ࡱ> \^[` (jbjb $:|c|c"ttttttt!!!!!,6!N"N"N"N"N"N"N"w5y5y5y5y5y5y5,6RD9t5tN"N"N"N"N"5#ttN"N"5###N"RtN"tN"w5#D,ttttN"w5##3ttw5! q!"S4w5506g49#9(w5#tRespondent 1: Not knowing what the teacher's vision is really like. She may want to try the Jordy or the Flipper Port...not sure which one is head borne but the teacher would be able to pan the room to see what everyone is up to. She may also want to consider having an aid in her classroom to do tasks that she is unable to do. Respondent 2: We have had several teachers who use the Ocutech system to monitor classroom and playground situations. She can see them at a low vision clinic. They are completely portable. The Jordy may be an option but it is heavier, uglier and more fragile. Respondent 3: Have her contact the National Association of Blind Teachers with the American Council of the Blind (HYPERLINK "http://www.acb.org"www.acb.org) and the National Association of Blind Educators of the National Federation of the Blind (HYPERLINK "http://www.nfb.org"www.nfb.org). The Federation even has an e-list for the blind educators group. Also, has the student teacher contacted AFBs careers and technology information bank? This is another helpful resource. She needs to present actual proof in the form of living, breathing individuals who have succeeded in this area. Respondent 4: "Legally blind" is a very broad term. What is this person's eye condition, and what is her visual functioning actually like? When possible, solutions that enhance visual functioning may be quite reasonable; however, they may also be unreasonable and hurt in the long run more than they help. If the person has a condition that places her at risk for complications which may threaten her vision in the future, or if her vision is really low, these solutions are not practical and she should be sharing duties and using nonvisual techniques and perhaps have an assistant in the classroom to help with certain tasks. I wrote to a young lady regarding this very topic earlier today. She was concerned that hiring an assistant to help with grading would undermine her respectability. I asked her if professors who use teaching assistants were less respectable as professors. The young lady may benefit from joining an organization such as the National Association of Blind Teachers, an affiliate of the American Council of the Blind. There is a link to more information on the affiliates page of the ACB web site: HYPERLINK "http://www.acb.org"http://www.acb.org Respondent 5: There are many teachers who are blind or visually impaired. In fact, they have a listserv dedicated to discuss issues related to being a teacher who is blind or visually impaired. Below is the message I received when I joined this group. You can go to the link and join, and then post your question there. I'm sure you will receive numerous answers. Hello, A very Warm welcome. Blind Teachers mailing list has been initiated with the view to increase interaction between blind teachers world over. Feel free to express your views, ask questions from other list members and exchange information and ideas. It is sincerely hoped that this list will be beneficial and that you will find it useful. Welcome to the blindteachers group at Yahoo! Groups, a free, easy-to-use email group service. Please take a moment to review this message. To learn more about the blindteachers group, please visit HYPERLINK "http://groups.yahoo.com/group/blindteachers"http://groups.yahoo.com/group/blindteachers To start sending messages to members of this group, simply send email to HYPERLINK "mailto:blindteachers@yahoogroups.com"blindteachers@yahoogroups.com If you do not wish to belong to blindteachers, you may unsubscribe by sending an email to HYPERLINK "mailto:blindteachers-unsubscribe@yahoogroups.com"blindteachers-unsubscribe@yahoogroups.com To see and modify all of your groups, go to HYPERLINK "http://groups.yahoo.com/mygroups"http://groups.yahoo.com/mygroups Respondent 6: Compiled this list of classroom accommodations while student teaching. Attendance List of students names with days across the top of the list. Have students place a sticker on the appropriate day to signify that they are in class. Traditional roll call marking an X in an Excel spreadsheet. Have students answer a question when the name is called. Have a Braille list of students names with a row of Qs across. If a student is gone on a certain day of the week, erase the corresponding dot in the Braille cell. Have bell work at the beginning of each class period so that I can take attendance while the students are engaged in some activity leading up to the lesson. If there is an aide present, have him/her complete attendance as any sighted teacher would. Tests/Assignments For assignments that can be typed, have students submit it via e-mail or floppy disk. If students dont have access to e-mail, have them type the assignments and print them out to be scanned using an OCR program. Have someone read the material on tape for later grading. Work with a reader to grade the papers. Recruit a sighted person, honors students or other volunteers, to help with monitoring the classroom during a test. Have each student sit one desk apart from the next student. Have each student place a file folder at a 90 degree angle on his/her desk. Have 3 different versions of the test and randomly pass them out to the class on test day. Oral tests where students answer questions one-on-one. Turn in assignments on tape in their own voice. General Accommodations Braille labels for students work and other printed material. Use technology wherever possible. Be up front and honest with students regarding the VI. Braille students names on index cards and put them in a container to use when calling on students. Randomly draw out students names rather than having them raise their hands. Working with an Aide Clearly define the aides role. Interview more than one candidate for the position. Regularly conference with the aide and deal with concerns as they come up. Make sure the cooperating teacher understands the aides role. Continually assess the aides performance as measured by your personal standards and possibly those set by your university. Do not be afraid to let the aide go if things are not working out. Have a good list of substitutes if the aide cannot be there. Clearly define how many days the aide may miss. Ensure that you have adequate notice if the aide must miss. A week would be best, but realize that situations do come up when the aide cannot give you substantial notice of his/her absence. Interviewing an Aide Here are some possible questions to ask a candidate: What is your experience as an aide/paraprofessional/instructional assistant? Have you ever worked with someone who is visually impaired? How do you feel about disciplining a child if there is another adult present? What is your philosophy when it comes to discipline? How do you feel taking direction from a student teacher? Have the candidate read a sample passage aloud. Observe fluency, diction, and confidence when reading aloud. Dont hire someone who stammers and stutters quite a bit when reading. Make sure the aide is comfortable reading aloud. Possible Duties of an Aide Discipline Grading objective quizzes Reading material aloud Writing on the board Assisting with prep work that is visual in nature Assisting with group work, i.e. telling the student teacher when all groups have completed the assignment, helping students get into groups, etc. General discussion of aspects of class that are not immediately obvious to the student teacher. Examples: which students are understanding, how students are reacting to teaching based on facial expressions, etc. General Thoughts Take copious notes at each meeting with the university supervisor. E-mail him/her later and ask for a written list of concerns. Keep all correspondence from everyone involved in your program in an easily accessible file. If corrospondance is done via e-mail, print out hard copies for later use. Make sure all involved (university personnel, school personnel, and aide) are all on the same page regarding having a student teacher with a disability on the scene. If the actions of those involved show anything other than strong support, work carefully to solve the problem. Do not let it get out of hand, thus possibly risking your teaching license. Take all feedback from all involved as just that, feedback. Do not let possibly negative comments get to you personally. Realize that all involved are providing feedback for your professional development. If the people involved start to make comments related to your vision, carefully assess whether they are making the comments based on the true need, i.e. would changing that behavior be a great improvement to your teaching, or based on the particular persons discomfort with someone who is visually impaired. 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