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Short-Term Program Class Descriptions

Secondary Technology Weeks

Grades 7 –12
September 23 - 28
February 10 – 15

These technology classes provide instruction for secondary students to improve their skills in using various aspects of adaptive technology. Examples of instruction available are:

• Hardware: desktop and laptop computers, notetakers, various printers or scanners, optical and electronic magnifiers, digital talking books, Franklin Language Master dictionary, Audio Graphing Calculator
• Software: screen readers (e.g., JAWS), screen enlargers (e.g., ZoomText), word processors (e.g., Word), spreadsheets (e.g., Excel), presentation software (e.g., PowerPoint), scan/read software (e.g., OpenBook)
• Processes: basic computer concepts and skills, Windows accessibility features, Windows keyboard commands, using Internet resources for research, editing skills, sending and receiving e-mail, using online help files

The technology classes are similar to the Access to Academics classes, in that local teachers and parents can work with TSBVI teachers to develop individual goals and objectives; however the goals must be in the area of technology. In the fall class (and probably in the spring class as well) at least one subgroup of students will work on screen readers and keyboard commands. Other students can work on any other aspect of technology.

Students who are not able to attend the Technology Week program may request similar technology training during an Access to Academics class. Also, students may attend both Technology and Access classes.

Traveling with Low Vision

Grades 9 -12
December 6-9

Students with low vision often have unique, individual travel needs that are different from students with no vision. Various factors contribute to the difficulty in meeting these needs, including the students' fear of social stigma. In this class, students will participate in activities that increase their awareness and ability to discuss their unique low vision needs, in particular as they relate to travel. Students will explore a variety of issues related to being a traveler with low vision, including:

1. Becoming familiar with various modes of travel (e.g., walking, airport, cab, city bus or shuttle, inter-city bus, STS, escalator, elevator, car, train)
2. Understanding skills and responsibilities related to being a non-driver (e.g., sharing costs, reciprocity, social aspects, how to join friends for community activities)
3. Becoming familiar with organizational issues related to travel (e.g., carrying belongings, writing directions or a map, the purposes of an ID cane, understanding cardinal directions, reading maps and schedules, financial considerations, asking for and confirming directions, knowing which questions to ask, using adapted tools and devices such as monoculars, magnifiers, baseball caps, sunglasses, 20/20 pens, canes, GPS systems)
4. Understanding social and interpersonal issues related to travel (e.g., taking responsibility, feeling competent, asking for clarification, dealing with fear and insecurities, asking someone to give you sighted guide, asking for help with directions or schedules, self-advocacy, "passing" strategies (when it could be helpful or not helpful to use them), selecting appropriate language, how to explain your low vision needs)

A certified O&M instructor will lead the weekend program. Students will share their experiences and practice traveling in supervised groups. They will consider travel times, scheduling, costs and other practical aspects of travel choices. Psychosocial issues related to being a non-driver will be addressed through interaction with adult users of alternative transportation and group discussions. Although individual orientation and mobility (O&M) instruction will not be provided, O&M information will be presented, discussed and practiced in the Austin community.

Independence Weekends

The Elementary, Middle, and High School Independence Weekends provide the opportunity to develop and practice skills of independent living while focusing on various age-appropriate themes. While participating in enjoyable activities, students will be challenged to practice many skills from the expanded core curriculum for visually impaired students, such as social, communication, technology, self-advocacy, organization, academic, spatial-motor, recreation-leisure, and independent living. Most importantly, the weekend classes provide an opportunity for students to interact, learn and share their unique experiences as individuals with vision impairment with their pears.

All these weekend classes begin on a Thursday evening (registration) and end on Sunday at noon. Students miss school in their local district on Friday, but are not counted absent. Students may attend only during the weekend class that best corresponds to their grade level in school:

Access to Academic Skills Classes

Access to Academic Skills classes are the heart of the Short-Term Programs offered at TSBVI. These classes have the greatest potential to improve students’ academic skills, because they address “access-to-curriculum” skills that can help students perform more successfully on the Texas Essential Knowledge and Skills standards (TEKS) and consequently on the related TAKS tests. Students attend TSBVI for one week of individually tailored, intensive instruction in any area of the expanded core curriculum (ECC) for students with visual impairment. All classes also address Independent Living Skills and Social Skills, especially during the residential instructional period each day.

Our staff will work with local teachers to select the objectives most needed by the student. This can be highly individualized to meet each student’s needs. Ratios in these classes are very small, from 2:1 to 3:1

While the following list is not comprehensive, it describes the types of skills that are often addressed during these classes:

• Technology tools and skills: computer concepts, braille notetakers, scan/read software, screen readers, word processing, editing, printing, embossing, file management, accessing the Internet
• Math concepts, tools and skills: functional applications, basic math concepts such as place value or fractions, abacus, creating and reading tactile graphics, reading and writing Nemeth Code, adapted measurement devices, concepts and tools for geometry, math software
• Low Vision adaptations and strategies: self-acceptance and advocacy, screen enlarging software, Windows accessibility features, optical and electronic magnifiers, low tech and no tech devices, choosing appropriate tools for various tasks, learning and communicating about personal needs related to vision
• Reading adapted tools and skills: Braille and its value, screen readers, eBooks, scan/read software
• Writing adapted tools and skills: no tech and low tech writing adaptations including slate and stylus, writing utensils and surfaces, writing position, Windows keyboard commands for mouse-free computer access, braille notetakers, creating print documents from braille work

Information About Specific Access to Academics Classes

• Elementary Access to Academic Skills #1
• Elementary Academic Access Skills #2
• Middle School Access to Academic Skills #1 and #2
• High School Access to Academic Skills #1
• High School Access to Academic Skills #2

Elementary Access to Academics #1

Grades 1 – 5
September 9 – 14

Students taking this class can work on any aspect of the Expanded Core Curriculum (ECC), and their teachers can request the objectives needed. At least one group of students will work specifically on Math Tools and Concepts, which will be a special area of focus during the week. Please be prepared to discuss whether you want math or some other aspect of the ECC when you refer your student. We are highlighting math because we see so many visually impaired, academic elementary students who need increased support for (1) understanding the concepts underlying the skills they are being taught in their regular classrooms, and (2) using specialized adaptive tools to access the skills being taught.

Elementary Access to Academics #2

Grades 1 – 5
January 27 – February 1

In this class students will again have the opportunity to work on any aspect of the ECC. In addition we will have at least one group working on the special focus area of elementary technology. We believe that many visually impaired, academic elementary students would benefit from earlier introduction to technology. Sighted children are often playing with technology before they enter school. Our visually impaired children should also receive early exposure.

Many students attend both of the elementary Access to Academic weeks. During their second class they can choose to further the skills they learned in the fall, or work on a new set of skills.

Middle School Access to Academics #1 and #2

Grades 6 - 8
October 14 - 19
May 4 – 9

The Middle School Access to Academics classes do not have a special focus area. We will work on any area of the ECC needed by the individual student. Ratios in these classes are very small, from 2:1 to 3:1.

Many students attend both of the Middle School Access to Academic weeks. During their second class they can choose to further the skills they learned in the fall, or work on a new set of skills.

High School Access to Academics #1

Grades 9 -12
November 4 - 9

Students taking this class can work on any aspect of the Expanded Core Curriculum (ECC), and their teachers can request the objectives needed by their student.  At least one sub-group will be for students who wish to learn about the issues and challenges associated with getting ready for college.  Please be prepared to discuss whether you want College Prep or some other aspect of ECC when you refer your student.  We are highlighting College Prep because we have found that visually impaired students have many needs in this area. Topics for the college prep subgroup include:

• Learning about services available to visually impaired students and how to obtain them
• Communicating with and negotiating the complexities of various bureaucracies such as Texas Division of Blind Services, University Offices for Students with Disabilities, and Financial Aid
• Choosing an appropriate college and filling out applications
• Obtaining assistive technology
• Discussing worries and concerns regarding college, and learning to find help for unanswered questions
• Maximizing the college social experience
• Developing and networking with valuable professional and peer contacts
• Receiving information, helpful tips and anecdotes from other visually impaired students who are successfully participating in the college experience at this time.

High School Access to Academics #2

Grades 9 -12
January 13 - 18

This class is similar to the fall class, except that it does not contain the college prep component.  Students will again have the opportunity to work on any aspect of the ECC they select, including technology (which is also taught during the two secondary tech weeks).  Many students attend both of the High School Access to Academic weeks.  During their second class they can choose to further the skills they learned in the fall, or work on a new set of skills.

Career Exploration Weekend

October 25 - 28
Grades 9 -12

The regular career education curriculum can go only so far in meeting the extended needs of the visually impaired learner.  This class will introduce specialized topics related to work, with the goal of raising the consciousness and motivation of visually impaired students, and helping them to make informed choices.  Students will have the opportunity to discuss and practice skills through a variety of stimulating activities. Based on the needs of students in the group, topics could include:

• Why Should I Work:  Work happiness contributes to life happiness -- through personal satisfaction and self-esteem, personal growth, higher income, increased opportunities to make friends, and other ways.
• The Big Picture:  There is a very wide range of work sectors (health, manufacturing, food, travel, etc.) with multiple layers of jobs that support them. Your students may not realize that some of these jobs even exist, or that people with visual impairments work in almost all of these areas. 
• Reality Check:  Students can evaluate the work skills they have now or expect to learn before graduating from high school.  Discussions can focus on "limitations" that are real, limitations that exist only if we let them, and ways to overcome limitations.  Finally, how does one identify careers that best match one’s skills, interests, and values?
• Go Get That Job!  Job application skills will be discussed and simulated.
• Keeping That Job Once You Get It:  Students need to understand the “make or break” importance of factors such as social skills, good communication, "dressing for the job," time management, meeting job expectations, and problem-solving skills.
• There's More to Life:  It is also important to have skills for one’s non-working time, such as getting to work and to various places in the community, shopping, maintaining a home, recreation and leisure skills.

Low Vision Weekend

Grades 9 -12
M arch 27 - 30

This class was developed to meet the unique needs of secondary students with low vision. It was especially designed for students who are having difficulty accepting their visual impairment, or who may be attempting to hide their visual condition. During the weekend we address issues such as self-esteem, self-acceptance, self-advocacy, problem-solving, social-emotional issues, social participation, understanding and explaining one’s visual condition and needs, low vision aids and adaptations, environmental modifications, reading medium, and mobility issues, including driving and alternative transportation. Students learn about the importance of looking and being competent, and how competence expands opportunities in areas such as social interactions and independence.

Math Tools & Concepts

November 25 – 30
Teacher:  Susan Osterhaus

This math class is designed for secondary students who will be enrolled for credit in Algebra I or a more advanced SBOE mathematics course during the school year. Students will learn to use a variety of tools in the following areas:

• Improve skills in using linear measuring devices
• Improve skills in graphing on a number line and coordinate plane
• Improve skills in interpreting and constructing tactile graphics
• Improve skills in interpreting and constructing geometric figures
• Improve skills in using graphing and non-graphing scientific calculators
• Improve skills in using a talking scientific calculator

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Last revision: November 16, 2007