The first priority of parents should be to get to know the teacher and their child’s classroom, hopefully at a “Meet and Greet” before the academic year begins. For students with a visual impairment, parents need to share information with the classroom teacher about the best learning modality for their child. Some teachers may not have had previous experience with visually impaired students, and this offers the opportunity to educate the teacher that visually impaired does not mean learning impaired. It is an opportunity to explain your child’s specific needs. Teachers of the Visually Impaired may be included in recommendations for learning. For example, the teacher may make recommendations for a student with Cortical Visual Impairment (CVI), based on the assessments, that the best learning environment may pertain to lighting, or the best presentation of printed material (which might be large print), or to the image, which in some cases a black background with white or yellow letters may be preferred.
Parents should make an appointment with the child’s teacher prior to the first day of school and also find out if the school has a “Meet and Greet” session that they can attend to discuss with the teacher or multiple teachers, classroom adaptations, such as the location of the student’s desk or seating during group sessions. “Meet and Greet” sessions may provide the opportunity to introduce your child to the teachers and school staff. This helps build relationships and helps ensure that the staff understand your child’s specific tools and learning style.
In some cases, the parents may want to meet with the school nurse to discuss their child’s Individualized Education Plan (IEP) and health issues, as well as whether the child may receive services from a Teacher of the Visually Impaired (TVI). For TVI services, there needs to be medical validation of the child’s vision disability, and the eye report is often provided to the school nurse. The parents may want to speak with school administration to confirm that all related paperwork/enrollment and medical forms are fully completed and up to date.
For students with a vision disability, it is important that the student has an opportunity to refresh his/her orientation and mobility skills, such as, “sighted guide” and develop the confidence to ask for assistance. Sighted guide is when the person without a vision disability extends the left upper arm to the student with a vision disability, and the student holds the upper arm. When going through a narrow space like a doorway, the guide moves the student’s arm more toward their back, indicating a narrow passageway. Parents and teachers should allow the child to practice walking from the classroom to the cafeteria, or restroom and other routes, especially if the child is attending a new school.
In the weeks before school starts, it is helpful to begin practicing wake-up, dressing, and lunch/meal routines, to ease the transition. Parents can help build self-advocacy skills by talking with their child about how to confidently request help, or explain his or her needs to the teachers. It is also important for parents to stay connected with the school by establishing open lines of communication with the child’s teacher and school staff. Ask for regular updates and methods of communication to stay abreast of all school happenings.
By being proactive, inquisitive, and supportive, parents can lay the foundation for their child to have access to specialists who can help them achieve their full academic potential and have a successful school year.
ABOUT THE AUTHORS:
Mara Gonzalez is the Academy Director of Miami Lighthouse Academy serving early learners ages 1-4 & early elementary students, grades Kindergarten- 3rd grade. Mara brings nearly 29 years of experience in education as a classroom teacher, administrator, and founding principal of two schools. She is passionate about helping children with exceptionalities show that a disability is not a barrier to success, but a different path to achievement.
Virginia A. Jacko is the President and CEO of the Miami Lighthouse for the Blind, where she provides equitable access to education, blindness prevention programs, and vision rehabilitation training to nearly 25,000 people annually, from blind babies to low vision seniors and their families. She attributes her highly active mobility to her highly trained guide dogs provided by Guiding Eyes for the Blind.
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