2/12/2019 1 Making Math Accessible: Students Who Are Visually Impaired and Blind Beth Conly-Edwards Kerry Fowler Educational Coordinator and Consultant Specialist Teacher- Visually Impaired/Blind Vision Resource Services and Outreach Programs Learning Services- Vision W. Ross Macdonald School Waterloo Region District School Board Brantford ON Kitchener-Waterloo ON ● What defines visual impairment? ● How vision affects learning? ● Planning for life in the Classroom ● Real Life Examples of Math in Action Today:
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Making Math Accessible: Students Who Are Visually Impaired ......Braille NoteTaker with external monitor, talking scientific calculator, textbook Braille NoteTaker -‘Math mode’
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● All areas of development are affected by vision loss:
■ Cognitive Skills development
■ Fine and Gross Motor Skills
■ Speech and Language Skills
■ Social and Play Skills
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Educational Implications for students who are Blind and/or Visually Impaired
● Qualified Teachers of the Visually Impaired and Blind are needed in schools for successful education
● Courses offered as Additional Qualifications through Teachers’ Colleges
● Currently 3 part course: Teaching Students who are Blind Part 1, Part 2 and Specialist after achieving certification in braille
Expanded Core Curriculum (ECC)(Essential Skills for the Visually Impaired and Blind)
1. Compensatory Skills: braille, tactile, large print
2. Assistive Technology
3. Sensory Efficiency
4. Orientation and Mobility
5. Social Interaction Skills
6. Independent Living Skills
7. Recreation and Leisure Skills
8. Career Education
9. Self-Determination
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Individual Education Plans (IEP)
● Legal document that outlines:■ Accommodations ■ Modifications ■ Alternative Programs (ECC)
● Accommodations for visual needs are determined through a Functional Vision Assessment and listed in three areas:
■ Instructional ■ Assessment■ Environmental
Factors that enhance visual functioning:
● Ensure glasses are worn and are cleaned regularly
● Ensure proper lighting● Reduce glare● Selective seating for best visual access● Reduce auditory distractions● Ensure visual aids are available and used properly● Position work at proper distance/angle
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● Team planning well in advance
● Use multi-sensory approach
● Provide descriptive and consistent language
● Remember to allow more time
● Expect same quality not quantity
● Avoid large amounts of homework
General Classroom Considerations:
Considerations for Students with Low Vision:
● Provide alternate format materials for students
who have low vision (large print, auditory)
● Provide visually appropriate materials
● Provide a desk copy of notes and classroom
charts
● Avoid a lot of copying tasks
● Provide extra time
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Visually Appropriate Materials Should:
● Be enlarged (as appropriate to student’s needs)
● Have good contrast
● Use bold colours
● Have simple text and pictures
● Have de-cluttered diagrams, pictures and maps, etc.
● Have only diagrams and pictures that are necessary
for understanding
IEP Accommodations sample- Student who has Low Vision
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● Provide alternate format materials (braille, tactile and
auditory)
● Provide concrete and tactually appropriate materials
● Exploration of math manipulative materials prior to using
them for math concept development
● Use of concrete materials into higher grades to ensure