Team Members
The following list of people may become an important part of your teaching team.
Parents
Who knows a child better than their parent? That is why parents play such an important role in the development of the IEP. Parents can provide insight and suggestions that are instrumental in teaching skills to the student. We need to ensure that parents are actively involved in the IEP process and are kept abreast of new developments and strategies that are used in the classroom. For an IEP to work parents need to be on board and reinforcing skills at home that are being taught at school. If parents are aware of these skills and trained on how to work with their child at home then the IEP will run more smoothly and be more effective.
Teacher of Students with Visual Impairments
The teacher of students with visual impairments (TVI) is a teacher that has taken extra training, usually a Masters Degree, in specifically teaching students who are blind or visually impaired. Because of their knowledge in the field, the TVI is an important member of the team that works with all team members, including the students themselves, parents, teachers, administrators and support staff, to assess, develop and implement teaching strategies in the classroom and provide direct instruction in the areas of the Expanded Core Curriculum. Often, the TVI will take the lead role in monitoring and implementing the IEP, although this may not always be the case. Your student’s TVI is also an important resource in sharing knowledge through workshops, in-services, meetings and email. It is important that you take full advantage of the resources and assistance of a qualified teacher of students with visual impairments.
Although there are many ways that you can utilize the expertise of the TVI, a transdiciplinary service delivery model is seen as most appropriate approach. Although you may think of your student’s TVI as a specialist in the field of teaching braille-reading students, it is important to remember that they are first and foremost trained as a teacher. Many secondary classroom teachers of braille-reading students utilize both, the general teaching and specific specialist skills in their classrooms. Many teachers of the visually impaired work in the classroom, sometimes even sharing instruction with the classroom teacher. The TVI could work specifically with the braille-reading student, or teach small classroom groups which includes the braille-reading student. This approach is valuable for classroom teachers because it provide an opportunity for them to learn, by watching, different strategies for teaching visually impaired students in the inclusive setting.
Administration
Your administrator, whether being your immediate principal or director of special education, should be an important resource. These individuals will help you by providing the time and resources for you to plan and implement lessons in your inclusive high school class. Don’t be afraid of approaching your administrator. Administrators are busy, but they do need to know how your braille-reading student is progressing in your class. Make them a part of your team by inviting them to your to watch how your braille-reading student works in your class.
Orientation and Mobility Instructor (O&M)
The O&M Instructor has taken extra training, usually to specifically teach visually impaired students how to develop safe and effective travel skills. Again, don’t think of this person as a specialist in an area that you don’t have to participate in. Interestingly enough, the concepts learned during O&M practice can be paired with concepts learned in some high school subject areas, such as geometry and spatial awareness, employment, mapping and orienteering, landscapes and geography and physical education. Combining learning opportunities with O&M instruction will provide your students with hands-on and meaningful ways in learning different concepts. Talk to your student's TVI and O&M instructor to develop integrated teaching opportunities.
Paraprofessional and Teaching Assistants
A paraprofessional can be a very important member of your classroom. Some of these support staff may have taken specific courses in assisting braille-reading students in the inclusive classroom. However, usually these individuals are provided with training and in-service from the qualified teacher of students with visual impairments. Despite this training, it is important to remember that the paraprofessional works under your direct supervision in reinforcing skills that are taught by you, or getting materials transcribed and ready for your braille-reading student to use during your lesson. With current teaching pressures, it may be tempting to rely on the paraprofessional to teach the bulk of the concepts being learned in your class. However, remember, you, not the paraprofessional, are the expert in the field that you are teaching. However, when used appropriately, the paraprofessional can help you in providing adaptations where needed.
Transcribers and Other Support Staff
Transcribers have received special training to turn print materials into more accessible braille or electronic format. Every school district uses their transcribers differently. Some school districts have a central transcriber who brailles materials for a few different students, sometimes even from different schools. Other districts have transcribers working in the different schools for specific students. Whichever model your district uses, your transcriber will become a very important part of your team. It will be imperative that any written materials that are handed out in your class be sent to the transcriber in a timely fashion so that they are transcribed in time for your class.
The way you get this information to the transcriber may different between schools. One of the most effective methods is to put your hard-copy materials into the transcriber basket. Some secondary teachers also take the time to email electronic materials to the transcriber. Your TVI will help you decide on an efficient way of getting your materials to the transcriber.