Working With Visually Impaired Students

There are many factors that influence students’ participation in learning. Some examples of these factors include the learning atmosphere of the school, teaching strategies and the student’s capabilities (Groundwater-Smith, et al., 2015b; Nixon & Gould, 2005). In order for students to complete different tasks during lessons, it is important that teachers present clear and concise instructions. According to Porter (2014a), by providing clear instructions and high quality examples, teachers may help to increase a student’s academic performance. In addition, by removing classroom

I believe that the best instructional method for special needs students is the interactive and experimental method. Getting special needs student’s attention is not easy, but if we instruct them through themes of their interest it will become easier for their learning experience. I have seen students learn the numbers counting sharks, because that what they like. My philosophy with the instructional method is: if it gets their attention, let use it for the main goal that is for them to learn as much as they can.

This week I learned about differe\irente instruction. I also learn how to implement a lesson plan to meet the needs for each students in the classroom. Each child learning style is different one child might understand the problem one way and then another child might solve the problem a whole different way. I learned about exceptional children and how they need intensive learning and individualize learning. That why it is important to observe and know each individual child so you can support them to the bset of their ability. My host teacher used different strategies to help the students understand the problem. When I did my lesson plan if was a challenge and time consumer.I likle how the lesson plan met the needs of the children. The teacher put the students in different groups so they acn help each other learn. Sometimes children learn best and better from other children.My host teachger explain to me that

In the educational world, there are countless programs, curricula, strategies, manipulates, and resources for teachers to pull from in order to aide in the teaching of concepts and learning of students. Whatever method(s) a school or district has deemed best practice, or adopted as their curriculum, tend to be the instructional practices or resources utilized the most by those teachers. Additionally, teachers will also have preference to teaching styles, resources, and materials they use for their students. While autonomy in any classroom is important to students’ academic growth, one must also be careful to select and implement instructional with great intention and purpose. Consideration to students needs is equally important as the mandate of teaching standards and demonstrating proficiency amongst students. Even when teaching non-disabled students, it can be time consuming and overwhelming to plan lessons so just how much more is involved when planning for students with significant disabilities (SD)? Better yet, what are appropriate instructional strategies to use for students with SD? Regardless of the instructional setting, these are considerations that must be given when teaching students with SD in order to maximize their learning opportunities to learn

Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.

The research in this paper is to discuss strategies used to teach students with severe disabilities in mathematics. “According to the American Association on Intellectual and Developmental Disabilities, (AAIDD) Intellectual disability is characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. The diagnoses of the disability should come before the age of 18 (Westling, Fox, & Carter, 2015).” Mathematics is a core subject area that can pose a challenge for a large amount of students in America, and especially those with severe disabilities. “According to a study, only a quarter of students with disabilities that

Davis, J. (2013). What Can you do to Help Students with Visual Impairments. Educational News , 26-32.

Explain how you can support students with the disability to learn new skills and concepts.

g. Teaching procedures: Provide a detailed description of the teaching procedures, including teacher input and modeling, guided practice, independent practice, and closure. This section must include strategies from the text and peer-reviewed articles related to effective strategies for teaching students with disabilities. You must cite your sources to demonstrate your knowledge of effective strategies.

The Texas school for the blind was established in 1856 for people that were blind and/ or visually impaired.The school for the blind’s mission is to help visually disabled people to succeed in life by helping them adapt to their surroundings and their disability. The school gains their funding through the state which started funding them back in 1856 even though they only had one student at the time.The eligibility of this school varies from minor corneal disfunction up until total blindness. The people serviced at the school from the blind are either completely blind or they have corneal dysfunctions and are taught how to read braille at a young age.The impact that the school has on the healthcare industry is tremendous in a good way.The way

Allman, C. B., & Lewis, S. (Eds.). (2014). ECC Essentials: Teaching the expanded core curriculum to all students with visual impairments. New York: AFB Press.

Partially Sighted- is used in the educational contexts to describe an impairment that requires special education services. Students with this are challenge in much of the same ways as a person that is totally blind. Students accommodations would consist of readers, taped, and raised line drawing. Some may be able to change the color of the back ground to help viewing large print book on the computer.

There are many instructional strategies that are effective in teaching students who are blind or that have low vision. One example of an instructional strategy would be seating the student in the front of the classroom so that they can hear the teacher’s instructions clearly (Allan). A student that is blind is unable to see written instructions that are on a chalkboard so the teacher will have to read the instructions aloud. Another example “would be to avoid leaving doors and drawers ajar or chairs out from under tables and desks” (Allan). If there are items in the walkway of a student that is blind they could potentially fall and get hurt which is why it is also important for the teacher to keep from rearranging the classroom. If the teacher rearranges the classroom they should inform the student that they have done so. The two examples that I provided are effective because they help the student be successful in the classroom despite their

Cortical (cerebral) visual impairment can be addressed through: having an environment that is visually simplified and well-organized, with visual cues to denote sections of the room; presenting visual information to a student slowly, while allowing adequate response time for visual processing and integration of information using more than one sense, such as smell or touch; using objects that visually engage the student (such as red or yellow colors, or favorite toys)

Visually impaired kids should never be discriminated from attaining quality education. If the right procedure is adapted in delivery of information or rather education to such students, they will equally possess the same level of education as normal children. The procedure of teaching a blind