Instructional Resource Library
Thank you for visiting the TSBVI Instructional Resource Library. Currently, the only resources available are articles. We will continue to add content in all areas, so please check back frequently.
Environmental Checklist for Developing Independence
This checklist attempts to look at factors that can be addressed in the child's environment that will lead to more independence.
Resources
Article (PDF)Tools to Address Assessment and Instruction for Students with the Most Significant Challenges
This document is a compilation of a variety of articles, handouts, and forms that have been collected and used by staff with TSBVI Outreach Programs for a number of years and which are frequently requested. Recently this information was compiled, reformatted, and updated to include information that was only available previously in a paper format.
Resources
Article (PDF)Characteristics of Types of Service for Infants Who Are Blind or Low-Vision
Explanation and examples of service delivery for families and young children who are blind, have low vision, or are deafblind.
Resources
PDFInterpreting Eye Reports
Information and guidance on interpreting eye reports as part of the FVE/LMA process.
Resources
Article (PDF)Conversations without Language: Building Quality Interactions with Children Who are Deafblind
Linda Hagood put together the following article as a result of the information she received during a workshop with Dr. Jan van Dijk of the Netherlands and her years of experience in working with children who are deafblind.
Resources
Article (PDF)Using Landmarks and Clues to Help Your Student Know Where He is in the World
This article gives some helpful O&M tips when working with students who are deafblind.
Resources
Article (PDF)IEP Quality Indicators for Students who are Deafblind
This document is designed to help teams develop appropriate IEPs for students who are deafblind.
Resources
Article (PDF)Trust Through Touch
The authors share information about the importance of the sense of touch and the need to create positive interactions with a variety of objects, textures, and temperatures for students who are visually impaired, offering suggestions that can be shared with guardians, educational staff, and other service providers.