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Instruction in orientation and mobility, one of the Expanded Core Curriculum areas, helps students know where they are in relation to people and things in the environment, how to get where they want to go and how to get there safely by walking or using a wheelchair or using transportation.


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

 Caseload Point SystemFor Credit

For Credit What is a Bioptic? What is My Role as a COMS?

For Credit Location Literacy

 Tactile Maps GuidelinesFor Credit

Inside the Adaptive Brain

Building Spatial Skills through Video Game Play

O&M and Listening Devices

Using the 2013 Michigan Severity Scale for O&M

Guide Techniques


Caseload Point System

Original webcast date: 5/8/2018
Description: Current caseload point systems from around the country will be discussed in relation to finding a point system that represents students’ functional needs and the workload of COMS’s and TVI’s. These concepts for caseload point systems will then be applied to administrative action triggers to allow for naturally occurring staff level changes based on student enrollment rather than having to rely on direct and often time consumer advocacy of the COMS, TVI, parent, or other blindness/vision professional. Specific suggestions for creating a caseload point system that represents a district’s or region’s unique set of variables will be addressed.

 Register to receive ACVREP or SBEC credit.For Credit

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

What's a Bioptic? How can COMS support potential drivers?

Original webcast date: 10/4/2017
Description: “Can I be a driver?” is an emotion packed question for a teenager who has low vision. As part of travel skills, a COMS is likely to hear this question asked by a student or curious adults. What is the COMS role in regards to pre-driver training, use of the bioptic, or student driver instruction? The presenters will answer these questions in addition to previewing a one-day workshop that focuses on the driving question for students and parents.

 Register to receive ACVREP or SBEC credit.For Credit

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

Location LiteracyFor Credit

Original webcast date: 10/04/2016
Description: When individuals know how to use coordinates, convert between systems or coordinates, organize and access databases of points of interest, navigate in virtual space, etc. they open up new horizons of opportunity. This Webinar focuses on professionals developing their own location literacy skills as well as learning strategies and techniques for developing the skills of the students they work with.

Location Literacy

 Register to receive ACVREP or SBEC credit.For Credit

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

Tactile Maps Guidelines

Original webcast date: 3/6/2018
Description: This webinar will look at how to create tactile maps using guidelines for students who are blind and visually impaired. It will include examples of how to represent point features, line features, area features, names with braille characters, map keys and legends, compass rose indicators, etc. Various computer programs such as Microsoft Word and vector graphics programs will also be discussed. Guidelines and other resources can be found in the LiveBinder at: http://bit.ly/tactilemap

 Register to receive ACVREP or SBEC credit.For Credit

Downloads: Transcript (txt) Audio (mp3)

Inside the Adaptive Brain

Original webcast date: 11/03/2015
Description: Inside the Adaptive Brain of Individuals with Ocular Blindness and Cortical Visual Impairment. Keynote presentation by Dr. Lofti Merabet at the 2016 SWOMA conference.

Inside the Adaptive Brain
Downloads: Audio (mp3) Transcript (txt)

Inside the Adaptive Brain Q&A

Original webcast date: 11/03/2015
Description: Question & Answer session after keynote presentation, Inside the Adaptive Brain of Individuals with Ocular Blindness and Cortical Visual Impairment. Dr. Lofti Merabet at the 2016 SWOMA conference.

Inside the Adaptive Brain Q&A
Downloads: Audio (mp3) Transcript (txt)

Building Spatial Skills through Video Game Play

Original webcast date: 11/03/2015
Description: Developing Spatial Navigation Skills through Video Game Play. Keynote presentation by Dr. Lofti Merabet at the 2016 SWOMA conference. Dr. Merabet shows the neuroscience behind evidence-based enhancements in navigation skills for individuals who are blind by using audio/video games to motivate learners and stimulate brain function.

Building Spatial Skills through Video Game Play
Downloads: Audio (mp3) Transcript (txt)

Building Spatial Skills through Video Game Play Q&A

Original webcast date: 11/03/2015
Description: Question & answer session for Developing Spatial Navigation Skills through Video Game Play. Keynote presentation by Dr. Lofti Merabet at the 2016 SWOMA conference. Dr. Merabet shows the neuroscience behind evidence-based enhancements in navigation skills for individuals who are blind by using audio/video games to motivate learners and stimulate brain function.

Building Spatial Skills through Video Game Play Q&A
Downloads: Audio (mp3) Transcript (txt)

O&M and Assistive Listening Devices

Original webcast date: 02/27/2014
Description: This webinar is an interview with Educational Audiologist Lisa Sutherland about types of assistive listening devices used for different types of hearing losses; and how those devices might be used and/or programmed to help deafblind students better identify environmental sounds for orientation and mobility.

O&M and Assistive Listening Devices
Downloads: Audio (mp3) Transcript (txt) TETN 20442 O&M and Assistive Listening Devices handout (doc)

Using 2013 Michigan Severity Scales for O&M

Original webcast date: 10/16/2014
Description: Webinar on how to use the 2013 Michigan Severity Scales for Orientation & Mobility. Chris Tabb & Ruth Ann Marsh, COMS with Outreach Programs at the Texas School for the Blind and Visually Impaired discuss the purpose of the scales and how to use the Basic and Plus+ Scales to make a professional recommendation on the level of O&M services. They demonstrate how to use the Basic scale with sample student data.

Using 2013 Michigan Severity Scales for O&M
Downloads: Transcript (txt) Audio (mp3) Handouts (zip)

Guide Technique

Description: This video provides direct instruction on how to assist an individual who is blind using guide technique, a mobility system where a guide safely and efficiently walks with a traveler who is blind. Specific skills in basic guide technique, how to go through doorways, how to go up and down stairs, how to handle narrow passageways, adaptations for special situations, etc. along with common courtesies are described and demonstrated.

Guide Technique
Downloads: Transcript (txt) Audio (mp3)

For teachers of students with visual impairments and blindness, providing instruction in Braille and the production of braille (including tactile graphics) for students is a critical issue.  These broadcasts focus on a variety of issues and resources related to braille.


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

        Braille Formats: Principles of Print-to-Braille-Transcription 2011

For Credit Where Do I Start with Music Braille?

        TETN 20444 Braille Music

For Credit Getting Started with UEB

 Tactile Maps GuidelinesFor Credit

For Credit Braille Production Study Group - MathType & Word 2010


Braille Formats: Principles of Print-to-Braille-Transcription, 2011

Description: Description: 1 of 7, TETN #20437 - Sue Mattson discusses the importance of braille formatting, Part 1 of 2. Review of the Braille Authority of North America (BANA) recently released Braille Formats: Principles of Print-to-Braille Transcription, 2011. This completely revised publication that is available in three accessible electronic versions on the BANA website.  The new publication is the result of an extensive revision of the previous braille formats publication.  The revision was worked on for 10 years by members of BANA’s Braille Formats Technical Committee.

Braille Formats: Principles of Print-to-Braille-Transcription, 2011
Downloads: Transcript (txt) Handout (pdf) Audio (mp3)

Where Do I Start with Music Braille?

Original webcast date: 02/23/2016
Description: This webinar with demonstrate how to support music instruction in general education, specifically for elementary and middle school students. There will be discussion of whether a music assignment should be scanned and produced or just manually produced as the best solution for a specific lesson.

Where Do I Start with Music Braille?

 Register to receive ACVREP or SBEC credit.For Credit

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

TETN 20444 Braille Music

Description: Braille Music code puts all the nuances of a musical composition under the fingertips of the blind reader. This TETN discusses the need for braille music, demonstrates the basic formatting; and illustrates software used for transcribing and/or composing braille music.

TETN 20444 Braille Music
Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

Getting Started with UEB

Description: Jeri Cleveland, Curriculum Instructor and Sue Mattson, Braille Production Coordinator at the Texas School for the Blind and Visually Impaired introduce viewers to the Unified English Braille (UEB) code and provide tips and resources to help teachers and students make to transition.

Getting Started with UEB

 Register to receive ACVREP or SBEC credit.For Credit

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

Tactile Maps Guidelines

Original webcast date: 3/6/2018
Description: This webinar will look at how to create tactile maps using guidelines for students who are blind and visually impaired. It will include examples of how to represent point features, line features, area features, names with braille characters, map keys and legends, compass rose indicators, etc. Various computer programs such as Microsoft Word and vector graphics programs will also be discussed. Guidelines and other resources can be found in the LiveBinder at: http://bit.ly/tactilemap

 Register to receive ACVREP or SBEC credit.For Credit

Downloads: Transcript (txt) Audio (mp3)

Braille Production Study Group - MathType & Word 2010

Description: Patrick Van Geem, Outreach Consultant and Sue Mattson, Braille Production Coordinator with the Texas School for the Blind and the Visually Impaired demonstrate using MathType in MS Word 2010 to prepare math worksheets using Duxbury or Tiger Software Suite braille translation software. Webinar held 2015-02-24. Webinar held 2015-02-24.

Braille Production Study Group - MathType & Word 2010

 Register to receive ACVREP or SBEC credit.For Credit

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

Infants with visual impairments must meet eligibility criteria before they receive VI or O&M services. The assessment that must be conducted by a TVI or O&M is the Functional Vision Evaluation (FVE).  Completing the FVE with an infant or toddler can be challenging.  These series of videos by Lois Harrell, Pediatric Vision Specialist describes how she developed the Functional Vision Assessment Kit using her 40 plus years of experience with children who are blind or visually impaired. Lois inventories materials in the kit and briefly describes how they are used in assessing functional vision of infants and young children.  Specific examples of the procedures are shown.


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

TETN 32954 - Functional Vision Assessment for VI Infants

Functional Vision Assessment Kit

Parent and TVI Interaction

Comparison of Two Functional Vision Assessments

Observations from Two Functional Vision Assessments

For CreditECC Series: The ECC for Infants and Toddlerss


TETN 32954 - Functional Vision Assessment for VI Infants

Original webcast date: 10/21/2014
Description: Ann Rash, VI Infant Consultant with the Texas School for the Blind & Visually Impaired Outreach Program introduces viewers to Pediatric Vision Specialist Lois Harrell. Harrell shows viewers some of the items in her Functional Vision Assessment Kit, conducts two FVAs, and discusses her assessments.

TETN 32954 - Functional Vision Assessment for VI Infants
Downloads: Transcript (txt) Audio (mp3)

Lois Harrell Videos on Functional Vision Assessment of Infants and Toddlers 

Part 1 - Functional Vision Assessment Kit

Description: Lois Harrell, Pediatric Vision Specialist describes how she developed the Functional Vision Assessment Kit using her 40 plus years of experience with children who are blind or visually impaired. Lois inventories materials in the kit and briefly describes how they are used in assessing functional vision of infants and young children.

Part 1 - Functional Vision Assessment Kit
Downloads: Transcript (txt)

Part 2 - Parent and TVI Interaction

Description: Lois Harrell, Pediatric Vision Specialist demonstrates positive ways to interact with parents who have questions or misconceptions about their child's functional vision. Parents of a child who is blind or visually impaired may not immediately understand the difference between the ophthalmological, or physical assessment of their child's vision and the functional assessment; how their child uses his/her vision.

Part 2 - Parent and TVI Interaction
Downloads: Transcript (txt)

Part 3 - Comparison of Two Functional Vision Assessments

Description: Lois Harrell, Pediatric Vision Specialist narrates video of her conducting Functional Vision Assessments with two young children. The children had different visual systems and required different techniques during the assessment.

Part 3 - Comparison of Two Functional Vision Assessments
Downloads: Transcript (txt)

Part 4 - Observations from Two Functional Vision Assessments

Description: Lois Harrell, Pediatric Vision Specialist narrates video of her conducting Functional Vision Assessments with two young children and makes observations about the functional vision of each child.

Part 4 - Observations from Two Functional Vision Assessments
Downloads: Transcript (txt)

ECC Series: The ECC for Infants and ToddlersFor Credit

Original webcast date: 01/14/2016
Description: How do you provide assessment and instruction in all areas of the ECC when your student is an infant or toddler? In our continuing ECC series this webinar will take a look at this issue and offer ideas and resources for instruction.

ECC Series:  The ECC for Infants and Toddlers

 Register to receive ACVREP or SBEC credit.For Credit

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

What's New? (Updated 4/9/2020)


TSBVI Outreach Coffee Hour on Mondays, Wednesdays, and Fridays at 10:00AM Central Time

Visit the current Coffee Hour schedule

Looking for some PD Time? Need a chance to visit with colleagues? Texas School for the Blind and Visually Impaired will be hosting a “Coffee Hour” every Monday and Wednesday at 10:00 CST for teachers, paraprofessionals, and other school staff.

Please join members of our Outreach team in discussing topics related to supporting students and families of students with visual impairments or who are deafblind.

We hope to see you there!

TSBVI Outreach Zoom Security

TSBVI Outreach is aware of current concerns with the Zoom videoconferencing platform, and we are following recommended practices to prevent unauthorized users from disrupting the events that we host in Zoom. To date, we have not had any negative incidents during our webinars or the TSBVI Coffee Hour.

TSBVI Outreach takes the following precautions to keep our meetings safe:

Authenticated Users - all participants must be logged into a Zoom account, or authenticated through a Google or Facebook account. This allows us to hold participants accountable for their actions in the meeting. Please create a free Zoom account if you do not already have one.

Waiting Room - before the meeting starts, all participants must log into a waiting room. This allows us to be aware of who is attending the meeting and helps prevent disruption.

Recordings - Occasionally we record the TSBVI Outreach Coffee Hour sessions for later viewing. If the session is being recorded, you will be notified by Zoom upon entry into the event.

Please email our media team at  if you have questions or concerns about attending TSBVI Outreach Zoom events.

Join The TSBVI Outreach Mailing List

Would you like to be on our mailing list to get updates about new training activities? Sign-up Now!  We promise not to share your information with anyone else or inundate you with nonessential emails.


How to get CEUs for watching TSBVI Outreach Videos

You can select a topic by clicking Past Recorded Webinars (By Topic) in the menu on the far left of this page (above if you are on a mobile device)  A listing of topics will populate in the drop-down menu. For example:  Active Learning.

Each topic will have a dedicated page with a listing of different sessions available for viewing.  For Credit A graduation cap next to the session title  indicates that the content is available for ACVREP or SBEC credit.  If there is NOT a graduation cap next to the title, then the content is not approved for credit; it is only available for viewing.

How to register for CEUs in ESC-Works

In order to receive continuing education credit (SBEC and/or ACVREP) for the archived webinar you must do the following:

  1. Log in and register for the event at our ESCWorks Registration Site.  If you are a first time user, then you will need to create an account.
  2. View the archived webinar in its entirety.
  3. Fill out the Delayed Viewing Request.
  4. Receive your emailed session code.
  5. Complete the online evaluation and provide the session code in the online evaluation form.

If you would like more detailed instructions, download a printable handout of this process.

What happens after you submit your delayed viewing request?

Once you submit your Delayed Viewing Request Form, you will be marked attended for your session. You will receive an emailed reply from an outreach staff person. This message will contain a session code to use in your evaluation. Delayed viewing requests are answered Monday through Friday from 8:00 AM to 5:00 PM, with the exception of holidays and breaks.   

After you are marked attended, you should receive an email from .  It will contain a direct link to your online evaluation.  A pop-up window will appear when you click the link.  Be sure to complete the online evaluation form in its entirety, and supply the session code that was sent to you.  Be careful to enter the code correctly.  You can immediately download your certificate from that same window.

 If you cannot locate your emailed evaluation, you can log into your ESCWorks account and go to:  Registration History / Certificates, click on Online Sessions, and click on the Complete sub tab.  A link to your evaluation will be located under the title of the session.  Any and all of your certificates for completed sessions will be located in your Registration History, if you should need to download them again.  Posted below on the second page is screenshot illustrating where to find the links described.


Active Learning approach was developed by Dame Lilli Nielsen, sibling of and teacher to individuals with visual impairments and deafblindness in Denmark.  Her approach has been widely used throughout Texas, the nation and the world to address learning for children who are developmentally under the age of four years old regardless of their chronological age. Her approach is used with many students who in addition to visual impairments and blindness have additional disabilities such as hearing loss, fine and gross motor issues, and social or emotional delays. She based her approach on the typical development of infants and toddlers as discussed by Piaget and others, asking what impact visual impairments with additional disabilities have in this development. Dr. Nielsen describes five phases of educational techniques the adult should use in interacting with the child in a variety of specifically designed "learning environments". She also encourages programming that provides the child with many opportunities daily to explore and experience these learning environments independently without interference from the adult. 


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

Active Learning Study Group 2018-19

 Active Learning Study Group - April 2019For Credit

 Active Learning Study Group - January 2019 (Constructive Play)For Credit

 Active Learning Study Group - September 2018 (Hand Development)For Credit

Active Learning Study Group 2017-18

 Active Learning Study Group - September 2017 (Choosing Materials)For Credit

 Active Learning Study Group - November 2017 (Active Learning with Older Students)For Credit

 Active Learning Study Group - January 2018 (Students with CVI using Active Learning)For Credit

 Active Learning Study Group - March 2018 (Setting up Your Classroom for Active Learning)For Credit

 Active Learning Study Group - May 2018 (Choosing Equipment)For Credit

Active Learning Study Group 2016-17

 Active Learning Study Group - September 2016 (Active Learning Space website)For Credit

 Active Learning Study Group - November 2016 (From Assessment to IEP Development)For Credit

 Active Learning Study Group - January 2017 (General Curriculum and Active Learning)For Credit

       Active Learning Study Group - March 2017; this session was not recorded due to technical difficulties. The content was presented during the May 2017 Active Learning Study Group below.

 Active Learning Study Group - May 2017 (Narbethong State Special School Presentation of Active Learning)For Credit


Functional Scheme

 Active Learning Study Group on Functional Scheme - September 2015For Credit

 Active Learning Study Group on Functional Scheme - December 2015For Credit

 Active Learning Study Group on Functional Scheme - January 2016For Credit

 Active Learning Study Group on Functional Scheme - March 2016For Credit

 Active Learning Study Group on Functional Scheme - May 2016For Credit


Early Learning Step by Step

 Early Learning Step by Step - Chapter 3 - Movements: A Prerequisite for LearningFor Credit

 Early Learning Step by Step - Chapter 4 - Coordination of MovementsFor Credit

 Early Learning Step by Step - Chapter 5 - Materials and ToysFor Credit

 Early Learning Step by Step - Chapter 6 - Learning to ChewFor Credit

 Early Learning Step by Step - Chapter 7 - Learning to EatFor Credit

 Early Learning Step by Step - Chapters 8 & 9 - Learning to Undress, Dress and Constructive PlayFor Credit


Applying Active Learning Strategies

Instructional Strategies for Visually Impaired Students Under the Developmental Age of 3

Addressing Access to the Core and Expanded Core Curricula Using Active Learning Access to the Core and Expanded Core Curricula Using Active Learning


Active Learning Coffee Hour

Coffee Hour Discussion: Active Learning - May 18, 2020

Coffee Hour Discussion:  Active Learning - May 4, 2020

Coffee Hour Discussion:  Active Learning - April 20, 2020

Coffee Hour Discussion:  Active Learning - April 6, 2020


Coffee Hour Discussion:  Active Learning - May 18, 2020

A one-hour online presentation focusing on Key Points to Implement Active Learning Strategies by Scott Baltisberger, Patty Obrzut, Jessica McCavit, Kate Hurst, and Charlotte Cushman.  (Please note that this is not being offered for credit.)

Handouts, Discussion (chat), and Video Recording

Key points video

View the video recording


Coffee Hour Discussion:  Active Learning - May 4, 2020

A one-hour online presentation focusing on Activities of Daily Living by Scott Baltisberger, Sara Kitchen, Patty Obrzut, Jessica McCavit, Kate Hurst, and Charlotte Cushman.  (Please note that this is not being offered for credit.)

Handouts, Discussion (chat), and Video Recording

coffee hour AL 5 4 2020

View Video Recording


Coffee Hour Discussion:  Active Learning - April 20, 2020

A one-hour online presentation focusing on Gross Motor Activities by Scott Baltisberger, Sara Kitchen, Patty Obrzut, Jessica McCavit, Kate Hurst, and Charlotte Cushman.  (Please note that this is not being offered for credit.)

Handouts, Discussion (chat), and Video Recording

 TSBVI coffee hour

View Video Recording.


Coffee Hour Discussion:  Active Learning - April 6, 2020

A one-hour online presentation focusing on Home Hacks by Scott Baltisberger, Sara Kitchen, Patty Obrzut, Jessica McCavit, Kate Hurst, and Charlotte Cushman.  (Please note that this is not being offered for credit.)

Handouts, Discussion (chat), and Video Recording

AL coffee hour april 6

View Video Recording



Active Learning Study Group - April 2019

Original webcast date: 4/18/2019
Description: Oral motor skill development refers to the use and function of the lips, tongue, hard and soft palates, jaw, and teeth. The movement and coordination of these structures is very important in speech production, safe swallowing, and consuming various food items.

 Register to receive ACVREP or SBEC credit.For Credit

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

Active Learning Study Group - January 2019

Original webcast date: 1/24/2019
Description: This webinar on Constructive Play is presented by Patty Obrzut and Jessica McCavit, Occupational Therapists at Penrickton Center for Blind Children in Taylor, Michigan.

 Register to receive ACVREP or SBEC credit.For Credit

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

Active Learning Study Group - September 2018

Original webcast date: 9/27/2018
Description: This webinar will be presented by Patty Obrzut and Jessica McCavit, who are both Occupational Therapists at Penrickton Center for Blind Children in Taylor, Michigan.

 Register to receive ACVREP or SBEC credit.For Credit

Downloads: Transcript (txt) Handout (pdf)

Active Learning Study Group - September 2017

Original webcast date: 9/28/2017
Description: This is a 5-part series of webinars that will focus on a variety of topics, such as setting up a classroom and schedule, choosing materials, addressing the student with CVI, using Active Learning with older students and information on research related to Active Learning. Various guest speakers will be a part of this year’s presentations. This program is open-captioned.

 Register to receive ACVREP or SBEC credit.For Credit

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

Active Learning Study Group - November 2017

Original webcast date: 11/30/2017
Description: This is a 5-part series of webinars that will focus on a variety of topics, such as setting up a classroom and schedule, choosing materials, addressing the student with CVI, using Active Learning with older students and information on research related to Active Learning. Various guest speakers will be a part of this year’s presentations.

 Register to receive ACVREP or SBEC credit.For Credit

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

Active Learning Study Group - January 2018

Original webcast date: 1/25/2018
Description: This is a 5-part series of webinars that will focus on a variety of topics, such as setting up a classroom and schedule, choosing materials, addressing the student with CVI, using Active Learning with older students and information on research related to Active Learning.

 Register to receive ACVREP or SBEC credit.For Credit

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

Active Learning Study Group - March 2018

Original webcast date: 3/29/2018
Description: This is a 5-part series of webinars that will focus on a variety of topics, such as setting up a classroom and schedule, choosing materials, addressing the student with CVI, using Active Learning with older students and information on research related to Active Learning. Various guest speakers will be a part of this year’s presentations.

 Register to receive ACVREP or SBEC credit.For Credit

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

Active Learning Study Group - May 2018

Original webcast date: 5/17/2018
Description: This is a 5-part series of webinars that will focus on a variety of topics, such as setting up a classroom and schedule, choosing materials, addressing the student with CVI, using Active Learning with older students and information on research related to Active Learning. This webinar focuses on Active Learning equipment, Resonance Board, Support Bench, Essef Board, and HOPSA Dress.

 Register to receive ACVREP or SBEC credit.For Credit

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


Active Learning Study Group - September 2016

Original webcast date: 9/22/2016
Description: Penrickton Center for the Blind, Perkins School for the Blind and Texas School for the Blind and Visually Impaired host this series of webinars on Active Learning, an instructional approach developed by Dr. Lilli Nielsen.  In this series of webinars we will share ideas for moving from assessment to IEP development to delivering instruction.  Attention will be given to organizing the student's day and delivering both general curriculum and expanded core curriculum content using an Active Learning approach.  Dates for the orignial broadcasts in this series includes: 9/22/16, 11/10/16, 1/16/17, 3/30/17 and 5/25/17.

 Register to receive ACVREP or SBEC credit.For Credit

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

Active Learning Study Group - November 2016

Original webcast date: 11/10/2016
Description: Penrickton Center for the Blind, Perkins School for the Blind and Texas School for the Blind and Visually Impaired host this series of webinars on Active Learning, an instructional approach developed by Dr. Lilli Nielsen.  In this series of webinars we will share ideas for moving from assessment to IEP development to delivering instruction.  Attention will be given to organizing the student's day and delivering both general curriculum and expanded core curriculum content using an Active Learning approach.  Dates for the orignial broadcasts in this series includes: 9/22/16, 11/10/16, 1/16/17, 3/30/17 and 5/25/17.

 Register to receive ACVREP or SBEC credit.For Credit

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

Active Learning Study Group - January 2017

Original webcast date: 1/26/2017
Description: Penrickton Center for the Blind, Perkins School for the Blind and Texas School for the Blind and Visually Impaired host this series of webinars on Active Learning, an instructional approach developed by Dr. Lilli Nielsen. In this series of webinars we will share ideas for moving from assessment to IEP development to delivering instruction. Attention will be given to organizing the student’s day and delivering both general curriculum and expanded core curriculum content using an Active Learning approach.

 Register to receive ACVREP or SBEC credit.For Credit

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

Active Learning Study Group - May 2017

Original webcast date: 05/25/2017
Description: Penrickton Center for the Blind, Perkins School for the Blind and Texas School for the Blind and Visually Impaired host this series of webinars on Active Learning, an instructional approach developed by Dr. Lilli Nielsen. In this series of webinars we will share ideas for moving from assessment to IEP development to delivering instruction. Attention will be given to organizing the student’s day and delivering both general curriculum and expanded core curriculum content using an Active Learning approach.

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


Functional Scheme Assessment 

During 2015-16 TSBVI Outreach staff are hosting a series of webinars focusing on Dr. Lilli Nielsen's Functional Scheme assessment tool. These webinars are hosted by Kate Hurst and Matt Schultz and include special presenters from Penrickton Center for the Blind in Michigan.  There will be 5 total webinars: September, December, January, March, and May.

Active Learning Study Group - September 2015

Original webcast date: 09/15/2015
Description: The Active Learning Study Group for 2015-2016 will focus on Dr. Nielsen's "The Functional Scheme: Function Skills Assessment." this assessment is used with learners between birth and 48 months to determine their developmental levels and changes in levels. In our September webinar covers plans for participation, the sequence of study, planning a process for completing the assessment and determining the involvement of various educational team members. Participants need to choose one student to focus on and complete part of the assessment, as a requirement for participation. Other dates for this series include December 1, 2015, January 21, 2016, March 29, 2016, and May 24, 2016.

 Register to receive ACVREP or SBEC credit.For Credit

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

Active Learning Study Group - December 2015

Original webcast date: 12/01/2016
Description: Scoring the Social & Emotional Perception assessment of the Functional Scheme. The Active Learning Study Group for 2015-2016 will focus on Dr. Nielsen's "The Functional Scheme: Function Skills Assessment." This assessment is used with learners between birth and 48 months to determine their developmental levels and changes in levels. Participants will need to choose one student they wish to focus on to complete at least part of the assessment as a requirement for participation in the study group.  Other dates for this series include December 1, 2015, January 21, 2016, March 29, 2016, and May 24, 2016.

 Register to receive ACVREP or SBEC credit.For Credit

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

Active Learning Study Group - January 2016

Original webcast date: 01/21/2016
Description: The Active Learning Study Group for 2015-16 will focus on Dr. Nielsen's "The Functional Scheme: Function Skills Assessment." This assessment is used with learners between birth and 48 months to determine their developmental levels and changes in levels. In our January webinar we will review several sections of the assessment and look at video examples of a student to see how these sections were scored. Participants will be asked to complete at these parts of the assessment before the March study group.

 Register to receive ACVREP or SBEC credit.For Credit

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

Active Learning Study Group - March 2016

Original webcast date: 3/29/2016
Description: The Active Learning Study Group for 2015-16 will focus on Dr. Nielsen's "The Functional Scheme: Function Skills Assessment." This assessment is used with learners between birth and 48 months to determine their developmental levels and changes in levels. In our March webinar we will review several sections of the assessment and look at video examples of a student to see how these sections were scored. Participants will be asked to complete at these parts of the assessment before the May study group.

 Register to receive ACVREP or SBEC credit.For Credit

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

Active Learning Study Group - May 2016

Original webcast date: 05/24/2016
Description: The Active Learning Study Group for 2015-16 will focus on Dr. Nielsen's "The Functional Scheme: Function Skills Assessment." This assessment is used with learners between birth and 48 months to determine their developmental levels and changes in levels. In our May webinar we will review several sections of the assessment and look at video examples of a student to see how these sections were scored.

 Register to receive ACVREP or SBEC credit.For Credit

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


Early Learning Step by Step For Credit

During 2014-15 staff from the Outreach Programs hosted a series of Active Learning Study Group webinars which focused on a book written by Dr. Nielsen titled Early Learning Step-by-Step.  Additional there are two TETN video conferences related to active learning.

In "Early Learning - Step by Step" Dr. Nielsen discusses how environmental intervention can facilitate the child who is visually impaired with additional disabilities achieve motor and other abilities through Active Learning. This book contrasts how children, with and without visual impairment and additional disabilities, achieve the pre-requisites for learning, for example, to sit unsupported, to eat, to walk and to play constructively. This book may be purchased at www.lilliworks.com if you would like to more fully benefit from these study group webcasts.


Early Learning Step by Step - Chapter 3 - Movements: A Prerequisite for Learning

Original webcast date: 10/07/2014
Description: The ability to move is a prerequisite for learning. But how does an infant learn to move? This webinar looks at both typical development and the differences for a child with visual and multiple impairments or deafblindness in this area.

 Register to receive ACVREP or SBEC credit.For Credit

Downloads: Transcript (txt) Audio (mp3)

Active Learning study group - Chapter 4

Original webcast date: 11/4/2014
Description: TSBVI Outreach staff members Kate Hurst, Statewide Staff Development Coordinator and Matt Schultz, Deafblind Education Consultant discuss Chapter 4, in the book Early Learning Step-by-Step by Dr. Lilli Nielsen, creator of Active Learning.

 Register to receive ACVREP or SBEC credit.For Credit

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

Active Learning study group - Chapter 5

Original webcast date: 12/02/2014
Description: TSBVI Outreach staff members Kate Hurst, Statewide Staff Development Coordinator and Matt Schultz, Deafblind Education Consultant discuss Chapter 5, in the book Early Learning Step-by-Step by Dr. Lilli Nielsen, creator of Active Learning. This webinar, held 2014-12-02, looks at different Active Learning materials. (see chapters below)

 Register to receive ACVREP or SBEC credit.For Credit

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

Active Learning study group - Chapter 6

Original webcast date: 01/06/2015
Description: TSBVI Outreach staff members Kate Hurst, Statewide Staff Development Coordinator, Ann Rash, Early Childhood Intervention and Sara Kitchen, Educational Consultant discuss Chapter 6, in the book Early Learning Step-by-Step by Dr. Lilli Nielsen, creator of Active Learning. This webinar, held 2015-01-06, was to support development of mouth motor skills in infants with disabilities.

 Register to receive ACVREP or SBEC credit.For Credit

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

Active Learning study group - Chapter 7

Original webcast date: 03/03/2014
Description: TSBVI Outreach staff members Kate Hurst, Statewide Staff Development Coordinator and Matt Schultz, Deafblind Education Consultant discuss Chapter 7, Learning to Eat in the book Early Learning Step-by-Step by Dr. Lilli Nielsen, creator of Active Learning. This webinar, held 2015-03-03, was to support development of mouth motor skills in infants with disabilities.

 Register to receive ACVREP or SBEC credit.For Credit

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

Active Learning study group - Chapters 8 & 9

Original webcast date: 04/07/2015
Description: TSBVI Outreach staff members Kate Hurst, Statewide Staff Development Coordinator and Matt Schultz, Deafblind Education Consultant discuss Chapters 8 and 9 in the book Early Learning Step-by-Step by Dr. Lilli Nielsen, creator of Active Learning.

 Register to receive ACVREP or SBEC credit.For Credit

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


Instructional Strategies for VI Students Under the Developmental Age of 3 - TETN 20440

Original webcast date: 01/30/2014
Description: Kate Hurst discusses strategies for instruction when a child or student with visual impairment or deafblindness is under the developmental age of 3 years; i.e. in the sensory-motor stage. 11 specific strategies are discussed, with reference to research by Dr. van Dijk, Lilli Nielsen, and Barbara Miles.

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

Addressing Access to the Core and Expanded Core Curricula Using Active Learning - TETN 33097

Original webcast date: 04/21/2015
Description: Kate Hurst and Scott Baltisberger with the Outreach Programs at TSBVI and Lottie Tomko, Statewide Lead for the Low Incidence Disabilities Network discuss different ways of addressing the Expanded Core Curriculum using Active Learning instructional strategies, tools, and techniques.

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

Not all TETNs may be available from your ESC. Please contact your Vision Consultant or Low Incidence Disabilities Consultant before you register to make sure your ESC will have a viewing room for a specific TETN. If your ESC is not broadcasting the event, you may view it on our On-the-Go Learning site at a later date and receive credit using the Delayed Viewing Form available on the TSBVI website.

In order to be eligible for continuing education credit for participation in any TSBVI TETN broadcasts, you must register for the event with TSBVI, sign/submit a roster from the viewing site and complete an evaluation using a code. All of our events (webinars, TETN Broadcasts, workshops and conferences) require a registration in our new online system. Go to http://txtsbvi.escworks.net  ( External link ) and view the Calendar of Sessions. You will need to create an account the first time you enter the site. 

Register for a TETN Broadcast

Sign-in Roster

Delayed Viewing Request

Date

Time

#

Title

Type

September 16, 2014

2:30-4 PM

32132

#Disability, #Employment, #HigherEd: How to Protect Your Rights on Social Media

TETN

This TETN will be presented by Erin Lawler, Associate Director of Intellectual and Developmental Disabilities for the Texas Council of Community Centers.

Job applicants, don’t let your Facebook profile make you face unemployment. Employers, don’t get Insta-slammed with a civil rights violation. Tune in to this “Pinteresting” presentation on September 16th to learn more about scenarios like these:

  • John, a high school student, posts a photo of himself on Instagram with his service dog. He applies for a summer job, but when the employer sees the Instagram photo, she decides not to hire John because of his disability.
  • Beth is interviewing for college admission. As part of the interview, the college recruiter asks her to log-in to Facebook so that he can see her page. Beth refuses to log-in and later finds out that she was not accepted to the college.
  • Sarah’s boss learns through Facebook that Sarah’s mom has cancer. He lets his other employees know about the cancer and passes around a “Get Well Soon” card for Sarah’s mom.

Some of the people in the scenarios above have broken the law -- but who has and who hasn’t may surprise you! Through this presentation, you will learn how the Americans with Disabilities Act and the Genetic Information Nondiscrimination Act apply at work and school and how to protect yourself from discrimination. #dontmissit!

Audience: Anyone

Handout for this session will be emailed to registered participants.

 

October 21, 2014

2:30-4 PM

32954

Functional Vision Assessment for VI Infants

TETN

Ann Rash, Early Childhood consultant with the Visually Impaired Outreach Program will introduce the new videos on the TSBVI website of Lois Harrell, TVI, conducting functional vision evaluations (FVE) on two infants. Her FVE protocol for infants and children who are non-verbal will be available for download.

 

November 5, 2014

3-4 PM

32135

Step by Step: VI Registration and Deafblind Child Count

TETN

In this TETN Sue Enoch will provide information on the completion of both the VI Registration and Deafblind Child Count. Explanations will be given for why we do this data gathering and how the data is used. Then, she will demonstrate how to complete the process. Opportunities will be provided to ask questions about eligibility, statewide demographics, and other issues.

 

December 9, 2014

3-4 PM

32966

Creating a Transition Action Group

TETN

Texas Parent to Parent (TXP2P) is an organization that can help a small local group of parents (called a TAG or Transition Action Group) to unite and meet regularly about the transition of their children to adulthood. This broadcast will share information about this initiative and how TXP2P can support individuals who want to learn more about this process.

 

January 15, 2015

2:30-4 PM

32955

Strategies to Help Young People with Deafblindness and Behavior Issues

TETN

Challenging behavior may have many causes, but can often be a direct result of issues related to sensory impairments. In these cases, intervention should be based on strategies that take into account the effects of deafblindness on the ability of the child to gather information, understand the environment, communicate, and feel secure. Behavior is best addressed through prevention, by consistently using strategies that reduce the motivation of students to engage in problem behaviors. Instances of behavior problems can be reduced for most students with deafblindness by using effective communication and support strategies.

 

March 4, 2015

3-4 PM

32136

APH: What Have They Come Up With Now? - Cancelled

TETN

American Printing House for the Blind (APH) has some new products you should check out. This presentation will look at products new to the catalog and share information about how they can be used with students who have visual impairments.

 

April 21, 2015

2:30-4 PM

33097

Addressing Access to the Core and Expanded Core Curricula Using Active Learning

TETN

Students with visual and multiple impairments or deafblindness who are under the developmental age of 3 benefit from the Active Learning approach to instruction developed by Dr. Lilli Nielsen. Teachers and administrators will learn how this approach to instruction can be used to meet requirements related to accessing the Core Curriculum and Expanded Core Curriculum for these students with the most profound disabilities functioning below the developmental age of 3.

Expanded Core Curriculum for Students with Visual Impairments and Deafblindness

24nmok amanda 022 2008 Mentor Center

Two important education bills impacting students with visual impairments in Texas was passed during the 83rd Legislative session. HB 590 will require that all students with visual impairments, upon initial referral to special education, will be required to have an O&M evaluation by an appropriately certified orientation and mobility specialist. SB 39 has added specific language into Texas law that states that students with visual impairments should receive evaluation and instruction in all areas of the Expanded Core Curriculum (ECC). Children who are blind and who have low vision in Texas will significantly benefit from both of these laws going forward. Texas School for the Blind and Visually Impaired, a center for educational services for all blind and visually impaired  students in Texas, offers a wide range of supporting activities related to these new laws.  Here are some of the ways our school collaborates with local districts to meet these new legal requirements.

Comprehensive Programs

Comprehensive Programs along with the Post Secondary Program provides special focus on the expanded core curriculum for students who attend during the regular school year including:

  • braille and other modes to access the general curriculum
  • orientation and mobility
  • assistive technology
  • career education
  • independent living skills
  • recreation and leisure
  • self-determination
  • sensory efficiency
  • social interaction skills

 

Short-term Programs

Short-Term Programs provide short-term services to visually impaired students who attend their local districts during the school year. Short-Term Programs provide two types of service:

  • School Year Short-Term Programs: range from three to five days in length and offer  intensive, individual, narrowly focused training to academic students who are on or close to grade level in any area specifically related to vision loss, such as adaptive  technology, Braille & Nemeth Code, and tactile math tools in relation to the Expanded Core Curriculum. Close collaboration with independent school districts occurs before and after participation in these programs. Instruction supports the regular curriculum (TEKS) by teaching:

  • Summer Short-Term Programs: provide a wide range of offerings, from elementary to high school, academic to severely multiply-impaired,  in a broad array of content areas such as vocational, functional  application of academic skills, independent living skills, social-emotional  development, and adapted athletics.

Outreach Programs

Outreach Programs provide training for teachers and family members on a full range of topics related to instruction in the Expanded Core Curriculum, including orientation and mobility.  We can support districts in

Curriculum

This outline was originally created by Chrissy Cowan and Carolyn Mason in the form of a powerpoint, which was updated by Jim Durkel and then by Sara Kitchen and Lynne McAlister.  You may also want to view the series of videotapes made by Sara Kitchen and Lynne McAlister related to CVI.

Download a MSWord Version

Definition and Incidence

  • Definition of cortical visual impairment
  • New field of research
  • Fastest growing visual impairment
  • Diagnosis

The Problem with Medical Diagnosis

  • Eye report frequently doesn’t say “CVI”
  • Best information may come from neurological
  • Test like MRI is not necessarily useful in diagnosing CVI

Look for “red flags”

  • Asphyxia-damage depends on severity & duration.  Some causes:  placenta previa, prolapsed cord, delivery complications.
  • Hypoxic Ischemic Encephalopathy-too little oxygen (hypoxia), too little blood flow (ischemia), irritation of the brain (encephalopathy).  Results from asphyxia.  Seizures common.
  • Cerebral Vascular Accident-(stroke) blood capillaries in the brain rupture, damage depends on extent of bleed, more common in full term male infants, mostly affects left side of brain, seizures common.
  • Intraventricular Hemorrhage-occurs in premature infants w/in 1st 48 hours.  Severity grades I-IV.
  • Periventricular Leukomalacia (PVL)-something, such as trauma, occurs and oxygen does not get to the distant areas of brain.  These die and become filled w/ fluid (sometimes called cysts in the brain).  Can cause CP, developmental delays.
  • Infection-viral and bacterial (TORCH)=toxoplasmosis, rubella cytomegalovirus, herpes/HIV.  Also meningitis.

The Brain from Top to Bottom

brain - functional vision sections
Figure 1 Image of the brain including the functional subdivisions of the visual cortex, cerebellum, inferior temporal cortex (ITC), temporal lobe, lateral geniculate nucleus (LGN), frontal lobe, parietal lobe, and occipital lobe. (from  McGill University)

Current Trends in Neuroscience

  • Hardwired: Outdated theories stated that the brain was static and could not be healed once injured.
  • Neuroplasticity: Current beliefs include the brain’s ability to organize and reorganize itself.
  • http://www.youtube.com/watch?v=TCM4UBM8wTM)       

drawing by bhild with cvi
Figure 2. Drawing by an 8 –year-old child with CVI.  The eyes and hair are on the bottom of the drawing and the mouth is at the top.

Unique Characteristics of CVI

  • Color:  strong reaction/preferential response to a particular color, typically red or yellow.  Color receptors are diffused through brain & almost all children have some color vision.  Need their favorite color as a visual anchor.
  • Movement:  Stimulates the “aware” system, gets the visual system activated.  Movement w/out sound is generally easier to visually process.
    • Movement plus reflective qualities provide an invasive, difficult to ignore effect on the visual system.
    • Child may exhibit better than expected navigational skills.
  • Latency:  delayed response to presentation of object.  Can vary according to time of day, state of alertness, degree of stress, and neurological stability.  Decrease in latency equals increase in visual behavior.
  • Visual Field Preferences: objects are more easily seen in certain parts of the visual field.
    • Especially in periphery, where movement is better detected by the retina.
    • Mixed field preferences:  May use one eye for a field preference, and the other for verification.
  • Complexity:  most interfering of all characteristics. 
    • Target/object-some objects are too complex, and there is no place for child to anchor his vision and so vision shuts down: faces are very complex.
    • Array-what’s behind the object can cause problems even with preferred objects.  This is responsible for the misconception that vision is variable.  Actually, vision is constant, but background interferes with vision functioning.
    • Sensory environment-unable to process with more than one sense at a time; will defer to auditory over vision.   Be careful where you place auditory stimuli.  Limit talking while doing vision work.
  • Abnormal Reaction to Light-Photophobia/Light Gazing/Non-Purposeful Gaze-prominent in early stages.
  • Distance Viewing-As object gets farther away, complexity increases.  Makes child appear nearsighted.
  • Visual Reflexive Responses-absent, intermittent, or delayed blink reflex.  Blink to threat; blink when you touch the bridge of the nose.
  • Visual Novelty-strong response to familiar objects.  Appear to ignore novel items.
  • Visual Motor-look and touch may happen as separate events.

Resolution of Characteristics

  • Best chance for resolution is within first 3 years, but the possibility for resolution continues to exist into adulthood.
  • Characteristics will not resolve without structured intervention
  • Phase I:  Building visual behavior
  • Phase II:  Integrating vision with function
  • Phase III:  Resolution of all CVI characteristics

“For Children with CVI, it is important to determine where they are on the continuum of possible impact of CVI, to identify in this way what they are able to look at or are interested in looking at, and to give them as many opportunities to look as possible by integrating motivating activities and materials into their daily lives.  The goal is to facilitate looking.”  (Page 114, Roman-Lantzy, Cortical Visual Impairment: An Approach to Assessment and Intervention.)

Order of Resolution

  • Early resolution: light gazing, and visual reflexive response of blink to touch
  • Mid-Resolution:  color, latency, visual novelty, visual reflexive response of blink to threat, and movement
  • Later Resolution:  visual fields, visual motor, complexity, and distance vision

(http://www.aph.org/cvi/articles/bbf_1.html)

Introduction to Christine Roman-Lantzy’s Assessment

ORDER HERE: http://www.afb.org/store/product.asp?sku=978-0-89128-829-9&mscssid=5D71MSQKD5CF9PH5CBFVWJT0FU8LCPKC

Assessment Framework

  • Interview
  • Observation
  • Direct evaluation of student

Reliability

The Reliability of the CVI Range: A Functional Vision Assessment for Children with Cortical Visual Impairment, by Sandra Newcomb, Journal of Visual Impairment & Blindness, October 2010, © 2010 AFB.

Parent Interview/Teacher Interview

  • Information on medical background
  • Eye report
  • What does child like to look at
  • What are your concerns
  • Child’s favorite color
  • When is child most visually alert
  • Does child look directly into faces
  • Does child notice things that move more than things that are stable
  • Does child seem to look “through” rather than at objects

Observation of Vision

  • In living and learning environments
  • Quiet and noisy times
  • Near and distance
  • Familiar and unfamiliar objects
  • Cluttered and simple backgrounds
  • Interest in objects of specific color (color preference)
  • Movement
  • Light gazing
  • Preferential viewing

Direct Evaluation

  • Evaluate range of visual functioning
  • Evaluate presence and degree of individual CVI characteristics
  • May need several sessions to test 

Forms

  • Parent Interview questions are on page 34 of book.
  • Answer Guide to Parent Interview – the page after page 40, appendix 4a.
  • Rating 1– Across CVI Characteristics Method – Figure 5.2, the page after page 56
  • Rating 1 – CVI Scoring Guide – page after page 96, appendix 5a.
  • Rating 2 – Within CVI Characteristic Method/CVI Resolution Chart – Figure 5.6, the page after page 74. 
  • Essential Forms are also at the end of the book, the page after page 185

We invite you to be on our Outreach Program mailing list.

The Outreach Program at TSBVI regularly sponsors conferences and workshops on subjects related to parenting or providing services to young people with visual impairments, deafblindness, and other disabilities.

Outreach also publishes, with the Texas Department of Assistive and Rehabilitative Services, TXSenseAbilities, a quarterly newsletter with timely information on many topics, including articles by family members, strategies for working with young people who are visually impaired or multiply disabled, information about agencies and programs, medical and health information, and classified ads and announcements.

To receive announcements of upcoming workshops and the quarterly newsletter, SenseAbilities, fill out this form in its entirety and return it to TSBVI Outreach.

 

Thank you!

Part 2

When we see our student or child who will be learning primarily through the tactile sense and is chronologically or developmentally young, we often look with an untrained eye at what the child is doing.  We sometimes fail to see the wondrous tactile skills a child already exhibits.  The ability to move any part of the body is a blessing, and is integral to learning, even if the movement is very subtle. 

If someone moves, we must look at how they move.  Will they reach out from their own body even a little bit with the hands, feet, or head?  What do they do with their hands and mouth?  Do they kick or wave their arms?  Are they able to wiggle the torso? What kind of expression does the body communicate that the face may not?  Is it excitement, frustration, security or anxiety?  Any sort of movement can be used to interact with the environment and/or people, and will be an asset to this child's learning.  We must train ourselves to notice and respond to the body and hands of our children as well as offer up our body and hands to validate their movement.  We must also offer environmental factors that will respond to the type of movement the child currently uses.  

During a Power of Touch workshop a small group of parents spent time learning about touch and having opportunities to practice some of the skills Barbara Miles discussed in her article, Talking the Language of the Hands to the Hands.  One of the activities they did during the workshop was to simply observe another child to see what he or she did with his body related to touch.  

Later the parents were invited to simply offer their hands or an object to their child and follow the child's lead in exploring the object tactilely.

Here are some of their comments.


 Activity 3:

Read Tactile Skills for Students with Visual Impairments and think about the tactile skills you observe in your child or student or notice when you offer hands or objects.


Continue to Part 3: Interacting with Others Tactilely / Tactile Communication

Jump to Part 4: Articles and Resources on Touch 

Return to Introduction: Touch and the Development of the Tactile Sense

Return to Part 1: Importance of Touch and Tactile Skills