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(Developed by C.M. Cowan, Education Service Center, Region XIII)

Students With Low Vision In Grades K-6

At the initial meeting with the student's classroom teachers, ask for a daily schedule. Write these on index cards. Ask the classroom teacher what time would be best for your instruction to occur. Explain that you will be serving several schools per day and will try to arrange a workable schedule with all schools.

As a general rule, most students with low vision will require one hour o instruction per week. If you must pull a student for individual instruction, do not pull him from an activity which will cause a deficit. If you remove a student from math, you will be responsible for working on math during that time. With one-on-one instruction, the lesson moves quickly, allowing the VI teacher time for additional instruction, if necessary.

Once index cards are complete for al I students, use a pen to highlight the best times for each student, as suggested by the classroom teacher. Make a grid with boxes for Monday through Friday, with each box divided in two for morning and afternoon. Enter student names into the grid in pencil until all students are scheduled. A rule of thumb is to work with no more than four students per day, depending on the amount of service and the distance to be traveled.

Allow time for lunch, lesson planning, material preparation, travel, etc.

Leave at least a two hour block of time free, one day a week to perform evaluations, attend meetings and make spot observations of students.

Braille Students

If the student is a beginning braille reader, schedule to see him during the language arts block and pull out when the class is working on independent work. Allow time to work with the student, chat briefly with the teacher, and adapt last minute assignments. Using the school adopted reading series allows the student to participate in classroom language arts instruction. Allow time in the schedule at least once a week to observe social skills and independence in the cafeteria, P.E., and/or art.