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Assessment Program Workshops

Assessment of Students with Visual Impairments

This workshop is designed to train professionals in the assessment of visually impaired students. Members of assessment teams may be employed by districts, county offices, SELPAs, or Regions, or any combination. The administration must agree to allow time for the team to conduct assessments of visually impaired students. Teams can consist of teachers of the visually impaired, orientation and mobility specialists, speech and language specialists, psychologists, and others.

Collaboration and Consultation Techniques

Teachers serving students in special education are often much more comfortable delivering direct service than providing consultation. This workshop will stress the importance of providing high quality consultation. It will describe a model and techniques that will help teachers support their students in a way that will enable them to reach their highest level of independence and inclusion.

Assessing and Facilitating Concept Development

One good area for collaboration among professionals is the assessment of concept development. This workshop, presented by a speech and language pathologist and an orientation and mobility specialist, is geared toward specialists and teachers who want ideas for assessing concept development beyond using pictures. Tools used by specialists trained in working with visually impaired and blind children will be presented, as well as adaptations to tools commonly used by speech and language pathologists.

This workshop will also assist teachers and specialists to infuse concept development, that will be fully accessible to students with visual impairments, into the classroom curriculum.

Assessment of Communication in Students with Visual Impairments

This workshop is designed to train speech and language pathologists to assess students who are visually impaired. Practical strategies for adapting formal tests and choosing appropriate informal tests will be targeted.

Daily Living Skills Assessment and Program Implementation

It is often difficult to fit daily living skills assessment and teaching into the busy school schedule, particularly for students in academic programs. This workshop provides information on assessing, including which tools and materials to use, and ideas for implementing a daily living skills program for all levels of students.

Cognitive and Emotional Development of Visually Impaired Students

This workshop is usually presented in a one to three hour format, and the target audience can include parents, regular class teachers who serve visually impaired students, and specialists not specifically trained in serving students with visual impairments.

Cortical Visual Impairment

Cortical Visual Impairment (CVI), is the most frequent cause of visual impairment among infants in Northern California, according to Blind Babies Foundation. It can be caused by a number of conditions and students with CVI can be extremely varied. This workshop is intended for professionals and paraprofessionals working with visually impaired students, regular education teachers, and for parents. Usually lasting from one to three hours, it can be presented in combination with other workshops of similar length.

Retinopathy of Prematurity

ROP is also a common cause of blindness and visual impairment in infants. In this workshop we discuss the various stages of ROP and the other affects of prematurity, which also accompany ROP. Specialists, paraprofessionals, teachers and care givers may all learn from this workshop.

Collaboration: Joining Forces to meet the needs of Students with Visual Impairment and Learning Disabilities

This workshop emphasizes the importance of collaboration between the teacher of the visually impaired and the speech and language specialist to provide intervention that addresses language-based learning disabilities.

Nurturing Early Braille Literacy Skills

Parents, teachers of the visually impaired and paraprofessionals who work with students who are visually impaired will appreciate this workshop, providing an over-view of curriculum materials and ideas to enhance early braille literacy skill

Creating a Functional Academics Curriculum for Students with Visual Impairments and Additional Disabilities

Often times the needs of students who are visually impaired with additional disabilities are challenging to meet within traditional school programs. This workshop, based on case studies and including video examples, describes a functional academics approach to meeting the needs of these students.

Workshops that have a Psychology Focus

So you are going to have a student with vision impairment! 

Most general education teachers will have a student with sensory impairments at some point in their careers; they are often surprised to find that the adaptations they make to meet the needs of the included student provide benefits to all students in their classroom.  Intended to meet the needs of graduate students in general education teacher training programs, this one to two hour workshop, led by the CSB Assessment Team psychologist and/or Teacher of students who are Visually Impaired (TVI), presents an overview of learning needs from the perspective of students who have vision impairment (VI).  Topics include:  experiencing the world without vision, important definitions and facts, the educational impacts of VI, vision professionals and how to work productively with them, classroom environment and instructional factors, and VI when paired with other challenges.  

Working with psychologists

Psychologists can play an important role in supporting the work of Teachers of students with Vision Impairment (TVIs).  This ninety minute workshop focuses on the contributions that a psychologist can provide to the education of children with visual impairments (VI).  Topics include:  how knowledge of child development and individual differences contribute to an understanding of children’s needs, specific psychological issues pertinent to children with VI, psychological testing, what psychologists can offer a TVI, what TVIs know that psychologists often don’t know, and important issues for students with multiple handicaps.

Psychological assessment of students with vision impairments

Most psychologists can anticipate the need to provide consultation and assessment services for children with sensory impairments such as blindness or visual impairment (VI).  This workshop addresses the knowledge base, challenges, and skills associated with providing competent service for students who experience VI.  Participants will be introduced to issues basic to the development and education of students with VI.  They will explore circumstances under which assessment would be either mandated or helpful; review, observe, and practice assessment instruments (including some Piagetian measures); review standards for and examples of psychological reports; consider issues of potential co-morbidity; and consider time-management issues in a time-limited world.  To the extent possible, this is a hands-on workshop.

How to stimulate curiosity

Psychologists spend much of their time assessing intelligence, but one of the core components of measured intelligence is a quality that must be specifically guided and encouraged if it is to develop with children who have visual impairments (VI).  This quality is curiosity.  This ninety minute workshop presents information and activities fundamental to the development of intellectual curiosity and academic engagement.  The target audience is educational professionals and paraprofessionals in the VI field.

If you are a California administrator or teacher and would like more information about arranging training or workshops, please contact:

Liz Barclay, Director
CSB Assessment Program
Fremont, CA 94536

Phone: (510) 794-3800 X220
Email: lbarclay@csb-cde.ca.gov

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