A Different Way to See - Part 3

Author: Kathleen M. Cleaver
Published: 10 Sep 2023
Publication Type: Opinion Piece / Editorial

Table of Contents:
Synopsis - Overview - Related Content

Synopsis

Choosing the best school environment for a child who is visually impaired takes research, observation, evaluation, and collaboration.

Overview

NOTE: This is the third part of the series "A Different Way to See", you may wish to read the previous parts first:

• Part 1: The Importance of Concept Development for Young children Who Are Visually Impaired
• Part 2: The Importance of Exploring Braille for Young Children Who Are Visually Impaired

Introduction

As a parent I know how anxious you may be as your child begins school. There are challenges for parents and children. Challenges such as: separation anxiety, adjusting to new teachers, new routines and a new environment and coping with academic and social challenges. There are additional challenges for visually impaired children and their parents.

Choosing the Best School Environment

Choosing the best school environment for a child who is visually impaired takes research, observation, evaluation, and collaboration. Research what the different programs have to offer. Weigh the benefits and restrictions of a special education school, a resource room, or a regular education classroom. Visit the school with your child. Watch how the teachers, staff and students interact with your child. See if they ask your child to join the students in an activity. Observe your child's reaction to the staff and students. Note how easily the teacher adapts the activity so your child can be fully included. Ask if there are other children enrolled in the school who are visually impaired.

Questions to Ask the School Staff

Your child's Individualized Education Plan (IEP) is the document that will outline the placement, goals, materials and services that are the foundation of your child's education program. As a parent, you are a member of the IEP team and have the right to have your questions and concerns addressed. Some important questions to ask are:

• How often will my child and their teachers have access to a teacher who is certified to teach children who are visually impaired (TVI)?
• What classes and percentage of the day will be spent with sighted peers?
• Will adapted technology devices be available? Who is responsible to teach the teacher and student how to use them? Who Is responsible for maintaining the devices?
• Will orientation and mobility instruction be available both in the school setting and in the community?
• What percentage of the print material presented to the class will be available in braille for my child?
• Will more time be allotted to complete assignments or the length of assignments be altered when necessary?
• Who is responsible for procuring, evaluating and adapting materials? (braille and large print?
• What related services are available? What services is my child eligible to receive? Will they be individual or group services? How often will they be provided? Where will they take place?
• Does the school library have age appropriate braille books and/or do they have the ability to access braille books through the National Library Service (NLS)-Braille and Audio Download (BARD)?
• Will my child be required to take the state school assessments? How will they be administered?
• Do you have an extended school year program (ESY)? What are the eligibility requirements?
• What are the responsibilities of the support staff?

Additional questions if your child is considered low vision and uses large print materials:

• Will a functional vision assessment and a reading media assessment be performed and shared with the staff?
• What technology is available for enlarging print? (ipad, computer with a camera attachment to view charts, smartboards, blackboards from a distance, CCTV)
• Can the lighting be adjusted to optimize functional vision?
• Will "vision breaks" be part of the academic planning?
• What accommodations can be made for changes in lighting? Ex. A child who functions visually in indoor lighting might experience "white out" or toll blindness when moving into bright sunshine.
• When necessary, how will visual clutter be eliminated in classroom decor and desktop activities?

If your child has been diagnosed with a cortical visual impairment (CVI), does the staff have the qualifications for working with a child with CVI?

Summary

These are a few of my suggestions having sat at both sides of the table as a parent, a sibling and a teacher. I am sure you have more suggestions and ideas to add to my list. Do your research, visit programs, talk to teachers, staff, and parents. Listen to and observe your child in different school settings. Most of all, trust your instincts and listen to your heart!

Author Credentials: Kathleen M. Cleaver holds a Bachelor’s degree in elementary education and the education of children whose primary disability is a visual impairment (TVI). During her thirty-year career as a teacher, Kathleen received the Penn-Del AER Elinor Long Award and the AER Membership Award for her service and contributions to the education of children with visual impairments. She also received the Elizabeth Nolan O’Donnell Achievement Award for years of dedicated service to St. Lucy Day School for Children with Visual Impairments. Explore Kathleen's complete biography for comprehensive insights into her background, expertise, and accomplishments.