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Below is a listing of all e-learning courses currently available for professionals, paraprofessionals, and family members. 

Several of these courses are approved by ACVREP and SBEC for varying amounts of CEUs. Check listings for the number of CEUs you will receive after you have completed each course. 

Registration Information

TSBVI Outreach uses two different computer systems to deliver your training: 

ESC-Works is the system that records all of the CEUs that you have earned through TSBVI courses, webinars, and conferences.

Bridge LMS is the system that delivers e-learning course content and tracks your completion of e-learning courses.

To register for one of our e-learning courses, and to earn CEUs for completing that course, you must complete two forms:

The first form registers you for the course in ESC-Works.

The second form notifies TSBVI staff of your request for access to Bridge LMS.

Registration Instructions

  1. To register in ESC-Works, follow the Register in ESC-Works link in each course description. If the course does not offer CEUs, this link will not be present.

    If you do not have an account in ESC-Works, you must create a user account before you can register for CEUs.

  2. After you register in ESC-Works, you will receive an email confirmation from  that confirms your request to earn CEU's for completing your course.

  3. To register for your course in Bridge LMS, please click on the Register in Bridge LMS link in each course to complete the registration form.

If you do not wish to receive ACVREP or SBEC credits for your course, you only need to register for Bridge LMS access.

ESC-Works registrations are automated. You should get an email confirmation shortly after submitting your request.  If you do not get this confirmation from ESC-Works in a timely manner, please contact Brian Sobeck.

Bridge LMS registrations are manually processed during normal office hours:  Monday through Friday, 8:00 AM to 5:00 PM CST, holidays excluded.

Once you are enrolled in Bridge LMS, you will receive an email link with the subject: "Course Invitation from ." This link will allow you to access the course in Bridge LMS. 

Please allow for up to 3 working days to receive your Bridge registration information. If you do not receive this notification, please email Steven Landry.

If you have any other questions or need assistance with registration in ESC-Works or Bridge LMS, please email Steven Landry or Brian Sobeck.


Course Listings

Active Learning Courses

Active Learning: Principles

Active Learning: Functional Scheme

Active Learning: Program Planning

Active Learning: Implementation

Active Learning: Documenting Progress

Active Learning: Equipment

Active Learning: Materials

Education Courses

Teaching Literacy to Students with Significant Disabilities

Foundations of Visual Impairment

Nemeth Braille Courses

General Information about Nemeth Braille Courses

PreK - 1st Grade Nemeth Braille Code

2nd - 3rd Grade Nemeth Braille Code

Grades 4,5,6 Nemeth Braille Code

7th - 8th Grade Nemeth Braille Code

Algebra Nemeth Braille Code

Algebra II, PreCal, and Calculus Braille Code

Geometry Nemeth Braille Code


 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.

Register in ESC-Works to earn credits for completing this course.

Register in Bridge LMS for this course.


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.

Register in ESC-Works to earn credits for completing this course.

Register in Bridge LMS for this course.


Program Planning for Active Learning

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:

  1. 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).
  2. 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.

 

Register in Bridge LMS for this course. 


Implementing Active Learning

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.

 

Register in Bridge LMS for this course.  


Active Learning: Documenting Progress

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.

 

Register in Bridge LMS for this course.  


Equipment for Active Learning

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.

 

Register in Bridge LMS for this course.  


Materials for Active Learning

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. 

 

Register in Bridge LMS for this course.  


Teaching Literacy to Students with Significant Disabilities

Teachers of students with significant cognitive delays strive to create meaningful educational experiences for their students.  Although this student group represents only 1% of the total student population, their needs are often quite vast.

The mission of the Low Incidence Statewide Leadership is to provide current best practices for the low incidence population in order to emphasize equal access, self-determination, and high expectations by integrating the teaching of academic and functional skills. 

This course contains the following content areas:

  • Brief overview
  • Alignment with State Standards
  • Effective Teams
  • Classroom Climate
  • Active Learning
  • Social Communication

Completion of this course will provide you with 6 CEU Credits.  These credits are not applicable towards ACVREP or SBEC requirements at this time.

Registration:


Non - TSBVI Employees only Register in Bridge LMS for this course.  (Google Form)

TSBVI Employees only Register in Bridge LMS for this course. (Bridge Learning Management System)

 

Foundations of Visual Impairment

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.

 

Courses include:

Introduction to Assistive Technology

Independent Living Skills

Family Matters

Sensory Efficiency Skills

Educational Systems and Services

Recreation and Leisure

Transitions

Non - TSBVI Employees only Register in Bridge LMS for this course.  (Google Form)

TSBVI Employees only Register in Bridge LMS for this course. (Bridge Learning Management System)

 

Nemeth Braille Code Courses

 

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.

 Topics Covered in the Courses

To register for any Nemeth Braille course, make a choice below:

Non - TSBVI Employees only Register in Bridge LMS for any Nemeth Braille course.  (Google Form)

TSBVI Employees only Register in Bridge LMS for any Nemeth Braille course. (Bridge Learning Management System)

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 Integral

Registration Information

TSBVI Outreach uses two different computer systems to deliver your training: 

ESC-Works is the system that records all of the CEUs that you have earned through TSBVI courses, webinars, and conferences.

Bridge LMS is the system that delivers e-learning course content and tracks your completion of e-learning courses.

To register for one of our e-learning courses, and to earn CEUs for completing that course, you must complete two forms:

The first form registers you for the course in ESC-Works.

The second form notifies TSBVI staff of your request for access to Bridge LMS.

Registration Instructions

  1. To register in ESC-Works, follow the Register in ESC-Works link in each course description. If the course does not offer CEUs, this link will not be present.

    If you do not have an account in ESC-Works, you must create a user account before you can register for CEUs.

  2. After you register in ESC-Works, you will receive an email confirmation from  that confirms your request to earn CEU's for completing your course.

  3. To register for your course in Bridge LMS, please click on the Register in Bridge LMS link in each course to complete the registration form.

If you do not wish to receive ACVREP or SBEC credits for your course, you only need to register for Bridge LMS access.

ESC-Works registrations are automated. You should get an email confirmation shortly after submitting your request.  If you do not get this confirmation from ESC-Works in a timely manner, please contact Brian Sobeck.

Bridge LMS registrations are manually processed during normal office hours:  Monday through Friday, 8:00 AM to 5:00 PM CST, holidays excluded.

Once you are enrolled in Bridge LMS, you will receive an email link with the subject: "Course Invitation from ." This link will allow you to access the course in Bridge LMS. 

Please allow for up to 3 working days to receive your Bridge registration information. If you do not receive this notification, please email Steven Landry.

If you have any other questions or need assistance with registration in ESC-Works or Bridge LMS, please email Steven Landry or Brian Sobeck.

Go to E-Learning Course Listings.

Analyzing Street Crossings Part 1

Original webcast date: 1/25/2018
Facilitator: Dona Sauerburger, Certified Orientation and Mobility Specialist, United States

Presenters:

  • Nandini Menon, Teacher of the Visually Impaired, Head Start Educational Academy, India
  • Josee Martin, Certified O&M Specialist and Independent Living skills Specialist for the Department of Education and Early Childhood Development in New Brunswick, Canada
  • Denise Guitar, Certified Orientation and Mobility Specialist with the New Brunswick Department of Education and Early Childhood Development, New Brunswick, Canada
  • Kassandra Maloney, Certified Orientation and Mobility Specialist, Texas School for the Blind and Visually Impaired, USA

Description: This is Part 1 of this presentation. Join panel of hosts as we analyze intersections from all over the world! After a short introduction to standard street-crossing strategies, we will discuss as a group how effective those strategies would be at each intersection with its unique challenges, and how students could reduce the risks of crossing there. This part of the two part series will focus on uncontrolled intersections from the following locations: India, Canada, United States

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

Using VictorReader Trek as a Mobility Tool

Original webcast date: 1/25/2018
Description: Presenter: Martin Griffiths, Product Manager, Victor Reader Range, Humanware, London Description: Participants will gain information about Humanware's newest technology, VictorReader Trek. There will be a live demonstration and Q&A. Stay tuned for the full description.

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

Building Client Motivation & Collaborating to Achieve Goals

Original webcast date: 1/25/2018
Description: Sharisse Roberts, Certified Orientation and Mobility Specialist, Maine Description: Some of the biggest challenges are creating client “buy in” and maximizing your time to be able to meet clients goals. We will explore types of motivators, how to collaborate and some case studies.

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

The Toddler App and Cane System: A Step Forward in VI Toddler O&M

Original webcast date: 1/25/2018
Description: Presenter: Dr. Grace Ambrose-Zaken, Certified Orientation and Mobility Specialist, Hunter College CUNY & Safe Toddles, Inc., New York Description: Dr. Ambrose-Zaken will provide video and single-subject data on the usability trials of the wearable toddler cane aka the hands-free cane for toddlers with severe visual impairment and blindness. Results: Wearable cane usability: Fifteen 2-5 year olds tested toddler cane prototype iterations over 3 months (May 2017 to August 2017). These trials resulted in the Phase II prototype toddler cane. Aug-October, 11 subjects aged 2- 5 ½ wore toddler canes in classrooms and outside on many terrains. TAC App usability: Parent-facing, family centered app that provides developmentally appropriate activities and motivators for parents who use it, will be demonstrated, usability results will also be reported.

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

Introduction to O&M VISSIT

Original webcast date: 1/25/2018
Description: Rona Pogrund, Ph.D., Professor and Dr. Shannon Darst, Ph.D., Adjunct Professor, Texas Tech University, Texas The O&M Visual Impairment Scale of Service Intensity of Texas (O&M VISSIT) was developed to guide itinerant Orientation and Mobility Specialists in determining the type and amount of service to recommend for their students. This presentation will detail the purpose of the scale, demonstrate its use, and report the findings of an initial validation study on the tool.

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

Analyzing Street Crossings Part 2

Original webcast date: 1/25/2018
Description: Facilitator: Dona Sauerburger, Certified Orientation and Mobility Specialist, United States

Presenters:

  • Dr. Gene Bourquin, Orientation and Mobility Specialist, Thailand
  • Vickie Anderson, Client Services (Metro) Team Leader, O&M Specialist, Guide Dogs Queensland

Description: This is Part 2 of this two part presentation. Join a panel of hosts as we analyze intersections from all over the world! After a short introduction to standard street-crossing strategies, we will discuss as a group how effective those strategies would be at each intersection with its unique challenges, and how students could reduce the risks of crossing there. This part of the two part series will focus on uncontrolled intersections from the following locations: Thailand & Australia

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

Technology for Orientation and Mobility: What Is Affordable, What Works, and Where Can We Get It?

Original webcast date: 1/26/2018
Description: Presenter: Chris Tabb, Certified Orientation and Mobility Specialist, Texas School for the Blind and Visually Impaired Details: Technology seems to happen faster than weather changes these days so it can be challenging to know what is available, what travelers will like best, how people can afford these technologies and electronic travel aids, and how to use them during instruction in Orientation and Mobility. This session will provide an overview of options available today and help to match devices with travelers’ needs. Resources for continuing learning about technology for independence in the community, both for you and your learners, will be shared.

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

Guide Dogs and the Future of Mobility Instruction

Original webcast date: 1/26/2018
Description: Presenter: Alan Brooks, Qualified Orientation and Mobility Specialist and GDMI Guide Dog Specialist, United Kingdom

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

Organized Itinerant Teaching

Original webcast date: 1/26/2018
Description: Presenter: Alex Olson, Teacher of the Visually Impaired, Allied Instructional Services, Florida Description: This session will introduce strategies to remain organized on the road, in your different schools or environments and at home. We will discuss options for organizing, collecting data, reporting data and communicating with other professionals.

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

The Benefits of the Dakota Disk Cane Tip with Special Populations

Original webcast date: 1/26/2018
Description: Presenter: Paul Olson, Superintendent of the North Dakota School for the Blind, Certified Orientation and Mobility Specialist, North Dakota Description: A general overview of the development of the Dakota Disk and its characteristics will be provided. The original intent of more effective travel in rural environments will be discussed and feedback from cane users and mobility specialists will be shared. The presentation will quickly move into the benefits that have been witnessed for children who are in the beginning stages of walking and using a cane with this cane tip. The intent of the presenter is to offer another tool to the practitioner for visually impaired children who are in this transition stage. Push toys and alternative mobility devices are often the first tools that are appropriate, but there are few options for cane tips that are appropriate for this stage other than a rolling ball tip. It is my objective to demonstrate the benefits of a disc shaped cane tip that will cover more surface area for the young traveler as well as allow for more success in detecting obstacles.

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

Research Supported Framework for Developing Paraprofessional In-Service Trainings in O&M

Original webcast date: 1/26/2018
Description: Presenter: Dr. Nicholas Brian Casias, Ed. D, Certified Orientation and Mobility Specialist, California Description: Participants will learn about a research supported framework or template for developing paraprofessional in-service models and trainings in O&M. Participants will be empowered with a facilitated experience and the tools necessary to develop a framework or template for paraprofessional in-service trainings within their own organizations.

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

Analyzing Street Crossings Part 1

Original webcast date: 1/25/2018
Facilitator: Dona Sauerburger, Certified Orientation and Mobility Specialist, United States

Presenters:

  • Nandini Menon, Teacher of the Visually Impaired, Head Start Educational Academy, India
  • Josee Martin, Certified O&M Specialist and Independent Living skills Specialist for the Department of Education and Early Childhood Development in New Brunswick, Canada
  • Denise Guitar, Certified Orientation and Mobility Specialist with the New Brunswick Department of Education and Early Childhood Development, New Brunswick, Canada
  • Kassandra Maloney, Certified Orientation and Mobility Specialist, Texas School for the Blind and Visually Impaired, USA

Description: This is Part 1 of this presentation. Join panel of hosts as we analyze intersections from all over the world! After a short introduction to standard street-crossing strategies, we will discuss as a group how effective those strategies would be at each intersection with its unique challenges, and how students could reduce the risks of crossing there. This part of the two part series will focus on uncontrolled intersections from the following locations: India, Canada, United States

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

Using VictorReader Trek as a Mobility Tool

Original webcast date: 1/25/2018
Description: Presenter: Martin Griffiths, Product Manager, Victor Reader Range, Humanware, London Description: Participants will gain information about Humanware's newest technology, VictorReader Trek. There will be a live demonstration and Q&A. Stay tuned for the full description.

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

Building Client Motivation & Collaborating to Achieve Goals

Original webcast date: 1/25/2018
Description: Sharisse Roberts, Certified Orientation and Mobility Specialist, Maine Description: Some of the biggest challenges are creating client “buy in” and maximizing your time to be able to meet clients goals. We will explore types of motivators, how to collaborate and some case studies.

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

The Toddler App and Cane System: A Step Forward in VI Toddler O&M

Original webcast date: 1/25/2018
Description: Presenter: Dr. Grace Ambrose-Zaken, Certified Orientation and Mobility Specialist, Hunter College CUNY & Safe Toddles, Inc., New York Description: Dr. Ambrose-Zaken will provide video and single-subject data on the usability trials of the wearable toddler cane aka the hands-free cane for toddlers with severe visual impairment and blindness. Results: Wearable cane usability: Fifteen 2-5 year olds tested toddler cane prototype iterations over 3 months (May 2017 to August 2017). These trials resulted in the Phase II prototype toddler cane. Aug-October, 11 subjects aged 2- 5 ½ wore toddler canes in classrooms and outside on many terrains. TAC App usability: Parent-facing, family centered app that provides developmentally appropriate activities and motivators for parents who use it, will be demonstrated, usability results will also be reported.

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

Analyzing Street Crossings Part 2

Original webcast date: 1/25/2018
Description: Facilitator: Dona Sauerburger, Certified Orientation and Mobility Specialist, United States

Presenters:

  • Dr. Gene Bourquin, Orientation and Mobility Specialist, Thailand
  • Vickie Anderson, Client Services (Metro) Team Leader, O&M Specialist, Guide Dogs Queensland

Description: This is Part 2 of this two part presentation. Join a panel of hosts as we analyze intersections from all over the world! After a short introduction to standard street-crossing strategies, we will discuss as a group how effective those strategies would be at each intersection with its unique challenges, and how students could reduce the risks of crossing there. This part of the two part series will focus on uncontrolled intersections from the following locations: Thailand & Australia

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

Technology for Orientation and Mobility: What Is Affordable, What Works, and Where Can We Get It?

Original webcast date: 1/26/2018
Description: Presenter: Chris Tabb, Certified Orientation and Mobility Specialist, Texas School for the Blind and Visually Impaired Details: Technology seems to happen faster than weather changes these days so it can be challenging to know what is available, what travelers will like best, how people can afford these technologies and electronic travel aids, and how to use them during instruction in Orientation and Mobility. This session will provide an overview of options available today and help to match devices with travelers’ needs. Resources for continuing learning about technology for independence in the community, both for you and your learners, will be shared.

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

Guide Dogs and the Future of Mobility Instruction

Original webcast date: 1/26/2018
Description: Presenter: Alan Brooks, Qualified Orientation and Mobility Specialist and GDMI Guide Dog Specialist, United Kingdom

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

Organized Itinerant Teaching

Original webcast date: 1/26/2018
Description: Presenter: Alex Olson, Teacher of the Visually Impaired, Allied Instructional Services, Florida Description: This session will introduce strategies to remain organized on the road, in your different schools or environments and at home. We will discuss options for organizing, collecting data, reporting data and communicating with other professionals.

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

The Benefits of the Dakota Disk Cane Tip with Special Populations

Original webcast date: 1/26/2018
Description: Presenter: Paul Olson, Superintendent of the North Dakota School for the Blind, Certified Orientation and Mobility Specialist, North Dakota Description: A general overview of the development of the Dakota Disk and its characteristics will be provided. The original intent of more effective travel in rural environments will be discussed and feedback from cane users and mobility specialists will be shared. The presentation will quickly move into the benefits that have been witnessed for children who are in the beginning stages of walking and using a cane with this cane tip. The intent of the presenter is to offer another tool to the practitioner for visually impaired children who are in this transition stage. Push toys and alternative mobility devices are often the first tools that are appropriate, but there are few options for cane tips that are appropriate for this stage other than a rolling ball tip. It is my objective to demonstrate the benefits of a disc shaped cane tip that will cover more surface area for the young traveler as well as allow for more success in detecting obstacles.

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

Research Supported Framework for Developing Paraprofessional In-Service Trainings in O&M

Original webcast date: 1/26/2018
Description: Presenter: Dr. Nicholas Brian Casias, Ed. D, Certified Orientation and Mobility Specialist, California Description: Participants will learn about a research supported framework or template for developing paraprofessional in-service models and trainings in O&M. Participants will be empowered with a facilitated experience and the tools necessary to develop a framework or template for paraprofessional in-service trainings within their own organizations.

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

There are a wide range of visual conditions which can result from injury or impairments with any part of the eye and the visual system (including the optic nerve and brain).  These videos include information about various eye conditions and specific interventions and assessments that may be related to them.


ForCreditTiny Indicates content that is available for ACVREP or SBEC credit.
You must register for each event prior to submitting the Delayed Viewing Request in order to obtain continuing education credit.

Index

 CVI Study Group - October 2018For Credit

 CVI Study Group - September 2017For Credit

 Progressive Vision Loss

 CVI Study Group 2


CVI Study Group - October 2018

Original webcast date: 10/15/2018
Description: Participants will share documents and videos regarding their own students via Google Drive. Participants will discuss newly submitted materials and offer suggestions to share with the community of professionals and parents who would like the opportunity to learn together. Participants will explore suggestions with their student and share how the student responds with the group. Participants will explore topics and resources of interest related to CVI as identified by the group. These webinars will not be recorded.

 Register to receive ACVREP or SBEC credit.For Credit

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

CVI Study Group - September 2017

Original webcast date: 9/19/2017
Description: Participants will share documents and videos regarding their own students via Google Drive. Participants will discuss newly submitted materials and offer suggestions to share with the community of professionals and parents who would like the opportunity to learn together. Participants will explore suggestions with their student and share how the student responds with the group. Participants will explore topics and resources of interest related to CVI as identified by the group.

 Register to receive ACVREP or SBEC credit.For Credit

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

Low Vision Insights: Conversation with Dr. David Lewerenz

Original webcast date: 05/11/2017
Description: Low Vision Insights A conversation with Dr. David Lewerenz, OD, FAAO, Assistant Professor, Department of Ophthalmology, University of Colorado School of Medicine

Downloads: Transcript (txt) Audio (mp3)

CVI Study Group 2

Original webcast date: 10/28/2015
Description: CVI Study Group is meeting place for VI professionals to discuss Cortical Visual Impairment. The study group is facilitated by Sara Kitchen, VI Consultant with the Texas School for the Blind and Visually Impaired Outreach Program. Participants will share documents and videos of their own students via google drive. Participants will discuss newly submitted materials and offer suggestions with their peers. Participants will explore suggestions with their student and share how the student has responded. Participants will explore topics and resources of interest related to CVI, as identified by the group.

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

 

These videos make up the content for a 2-part online course offered by Short-term Programs for students on the TI-84+ graphing calculator. TVIs may want to view this content prior to and as a follow-up in working with students who take this course. Please note that if you have students  interested in this course they must register through Short-term Programs

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.

Video 1 - Welcome to the TI-84 +

Video 2 - TI-84+ What's In The Box?

Video 3 - TI-84+ Let's Take A Look

Video 4 - Taking Care of Your TI-84

Video 5 - TI-84+ Batteries

Video 6 - TI-84+ Updates

Video 7 - TI-84+ As a Scientific Calculator

Video 8 - TI-84+ Decimal, Negative Symbol and Parenthesis

Video 9 - TI-84+ Exponents and Clear Key

Video10 - TI-84+ The 2nd Function Key , Pi and Square Roots

Video 11 - Manage The Speech of the Talking TI-84+

Video 12 - The Preferences Menu

Video 13 - The Math Menu

Video14 - Editing

The following videos represent the content in the course Google Classroom and JAWS Distance Learning Course offered by Short-term Programs. TVIs may want to view this content prior to or as a follow-up to their student taking the course.  The course is for students who use JAWS and Google Classroom in their home district who would like to learn more about navigating Google Classroom with JAWS.Please note that if you have students interested in this course they must register through Short-Term Programs

Google Classroom and JAWS Introduction Video

Video 1: Google Classroom Student Dashboard and JAWS

Video 2: Google Classroom Student Interface and JAWS

Video 3: Google Classroom Student STREAM and JAWS

Student Practive Activity 1: Video Access and Short Answer Questions

Student Practice Activity 2: Web links and Multiple Choice Questions

Student Practice Activity 3: Google Docs Assignments

Student Practice Activity 4: Google Forms - Quiz or Survey

These videos make up the content of the Google Classroom and VoiceOver Distance Learning Course for students on the use VoiceOver on a Apple Computer (not an iOS device). TVIs may want to view this content prior to their student taking this course or as a follow-up to their student taking this course. Please note that if you have students  interested in this course they must register through Short-term Programs

Google Classroom and VoiceOver Introduction

Video 1: Google Classroom Student Dashboard & VoiceOver

Video 2: Google Classroom Student Interface and VoiceOver

Video 3: Google Classroom Student STREAM and VoiceOver

Student Practice Activity 1: Video Access and Short Answer Questions

Student Practice Activity 2: Web links and Multiple Choice Questions

Student Practice Activity 3: Google Doc Assignments

Student Practice Activity 4: Google Forms - Quiz or Survey

For Credit Indicates content that is available for ACVREP or SBEC credit.
You must register for each event prior to submitting the Delayed Viewing Request in order to obtain continuing education credit.

Index

 Accessible Instructional Materials: What TVIs Need to KnowFor Credit

 Low Vision Solutions for Computer TasksFor Credit

For Credit Creating Accessible Documents: An Introduction

For Credit Navigating the Web with Screen Readers: It's More than Arrow and Tab Keys


Accessible Instructional Materials: What TVIs Need to Know

Original webcast date: 1/10/2019
Description: Learn about the importance of accessible instructional materials for students with visual impairments. Use a process and decision-making tools to ensure that educational and classroom materials are accessible and usable for every student on your caseload. Resources, including promising practices, will be shared.

 Register to receive ACVREP or SBEC credit.For Credit

Downloads: Transcript (txt) Audio (mp3) Handouts (zip)

Low Vision Solutions for Computer Tasks

Original webcast date: 09/06/2017
Description: Options for computer access for users with low vision continue to increase in the digital age. Numerous features to customize your screen view are now available along with the more familiar screen enlarging software. A comparison of easily available choices for a range of computer and web-based tasks will be highlighted.

Low Vision Solutions for Computer Tasks

 Register to receive ACVREP or SBEC credit.For Credit

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

Creating Accessible Documents: An Introduction

Original webcast date: 11/03/2015
Description: It’s easy to create documents that are visually appealing and accessible using the styling and formatting tools built into Microsoft Word or other word processors. TSBVI Accessibility Coordinator, Jim Allan shows you how to add the essential structure to make a Word document accessible; one that can be read and searched with a screen reader, such as JAWS, converted into braille or a PDF, or posted to the web in html format.

Creating Accessible Documents: An Introduction

 Register to receive ACVREP or SBEC credit.For Credit

Downloads: Transcript (txt) Audio (mp3) Handouts (zip)

Navigating the Web with Screen Readers: It's More than Arrow and Tab Keys

Original webcast date: 2/2/2016
Description: Learn the basics of navigating webpages with Jaws, NVDA, and Safari. Its more than arrow and tab keys!

Navigating the Web with Screen Readers: It's More than Arrow and Tab Keys

 Register to receive ACVREP or SBEC credit.For Credit

Downloads: Transcript (txt) Handout (pdf) Audio (mp3)

One of the requirements of a teacher of students with visual impairments (TVI) working in an itinerant service delivery model is to recommend the type and amount of TVI service for each student. This decision is often made in a variety of ways, but this recommendation is critical in ensuring student success. There are two types of service provided to students with visual impairments:

  • Direct instruction from the TVI, and
  • Support for others on the educational team, including other special education and general education teachers, paraeducators, family members, related service providers, other school personnel, and community partners (Pogrund, Darst, & Munro, 2015).

Evaluation, instruction, and collaboration in the ECC are the primary roles for TVIs. Therefore, the VISSIT was developed around the nine areas of the ECC. Evaluation for students with visual impairments includes all relevant evaluations in the nine areas of the ECC and current versions of the student's functional vision evaluation and learning media assessment (Pogrund, Darst, & Munro, 2015). 

Based on evaluation results, a TVI will use the VISSIT to determine the recommended amount and frequency of TVI services. 

VISSIT

VISSIT - How to webinar

Original webcast date: 10/09/2014
Description: This webinar is a brief overview and demonstration of the Visual Impairment Scale of Service Intensity of Texas (VISSIT). The VISSIT is designed to guide teachers of students with visual impairments (TVIs) in determining the type and amount of itinerant TVI services to recommend for students on their caseloads. Dr. Rona Pogrund, Texas Tech University describes the design and testing of the VISSIT. Chrissy Cowan, Statewide Mentor Coordinator for TSBVI Outreach shows where to find the VISSIT online and additional resources; and Cyral Miller, TSBVI Outreach Director demonstrates how to complete the document, using data from a real-world student scenario.

VISSIT - How to webinar
Downloads: Transcript (txt) Audio (mp3)