E-Learning Course Listing

This page provides a list of all TSBVI e-learning courses currently available for professionals, paraprofessionals, and family members. (Note: Bridge registration links on this page are for Non-TSBVI Staff only, If you are a TSBVI employee please email for instructions.)

Registration Instructions

Overview Diagram

E-Learning Registration Process: 1. Register in escWorks, 2. Register in Bridge, 3. Claim your credits

Step 1. Register in escWorks:

EscWorks is the system that records the CEUs that you have earned through all TSBVI Outreach training activities.

If your course offers credits, register for them using the link that says “Register in escWorks to earn credits for completing this course.”
You will see this link in the description for each course on this page that offers CEUs.
If you do not want CEUs for the course, skip to step 2.

If you do not have an escWorks account yet, please set up your profile here (please use the same email address for escWorks and Bridge).

Step 2. Register in Bridge:

This is the system that delivers and tracks your e-learning courses. Once you have access to Bridge, you can self-enroll in courses by clicking on the link that says “Self-Enroll for the course in Bridge” in the course descriptions on this page.

If you do not have a Bridge account yet, please complete the Bridge access form here.
Please use the same email address in Bridge as you do in escWorks. New accounts are set up each Wednesday evening.

Note: if you are a TSBVI employee, you have to log in to Bridge differently. Please email landrys@tsbvi for instructions on how to access the courses on this page.

Step 3. Claim your credits:

If your course offers CEUs, please notify TSBVI after you have completed the lesson in Bridge. To claim your credits, make sure you have registered for your course in escWorks , then email .

Direct Links to escWorks and Bridge

escWorks main login page: https://txtsbvi.escworks.net

Bridge main login page: https://public-tsbvi.bridgeapp.com

Registration Video Tutorial

How to self-register and get CEUs for TSBVI e-learning courses.

Additional Help

For help with TSBVI self-paced courses, email Steven Landry.

Course Listings:

Read course descriptions and register for courses by following these links:

Active Learning

Active Learning: Principles

Active Learning: Functional Scheme

Active Learning: Program Planning

Active Learning: Implementation

Active Learning: Documenting Progress

Active Learning: Equipment

Active Learning: Materials

Bioptic Driving (Coming Winter 2021)

Course Descriptions and Registration Links

Find out more about each TSBVI e-learning course, and register for courses below.

Active Learning Functional Scheme (Dr. Lilli Nielsen's Assessment ) - 3 CEUs

The Functional Scheme is a tool designed by Dr. Lilli Nielsen, creator of Active Learning. It can be used for initial assessment and learning program re-assessment with children and adults with multiple special needs who are functioning at a developmental level under 48 months. The purpose of the tool is to create the best possible basis for developing an appropriate learning program for the individual.

The scheme helps to determine where an individual is currently functioning. Areas of assessment are broken down development steps as observed in an individual with multiple special needs. After determining a person's functional level, appropriate individualized programming can be developed using the best materials, perceptualizing aides and equipment, and phase of educational treatment.

The Functional Scheme helps the evaluator to re-assess the current learning program. The same functional scheme will be used to assess an individual throughout their lifetime. The evaluator can identify what skills are emerging, performed under favorable conditions, or performed spontaneously.

This course includes information on:

How to complete the Functional Scheme.
How to use the results to determine an overall level of skills.
How to use this tool for the purpose of documenting child progress and for annual re-assessment.

Self-Enroll for the course in Bridge (Note: Non-TSBVI Staff only, If you are TSBVI Staff please email for instructions on registration)

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Principles of Active Learning - 12 CEUs

This self-paced course covers the basic principles of Active Learning, an approach developed by Dr. Lilli Nielsen of Denmark. This approach is used to provide instruction to individuals with visual impairments and DeafBlindness who are developmentally below the age of 48 months no matter what their chronological age. Many of these learners have, in addition to visual impairments, significant physical, cognitive and emotional delays.

The Active Learning approach emphasizes that all individuals learn best by active participation. In the earliest stages of learning (sensorimotor and early preoperational stages) it is this active participation which actually “wires the brains” of all human learners.

This course includes content from the Active Learning Space website (www.activelearningspace.org) which is a collaborative project developed by Penrickton Center for Blind Children, Perkins School for the Blind, and Texas School for the Blind and Visually Impaired.

This course contains the following content areas:

Overview of Active Learning: Broad description of Active Learning.
What Is Play?: Play is the vehicle for learning for all individuals in the earliest stages of development. This step in the module will define "play" and explain why it is a key learning strategy.
Pathways to Learning: Each learner has a unique profile based on available sensory channels. Understanding what sensory channels are available to the learner is key to developing appropriate learning environments and activities.
Dynamic Learning Circle: All learners go through four stages of learning. Breakdowns can occur in any stage of learning and educators must learn to identify where there are breakdowns in this process in order to provide appropriate learning activities and environments.
Emotional Development: Learning is not only about cognitive and physical development, but also emotional and social development. Understanding the importance of a learner's emotional development and how it impacts cognitive and physical development is discussed in this step.
Key Points of Active Learning: This summarizes some of the key points in implementing an Active Learning program for a learner.
Communicating with the Learner: This step discusses the importance of not interrupting a learner's process with unnecessary talk or interactions.
Five Phases of Educational Treatment: This shares information about how the adult should interact with the learner based on the learner's social and emotional development.
Phase 1: Offering
Phase 2: Imitation
Phase 3: Interaction
Phase 4: Sharing the Work
Phase 5: Consequences

Completion of this course will provide you with 12 CEU credits approved through ACVREP and SBEC. You must pass the course assessment with a grade of 80% or better to receive these credits.

Self-Enroll for the course in Bridge (Note: Non-TSBVI Staff only, If you are TSBVI Staff please email for instructions on registration)

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Program Planning for Active Learning - 1.5 CEUs

Parents and educators often express frustration in developing the IEP for students who are using an Active Learning approach. How does the Functional Scheme relate to present levels of academic achievement and functional performance (PLAAFP)? How do you write goals and objectives that specify an Active Learning approach, align to the general curriculum and also address the Expanded Core Curriculum? What about the older student who is in the process of moving out of school into adult life? Does Active Learning have a place in Transition Services? Does an Active Learning approach mean a student must be placed in a self-contained classroom?

This self-paced course serves two purposes:

As a support to educational staff who must develop the Individualized Education Program for a student that meets the requirements outlined in the Individuals with Disabilities Education Act (IDEA).
As a support to family members who want to advocate for their child to have an Active Learning approach as a part of their program and ensure the Individual Education Program (IEP) is developed so this will happen.

It shares information about the development of the IEP and discusses how the Active Learning approach may be documented in the IEP. Content that is covered includes:

Present Levels of Academic Achievement and Functional Performance (PLAAFP)
Goals and Objectives
Supplementary and Related Services and Supports
Positive Behavior Interventions and Supports
Special Factors
Transition Services
Placement
Alignment of the IEP with the general (standard) curriculum
Addressing the Expanded Core Curriculum (ECC) for students with visual impairments and DeafBlindness

When you have completed this course, you should be able to:

Advocate for an Active Learning approach to be specified in the student’s IEP.
Specify needed assistive technology related to Active Learning in the IEP.
Specify needed training for staff and family related to Active Learning in the IEP.
Specify in the IEP which Active Learning instructional strategies to use during academic and functional skills instruction.
Specify an Active Learning approach when developing Positive Behavioral Interventions and Supports (PBIS) and/or a Behavioral Intervention Plan (BIP) in the IEP.
Develop appropriate goals and benchmarks (objectives) in the IEP related to Active Learning.
Advocate for including Active Learning elements in Transition Planning.

Self-Enroll for the course in Bridge (Note: Non-TSBVI Staff only, If you are TSBVI Staff please email for instructions on registration)

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Implementing Active Learning - 1.5 CEUs

Would you like to learn about Dr. Nielsen’s FIELA Curriculum and how it can be used to develop programming? How about getting ideas for how to organize your classroom and your student’s daily and weekly schedule? Would you like to see examples of how to develop activities and environments to teach both general and expanded core curriculum, or work on specific motor skills? When you have completed this module, you should be able to:

Discuss basic implementation strategies for using an Active Learning approach in school, home and community environments.
Share basic information about the FIELA curriculum and how it is used to structure activities throughout the student’s day and week.
Describe various ways to organize a classroom or school environment to better implement Active Learning.
Suggest activities and environments that match the learner’s developmental level, needs, and preferences and can help a learner to develop motor skills such as grasp, reach, balance, independent sitting, standing, and walking using Active Learning equipment and activities.
Suggest several strategies for utilizing Active Learning activities and environments to teach both general and expanded core curriculum content.
Suggest specific strategies for addressing the unique needs of a learner with cortical visual impairment.

Self-Enroll for the course in Bridge (Note: Non-TSBVI Staff only, If you are TSBVI Staff please email for instructions on registration)

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Active Learning: Documenting Progress - 1 CEU

We all know that documenting student progress is important and required by law. Are you puzzled about the best way to do this for students using Active Learning? Would you like some ideas? Would you like forms and resources to help you with student observations and re-evaluation of skills? When you have completed this course, you should be able to:

Use the Functional Scheme to document skills acquisition in your student.
Document progress in IEP goals and objectives for students using Active Learning.
Document student activity in specific Active Learning environments.
Develop a student portfolio for students using an Active Learning approach.

Self-Enroll for the course in Bridge (Note: Non-TSBVI Staff only, If you are TSBVI Staff please email for instructions on registration)

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Equipment for Active Learning - 1.75 CEUs

Do you want to learn what the various pieces of equipment associated with Active Learning can be used for? Would you like to understand why certain pieces of equipment should be purchased from an authorized dealer rather than be made at home? Would you like ideas for equipment that can be made at home? In this course, all of this will be discussed, and you will have opportunities to view videos showing the use of many of these devices. When you have completed this course, you should be able to:

Identify the major pieces of “perceptualizing aids” or equipment designed by Dr. Nielsen.
Compile directions for making various types of equipment for use in Active Learning.
Learn how to use various pieces of equipment (both things you buy and things you can make) with each student to meet their needs in developing motor, cognitive, social, emotional and perceptual skills.

Self-Enroll for the course in Bridge (Note: Non-TSBVI Staff only, If you are TSBVI Staff please email for instructions on registration)

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Materials for Active Learning - 1 CEU

Want to learn how to select the best materials to use in Active Learning environments? Would you like to be able to match materials to the learner’s skills and preferences and get ideas for creating your own learning environments? Are you looking for places to purchase various hard-to-find materials or find inexpensive materials to use? When you have completed this course, you should be able to:

Understand and discuss basic considerations for selecting materials for use in Active Learning environments and activities.
Gain ideas for materials that engage the learner based on his preferences and skills.
Learn about resources for acquiring materials to use in Active Learning.
Find examples of how material selection influences the activity of the learner.

Self-Enroll for the course in Bridge (Note: Non-TSBVI Staff only, If you are TSBVI Staff please email for instructions on registration)

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Cortical Visual Impairment (CVI) Assessment Scenario Training

TSBVI is proud to offer a self-paced online course to help team members better understand and more accurately complete Christine Roman's CVI Range assessment.

The CVI Web Course consists of three case study simulations of conducting the CVI Range on real students.

Each module follows a similar structure:

The case study student is presented:
Real-life parent interview answers for the student are discussed
Review of videos of the student participating in their individual educational settings
Review of videos of the student’s direct assessment.

The students in the modules are presented because they have CVI Range scores that fall within each of the three phases of CVI identified by Dr. Roman:

Phase I - Building Visual Behavior

Phase II - Integrating Vision with Function

Phase III - Refinement of CVI Characteristics

Participants will be provided with opportunities to simulate the evaluation of case study students using the CVI Range:

Using observation sheets to record data gathered during the interview, evaluation, and direct assessment
Following along by scoring a copy of the CVI Range book
Comparing conclusions drawn from the case studies
Reviewing intervention ideas for each of the students.

Using the skills presented in this course will help professionals:

Understand more about CVI
Apply that knowledge to their specific students.
More confidently guide the student’s team to apply appropriate interventions for each interfering CVI characteristic across the school day as well as in the home.

CVI Scenarios - Phase I - Case Study 1: Isaiah - 4 CEUs

In Phase I Case Study 1: Isaiah, the goal is building visual behavior. This means that a child is beginning to become aware of visual targets in controlled environments. In this case study, we meet a boy who is just barely starting to use his vision. These visual behaviors are subtle and require keen observation skills. This module will help participants begin to hone those skills.

Self-Enroll for the course in Bridge (Note: Non-TSBVI Staff only, If you are TSBVI Staff please email for instructions on registration)

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CVI Scenarios - Phase II - Case Study 2: Eli R. - 4 CEUs

In Phase II Case Study 2: Eli R., the goal is integrating vision with function. This means the child is beginning to be able to use their vision while at the same time using their other senses, such as tactile and auditory. In this case study, we follow a young man at the beginning of this integration, which may be considered early Phase II.

Self-Enroll for the course in Bridge (Note: Non-TSBVI Staff only, If you are TSBVI Staff please email for instructions on registration)

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CVI Scenarios - Phase III Case Study 3: Eli H. - 4 CEUs

In Phase III Case Study 3: Eli H., the goal is the refinement of the CVI Characteristics. This means the child uses their vision throughout the day but is still not able to perceive or understand all of the visual details of the world. In this phase, we see the social ramifications of difficulties with identifying faces, facial expressions, and non-verbal social communication. In this case study, we follow a young man in early Phase III.

Self-Enroll for the course in Bridge (Note: Non-TSBVI Staff only, If you are TSBVI Staff please email for instructions on registration)

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Foundations of Visual Impairment - No CEUs offered at this time

TSBVI is proud to offer Foundations of Visual Impairment (FVI). FVI is a series of online courses for paraprofessionals and parents. These self-paced programs offer an introduction to evidence-based strategies which promote effective intervention for children and youth with visual impairment, including those with additional disabilities and/or DeafBlindness.

These 5 courses are designed for educational team members who may have had limited formal training in visual impairment, such as paraeducators, related service therapists, administrators, and general classroom teachers.

Family members may find useful information to help them better understand how to support their child's growth and learning at home. The modules can be taken independently - anytime, anywhere! Additional resources are available within topical areas for those seeking more depth in a specific subject.

These courses are based on individual areas of the Expanded Core Curriculum. No prior knowledge is required to participate. The length of each section varies: Some topics span several chapters while others are presented as a single unit. The hope is that each provides a foundation for interacting with a student who has a visual impairment.

Dr. Jane Erin, Ph.D. provided the original materials and vision for the range of courses. A group of TSBVI professionals with expertise in the field of visual impairment worked from there to create the final content. Reviewers have field-tested these modules to ensure accessibility and high-quality content. Each module includes slides, a range of activities to implement your learning, short quizzes, and opportunities to find additional information.

Compensatory Skills

Four-part program covers: Braille skills and resources, Low vision adaptations, Description and tactile representation, Communication and Access

Self-Enroll for the course in Bridge (Notes: No CEUs offered at this time, Non-TSBVI Staff only, If you are TSBVI Staff please email for instructions on registration)

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Educational Systems and Services in Texas

This program details the process for establishing Special Education services for students. You will learn about educational teams and the Individualized Education Plan (IEP). Focus is on programs in Texas, but much of the content is applicable for other locations.

Self-Enroll for the course in Bridge (Notes: No CEUs offered at this time, Non-TSBVI Staff only, If you are TSBVI Staff please email for instructions on registration)

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Family Matters

This two-part program introduces perceptions of families who have children with disabilities, and the practice of offering professional support to those families.

Self-Enroll in this course in Bridge (Notes: No CEUs offered at this time, Non-TSBVI Staff only, If you are TSBVI Staff please email for instructions on registration)

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Independent Living Skills

A six-part program that illustrates methods for teaching independent living skills that students use in daily life.

Self-Enroll for the course in Bridge (Notes: No CEUs offered at this time, Non-TSBVI Staff only, If you are TSBVI Staff please email for instructions on registration)

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Introduction to Assistive Technology

This one-part course provides an introduction to the types of assistive technology that are available to students with visual impairment. The lesson also provides basic best practices for helping students get the most from their assistive technology.

Self-Enroll for the course in Bridge (Notes: No CEUs offered at this time, Non-TSBVI Staff only, If you are TSBVI Staff please email for instructions on registration)

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Sensory Efficiency Skills

Six-part program on the use of the senses in a student's learning.

Self-Enroll for the course in Bridge (Notes: No CEUs offered at this time, Non-TSBVI Staff only, If you are TSBVI Staff please email for instructions on registration)

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Recreation and Leisure

Four-part program that shares best practices in helping students select recreational and leisure activities.

Self-Enroll for the course in Bridge (Notes: No CEUs offered at this time, Non-TSBVI Staff only, If you are TSBVI Staff please email for instructions on registration)

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Transitions

One-part course. Teaching individual students the knowledge and skills that lead to personally successful adult lives, and connecting the students with supports and services for the future is one way to describe Transition Planning.

Self-Enroll for the course in Bridge (Notes: No CEUs offered at this time, Non-TSBVI Staff only, If you are TSBVI Staff please email for instructions on registration)

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Introduction to the Intervener Team Model Training - 6 CEUs

This is training for team members who are working with a deafblind student who has been assigned an educational intervener or one-on-one professional.

Interveners need specialized skills related to deafblind-specific needs in order to provide one-on-one instructional support to students who are deafblind. They need appropriate supervision and support from the IEP team. To help meet the needs of interveners in Texas, the Texas Deafblind Project at Texas School for the Blind and Visually Impaired is pleased to announce the online Introduction to the Intervener Team Model Training.

This training is designed to support the team. If you are an intervener without a team to register with you, please contact us at or visit the Open Hands Open Access Modules at https://www.nationaldb.org/products/modules/ohoa/.

Topics:

Impact & implications of being deafblind
Intervener competencies & training updates
Intervener and team roles & responsibilities
The five components of quality intervention
Intervention issues & considerations
Identification of tools and strategies to support the student profile

Completing this course as a team:

We recommend the following methods of completing this module as a team:

Identify your team members (i.e. TVI, classroom teacher, TDHH, COMS, Administrator, family members, etc.) and set up weekly study sessions to complete the course.

All interested team members should enroll in the course through both Bridge and ESC Works.

If all team members work individually on this course, nothing additional needs to be completed.

If you want to work on this course together, using one computer, please email Steven Landry at for further instructions before you enroll.

Self-Enroll for the course in Bridge (Note: Non-TSBVI Staff only, If you are TSBVI Staff please email for instructions on registration)

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Nemeth Braille Code Courses - No CEUs offered at this time

Nemeth Braille Code for Instructors and Paraeducators is a series of courses designed to provide easy access to support learning or reinforcing Nemeth braille code skills for families, teachers or paraeducators working with students who are braille readers.

Created by Dr. Derrick Smith, professor at the University of Alabama in Huntsville, with sections by Janet Bean, Lead Teacher in the TSBVI Curriculum Department, these modules are a companion to the TSBVI publication, Nemeth at a Glance. Although presented in the grade level order that symbols will typically be introduced to students in school, participants can dip in at any level to find the specific symbols and examples they need.

Modules include an explanation of the symbol, relevant rules, and examples of how to use the symbol in math examples. There are multiple samples of using Nemeth within UEB contexts. Short, ungraded quizzes following each module will help document mastery of the material and provide useful feedback. Completing these optional quizzes will lead to a certification of completion.

Self-Enroll for the course in Bridge (Notes: No CEUs offered at this time, Non-TSBVI Staff only, If you are TSBVI Staff please email for instructions on registration)

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Topics Covered in the Program

PreK/1

1 Numeric Indicator
2 Punctuation Indicator
3 English Letter Indicator
4 Math Comma and Hyphen
5 Addition Sign in Horizontal Expressions
6 Subtraction Sign in Horizontal Expressions
7 Signs of Comparison-Equal Sign
8 Tally Marks
9 Ellipsis and Long Dash
10 General Omission Symbol
11 Spatial Arrangement-Addition & Subtraction
12 Spatial Arrangement-Addition/Regroup
13 Inequality Signs in Horizontal Expressions
14 PreK/1 UEB/Nemeth Examples

Grades 2/3

1 Monetary Symbols
2 Decimal Point
3 Spatial Arrangement-Subtraction/Regroup
4 Simple Fractions
5 Multiplication Sign in Horizontal Expressions
6 Division Sign in Horizontal Expressions
7 Long Division Symbols
8 Spatial Arrangement-Long Division
9 Math Parentheses
10 Grades 2/3 UEB/Nemeth Examples

Grades 4/5/6

1 Mixed Numbers
2 Shape Indicator & Common Shapes
3 Angles
4 Lines, Line Segments, Rays
5 Parallel and Perpendicular Symbols
6 Grouping Symbols
7 Superscripts: Simple
8 Superscripts: Multipurpose Indicator
9 Variables
10 Subscripts
11 Multiplication Dot in Horizontal Expressions
12 Ratios and Proportions
13 Absolute Value
14 Signs of Comparison-Inequality Signs
15 Grades 4/5/6 UEB/Nemeth Examples

Grades 7/8

1 Set Notation and Probability
2 Complex Fractions
3 Repeating Decimals
4 Signs of Comparison-Geometry Signs
5 Greek Letters: Basic
6 Plus or Minus
7 Radicals
8 Prime Notation
9 Grades 7/8 UEB/Nemeth Examples

Algebra

1 Functions
2 Subscripts
3 Enlarged Braces/Brackets & Matrices
4 Algebra Symbols - Empty Set and Infinity
5 Superscripts: Advanced
6 Algebra UEB/Nemeth Examples

Geometry

1 Degree Symbol
2 Angles
3 Lines, Line Segments, Rays
4 Parallel and Perpendicular Symbols
5 Geometry Signs of Comparison
6 Arc
7 Trigonometric Symbols
8 Vectors
9 Permutations, Combination & Bi-Coefficients
10 Geometry UEB/Nemeth Examples

Algebra II, Precalculus, and Calculus

1 Permutations, Combination & Bi-Coefficients
2 Enlarged Braces/Brackets & Matrices
3 Logarithms
4 Sigma Notation
5 Limits
6 Indefinite

Self-Enroll for the course in Bridge (Notes: No CEUs offered at this time, Non-TSBVI Staff only, If you are TSBVI Staff please email for instructions on registration)

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: Last Updated: 11 October 2021

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