Perkins eLearning: Resources for Teachers of Students with Visual Impairment

Expand/Collapse Perkins eLearning: Resources for Teachers of Students with Visual Impairment


Professional development opportunities are available on a range of topics regarding the education of students who are blind, visually impaired, deafblind, or who have multiple disabilities, including vision loss. Use the resources in this collection produced by Perkins School for the Blind to broaden your knowledge in these topics, and preview our eLearning offerings in the field of visual impairment and deafblindness. Continuing education credits are available for some topics. To learn more, visit perkins.org.

  • Teaching Braille Reading and Writing – Lucia Hasty

    Educator Lucia Hasty provides an overview of early literacy goals and objectives for working with children who are blind or visually impaired, in these videos produced by Perkins School for the Blind. Young children who are blind may not have the exposure to books and reading experiences that their classmates who are sighted have. Their exposure to braille may be even more limited. Hasty explains that overall expectations are the same as they are for all children, and notes specific needs for braille readers. These videos also address some of the common questions families and their support networks have about teaching braille to a child. Concepts like a child’s age, motor skills, reading style, education interests, and general education involvement are explored, with reference to research findings regarding these topics. Each video explores a particular area of the literacy curriculum.

    Grades: K-12
  • Issues in Social Skills and Sex Education – Tom Miller

    Educator Tom Miller explains the delays in social development that can occur for children with vision impairments, and the impact to their later sexual development, in these videos produced by Perkins School for the Blind.

    Grades: K-12
  • Teaching Tactile Graphics – Lucia Hasty

    Educator Lucia Hasty describes best practices for including tactile graphics within textbooks and classroom activities, in these videos produced by Perkins School for the Blind. She explains the differences between visual and tactile learning styles, and notes that tactile learning is not simply re-presenting printed information in a raised format. In making tactile material for use in the classroom, teachers must be mindful of which information is key to the lesson, and to present it for greatest success.

    Grades: K-12
  • Adapting Environments for Individuals with Vision Loss – Darick Wright

    Learn how lighting, glare, contrast, and color can either enhance or distort the school, work, or home environment of people with visual impairments, in these videos produced by Perkins School for the Blind. Using camera techniques to emphasize the appearance of environments with and without these elements, each video provides tips for assessing an environment and choosing the best design adaptation to improve visual information.

    Grades: K-12
  • Writing: The Forgotten Focus for Literacy and Communication Instruction – Linda Hagood

    Educational specialist Linda Hagood describes best practices for teaching writing, and demonstrates classroom interactions with students who are deafblind, in these videos produced jointly by Perkins School for the Blind and the Texas School for the Blind and Visually Impaired.

    Grades: K-12
  • Including Students with Albinism – Sue Dalton

    Susan Dalton shares her personal and professional experience with students with albinism in these videos co-produced by Perkins School for the Blind and National Organization for Albinism & Hypopigmentation (NOAH). The videos include scientific information about the condition of albinism as well as strategies for accommodating the various impacts to learning.

    Grades: K-12
  • Addressing Issues of Sexuality with Students who are Visually Impaired – Jeff Migliozzi

    English teacher Jeff Migliozzi encourages introducing children early to concepts they will need to understand and master in adolescence and adulthood in these videos produced by Perkins School for the Blind. His six-part discussion explains the importance of giving children who are visually impaired the information they cannot observe on their own.

    Grades: K-12
  • Cortical Visual Impairment – Ellen Mazel

    Educator Ellen Mazel explains the characteristics of CVI, referencing the work of noted researcher Christine Roman-Lantzy, in these videos produced by Perkins School for the Blind. Cues for identifying the typical characteristics of CVI are explained, as well as strategies for addressing the obstacles to learning that CVI can present. The definitions for the terms latency, novelty, familiarity, complexity, reflex, and visually directed reach are introduced as they pertain to the condition of cortical visual Impairment.

    Grades: K-12

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