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Missouri Chapter of Association for Education and Rehabilitation of theBlind and Visually Impaired (MoAER) Resource: Best Practices for VI Education withSocial Distancing and/or Remote Learning August 2020 This document is intended to provide non-regulatory information on the subject matter listed above during the suspension of in-person instruction due to the COVID-19 pandemic.For specific questions, please contact the MoAER board at Moaerboard@ IntroductionDuring these unprecedented times, the Missouri Chapter of Association for Education and Rehabilitation of the Blind and Visually Impaired (MoAER) would like to offer suggestions and ideas on how to support individuals with vision loss while having to practice social distancing and teaching/supporting using on-line educational tools. These ideas are considered best practices and offer guidelines to help support conversations with agencies, schools or individuals who educate in the visually impaired community.This document will be updated as new ideas, techniques and guidelines change. General Considerations:For individuals who are blind, visually impaired, or Multiple Impaired (CVI, DeafBlind, etc) accessibility is most likely the biggest hurdle in remote learning. Individuals in the blind and low vision population present a wide range of needs regardless of access to print media, instructional materials and communication.Many of the individuals that we support require instructional materials presented in a tactile manner through braille or other tactile methods. While engaged in remote learning many individuals with vision loss may not have access to supports such as on-site braille transcribing, assistive technology, or other accommodations that they would have access to if services were provided in person.During this unparalleled time, educators/rehabilitation specialist/O&M are working diligently to identify and utilize many different methods of instruction. Before deciding on any one strategy or method, it is strongly suggested to analyze the individual needs of each person you are serving. Please note that more than one option may be needed to trialed and considered a good fit. Data from the individual’s functional vision assessment or learning media assessment is important to consider while planning alternate instruction.It is recognized, during this pandemic, it is difficult to maintain social distancing and execute best practice instruction. Some suggested modifications are:· have appropriate personal protective equipment (PPE)· sanitize between clients--all equipment used before and after therapy· encourage hand washing/sanitize between clients· have a designated work area and materials in all locations· frequent check-ins with building administration on updates for that specific locationExpanded Core CurriculumThe Expanded Core Curriculum (ECC) is recognized as a guide on what areas of need are identified to help individuals with vision loss and is broken down by categories. These categories are: Compensatory Access, Sensory Efficacy, Assistive Technology, Orientation and Mobility, Social Interaction, Self-Determination, Independently Living, Recreation and Leisure, and Career Education. Individuals with vision loss require more than academics to become successful at living an independent life. Specific instruction based on compensatory educational tools, such as the ECC, offer equitable access to their environment (whether it is educational, vocational, or residential).Given the unique challenges posed during this time of crisis, including accessibility and heightened stress and anxiety, service providers continue to act as crucial supports for individuals who are low vision/blind and families. Many individuals may be struggling to transition skills they have learned in school to at-home learning environments. While students have goals in their IFSP/IEPs (or equivalent other documentation), some skills may be prioritized during this challenging time such as coping/self-management, executive functioning, advocacy, and independent living skills which can be supported by service pensatory Access: In this category, compensatory access can be pre-braille/ braille learning, large print, or use of tangible cueing etc to help the individual who is blind or visually impaired engage in conversation, whether in person or writing.· Print Media and Braille: Individuals who require braille materials continue to need such materials at home. Schools, agencies and educators may have access to braille transcription technology and might continue to provide materials as they would in the classroom; however, many do not have access to such technology at this time. To this end, the use of printing services may be necessary. Schools/agencies may be able to access materials in braille or other accessible formats through authorized users (AUs) of the National Instructional Materials Access Center (NIMAC), a national repository of files from educational publishers. NOTE: Only students with IEPs, and eligible as per 34 CFR 300.172, can access and use NIMAS/NIMAC – sourced materials. These materials, whether in hardcopy/concrete, virtual, digitized, or any other alternate format, must not be made available to students who are not eligible for NIMAS/NIMACsourced materials, nor distributed broadly.o Bookshare? Missouri APH Liberian and EOT: Yvonne Ali Yvonne.ali@msb.dese. o Wolfner Library· Tangible Cueing: Many individuals with visual impairments use tangible cues as part of daily routines to navigate the physical environment and master other aspects of the learning environment. Tangible cues use real objects to help associate language with items, tasks, and other concepts and begin associating these with braille. Families or caregivers may need assistance in creating and using tangible cues for home and remote learning routines and other important factors. A link to using tangible cues at home is found in this document under “Additional Resources.” Sensory Efficacy: Sensory Efficacy skills are taught to help with listening skills, understanding his/her visual impairment and learning techniques to maximize the use of any existing vision. Resources on sensory efficacy can be found in this document under “Additional Resources.”Assistive Technology: Assistive Technology is using devices or items to help gain access to print materials. Such items can include: screen-readers, magnification software, and portable braille note takers. As many people are using computers, tablets, and other personal devices during remote learning, access to supports like screen readers, magnifiers, and refreshable braille displays is crucial.· Remote Learning with Technology and Internet Access: Any online content should allow for use of accessibility features such as increase in font size, color contrast, large print captions, and magnification. In the resources portion of this document, there is a list of websites which include online learning options. Most online learning outlets are useable with appropriate accessibility features. Educators may need to reach out to families in order to educate parents and guardians on the use of technology and accessibility features for their child. Educators can investigate the accessibility features of various online meeting platforms such as Zoom, Google Meet, and Microsoft Teams. It is beneficial to test and practice with these features prior to instruction. While time consuming, creating an accessibility guide or outline for individual students can be helpful for them and their families. For families who have access to technology such as an e-reader or tablet, helping the family connect to free apps associated with the public library enables families to access the library’s collection at home. E-reader apps often include accessibility features such as text color and size as well as the ability to highlight or bookmark passages. Through public library applications, audio books are also often available to borrow which download to a device like a smartphone or tablet.· Remote Learning without Technology and/or Internet Access: Some individuals with vision loss may not have access to technology or a reliable internet connection, or that the individual may not be developmentally ready to use complex technology like online meeting platforms. Thus, educators and service providers may need to provide “offline” instructional supports and materials for their client/student.o Hands-on Learning: For individuals with vision loss who do not have internet access, hands-on, project-based learning may be a creative option. For those who are blind or visually impaired, hands-on projects can incorporate communication strategies, orientation and mobility practice, independent living skill practice, and so much more. For some, this might be a unique opportunity to establish connections with family members through collaborative activities. Families and client/students can engage in orientation/mobility and executive functioning skill-building while participating in every-day activities like navigating the home environment, making breakfast, doing laundry, caring for a family pet, doing simple science experiments, etc. with the added support of picture communications or steps and routines prepared by teachers.o Offline Technology: Some families may have access to technology like a DVD player or computer without internet. Videos can be shared with families in DVD format or on a flash drive if possible. Some online content can also be accessed “offline” on a computer or tablet. The family may be able to access internet temporarily at a “hot spot” to download content for their use at home. One such example is the PBS Kids Games App (link provided in “Resources”). For families who have access to television or other broadcast media, planning activities around television shows or movies, such as those through public access television, can relate to many skill areas like listening comprehension, reading comprehension, story analysis, math computation, everyday math, writing, and social skills.o Other Instructional Options: Additionally, board or card games can also be used as instructional tools. Common and popular card or board games capitalize on math, literacy, and social skills while providing opportunities for families (including siblings also participating in remote learning) to connect and practice communication. Toys such as Lego blocks or other building materials can be used for STEM activities. Card games like Uno and toys like Lego may also offer instructions or materials in braille or audio format. Other games and toys are also available with braille through online retailers. *The latter statements are not intended as endorsements of products but made in order to create awareness around accessible materials for educators. Links for ideas below under “Resources – Other.”Orientation and Mobility: Orientation and Mobility (O&M) teaches individuals who are blind or have low vision how to safely travel in their environment (residential, community). These services are from a Certified Orientation and Mobility Specialist (COMS) and they should be included in any/all decision of the below techniques.· Sighted Guide· Independent Travel Residential· Independent Travel Community· Adjusting to Social Distance RequirementsSocial Interaction: Social interaction allows individuals (whether blind/low vision or fully sighted) to feel connected and understood. Teaching self-regulation, recognition of emotions, and making social connections are considered one of the most important skill to focus on while social distancing and/or virtual learning. With the uncertainty of COVID-19 and the ever changing rules about social distancing, it is critical that service providers know about social services offered in their areas.· Social Work Resources· Accessibility with Social Networking/Virtual Communication· Trauma Informed EducationSelf-Determination:· Self-Advocacy· Learning about own Visual ImpairmentIndependent Living:· Cooking· Cleaning· Money ManagementRecreation and Leisure:· Locating local social groups- Social Media· Virtual Gaming Options· Music/Art explorationCareer Education:· Researching Points of Interest· Locating Individuals as resource/mentorRelated ServicesSome individuals who are blind or have visual impairments require services such as speech and language, social emotional learning, occupational therapy, physical therapy and orientation and mobility. Service providers can utilize similar methods of instruction as teachers on their teams. Service providers can utilize online media and meeting platforms to engage in activities which relate to their goals or areas of concern. Service providers should pay close attention to maintaining privacy and confidentiality, when appropriate, especially when using online meeting platforms. Some providers may need to discuss privacy provisions with families in order to plan services.Occupational Therapy: Occupational Therapy (OT) is an important component in the education and rehabilitation of an individual who has vision loss. Fine motor skills like: hand dexterity, finger strength, finger isolation, object exploration and sensory integration are essential in development of compensatory skills for vision loss. Below are resources to help identify OT techniques and data collection to promote fine motor skills that would benefit an individual with vision loss during social distancing/virtual learning.· Motor Activities to Encourage Tactile Readiness and Pre-Braille Skills· Checklist for Data Collection on Motor DevelopmentPhysical Therapy: Physical Therapy (PT) also has an important role in supporting individual with vision loss develop core strength, mobility, leisure activities and knowledge of proprioception (knowing of where one is in relation to their space). Working with individuals with vision loss, PT requires to be in close proximity, provide detailed verbal description and physical assisting. Below are resources and techniques to help support gross motor development and data collection.· PT for the Visually Impaired· Exercise for People who are Blind or Have Low Vision· Collaboration with Orientation and Mobility SpecialistsSpeech and Language: Speech and Language Pathologist (SLP) help facilitate social communication as well as articulation. Social communication is rooted in one’s ability to read a room, body language, facial expressions and voice intonation. Historically, social communication skills have been difficult for individuals who are blind or have low vision to learn without direct instruction and one to one practice. Below are resources and techniques to help support speech and language growth.· Language Development with an Individual who is Blind and/or Visually Impaired· Teaching Social Interactions and Social Bonds· Communication Tips and ResourcesMusic Therapy: Music Therapy is designed to help individuals with low vision or blindness develop motor skills by giving the individual auditory cues instead of visual cues. Below are resources and ideas to help support music therapy.· Teaching Music to the Blind or Visually Impaired· Sound Learning· Teaching Movement through MusicSupporting Individuals with Multiple Impairments (CVI, DeafBlind, ect)Client/Students with Additional DisabilitiesDLM At-Home Learning ResourcesMy Coronavirus StoryWhat is the Coronavirus?Plain Language Information on COVID-19Online Distance learning Opportunities for StudentsResources for teachers who are supporting children with deaf-blindness at a distancePaths to Literacy: Multiple DisabilitiesClient/Students with Deaf-BlindnessThe Arizona Deafblind Project NewsletterThe Arizona Deafblind Project – Spanish version NewsletterDeafblindness: Ideas for Activities at Home During COVID-19 PandemicDeafblindness: Resources for Providing TA During the COVID-19 PandemicPaths to Literacy: DeafblindClient/Students with Cortical/ Cerebral Visual ImpairmentCVI Virtual Learning/AppsColor Dots - Infant TrainingCVI iPad App: Tap-n-See NowDisco Lights Drums-Finger DrumEDA PLAY TOBY appFluidity AppiLoveFireworks LiteInfant Zoo LITE for BabiesPeekaboo BarnCVI Lesson PlansCVI Friendly Lesson - AlphabetCVI Friendly Lesson - Farm AnimalsCVI Friendly Lesson - ShapesCVI Friendly Lesson - What do you hear?CVI Friendly Lesson: CountingCVI Friendly Lesson - ColorsCVI Friendly Lesson - SpringCVI Friendly Lesson - WeatherAdditional ResourcesCovid-19· American Foundation for the Blind: Coronavirus (COVID-19) Resources · Paths to Literacy: Coping with School Closures During COVID-19 · Perkins: What it is means to be blind during a pandemic · American Foundation for the Blind at Home Learning Resources · The Chicago Lighthouse · PBS Learning Media (closed captions available) · PBS Kids Weekday Newsletter (provides parents and families activities and tips for at-home learning) · PBS Kids Games App (can be played offline, closed captions available) · New York Deaf-Blind Collaborative Tip Sheet: Providing Access through Sign Language & Text for Low Vision & Tactile Communicators During the Coronavirus Pandemic · Illinois Service Resource Center Online Resources · CHARGE Syndrome Foundation: At Home Resources · Project Reach: technical support, training regarding DeafBlindness · Active Learning Space · Teaching Students with Visual Impairments School for the Blind· ELearning Webpage · Scout Resource Database · Paths to Technology CitationsMultiple Impaired: Salient Features and Comparative Thought Using Tactile Strategies With Students Who Are Blind and Have Severe Disabilities Traveling between Buildings and Homes:TeleServices: Teleservices 101 Early Childhood, Elementary, Middle School, High School, Secondary Education, Transition/Post Secondary Educational SystemDistance Education ResourcesRemote Learning for Students Who Are Blind or Visually Impaired ................
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