PROPOSED COMPETENCIES FOR NEW HAMPSHIRE EDUCATORS OF STUDENTS WHO ARE BLIND/VISUALLY IMPAIRED*Sensory Blind/Visually Impaired Competencies A Sensory Blind/Visually Impaired Educator may: Teach students who have mild to intensive/complex vision disabilities; consult with parents, classroom teachers, special educators, and other professionals concerning these students; and, serve on Evaluation, IEP, and Placement teams as the teacher certified in the area of disability of these students and/or as the teacher of these students. I. PROFESSIONAL PREPARATION: Coursework in special education which includes the following. A. An understanding of child growth and development and the impact of a vision loss on child development. B. Educational evaluation of children with blindness and visual impairment, including methodologies of Functional Visual Assessment. C. Coursework in Anatomy and Physiology of the eye, and the visual/perceptual system. D.- Assessment of literacy and skills relative to choice of reading media (print, large print, braille, recorded tapes): - Methodologies of the instruction of Braille, including the Nemeth Math Code. - - Basic skills in the production of the braille code. The "Library of Congress Braille Proficiency Test" may be substituted for coursework in the production of the braille code. This will not replace education methodologies coursework. E. Methodologies and curricula used in the education of visually handicapped students. Inclusive of, but not limited to: communication skills, low vision skills, skills of daily living, career education, computer adaptations, curriculum adaptations. F. Student teaching with students who are visually impaired of various ages in a variety of educational programs. II. FAMILY, SCHOOL, AND COMMUNITY RELATIONS: A. Utilize service delivery systems dedicated to the habilitation and rehabilitation of people with visual impairments. Possess a working knowledge of local, state and national resources for visually handicapped people. B. Demonstrate proficiency in working with families of diverse cultural, structural, and economic backgrounds, and developing strategies for family participation and involvement in all phases of the educational program. III. EDUCATIONAL ASSESSMENT AND EVALUATION: A. Demonstrate the ability to select methods, techniques and measurements applicable to the educational assessment of a child with a vision impairment (e.g. interpretation of the eye report, assessment of functional vision, academic assessment, etc.). B. Ability to apply results of the assessment to the development of the I.E.P. must be demonstrated. IV. PROGRAM PLANNING AND IMPLEMENTATION: A. Ability to implement classroom modifications and introduce instructional strategies to improve access, concept level and safety in all educational environments including physical education and vocational education areas. B. Utilize appropriate educational strategies for the development of age appropriate concepts and motor development. Understand, apply, and instruct team members in spatial familiarization and orientation techniques in the home and school environment. C. Identify and apply appropriate materials, media, and equipment for the education of students with a visual impairment. This shall include adaptive and assistive technology and related support services including low vision aids and instructional materials. V. CURRICULUM AND INSTRUCTION: A. Apply state of the art methodology in the teaching of Grade II Braille and Nemeth Math Code. Demonstrate proficiency in the application of educational techniques of reading, writing, typing, and listening skills specific to students with a visual impairment must be demonstrated. B. The applicant will possess an understanding of the following skill areas and their importance relative to the education of a child with a visual impairment: 1. Personal and social skills. 2. Skills of independent daily living. 3. Communication skills. 4. Spatial orientation (near space). 5. Basic mobility skills. Appropriate educational techniques and knowledge of resources relative to the following disability-specific areas will be demonstrated: C. Exhibit strategies for teaching visual efficiency skills to a child with a visual acuity and/or visual field loss as well as low vision techniques and skills, while demonstrating appropriate considerations in regard to age and development level. D. Have an understanding of the role of the teacher of children with visual impairment in the low vision assessment and aid prescription process. Be able to provide initial screening for low vision aids, participate in the low vision clinical assessment and provide follow up training and support in the final prescription selection. E. Facilitate the generalization of skills into the daily educational routine. F. Integrate career awareness and career education principles into the child's education program. VI. CHILD DEVELOPMENT: A. Explain important theories of child development, with an understanding of the student with visual impairment. Typical variations relative to the child who is totally blind and the child with low vision must be understood. B. Ability to work with a knowledge base of the educational needs and appropriate strategies for multihandicapped and preschool visually handicapped individuals VII. CONSULTATION AND TEAM COLLABORATION: A. Utilize resources and other team members to maximize the implementation of vision related educational services within the total program of the individual child. B. Understand and utilize skills of consultation when working with individual teams, as well as the general public and community. VIII. SOCIAL NETWORKS: A. Understand historical and current stereotypes of blindness and people who are blind, and how these stereotypes influence self-concept, parental and teacher expectations. Be able to present factual information relative to stereotypes to the student, the educational team and the general public. B. Understand the social impact of a visual impairment and means of facilitating/encouraging appropriate social behaviors and the development of acquaintances and friendships. IX. TEACHING EXPERIENCE: A. The candidate will participate in a culminating field experience. This will include working with students who are blind/visually impaired, observing procedures of diagnosis, and observing a variety of qualified professionals |