Section 340.1799b. Teachers of students with visual impairment; special requirements.

b. The teacher education                             program    for    teachers    of    students   with visual impairment shall include a minimum of 30 semester or equivalent  hours pursuant to R 340.1781, R 340.1782, and all of the following:

(a)    Understand and apply knowledge of the foundations for the education of students with visual impairments, including unique characteristics and needs, as well as ethical considerations relating to students' education.

(b)       Research and understand legislation and policies which impact identification, educational continuum, placement, service delivery, and outcomes.

(c)   Knowledge of normal development of the visual system, structure and function of the eye, diseases and disorders of the eye, and their educational implications.

(d)         Understand the effects of a visual impairment on early development in the following areas:

(i)     Cognition.

(ii)     Self-help.

(iii)     Language.

(iv)     Motor skills.

(v)     Social emotional interactions.

(e)     Interpret eye reports and other vision-related diagnostic information.

(f)       Proficiency in the use and transcription of the literary braille and nemeth code using a braillewriter and slate and stylus.

(g)     Instructional strategies  for  teaching braille and early literacy skills.

(h)         Techniques for production of tactile graphics  and  instruction  of   tactile perceptual skills.

(i)         Instructional strategies for teaching communication skills, including adapting materials for students with visual and unique educational needs.

(j)          Understand and apply knowledge of formal and informal assessments and evaluations; use resulting data and other information to make service and programming recommendations; participate in the development of students' individualized education programs and individualized family service plans.

(k)     Use data to identify individualized instructional   strategies  that enhance learning for students with visual impairments through modification of the environment, adaptation of materials, and the use of  disability-specific methodologies and technologies.

(l)        Systematic instruction in sensory perceptual skills including, but not limited to, visual, tactile, and auditory skills.

(m)       Utilize and integrate appropriate technologies to access the general education curriculum content.

(n)       Teach students to use a variety of adaptive, augmentative, and assistive technologies to facilitate their own learning in the content areas.

(o)       Promote students' development and concepts of social and independent living skills.

(p)        Knowledge of the role and function of a certified orientation    and mobility specialist.

(q)        Prepare students to respond to societal attitudes and actions with positive behavior and self-determination leading to self-advocacy.

(r)       Collaborate with parents and service providers in educational, public, and private agencies to support students with visual impairments. Facilitate transitions across all environments.

(s)       The 30 semester or equivalent hours shall be distributed to prioritize preparation, including pre-student teaching field experiences  in  assessing, teaching, and modifying

instruction related to subdivisions  (a)  to   (r)  of this subrule for students with a visual impairment.

History: 1987 AACS; 2002 AACS; 2011 AACS.