Visually Impaired Resource Guide Introduction

The principle of inclusion adopted in British Columbia schools supports equitable access to learning by all students and opportunity for all students to pursue their educational goals. Technology can assist students with visual impairments in meeting their individual educational goals and to develop their potential.

In the Province of British Columbia most students with visual impairments are integrated into regular classrooms and follow the curriculum mandated by the Ministry of Education. Most students receive support from a vision resource teacher and, possibly a teaching assistant, in addition to their regular classroom teachers. The student's School Based Team, which includes regular and special teachers and support personnel, administration and parents, is responsible for determining the necessary program modifications and/or adaptations and services for the student. These are outlined in the student's Individual Education Plan (IEP). The IEP for most students with visual impairments includes the development of skills related to adaptive technology. This technology resource guide is intended to assist in this ongoing planning and implementation process.

Foremost in the development of this resource guide is a commitment to maximize the independence of students with visual impairments through the use of technology in their learning environment. Students must be provided with opportunities to take increased responsibility and ownership for the technological tools they use in order to maximize their independence upon graduation. Competency in specific applications as well as knowledge of operating systems, skills in trouble shooting and creative problem solving are essential. Significant time is required to develop the many specific skills which are necessary to meet the unique challenges faced by students with visual impairments. The achievment of competency and independence should not be sacrificed due to time constraints. Many successful graduates have found it advantageous to extend their high school program. High school students often take from one semester to two extra years in order to manage successfully extra skill development demands, in addition to academic course work and social and recreational activities. Care and consideration should be taken in the choice of technology. Each device requires a range of skills which take time to learn before the device can be used independently with any degree of proficiency. While it is desirable to expose a student to every piece of equipment that will be beneficial to his or her development, it is also important to ensure that the student is not trying to master the skills for many devices all at the same time. He or she may become a "Jack of all trades", but master of none!

Time lines and learning sequences included are only suggestions and it is anticipated that students will progress at significantly different rates. No specific technology or sequence is prescribed or recommended. The guide is intended to provide a range of options for consideration in the planning and implementation process. Decisions with respect to modification and/or adaptations necessary for an individual student are the responsibility of the School Based Team.

The resource guide is intended to be an ongoing dynamic project that will be updated frequently as new technologies become available and feedback and suggestions are provided and incorporated.

Philosophy on Technology...

As we move into the Twenty First Century, it is becoming increasing clear that society will continue to use technology in daily activities. All students, but, particularily those students with visual impairments, need to be competent users of technology.

We need to give students the opportunity to learn how to use technological devices so that they are provided with the benefits of new technology. These benefits include a greater diversity in employment opportunities and an inclusion in the educational, social and recreational activities available on the "information highway".

Personal biases and attitudes that may question the usefulness of constantly technology should not interfere with a willingness to provide students with the opportunity to understand, access and become increasingly proficient with technological devices.

Suggestions for Using the Technology Resource Guide

Organization...

The guide is organized into three main sections. The first section addresses broad learning skills and may be most helpful to regular classroom teachers. The second section addresses many of the specific technologies being used by British Columbia students who are braille users while the third section addresses those technologies that are directed to students with low vision. Section two and three will likely be more helpful to vision resource teachers and support staff.

Broad learning skills expected in reading, writing, and mathematics from Kindergarten to graduation for all students are listed in an italic font. These learning skills were developed by the BC Ministry of Education, Skills and Training and complement specific BC curricula. They have much in common with those developed elsewhere in Canada and the U.S. General information, teaching strategies, tips and adaptations addressing the use of technology to assist students who use braille are provided in regular font. While many of the suggestions are self explanatory some are more unique and are often the primary responsibility of the vision resource teacher (indicated by a [refer to theVision Resource Teacher in your area for further information] notation). Emphasis in this section is placed on how technology can be used to support learning outcomes of the curriculum. It does not include many more general teaching strategies and resources related to the development of reading, writing and mathematics skills for students who are visually impaired. The regular classroom teacher, who has a student using braille in his or her class, might find it useful to review the overview sections followed by the subsections pertaining to their specific grade and/or subject areas.

The second section of the guide addresses many of the technologies currently being used by students who are visually impaired in British Columbia. It includes a brief description of the specific technology, prerequisite skills necessary to use the technology, and the skills required for mastery. Many different factors will contribute to the specific time line for an individual student and those provided are broad suggestions for the "typical" student who uses braille. Teaching tips and resources are included. It is anticipated that this section will assist in the development and implementation of short term objectives and long term goals as part of the student's Individual Education Plan. While the guide attempts to provide a sequential framework for instruction it does NOT replace the need for other teaching resource materials and manuals.

The third section addresses tips, strategies and technologies that assist students who have low vision and may require magnification and/or speech access.

Many students wisth visual impairments become Braille and print readers and writers, thus requiring technologies from both section two and three of this resource guide.

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