of other Braille readers is fun, and allows the topic to be approached in interesting ways. Read and share jokes and riddles with your classmates. Read a recipe—and cook it! Read a menu—and eat at the restaurant! Read a script—and dramatize the play! Come share this introduction to UEB with your peers.

Take home new skills, a useful set of references, and good memories!

Please note: This class is not "Introduction to Braille." Applicants must currently be competent in reading and writing braille and only need to transition to UEB.

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