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Spring 2019

 

Sorting and classifying are fundamental parts of life and are used on a daily basis. Forming "classes" is an essential element of mathematical reasoning, as it is the basis for all conceptual development.

Sorting activities should always begin with real objects before moving on to toys and typical educational materials.

Sorting activities should begin with two very different objects before moving on to similar objects, and three or more objects.

ROCKS OR SHELLS

  • big/little
  • smooth/rough
  • white/brown

FRUITS

  • peeled/unpeeled
  • whole/half/sliced, etc.
  • color

BEANS

  • big/little
  • brown/white (pinto/lima)

VEGGIES

  • edible/non-edible
  • color
  • cooked/raw

NUTS

  • pecans/walnuts, etc.
  • whole/half
  • shelled/unshelled

EDIBLES VS. NON-EDIBLES

COINS

  • big/little
  • thick/thin
  • copper/silver

LETTERS

  • 3-D/1-D (magnetic vs. print)
  • A/B, etc.
  • Capital/lower case

PENCILS

  • long/short
  • fat/thin
  • sharpened/unsharpened

NUMBERS

  • 1 item glued on card/2 items
  • ½, etc.

CRAYONS

  • red/blue, etc.
  • big/little
  • thick/thin
  • round/flat

CANS

  • big/little
  • heavy/light
  • full/empty
  • by contents of can

SNACK FOODS

  • cereal/raisins
  • goldfish crackers/M&Ms
  • cookies/crackers
  • weight
  • type
  • shapes
  • numbers

SILVERWARE

  • forks/spoons, etc.
  • big/little
  • metal/plastic

You can also sort by size, shape and color. Following are some examples to use when sorting by shape.

RECTANGLE

  • kleenex box
  • video tapes
  • picture frame
  • cassette tapes
  • books envelope
  • egg cartons
  • new bars of soap
  • hand towels

SIZE

SQUARE

  • cracker
  • computer discs
  • bread slices
  • wash cloth

COLOR

CIRCLE

  • balls
  • life savers
  • banana slices
  • cookies
  • crackers
  • lids
  • donuts

COMPOSITE MATERIAL

  • metal/wood
  • plastic/glass

Infants: Below are additional roles and responsibilities that the VI teacher assumes for infants.

  1. Acquire and expand information about impact of visual impairment on child's development, working with families, current research, resources, etc.
  2. Acquire information and follow all IDEA Part H (ECI) timelines and requirements.
  3. Screen referrals for functional vision performance.
  4. Administer Functional Vision Assessments for identified infants. (On-going; update for 6 month reviews & IFSP)
  5. Administer Learning Media Assessments for identified infants. (On-going; update for 6 month reviews & IFSP)
  6. Consult with Early Childhood Intervention staff and parents concerning assessments (INSITE, E-LAP, Hawaii, Oregon, etc.) and evaluations, modifications, strategies, impact of vision loss, vision screening, TEA VI requirements (TEA Registration, TEA VI Supplemental Form, etc.), workshop and conference information. Provide them with information regarding the unique needs of the VI infant and assure that they fully understand those needs.
  7. Develop IFSP with team. Attend annual and six-month IFSP meetings.
  8. Provide services to visually impaired infants and parent training as outlined on the IFSP. Areas may include:
    • Learning Media--ensure the child has opportunities to have toys and activities to use all sensory modalities.
    • Bonding with family members
    • Motor--Gross, Fine, and O&M/Early Movement
    • Self-Help--Eating and Drinking, Dressing and Undressing, Toileting, Personal Hygiene, Sleeping Patterns
    • Cognition--Body Concepts, Object Exploration and Manipulation, Experience-Based Early Concept Development, Problem-Solving
    • Social-Emotional
    • Communication--Receptive and Expressive
    • Sensory--Vision (Low Vision Efficiency Training, Large Print/Pictures/Books, Optical Devices), Auditory/Listening Skills, Tactual (Pre-Braille/Tactile Symbols), Vestibular, Sensory Integration
    • Family Needs
    • Adaptive Devices
  9. Travel to infant's home to deliver home instruction and parent training.
  10. Act as consultant to day care providers, extended family members, Early Childhood Intervention staff, Related Service Staff, etc. when needed.
  11. Order adaptive and tactual aids.
  12. Monitor identified visually impaired students.
  13. Act as a liaison and consultant with the following persons/staff:
    • Commission for the Blind case workers
    • doctors, ophthalmologists, neurologists
    • parents and other caregivers
    • district support personnel
    • orientation and mobility specialist
    • occupational therapist
    • physical therapist
    • speech therapist
    • Education Service Center staff
    • Early Childhood Intervention staff
  14. Provide information and materials to help ensure the VI infant's home is an appropriate learning environment (lighting needs, wide variety of objects/toys to explore and manipulate, Little Room, light box, etc.)
  15. Ensure that parents have opportunities to meet and obtain information about visual impairment issues at parent meetings, workshops, conferences, etc. These can be held locally or regionally with ISD staff working with local resources such as ESC, TCB, ECI, etc. Parents can also be encouraged to attend state workshops and conferences (TCB, TSBVI, etc. can be contacted for possible financial assistance.).
  16. Participate in transition planning.
  17. Perform other duties as required for Special Education such as:
    • attend annual IFSPs (required) and 6-month reviews (strongly suggested), staff meetings, etc.
    • maintain student folders
    • update/maintain eligibility folders
    • follow required duties for Special Education
    • follow IDEA Part H timelines and requirements
    • complete paperwork for re-evaluation
    • maintain materials inventory
  18. Register VI infant with TEA.

Developed by TSBVI Outreach.

This document is a Resource for the Expanded Core Curriculum. Please visit the RECC.

DIRECT

  1. Direct contact with student and family--can occur in home, day-care, etc.
  2. Provide hands-on instruction and demonstration
  3. Provide materials, adaptations
  4. Provide information about the child's eye condition, vision, ophthalmological report, implications, strategies, etc. to the family
  5. Provide initial and ongoing assessment
  6. Manage behaviors impacted by vision loss
  7. Instruction in compensatory skills:
    • Bonding with family
    • Communication: Receptive & Expressive
    • Motor: Gross, Fine, O&M/Early Movement
    • Sensory: Vision, Auditory, Tactual, Vestibular, Sensory Integration
    • Self-Help: Eating & Drinking, Dressing & Undressing, Toileting, Personal Hygiene, Sleeping Patterns
    • Cognition: Object Exploration and Manipulation, Experience-Based Early Concept Development, Problem-Solving
    • Family Needs
    • Pre-Braille/Tactile Symbols
    • Social-Emotional
    • Large Print/Pictures/Books
    • Optical Devices
    • Adaptive Devices
  8. ALWAYS INCLUDES CONSULTATION
  9. Conduct on-going student observations in a variety of settings

CONSULT

  1. Consult with other professionals
  2. Provide training to other professionals on implications and strategies
  3. Conduct on-going student observation in a variety of settings
  4. Participate in initial and on-going assessments
  5. Provide recommendations for appropriate VI educational strategies and modifications
  6. Provide and transport materials and equipment
  7. Demonstrate teaching strategies
  8. Provide parent training and support (meetings, workshops, socials, etc.)
  9. Consult with O & M Instructor
  10. Team with educational and related service staff, and parents for planning and instruction
  11. Coordinate with related agencies and community resources
  12. Receive training as needed from other professionals for working effectively with baby and family (OT, PT, AI Teacher, Social Worker, Speech Path., etc.)

Developed by the TSBVI Outreach Department.

This document is a Resource for the Expanded Core Curriculum. Please visit the RECC.