Anticipatory

"Previously we talked about the five different senses, how we get information about our environment and the parts of the body that make use of that sense. We talked about the eye in more detail and learned that it has many different parts, both inside and outside."

The five senses:

hearing, smelling, tasting, touching, seeing

Introduction

"Each of the parts of the eye has a special job. Do you know what are the special jobs of any of the parts?All these parts working together create the sense that we call 'seeing'."

Instruction 1

"People use different words to talk about using the eye to get information. Three words that you will hear are: seeing, sight and vision. They all mean the same thing."

Seeing, Sight, Vision

Instruction 2

"The first thing that is needed in order for seeing to happen is a light source. It can be the sun, the moon, a light bulb or a candle.The light source sends out light rays and the rays bounce off something."

Light source, Light rays

Instruction 3

Use model, picture, drawing or tactile diagram of the eye to demonstrate pathway of light:

Light rays bounce off object and go toward the eye

Through cornea - like window that lets light in but protects inside of the eye

Iris and pupil - controls amount of light that goes inside the eye. Too much light can hurt the eye

Lens - Focuses light

Interior chamber - like a big room, lets light go through

Retina - receives light; is covered with cells (rods and cones) that transfer the light to electrical impulses and sends them to the optic nerve

Optic nerve - carries information to the brain

Visual Cortex - part of the brain that processes electronic information into information that shows us what we see

(It may be fun to practice this several times with the student picking different objects to "see". You could draw a picture of the object together or make up a story about why you need are looking at that particular object.)

Cornea, Iris, Pupil, Lens, Interior chamber, Retina (rods and cones), Optic nerve, Visual cortex

Check for Understanding

"Show me how we would see ________."

Using model, picture, drawing or tactile diagram, have student demonstrate the pathway that an image takes along the visual pathway, from the observed object to the visual cortex.

Closure

"Now we've learned about each part of the eye and the special job each of those parts have to help us see things. Next time we will talk about different kinds of eyes and how each one is special and unique from one another."

Anticipatory

"Today we're going to learn more about eyes. Can you show me the parts of the eye and tell me what they do?"

(Student uses materials to name parts and describe visual pathway)

Introduction

"What are some things that have eyes?" (Student names animals or bugs that have eyes.)

"Have you noticed anything that is different about different animals' eyes?" (Student names differences. May include size, color, position, etc.)

"Let's look at a few different animals and learn about some other ways that each animal's eyes are unique."

Stating the Goal

"After our lesson today, you will be able to tell how the eyes of animals are different and why they are different."

Instruction 1

Collect pictures of several animals and also (if possible) of that animal’s eye. You can present these in a booklet form or as separate sheets of paper. Look at the pictures and let the child identify the animal. Talk about the animal’s environment and behavior. Talk about how each animal's eyes are different because they are used in different ways.

Environment, Behavior

Instruction 2

Obtain one of the books about animal eyes (see "Resources" below). Read book together and discuss the information.

Instruction 3

Explore websites that provide information about animal eyes (see "Resources"). Discuss each animal, its behavior, environment and eyes in more detail.

Some examples of animal eyes

Box jellyfish has 24 eyes.

Camels have three eyelids.

Squid have eyes 27 centimeters across.

Dogs can't distinguish between red and green.

Goats have square pupils.

Owls can't move their eyes, that is why they swivel their head at almost 360 degrees.

Worms don't have any eyes.

Chameleons can move each eye in different directions at the same time.

Rattlesnakes can see infrared heat signatures of other animals.

Check for Understanding

Child writes the names of four different animals and what is special about the eyes of each one.

Child draws pictures of four animals and also a picture of their eyes, showing what is special about each.

Play game with cards: Name or picture of animal on one set of cards, picture of or description of eyes on other set of cards. Child matches.

Closure

"There are all different kinds of eyes in the world. They come in all shapes, sizes and colors and they do different things. It is natural that the eyes of different animals are different. One eye is not better than the other; each is good for its purpose. Next time, we'll talk about how people's eyes can be different too."

Anticipatory

Review the parts of the eye and the visual pathway. Use a model or diagram or draw a picture.

Discuss some of the interesting things learned about the eyes of animals. How are the different and why are they different?

Introduction 

Discuss some of the interesting things learned about the eyes of animals. "How are they the same and how are they different? Why are they different?"

"Just like there are differences between the eyes of different animals, the eyes of different people can also be different."

Stating the Goal

"We will learn about some of the ways that the eyes of people can be different. You will be able to tell me five different ways that our eyes are unique."

Instruction

You may want to read together one of the books (see "Resources" below) that address visual differences in people and use this as an introduction to the concept. Ask student to think about the eyes of peers and adults. What do they notice are some things that are different?

Some things that a student might notice:

• Color (iris)- brown, blue, green, black, yellow, hazel, etc.
• Size - big, small, tiny, etc.
• Shape - round, oval
• Glasses - some have them, some don’t. Different kinds of glasses.
• Blinking - Blinking, rubbing, other behaviors associated with eyes.
• Droopy - eyelids
• Eye contact - don't like to look at you
• Other things you might bring up:
• Acuity - Some students are able to see things that are far away. Some kids can see things that are near.
• Field - Some students might tend to trip or not see things that are on the floor or off to one side.

Iris, Pupil, Epicanthic fold - affects shape of eye, Acuity, Fields, Eye contact

Check for Understanding

Student draws a picture of people, including their eyes, including information that illustrates what makes each one both unique and similar.

Student makes a list or chart, such as a Venn diagram, of types of eyes and how they are the same and how they are different.

Teacher and student discuss the student's product.

Closure

"Now we know how eyes can be different, not only between different types of creatures but also between different people. We see that these differences are very common and very natural."

Anticipatory

Review parts of the eye.

Discuss differences and similarities that can be found among eyes in both the animal and human worlds.

Introduction 

"We've learned that eyes are similar in many ways but also that eyes can have many differences and that this is a natural thing. Today, let's talk about our own eyes and what might be special about them."

Instruction

The content of this lesson will, of course, be very individualized according to the nature of the student's visual impairment.

Using an eye model, chart or drawing, point out structures that are affected by the student's etiology.

Demonstrate the path that light takes through the visual system, noting how the affected structures in turn affect what the student sees.

Vocabulary will be specific to the student's visual impairment.

Instruction

You may want to introduce a term, such as "visual impairment" at this time, explaining that it is used to indicate when an individual’s vision is different from that of most other persons.

Alternatively, you might want to wait and present this concept as a separate lesson during the "History" or "Rights" Units.

visual impairment, extraordinary vision, atypical vision, different vision

Instruction

Locate a website with information specific to the student's visual impairment and explore it together.Obtain a book that addresses the visual impairment and read together.Create your own booklet using information from a website to explore together.

Check for Understanding

Using a model or chart of the eye, student independently demonstrates part of the eye affected by visual impairment and how this, in turn affects vision.

Student draws a picture of her eye and writes a short paper or paragraph that describes their visual impairment.

Closure

"Sometimes our friends or our teachers might not understand why you are not able to see certain things in the same way that they see them. Knowing how your vision is special can help you explain it to them. In the future, we will talk about some more ways that we can help other people better understand your special vision (visual impairment)."

Anticipatory

Ask the student to think about things he likes to do or need to do at home, at school, and in community settings (like the grocery store, at a park, etc.). As the student names activities and/or objects, ask how easy or difficult it is to see clearly.

community

Introduction 

“Your vision may affect how you do things.  There are probably many things you can do on your own, like brush your teeth or eat a meal; then there are things you might need a little help with seeing or doing, like using a microwave or crossing a street; or maybe there are things that are just too difficult for you to see, like words written on a board or menus in a restaurant.  We are going to figure out the things you can see/do on your own, things you ask others to help you with, and things you just can see/do at all.  Once we fill in this list, we are going to work at finding out ways to help you become more independent—or do things without too much help from others.”  

Stating the Goal

“After our lesson, you will have a list of the activities and things you can see on your own or with an optical device, and things you could work on to see without the help of others with a little more instruction.

Instruction

Introduce the worksheet How I View the World.  Using the worksheet as a guide, create a list of activities and things the student can see without help or with an optical device, things he asks others to help with, and things he cannot see at all.  

Optical device

Instruction

 Ask the student to select some items on the worksheet that (s)he would like to see better or be able to access. 

Discuss the possibility of increasing independence and participation once (s)he can improve access skills.  Note:  for the functionally blind student, “see” may mean “figure out” or “do” through tactile strategies. 

AccessIndependence

Check for Understanding

“Let’s look back over your list. (read list to the student)  Is there more you would like to add?”

Closure

“Today you listed activities and things you can see on your own or with an optical device.  There are also some things/activities you need someone else to help you with.  We are going to be working on ways in which you can access as many things on your own (independently) as possible, without depending on others.” 

Anticipatory

Ask the student to think about things he needs to do in his home, at school, and in community settings (like the grocery store, at a park, etc.) that typically require vision.  As the student names activities and/or objects, ask how easy or difficult it is to see or perform these tasks.

Introduction 

“Your vision may affect how you do things. We are going to complete a survey of visual tasks to figure out just how hard or easy visual tasks can be for you.  Once we fill in this survey, we are going to work at finding out ways to help you become more independent—or do things without too much help from others."

Stating the Goal

“After our lesson, you will have an idea of visual tasks you need to be able to access in home, school, and community settings.  When you are finished with the Visual Tasks Survey, your score will help us determine which skills we can begin to work on to increase your self-confidence and independence in these settings.” 

access

1. Allow student to complete this survey.
2. Total the score and find the range at the bottom of the survey.
3. If the score is between 22 and 88, discuss some tools and strategies that could be used with individual items to increase independence and participation.  Make a list of these tools/strategies specific to each task.  Future lessons will involve training for specific tools/strategies to increase access, independence, and self-confidence.
4. Review Tools for Accessing Different Environments and Increasing Self-Sufficiency to see which might apply to the student.

assistive technology

Instruction

If the score is between 22 and 88, discuss some tools and strategies that could be used with individual items to increase independence and participation. Make a list of these tools/strategies specific to each task.  Future lessons will involve training for specific tools/strategies to increase access, independence, and self-confidence. 

Check for Understanding

“Let’s look back over your survey. What areas (of access) do you feel are your strengths?  What areas do you feel you need to work on to increase your access/independence?”

Closure

“Today you took a close look at typical visual tasks that occur in school, at home, and in the community.   In future lessons, we are going to be working on skills to help you access as many things on your own (independently) as possible, without depending on others.” 

Anticipatory

Ask the student to think about what his special interests are.  What skills might be needed within these special interests? 

Personal goal

Introduction 

"Sometimes it helps to clarify your personal goals in order to figure out the tools and strategies you will need to accomplish these goals.  A personal goal can be short-term, like walking to a friend’s house independently; or, longer-term, like finding a part-time job.  In this lesson we will explore these goals and figure out the steps you would need to take, tools and strategies you would need to use, and supports and resources that will help you reach your goals." 

Tools, Strategies

Stating the Goal

"This lesson will help you clarify your personal goals related to leisure activities, recreation, school, independent living skills, and/or career pursuits." 

Instruction

Ask the student to complete #1 on the My Goals worksheet.

Discuss #2 on the worksheet together.

Create a document for #3, listing the steps the student would need to take to achieve one or each of the three goals.

Create a document for #4, listing supports and resources to complete the steps listed in #3.  Supports and resources may be technology, people, or agencies. 

Supports

Check to make sure the student’s goals are realistic and achievable in a relatively short amount of time. 

Closure

“Today we’ve selected 3 goals you would like to work on (restate the goals).  You have identified supports and resources to help you reach these 3 goals.  For our next few lessons we will start taking the steps necessary to help you achieve your goals.”

Anticipatory

Ask the student to describe the kinds of learning activities he needs to complete in any given class.  (e.g., copy/read near and distance materials, give a speech, read from a textbook/work sheet, complete a written assignment, read charts/ maps/ graphs). 

Tell the student you will be working together to develop ways to complete these typical classroom activities using a variety of tools and strategies. 

Tools, Strategies

Introduction 

“We are going to be looking at the tools, such as assistive technology devices you have that help you participate in classroom activities, and the strategies (ways of getting things done).  We’ll see how well these are working for you, and look at ways to increase your proficiency with these tools and strategies.  We’ll also try to determine if there are additional tools/strategies that might work better for you.”  

Stating the Goal

"This lesson will help you learn strategies to optimize functioning on visual tasks in a variety of settings."

Instruction

Begin by writing down the learning activities the student named (see Anticipatory).  Add to this as needed.

Ask the student to show you the equipment he uses for braille, as well as any AT he uses for access to auditory materials.  Determine student’s proficiency on each piece of equipment, including telling you the kinds of activities he is able to do with each piece.

Complete the My Strategies for Completing Visual Tasks in School worksheet

Make a list of each class the student attends.  Using the results of the My Strategies for Completing Visual Tasks in School worksheet, ask which of these tools/strategies he uses for each individual class.  Are there any problem areas?  Are there things he is currently not able to access at all?

Ask him to select a visual task (from the left column) to begin to “fine tune”, given the AT equipment issued.

Begin to work on strategies for using technology to access individual visual tasks.  Some of these strategies will involve braille AT, and some will involve auditory AT.  Each strategy will require initial assessment (what does the student already know) and instruction (how can the student use this equipment to access this particular activity). A great resource for braille-access skills can be found on pp. 193-195 and pp. 197-201 in ECC Essentials.  A resource for auditory access skills and technology can be found in chapters 4-5 in Learning to Listen, Listening to Learn.

Create a document or other product (i.e., PowerPoint) that can be shared with others and gives access details across the curriculum.

Begin to explore access outside the school, and how the same tools could be used to access recreational and career-related activities.

MP3 Player

Check for Understanding

Check to make sure the student understands the connection between using a device and accessing specific tasks.  The device is a tool to help them participate with their peers on classroom assignments/activities. 

Check to see if the student can complete this statement, “With this ______ (tool), I am able to participate with my peers on these activities/tasks________________.”

Closure

“Today we have learned how to use a tool or strategy to complete a specific task or tasks in a specific subject area class.  Our next several lessons will continue to build the tools/strategies and the settings in which you can use these in your classes.”

Anticipatory

Ask the student to describe the kinds of learning activities he needs to complete in any given class.  (e.g., copy/read near and distance materials, give a speech, read from a textbook/work sheet, complete a written assignment, read charts/maps/graphs). 

Tell the student you will be working together to develop ways to complete these typical classroom activities using a variety of tools and strategies. 

Tools, Strategies

Introduction 

"We are going to be looking at the tools, such as assistive technology devices you have that help you participate in classroom activities, and the strategies (ways of getting things done).  We’ll see how well these are working for you, and look at ways to increase your proficiency with these tools and strategies.  We’ll also try to determine if there are additional tools/strategies that might work better for you."  

Stating the Goal

"This lesson will help you learn strategies and tools to optimize functioning on visual tasks in a variety of settings."

Instruction

Begin by writing down the learning activities the student named (see Anticipatory).  Add to this as needed.

Ask the student to show you the equipment he uses for accessing print, as well as any AT he uses for access to auditory materials.  Determine student’s proficiency on each piece of equipment, including telling you the kinds of activities he is able to do with each piece.

Complete the My Strategies for Completing Visual Tasks in School worksheet

Make a list of each class the student attends.  Using the results of the My Strategies for Completing Visual Tasks in School worksheet, ask which of these tools/strategies he uses for each individual class.  Are there any problem areas?  Are there things he is currently not able to access at all?

Ask him to select a visual task (from the left column) to begin to “fine tune”, given the AT equipment issued.

Begin to work on strategies for using technology to access individual visual tasks.  Some of these strategies will involve AT to access print, and some will involve auditory AT.  Each strategy will require initial assessment (what does the student already know) and instruction (how can the student use this equipment to access this particular activity). A great resource for information access skills can be found on pp. 190-191 and pp. 197-201 in ECC Essentials.  A resource for auditory access skills and technology can be found in chapters 4-5 in Learning to Listen, Listening to Learn.

Create a document or other product (i.e., PowerPoint) that can be shared with others and gives access details across the curriculum.

Begin to explore access outside the school, and how the same tools could be used to access recreational and career-related activities.

MP3 Player, Screen enlargement software, Electronic tablet, Optical device

Check for Understanding

Check to make sure the student understands the connection between using a device and accessing specific tasks.  The device is a tool to help them participate with their peers on classroom assignments/activities.  Check to see if the student can complete this statement, “With this ______ (tool), I am able to participate with my peers on these activities/tasks________________.”

Closure

“Today we have learned how to use a tool or strategy to complete a specific task or tasks in a specific subject area class.  Our next several lessons will continue to build the tools/strategies and the settings in which you can use these in your classes.”

Anticipatory

"Sometimes reading assignments may be lengthy, and there may be reading assignments that are difficult to get in a print/braille format.  In these instances, it’s a good idea to supplement with audible materials." 

Auditory, Audible

Introduction 

"We are going to be learning how to use the auditory equipment efficiently as a way to deal with visual fatigue and as an auditory way to access print materials. By the end of this unit you should feel comfortable with using audible materials efficiently."

Stating the Goal

"These lessons will help you learn strategies and tools to optimize functioning with audible materials, including audio books, audible output on computers/tablets, live readers, and lectures." 

Audio books

Instruction:Critical Listening Skills

Read aloud, starting with short sentences and moving to longer paragraph/stories.  For each, as the student to recall as many details as he can.

Work with the student on taking simple notes as he listens.

Read aloud a paragraph or passage and ask the student to restate the order in which events happened. Have the student write out events as he listens, then place these events in chronological order.

Read a paragraph to the student and ask him to state the main idea.

Instruction:Technology for Listening 

Begin by listening to recorded books for pleasure and discussing these.

Use auditory games on the computer/tablet to enhance listening skills.

Listen to a screen reader while using the computer.

Listen to audible literature on digital players (such as an MP3 player) and retell story.

Teach the student how to set up a tablet for auditory output (Voice Over or Google Voice) and practice using this on materials the student is interested in.

Visit the Learning Ally website together to review how to access/use this service.

Teach the student how to use the Learning Ally Audio app.

MP3 Player, Voiceover/Google Voice, Learning Ally, Learning Ally Audio App 

Instruction:Using Digital Books

Teach student how to access e-books via synthesized speech or read with a refreshable braille display.

Teach student how to use an MP3 player, CD player, e-book reader, PDA, smart phone, or computer to access digital talking books.  This skill includes navigating through the audible text:  examine the book by page, section, chapter, table of contents, and an index; setting bookmarks

Teach student how to take written notes of critical information as they listen and how to use these notes to study for exams.

E-Books/Digital Text, Digital Talking Books, Audio Books

Instruction:Audio-Assisted Reading

It is important that students are able to listen to gain information.  Audio-assisted reading is a method for students to use recorded books along with the corresponding print/braille book.  For steps in this lesson, refer to handout, Audio Assisted Reading, by Ike Presley. These steps can also be found in Learning to Listen/Listening to Learn, pp. 138-140. 

Audio-Assisted Reading

Check for Understanding

Your final check for understanding will be a student who can function efficiently with audible materials, and can express his preferences for using audible materials to teachers.

Closure

Once the student can use audible materials, develop a grid or listing of classes and make note of where or on which materials could be paired with auditory content. 

Anticipatory

"Most of your teachers have never experienced having a student with a visual impairment in their class.  There will be some assignments and materials that will be difficult for you to access (use) in the format presented by your teachers.  It will be important for you to learn how to let your teachers know, in advance as well as in the moment, what your preferred adaptations/accommodations are."   

Self-Advocacy, Access, Adaptations, Accommodations

Introduction 

"We are going to be learning how to document and communicate your preferred adaptations and accommodations for school work.  Being able to communicate with teachers will also help you advocate for your visual preferences as an adult when you are at college and/or in the work force." 

Stating the Goal

"This lesson will help you learn strategies and tools to communicate your need for adapted materials, and/or adaptations to the presentation of learning materials."  

Instruction:Collecting and Documenting Information on Vision and Access 

Work with the student to complete the worksheet, Access to Visual Media, which will help the student clarify his personal preferred methods of access across a range of visual tasks. Using information from the Access to Visual Media, the student should begin to complete the worksheet, Personal Preferences for Access. Have the student look online to research some basic (non-technical) information on his etiology to complete the first part of the Personal Preferences for Access worksheet.  He should include any additional health concerns associated with the visual impairment (e.g., sensitivity to sunlight, activities to avoid due to retinal concerns)Continue to discuss and write information in all of the categories on the Personal Preferences for Access worksheet. 

Visual Media 

Check for Understanding

At the end of this lesson the student should be able to explain his vision etiology to you and tell you how he best functions on typical classroom activities/materials.  He should also be able to state strategies he uses to access classroom activities/materials, as well as the tools he uses to increase personal access. 

Closure

“Can you tell some things you learned about your vision and how you complete visual tasks in your classes as a result of this lesson?  Are there some things you think we should learn more about or cover in the future related to access to visual tasks?”

Anticipatory

We have spent some time studying your visual impairment, as well as the tools and strategies you need to participate with your peers in class.  In this lesson, we will create something (product) that can help them understand how you best function on visual tasks in their class.  

Difference between a  “tool” (AT) and a “strategy” Product

Introduction 

We are going to be learning how to document and communicate your preferred adaptations and accommodations for school work.  Being able to communicate with teachers will also help you advocate for your visual preferences as an adult when you are at college and/or in the work force. 

Stating the Goal

This lesson will help you create a product to communicate your preferred strategies and tools that compensate for your vision loss.

Instruction: Creating a Product 

Using the Personal Preferences for Access worksheet, allow the student to select a product through which he will communicate visual preferences to teachers.  Products could include one or any combination of these:  PowerPoint, notebook with dividers, brochure, portfolio, one-page document, and/or short video, photograph slideshow of tools/strategies.

Product should include:

• Student’s etiology and any health concerns
• How eye condition affects visual performance
• Strategies used to complete visual tasks in school
• Tools (assistive technology) used
• Personal preferences for the presentation of school-related materials

Power Point Portfolio

Instruction:Presenting Product to Teachers

Student should practice having a discussion with his TVI first, using his product as prompt.

Select one general education teacher to listen to the student’s presentation of the product.  Gain feedback from the teacher and adjust as necessary.

Select additional teachers individually, or in a group meeting, for the student to present his product

Check for Understanding

The student should be able to (a) explain his visual condition (etiology), and (b) use his product as a conversational tool with others. 

Closure

By the end of this lesson, the student should have a product that captures the key discussion points to be shared with teachers.  He should first practice his presentation with the TVI, then with at least one general education teacher. 

Inform student that you want him/her explore some objects together and share his/her thoughts.

Present object that has some tactile or auditory feature, especially something that is striking/startling (heat or cold, loud noise such as a buzzer, vibration – like from a novelty store, some type of small snack food that is bitter or weird-tasting, jelly beans of a single flavor). Perhaps present a series of objects that have this feature.

Talk about the object and the feature. Elicit the child’s descriptions and his/her feelings about the object: What is the physical appearance? Do they feel positive/negative/neutral? Do they feel anxious or excited when handling the object?

Present the same object but with the feature removed. When button on the buzzer is pushed, it does not buzz.

Note the child’s reaction: Are they surprised or confused? Have a discussion about their feelings.

Introduction

Discussion: Why do people prejudge things? In what way might pre-judging be helpful? Learn protective behaviors. Examples:

• Fire - We touch a flame and it is hot. We prejudge all fire to be hot so we no longer try to touch it, avoiding injury.
• Knives - We see a knife can cut things. We prejudge all knives are sharp so we are careful when we handle them so we don’t get cut.
• Reading - We learn that this letter “B” makes a certain sound. When we are reading and we see the letter, we pronounce it with the sound because we prejudge the letter to make that sound. It is easier to read this way.

What can we conclude? Prejudging can help us. It can be useful to apply prior experience to a current situation. We don’t have to relearn things. It can make tasks easier or safer.

• Water - Expected water from faucet to be hot or cold and it was the opposite.
• Travel - Walking in a familiar area that was always clear of obstructions in the past. Suddenly there is an object or piece of furniture in the way.
• Party – Were invited to an event and thought it would be fun (or boring) and it turned out to be the opposite.

• Food - Person tells you it’s not very good so you are ready to not like it… But then you do like it! (Or the opposite!)
• Music – Some people say that they hate a type of music but you find that you enjoy this style.
• People – A friend says that another person is really nice but then that person teases you or says something unkind.

How does this apply to people? What are some expectations that we have about certain kinds of people? Are the expectations always true?

• Gender roles - How are boys/girls expected to be? What kinds of games do they play? What kinds of interests do they have? How do they act? How do they dress?
• People from different backgrounds (Texans, “Yankees”, Asians, Latinos, African-Americans)
• People with disabilities – physically challenged, speech difficulties, cognitive challenges
• People with visual impairment -

This is called “Stereotyping”.

Stereotyping - belief that many people have about all people or things with a particular characteristic

• Ask student to define terms prejudice and stereotyping.
• Discuss the examples the student provided on worksheets 14.a and 14.b.

Prejudice

Stereotyping

Introduction

• Card game: Make a set of cards. Each card should represent an individual child. On one side, provide a physical description of the child. For children who are visual learners, photos or pictures could be used. The following “types” are suggested:
  • Boy with dirty face, mean look.
  • Girl wearing nice dress, hair done up.
  • Overweight child.
  • Skinny boy wearing glasses
  • Girl in a wheelchair
  • Black child

• Ask the student to share their feelings and impressions about each child, writing this information down on index cards and then pair each with its descriptive card. The observations can be short sentences or single words (nice, mean, friendly, sad, funny, shy, etc.). Prompt them to think about whether they would enjoy playing with the child, would want to be friends; what they think they know about the child’s personality and life just from the description.

• On the reverse side of each card, provide a description of the child’s background and/or behavior. When the student has completed their responses, look over the descriptions together.
  • Note discrepancies between the student’s impressions and the actual descriptions.
  • Discuss whether the stereotyping the student applied to the children was fair.

• Use information from Worksheet 14.b to prompt observations about how others may be stereotyping the student him or herself.
• Upon what might the stereotyping be based? Is it accurate?
• Is it fair?
• Think about what happens if not only you, but a larger group of people discriminate against the child.

Prejudice

Discrimination

Introduction

What are your feelings about prejudice and discrimination? Do you feel this is true or false? Kind or unkind? Fair or unfair?

Some people may practice prejudice and discrimination even if it is unfair. However this is not only unfair or unkind… it is against the law.

• The United States government guarantees our civil rights. The Constitution and the Bill of Rights tell us what are our civil rights and what are the rules for them. Civil rights ensure that everyone is treated equally. They help us live together in a peaceful and positive manner.
• Everyone is required to follow the rules for civil rights.

Constitution

Bill of Rights

• Younger children – use Civil Rights Cards to lead discussion (see “Resources”).
• Older children – may do guided on-line exploration of civil rights (see “Websites”). Student can pick a right and do an online search.

• Younger children – Play a game with the Civil Rights Cards. Matching: Each player receives five cards. Calls, “I want your …… card. Player must accurately describe the right in order to receive the card. Memory: All cards on table with description facing up. Player reads description and tries to name the right. Turns card over to check.

 Thought

The freedom of an individual to

hold or consider a fact, viewpoint,

or thought, independent of others'

viewpoints

The right to articulate one's

opinions and ideas without fear

of government retaliation

or censorship, or societal

sanction. 

The freedom of an individual or

community, in public or private, to

manifest religion or belief in teaching,

practice, worship, and observance 

The right to publish newspapers, 

magazines, and other printed  

matter without governmental 

restriction  

The individual right or ability of

people to come together and

collectively express, promote,

pursue, and defend their ideas

The legal requirement that the

state must respect all legal

rights that are owed to a person 

Voting rights cannot be abridged

on account of race, color,

previous condition of servitude,

sex, or age for those above 18 

The right of individuals to travel

from place to place within

the territory of a country, and to

leave the country and return to it 

• Prejudice is our tendency to assign value to others without first having information about them.
• Discrimination results from prejudice; treat people with a certain trait differently from others. Result can be that these people are treated unfairly.
• Civil Rights are laws to prevent discrimination and ensure that all people are treated fairly.

Prejudice

Discrimination

Civil Rights

Introduction

• Discuss some of the prejudices explored in Lesson One - Prejudice and Discrimination: Gender, Race, Language, Disability. If many people feel prejudice for a group, they might deny that group their civil rights. In those situations, the group will need to advocate for themselves.
• When a person publicly supports a certain idea that is called “advocacy” and that person is an “advocate”. One can be an “advocate” for civil rights. If an individual supports his/her personal rights, they are a “self-advocate”. If they join with others to support right for their group, this is sometimes called a “civil rights movement”.
• There have been many civil rights movements in the history of our country and they have helped us grow by ensuring that we can live in a peaceful and fair manner.

Advocate

Self-advocate

Civil Rights Movement

Instruction

Part 1

Instruction

Part 2

• African Americans
• Women
• Latin Americans
• Native Americans

Instruction

Part 3

• Note information gathered in worksheets from lessons 14, 15 and 16. We can see that VI persons can be affected by prejudice, stereotyping and discrimination. Historically persons who are VI were denied certain rights. As a group, VI persons have struggled for their rights.
• Use the information in “Resources” under “Movement for Disability and VI Rights” to have discussion on this topic.

Introduction

As a student with a visual impairment, you are entitled to certain rights in school.  These rights are outlined in the Individuals with Disabilities Education Act, which includes an Individual Education Plan (IEP).  We are going to spend a few lessons on learning how to contribute to the creation of your own IEP, and the skills you would need to be able to comfortably participate in your ARD meeting.

(Review “What are my Rights As a Student With a Disability?”) Spanish version

IDEA

ARD

IEP

1. Begin with the IEP Participation Student Rubric to get some idea on what your student knows.
2. Show the student their own IEP.  Use “It’s All About Me! Understanding My IEP” for this activity.
3. Begin one of the two student worksheets on understanding the parts of an IEP.  For elementary age: Complete “I’m Determined! I.D. Understanding and Preparing for My IEP”. This step may take more than one session. 
4. Revisit the district’s IEP form.  Work with the student to fill in a blank IEP with their own information.  This could be used as a draft for their ARD meeting. 

Present Level of Performance

Accommodations

Annual Goals

Postsecondary Goals

Services

Transition

Participation in Statewide Testing

Explain that an ARD meeting is held to discuss the student’s educational programming, and each ARD meeting follows a format as per special education law (IDEA).  Restate your goal that the student participate in, and possibly lead, portions of the next ARD meeting, and that these activities will prepare him for this. 

1. Briefly review the components of any ARD (IEP) meeting. See Simple ARD/IEP Agenda
2. Print out IEP Participation Brochure (“Suggestions for Your Participation in the IEP Process”).  Use this to keep track of tasks that need to be done before, during, and after an ARD.
3. One way a student can lead their ARD meeting is to introduce the meeting by sharing a presentation that reflects their preference, interests, needs and strengths. Samples of these can be found under “Student-led IEPs” (Sample Student PowerPoints)”. “Student Involvement in the IEP Secondary & Elementary Templates”. Watch one of these with your student, then complete the “One Pager Implementation Guide” (blank template here) to give your student some ideas for creating his own PowerPoint.
4. Create a PowerPoint with your student that can be presented at his next ARD.  Keep it short!  There is a blank IEP PowerPoint template that can be used for this.
5. Use the IEP Participation Brochure (column called “During the Meeting”) to review the ARD meeting structure, and determine when might be the best time for your student to show his PowerPoint.
6. Prior to the ARD meeting, check to see that the components of the first column (“Before the Meeting”) on the  IEP Participation Brochure have been completed or are in process.
7. Practice (role play) student participation during an ARD meeting.  You both may decide that there are some parts of the meeting you (the teacher) will take, and parts the student will take.
8. After the ARD meeting, complete the third column (“After the Meeting”) of the IEP Participation Brochure.
9. Finish this segment on ARD meetings by completing the Student Exit Survey.  Discuss changes that could be made before the next ARD meeting

Evaluation data

Eligibility

PLAAFP

Assistive Technology

Annual Goals/Objectives

Related Services

Placement-LRE

IDEA

ADA

FAPE

An anti-discrimination law that protects you after high school:

ADA is a civil rights law that protects people with disabilities by requiring places to be accessible to people with disabilities. ADA is different than Section 504 because it applies to more places, such as transportation (public buses), telecommunication, as well as schools

Provide a print or braille copy of a document titled “American with Disabilities Act (ADA)” found at https://ed.gov/about/offices/list/ocr/docs/hq9805.html Take turns reading through this document together.  Ask the student which of these regulations might apply to him now, or possibly in the near future. Take the ADA True/False Quiz.

Discrimination

Anti-Discrimination

Know Your Rights and Responsibilities

Discuss the fact that, after high school, the student will bear the responsibility of communicating with others about his adaptations and modifications in educational settings and on the job. 

Colorado State University has outlined the legal mandates that uphold the rights and responsibilities of qualified students with disabilities and faculty as they relate to a student’s participation in higher education and to making accommodations. Open this page, and review these with your student:  http://accessproject.colostate.edu/sa/modules/sec3/tut_sec3.php?display=pg_6

Use the document “ADA and IDEA Scenarios for Role Play” to review and reinforce what the student has learned. 

As you and the student prepare for IEP meetings, review the components that constitute a “right”, or the legally required components of IDEA that are reflected in the IEP and the IEP meeting. 

 Free Appropriate Public Education (FAPE)

Appropriate Evaluation

Schools are required to conduct appropriate evaluations of students that are administered on a non-discriminator basis.  Evaluations must determine and make recommendations regarding a student’s eligibility for special educations services. 

 Individualized Education Plan (IEP)

 Least Restrictive Environment (LRE)

 Parent Participation

Parents are notified of evaluations, and involved in all meetings regarding their child’s placement.

 Procedural Safeguards

These protect parental access to information pertaining to placement/transition planning, and evaluations.  Procedures are put in place to resolve disagreements between parents and schools regarding student placement.

• Bring in some kind of object that can has a number of various attributes, preferably an object or some kind of gadget with which the child may not be very familiar. Some possibilities might include: a piece of driftwood, an odd piece of machinery, an unfamiliar kitchen tool, a small sculpture or other knick-knack.
• Ask them to describe the object, starting with an overall impression (shape, color, size, etc.). Next, have them describe smaller components of the object.
• Note on accommodations: Using an object will work for both sighted and non-sighted students. With sighted students, it may also be possible to use a photograph, diagram or picture for this exercise. With non-sighted students, a raised-line drawing or other tactile graphic could serve the purpose.

• Discuss the process the student used explore the object - going from most general to most detailed.
  • Explain that another word for the parts of the object is traits.
  • Another way to say” finding all the different parts” is to identify the traits.
• Discuss other things that have traits that can be identified. This could be literally anything, such as a dog, cloud, bicycle, glass of water, tree, river, house, goldfish, etc. Use the vocabulary words trait and identify to talk about the things.

Trait - a distinguishing quality or characteristic

Identify - establish or indicate who or what (someone or something) is

•  People also have traits that we can identify. We will explore and identify some of our own attributes.

• Physical Traits
  • The traits that we can hear, see, touch, taste and smell are called physical traits.
  • Pick an individual. This could be an individual the student knows personally or a public figure.
  • Describe the physical traits of the individual and write it on the worksheet.

• Personality Traits
  • A person also has traits that you cannot experience through seeing, hearing or touching but through how they act or how they make us feel These are their personality traits.
  • How would you describe the way this person acts, the way they make you feel? Nice, funny, sad, happy, reliable, angry, etc.

• Now ask the student to complete another chart for themselves.
  • Identify their own physical traits. This could be an opportunity to incorporate information about the student’s visual impairment. However, this should be instigated by the student himself/herself rather than prompted by the teacher. The student should have ownership and agency in building their own self-identity. Some students may see this as a critical aspect of their identify, others may view other traits as more defining of who they are.
  • Identify their own personality traits.

• Review the two charts that the student created. Ask the student to point out the similarities and differences in both physical and personality traits.
• Ask the student to circle those traits they feel are most important. Discuss why they chose these traits.

• Put completed worksheets in folder.
• Now we’ve learned about traits and how to identify them.
• Next, we will identify traits that everyone shares.

• Present a map of the student’s school. Locate different areas, including the student’s classroom. Pick a color and shade in the classroom. Locate other classrooms of the same grade and shade the same color. Locate other grades, shading each its own different color.

• There are many groups within groups. Point out how the map has many colors, many groups, yet all of these are part of the same group: “ school name”.
• We can belong to many different groups at once.

• Will identify some of the many groups within groups to which we belong.

• Present the student with a map of the city, town or community. Discuss the traits of the people who live in the community. Locate where the student’s school is located on the map and discuss the traits of people who are part of the school. Compare and contrast the two groups. Emphasize that all members of the school are also members of the community.
• Continue this progression, using maps in an expanding order, to talk about, the groups to which the student belongs. In general, the progression will be:
  • classroom
  • school
  • city
  • state
  • country
  • continent
  • earth
  • solar system
• Each time, have the student color their own group within the larger group.
• As each group location is discovered and colored, write it down, using the worksheet provided. Prompt student to write down the traits for that group. This can be as simple as “all boys and girls in Ms. Sanchez’s class” or “all the people who live in North America”.

• Discussion:
• Does being a part of one group make you less a part of the larger group?
• Expansion: The student may want to identify further subgroups based on gender, ethnicity, language, etc. These can also be written down.

• Using the maps, student will name each group to which he/she belongs and identify the traits for that group.
• Refer back to the “Traits” worksheet and compare this with the current worksheet. Note that the student has traits that are specific only to the student. This might be another situation where the trait of “visual impairment” could arise. Again, this should be at the student’s suggestion rather than dictated by the teacher.

• Put completed worksheets in the folder.
• We see that we share traits with some groups and not with others. We also see that there are some traits that everyone shares.
• Next lesson will learn about another trait that all of us have. This trait is called “values”.

• Using the picture/chart created for the lesson “Personal Traits”, review the meaning of physical traits and personality traits.

• Discuss how some traits are those we admire and some are those which we do not admire.
• The opinions we hold about admirable/non-admirable traits represent our values.
• Values are what we feel is important about the way we live our lives.
• Knowing what our values are helps us to make better decisions.

• The next exercise will help us to explore and identify our values.

• Ask the student to think of someone whom they admire. This should be someone whom they know personally rather than a “celebrity” such as a musician or sports figure. This will ensure the information that follows is based on a real personality rather than one that is fabricated.
• Alternatively, you can have the student name their favorite animal and write down all those things that they admire about the animal. This has the benefit of the target being even further removed from influences of media or peer pressure.
• Have student list those personality traits that they admire about this this person. Discuss what the trait is. Ask the student to give examples.
• As the student identifies a trait, have them write its name on the values worksheet. For the purposes of this exercise, the list does not need to be exhaustive. Four or five words will be plenty..

• When the list is complete, review it with the student.
• Discuss what they admire about the traits.
• Inform that the traits we admire in others are the things that we think are important.
• They represent our own values; they are traits we wish to build in ourselves.

• Review the list again, looking at it from the perspective of the student’s own values.
• Have student provide an example from their own life that represents this value.
• Add this to the worksheet.

• Put completed worksheet in folder or notebook.
• Knowing one’s own values helps us to make better decisions.
• This exercise has helped the student to better know his/her values.
• Next we will look at making decisions that reflect our values.

• Continue discussion about “Values” from previous lesson. Use diagram from that lesson to review the student’s values.
• What are the benefits of knowing one’s own values?

• Look at the “Examples” column of the Values Worksheet
• Have there been situations in which you felt your one of your values was challenged?
• Did you hold your value or did you compromise?
• Sometimes we can have a value but not always maintain it during real-life situations.

• In today’s lesson, we will talk about how compromising your standards can affect your self-esteem.
• Some effects of low self-esteem include:
  • Lack of confidence - don’t try new things, don’t put best effort.
  • Feeling sad or angry - isolation from friends and family
  • Passive - go along with other people’s ideas, even if it’s not what you want to do. Can even make decisions that are harmful to yourself.

• Cut modelling clay into equally-sized pieces that correspond with the number of values on the chart. Press a different sized and shaped bead into each piece to mark it and give it the name of a value.
• Mold the pieces together to create a bowl with all of the markers facing outward.
• This container, formed of our values, represents our boundaries.

• Using a container or a faucet, fill the container with water.
• The water represents your self-esteem. The level of our self-esteem is determined by how strong our boundaries are.
• Strong boundaries are maintained by keeping strong expectations about our values.
• Give examples of strong and weak expectations.

• Ask the student to choose one of his/her values.
• Discuss a situation in which the expectation might be tested.
  • For example: Student has a value for “being fair”. Student sees another student being bullied. If the student helps or intervenes, the boundary stays strong. Point out how the self-esteem (water) maintains its level.
  •  If the student does nothing or joins in the bullying, the boundary is weak. Poke a hole in the piece that represents the value. Note how the self-esteem (water) is lowered.

• Repair hole in the bowl.
• Prompt student for examples of maintaining strong expectations about specific values, using the bowl as a guide.
• Allow student to poke hole, or not, according to the scenario.
• Ask student to provide examples of the effects of low self-esteem.

• We’ve learned the importance of maintaining strong expectations about our values so that our boundaries are intact and we have high self-esteem. It can help to think and plan for situations that could arise in which our values are challenged.
• Next lesson, we’ll identify some of these situations and how we might deal with them.

• Using the Boundaries bowl created in the prior lesson, review concepts with the student:
  • Values, Boundaries, Expectations
  • Have student describe process by which self-esteem can be raised or lowered according to the actions one takes in response to situations that challenge values.

• During our last lesson, we discussed some situations that might come up in which your expectations about different values are challenged.
• Sometimes you can find it difficult to know how to respond during a situation. You might experience a lot of emotions or thoughts that are difficult to sort out in the moment.
• Rather than waiting for something to happen, it can be helpful to be proactive, to plan for possible situations before they occur, to think them through before the moment happens.

• In this lesson, we’ll talk about some situations that could occur and problem solve some ways to respond that will help maintain your boundaries.
• Maintaining your boundaries about your values is sometimes called having strong character.

• Ask student to think of something that happened, either to themselves or to another student, that were troubling.
• Write a brief description of the situation on the “What’s Your Value” worksheet.
• Identify the value that is at question and write that on the worksheet as well. The student may want to refer to the “Values” worksheet filled out in Lesson 2.
• Identify the expectation that the student has regarding this value and write this on the worksheet as well.
• Problem-solve some possible actions the student might take in this situation and write them on the worksheet.
• Repeat this process for 2 or 3 more situations.

• Review the completed worksheet.
• Ask student to describe the benefits of maintaining one’s character,
• Ask student to describe how being proactive can help when dealing with situations.
• It may be helpful to role-play some of these scenarios with the student.

• We’ve learned a lot about how to explore and identify our values and what to do to maintain character and self-esteem.
• This should not be a one-time exercise. If you want to maintain a strong character, you should continue to think about your values and apply them whenever a difficult situation arises.
• These situations can be big or small but they all contribute to our character.

Refer to Unit 2 in The 411 on Disability Disclosure: A Workbook for Youth with Disabilities “Disclosure…What Is It and Why Is It So Important”

Introduce the concept of disclosure:  disclosure occurs when you intentionally release personal information about yourself for a specific purpose (e.g., financial information for a bank loan or credit card; medical history for any doctor)

The importance of keeping some information confidential (e.g., social security number, banking records, medical records) and when it might be necessary to release this information.

Complete activity #1 on examples of disclosure (Unit 2, pages 2-5)

Disclosure

Confidential

Sensitive Information

Accommodation

Refer to Unit 3 in The 411 on Disability Disclosure: A Workbook for Youth with Disabilities

“Weighing the Advantages & Disadvantages of Disclosure”

Before you disclose your disability, you will need to determine the advantages and disadvantages of doing so, considering all the options to help you make an informed decision. 

Discuss terminology related to this section. 

Complete activity #2 on advantages/disadvantages of disclosure for a variety of scenarios (Unit 3, pages 5-6)

Review a few famous people who have surpassed the expectations of others to become leaders in their fields:  https://brailleworks.com/braille-resources/famous-people-with-visual-impairments/

Advantages

Disadvantages

Self-image

Impact

Self-advocacy

Refer to Unit 4 in The 411 on Disability Disclosure: A Workbook for Youth with Disabilities

“Rights and Responsibilities Under the Law”

We will be reviewing how systems and protective laws change when you leave high school, as well as a basic overview of the Americans with Disabilities Act and how this law pertains to your life as a person with a disability. 

Discuss terminology related to this section.  (Unit 4, pages 1-2)

Complete the activity on p. 4-7, “Defining Your Disability”.  Then review “Basic Facts about the Americans with Disabilities Act” on p. 4-14 & 4-15.  How is this different from IDEA?

Introduce the concept of “discrimination”, and how and where this might occur.  Complete the activity on p. 4-9, “Recognizing Discrimination”.  Ask the student to write out or relate an incidence in which they have either experienced or witnessed disability-specific discrimination. 

Accessible

Adult services

Compensatory Strategies

Disability (under the ADA)

Discrimination

Eligibility

Entitlement

Free appropriate public education (FAPE)

Hidden disabilities

Visible disabilities

Start by sending a letter or email home to parent/guardian to inform them of this lesson so that your lesson can be reinforced in the doctor’s office by the parent if necessary.

Ask the student to relate an experience with an eye exam.  Some questions you might ask the student include:  What do you and your doctor talk about?  Do you feel comfortable with asking questions?  Who does most of the talking—you or your parent?

Review a website on “What to Expect in an Eye Exam”.  A good website for this with links to definitions for tests the eye doctor will perform.  https://www.webmd.com/eye-health/child-eye-exam

Review the parts of the eye, using a chart or model, to clarify the parts of the eye affected by the student’s etiology. 

Complete the worksheet “Getting Ready for Your Eye Exam” together.  Give a completed copy to the student, and keep one for yourself. 

Role play a visit to the eye doctor, using the questions noted by the student on the “Getting Ready for Your Eye Exam” worksheet.  Practice having the student explain problems (s)he is having with visual tasks.

Optometrist

Ophthalmologist

Parts of the Eye

Discuss the connection between life skills and independence. To earn independence, a student will need to demonstrate independence living skills to adults.

For 5+ graders, use the worksheet “Essential Skills for Teens” to rate the student’s life skills.  Then ask the student to prioritize skills (s)he would like to work on. 

Complete the worksheet “Can You Feed Yourself” as a precursor to independence in the kitchen.  Prioritize and work on skills the student lacks.

For younger students, consider contacting parent/guardian to review the document, “Age-by-Age Guide” to rate the student’s skills. Target specific skill instruction for your student that both the parents and you can address.

Life skills

Independent living skills

Independence vs. dependent

Ask the student to list some of the questions other kids ask them about their eyes and eyesight

Complete the worksheet, “Sharing Your Vision Information with Peers”

Use the worksheet as a guide for a role play situation where a peer asks about their eyesight

Discuss respectful ways to deflect questions about the eyes/sight.  Use the worksheet “Enough About Me” as a conversation starter.  Ask the student which of these suggestions (s)he might use. 

Peers

Disclose

Modification

Advocate

Awkward Situation

Strategy

1. Ask the student to relate situations in which someone made a remark that seemed insensitive or even rude. Make a list with the student. 
2. Have a discussion with the student to help clarify the difference between rude/insensitive comments, vs. curiosity of on-lookers that is not intended to be hurtful/rude.
3. Discuss situations in which others may be overly-cautious or protective, and why this might occur.
4. Use the document, “Handling Awkward Situations”, as a starting point for an activity related to role playing. Younger students might enjoy a game format, where the “situations” are cut into strips and drawn from a bag, with points earned for logical and polite responses.  Older students can look through the list and select those that they can relate to, or ones that have happened to them before.
5. Play the “It Bugs Me” game with 2 or more students. 

Step

Actions

Vocabulary

Anticipatory

Do you use any technology in school and home?

Technology

Introduction

Let’s find out more about the technology that might work for you.

Stating the Goal

During this lesson, we will talk about the tasks all students in your class need to be able to complete during the school day, and how you are able to do the same tasks as your peers. 

Tasks

Instruction

“Think about yesterday in school. Let’s make a list of all the near tasks you had to do. For example, read a textbook.”

Have the student write out (print or braille), or dictate as you write, a list of near tasks used in each class period. Prompt when necessary. 

Do the same for distance tasks. 

Near tasks

Distance tasks

Instruction

“Looking at your two lists, tell me your current strategy in completing all of these tasks.” (see Worksheet #1 Near and Distance Tasks)

Strategy

Instruction

“Now let’s look at your strategies, and you tell me which ones are working well, and which ones are not working as well for you.”  (highlight or list student’s responses)

Note:  The teacher will need to have observed the student’s classroom functioning and talked with classroom teachers in order to complete the following activity (see Worksheet #2 Observation Checklist and Interview)

“As you know, I’ve observed your classes and here are some ideas I have on how you could use technology to help you (increase your productivity).”

Check for Understanding

Review the list and have the student answer these questions:

1.     Is my strategy for access to this task efficient and timely?

2.     Do I need something different for this task?

Efficient

Timely

Closure

We will keep referring to this list, and move towards identifying assistive technology that might help you do your work.

Assistive technology

Step

Actions

Vocabulary

Anticipatory

During the last lesson, we listed classroom tasks and the strategies you used to do each task. We talked about the strategies that work well and those that are not working well for you. Let’s look at how we can improve the strategies that are not working well for you.

Strategies

Introduction

Today we will discuss the strategies that are not working well for you. We will explore assistive technology options that can help to improve timeliness and efficiency.   

Assistive technology options

Timeliness

Efficiency

Stating the Goal

During this lesson, we will look at each task that may be difficult for you. We will also look at the strategy and explore ways to improve it, like, using assistive technology as an option to help you.

Instruction

In the last lesson, we highlighted the tasks and strategies on Worksheet #1 Near and Distance Tasks that are not working well for you. We will go through each strategy, and I want you to answer the following questions:

-       Do you agree that the strategy needs to be changed? Tell me what is currently not working.” Let the student talk and write down the responses on Worksheet 3 Improve My Strategies.

-       “If you agree, then let’s talk about ways to improve your strategy. One of the ways is using assistive technology. We can explore technology options.”

-       Then, use the Sample of AT Tools for Access chart as a guide. Have the student write down the AT that he/she wants to try on Worksheet #3. (Do not answer “What I want the technology to do for me” in this lesson.)

Strategy

Assistive technology

Instruction

If the student does not agree that a strategy needs improvement, then refer to Worksheet #2 Observation Checklist and Interview. Based on your observation and interview data, explain to the student why the strategy needs improvement.

-       Help the student understand that the strategy may not be timely or efficient when compared to the sighted classmates. Give examples based on your observation. For instance, “In math class, I noticed that when most of your classmates handed in their warm-up assignment, you were not finished with yours. Did you have difficulty seeing the information on the worksheet?”

-       Let the student talk about what’s not working for him/her. Write the responses on Worksheet #3 under “What’s not working.”

-       Then, tell the student that technology may help. Using the Sample of AT Tools for Access chart as a guide and introduce the name of the AT tool(s). Let the student know that it is an option that may make reading math warm-up worksheets easier.

-       If the student wants to try it, then ask him/her to write it on Worksheet #3 under “Assistive technology I want to try.”

-       If the student does not want to try the suggested AT option, then move to the next strategy that needs improvement. (Do not answer “What I want the technology to do for me” in this lesson.)

Timely

Efficient

Name of AT tools being introduced

Check for Understanding

Review the strategies that need improvement.

1.     Tell me about a strategy that you’ve changed/improved.

2.     How may this help you to do your work?

Closure

We will continue to explore assistive technology tools that might help you do your work.

Step

Actions

Vocabulary

Anticipatory

In the last lesson, we looked at strategies that are working well and those that aren’t working well because they do not seem to help you to do your tasks efficiently and timely. We talked about assistive technology (AT) tools that you’ll like to try.

Efficiently

Timely

Assistive technology (AT) tools

Introduction

Today, we will continue to look at the AT tools and find out what each tool can do.

Stating the Goal

During this lesson, we will explore each AT tool and see what the tool can do to help you complete your near and distance tasks. 

Instruction

Using Worksheet #3 Improve My Strategies partially completed in the previous lesson, review the strategy and what has not worked well. Then, remind the student of the AT tools that he/she wants to try. For each AT tool, do the following:

-       Tell the student about the AT tool. Let the student ask questions.

-       On Worksheet #3 Improve My Strategies, have the student answer the question “What I want the tool to do for me.”

Use Sample of AT Tools for Access chart as a guide.

Write the student’s responses, as appropriate, so that the student can focus what he/she may like the AT to do for him/her.

Go through the AT tools for the near tasks.

Repeat the same steps for the distance tasks.

AT tools

Name of AT tools listed on Sample of AT Tools for Access chart

Check for Understanding

-       Review the list of assistive technology tools.  

-       The student will state what the individual tools can do for him/her.

Closure

We will continue to explore assistive technology tools that can help you with your tasks.

Step

Actions

Vocabulary

Anticipatory

In the last lesson, we talked about assistive technology (AT) tools that you would like to try. These tools are likely going to help you to do your tasks in school.

Today, we will look at these assistive technology tools. You will have a chance to explore one or more tools, and use one for trial with near or distance tasks.

Assistive Technology (AT) tools

Introduction

Today, we will look at the task lists and see the assistive technology tool that you want to try.

Stating the Goal

During this lesson, you will learn about the technology tools that you want to try. These tools may help you do the tasks more efficiently.  

Efficiently

Instruction

Looking at Worksheet #3 Improve My Strategies, let’s review what’s not working in the strategy that you’re using now, and take a look at the AT that you want to try.

Introduce the AT tool. Let the student explore the tool, including how it works.

Use Worksheet #4 AT Tools: What I Like and Don’t Like to guide the conversation about the pros and cons for each AT tool:

-       How may the tool help you with the task? What do you like about this tool? Why?

-       What don’t like about this tool? Why?

-       Write your thoughts on Worksheet #4 AT Tools: What I Like and Don’t Like.

Repeat the steps for each near task.

Do the same for the distance tasks.

Use Sample of AT Tools for Access chart as a guide.

Name of AT tool listed on Sample of AT Tools for Access chart

Check for Understanding

Review Worksheet #4 AT Tools: What I Like and Don’t Like

1.     Do you know more about the AT tool that you want to try?

2.     Is the tool likely to help you do your tasks more efficiently?

Closure

We will learn to use the AT tools in upcoming lessons.