9 APPENDIX G VISUAL DISABILITIES PROGRAM ‘STUDENT TEACHER MIDTERMIFINAL EVALUATION COMPETENCIES EXPECTED OF TEACHERS OF STUDENTS ‘WITH VISUAL IMPAIRMENTS. © | no opportunity to observe or basis for rating student's 3 | student demonstrates this competency at the beginning teacher ‘competency level 1 | student does not demonstrate this competency at the 4 | student demonstrates this competency at a level somewhat beginning teacher level higher than is expected of a beginning teacher 2 | student is aware this area is a weakness and stil struggles | 5 | student is proficient in this competency, as might be expected to demonstrate this competency at the beginning teacher of an experienced teacher level Chelsey Lawrito ‘Student's Name Date Follows local procedures for identification, referral, and placement. Participates cooperatively in a multidisciplinary assessment. Conducts and interprets functional vision assessments, Obtains and interprets ophthalmological, optometric, and functional vision reports. Identifies formal and informal assessment procedures appropriate for visually impaired learners at all developmental levels. Mi] 2-|4FLORIDA STATE UNIVERSITY COMPETENCIES OF TEACHERS OF STUDENTS WITH VISUAL IMPAIRMENTS 0} no Opportunity to observe or basis for rati ' i i ner rating student’ 3 thi competency ing st 's student demonstrates this competency at the beginning teacher 1 | student does not demonstrate this competency at the 4 beginning teacher level student demonstrates this competency at a level somewhat higher than is expected of a beginning teacher 2 | student is aware this area is a weakness and {2 cemonstrate this competency atthe beginning teacher level I struggles | ‘student is proficient in this competency, as might be expected of an experienced teacher clsey Lowi to ‘Student's Name Recommends and collaborates in i / physical therapy, ete. Applies medical, psychoeducational, and psychological data secured in the assessment Process to the education of the visually impaired learner, academic, and functional development. Participates on the multi Discusses how performance is affected by the visual impairment, Identifies factors that may indicate a need for medical referral. ° propriate specialized evaluations as needed, such as low 04 ‘and recommendations about assessment to parents, students, and 04 ies to assess their own strengths and needs regarding their children's visual, o1 iplinary team to develop IF SPs, IEPs, and ITPs, O419° FLORIDA STATE UNIVERSITY © 8 COMPETENCIES OF TEACHERS OF STUDENTS WITH VISUAL IMPAIRMENTS 0 | ‘no opportunity to observe or basis for rating students | 3 | student demonstrates this Competency at the beginning teacher | competency level 1 | student does not demonstrate this competency at the | 4 | student demonstrates this competency ata level somewhat _| beginning teacher level higher than is expected of a beginning teacher 2 | student is aware this area is a weakness and stil struggles | 5 | students proficient in this competency, as might be expected g demonstrate this competency at the beginning teacher of an experienced teacher level Chelse’ aurito ‘Student's Name Identifies the characteristics of specific visual impairments. Identifies the characteristics of and compounding effects of other disabling conditions on students. Identifies support services for visually impaired learners. Identifies goals and ot Identifies instructional methods and materials for meeting goals and objectives. Recommends appropriate service delivery options. Recommends appropriate reading and writing media for the child with visual impairment. Assures that the student has all educational materials in the appropriate media. Uses braille codes and formats. ‘Assures that the student is trained in the use of, and has available, all devices and technological apparatus for learning tives in specialized areas related to the visual needs of the student. ecco oo ecco eo NNN NNNNNN DNFLORIDA STATE UNIVERSITY COMPETENCIES OF TEACHERS OF STUDENTS WITH VISUAL IMPAIRMENTS. © | ‘no opportunity to observe or basis for rating students 3 | student demonstrat teacher 0 oppor 0 student demonstrates this competency atthe beginning | 1 | student does not demonstrate this competency at the 4 | student demonstrates this competency at a level somewhat beginning teacher level higher than is expected of a beginning teacher 2 | studentis aware this area is a weakness and stil struggles | 5 ® demonstrate this competency at the begi level this competency, as might be expected 1g teacher of an experienced teacher Chel Sey uur ed ‘Student's Name Recommends seating and other environmental modifications, Instructs the student in academic subjects and activities and developmental ski requiring adaptation and reinforcement as a direct result of the disabilit instruction fely understand the unique needs of infants, children, and youth with visu ‘Suggests modifications needed in assignments or testing procedures. Collaborates with teachers and other professionals regarding various methods for including students with visual impairments in routine learning experiences. Acts as a catalyst in developing understanding of visual disability by children without disat Selects strategies for, teaches, and reinforces braille reading and writing skills. Selects strategies for, teaches, and reinforces visual development and efficiency Selects strategies for, teaches, and reinforces use of print adaptations and optical devices. © Qe 04 04 o4 ot 34@ 3@s 3@s5 3@s 3@s 345 3@s5 os® FLORIDA STATE UNIVERSITY e COMPETENCIES OF TEACHERS OF STUDENTS WITH VISUAL IMPAIRMENTS. =| No opportunity to observe or basis for rating student's 3 | student demonstrates this competency at the beginning teacher competency level 1 | student does not demonstrate this competency at the 4| student demonstrates this competency at a level somewhat beginning teacher level higher than is expected of a beginning teacher 2 | student is aware this area is a weakness and still struggles | 5 | student is proficient in this competency, as might be expected to demonstrate this competency at the beginning teacher of an experienced teacher level so ale?) Studerit’s Name Selects strategies for, teaches, and reinforces basic orientation and mot Selects strategies for, teaches, and reinforces handvarting skills. Selects strategies for, teaches, and reinforces use of technology sI Selects strategies for, teaches, and reinforces listening skills. Selects strategies for, teaches, and reinforces study and organizational skills, Selects strategies for, teaches, and reinforces gross and fine motor skill development. Selects strategies for, teaches, and reinforces concept development. Selects strategies for, teaches, and reinforces reasoning skills. Selects strategies for, teaches, and reinforces tactual skills. Selects strategies for, teaches, and reinforces communication development. ls,FLORIDA STATE UNIVERSITY COMPETENCIES OF TEACHERS OF STUDENTS WITH VISUAL IMPAIRMENTS 0 | no opportunity to observe or basis for rating student's, competency 3 | student demonstrates this competency at the beginning teacher level 1 | student does not demonstrate this competency at the beginning teacher level 4 | student demonstrates this competency at a level somewhat higher than is expected of a beginning teacher to demonstrate level is competency at the beginning teacher 2 | student is aware this area is a weakness and still struggles '5 | student is proficient in this competency, as might be expected of an experienced teacher ‘Selects strategies for, teaches, and reinforces activities of daiy living. Selects strategies for, teaches, and reinforces human sexuality. Selects strategies for, teaches, and reinforces physical education, leisure and recreation skills. Selects strategies for, teaches, and reinforces social skills. Selects strategies for, teaches, and reinforces career education skills Selects strategies for vocational counseling Selects strategies for, teaches, and reinforces transition skills. Facilitates for student understanding of society's attitudes concerning visual impairment. Develops students’ social awareness of self, others, and the community at large. Encourages social interactions of students with peer groups. Helps students to identify functional, academic, and vocational potential. is) ‘Students Name RNR NNN NNN eo ao O° FLORIDA STATE UNIVERSITY @ Qe COMPETENCIES OF TEACHERS OF STUDENTS WITH VISUAL IMPAIRMENTS competency 0 | no opportunity to observe or basis for rating student's 3 | student demonstrates this competency at the beginning teacher level 1 | student does not demonstrate this competency at the 4 | student demonstrates this competency at a level somewhat beginning teacher level higher than is expected of a beginning teacher 2 | student is aware this area is a weakness and to demonstrate this competency at the beginning teacher of an experienced teacher struggles | 5 | student is proficient in this competency, as might be expected level he Sen oui ‘Student's Name Maintains on-going contact with parents to facilitate understanding of their child's abilities, progress, future goals, community resources, etc. Encourages home involvement in program objectives. Promotes independence in infants, children, and youth with visu ipairments. Refers students and families to other sources for additional guidance and counseling services. ‘Communicates with administrators program and student information and needs. Maintains comprehensive records of students, Acts as a liaison for the program with parents, far and volunteers. 's, advocacy groups, other professionals, Identifies nation and equipment, regional, and state sources for the purchase and loan of instructional materials, luding technology. Describes the care, use, and storage procedures for a variety of media for visually impaired learners. o4 o1 o4 o4 NNN NNN