[nobe-l] NOBE-L Digest, Vol 138, Issue 4

[Jonathan Lima]

I would really appreciate some response to these questions I have posed. If
you would rather contact me directly, you may do so at LimaMJon at gmail.com.
Your experiences and suggestions are important to me and the research I am
proposing.


On Fri, Nov 13, 2015 at 7:00 AM, <nobe-l-request at nfbnet.org> wrote:

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> Today's Topics:
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>    1. Question for TVIS and educators who are visually impaired or
>       blind related to observation and assessment strategies (Jonathan
> Lima)
>
>
> ---------- Forwarded message ----------
> From: Jonathan Lima <limamjon at gmail.com>
> To: nobe-l at nfbnet.org
> Cc:
> Date: Thu, 12 Nov 2015 10:51:16 -0500
> Subject: [nobe-l] Question for TVIS and educators who are visually
> impaired or blind related to observation and assessment strategies
> I am a graduate student in the college of education at Florida State
> University studying to become an O&M Instructor. I am working on a
> potential article related to technology that
>
> could be useful for teachers who are blind or visually impaired in the
> field of education, especially those who are TVIs/O&M. I am wanting to know
> what technology, tools, and strategies do you currently use to observe
> children in assessment situations that typically rely on an observer’s
> sight such as conducting a functional vision assessment or learning media
> assessment. What challenges exist for you in this aspect (if they exist),
> and what strategies, tools, and/or technology do you think would be
> beneficial to you that you currently do not have access to?
>
>
>
> For more of a background, we have a student in our program who is
> adventitiously blind. I have worked alongside a supervising professor in
> writing a tech grant that has provided us with various technology that has
> allowed this student and colleague to conduct her practicum observations
> for class, and it has been especially helpful to her when conducting
> essential assessments such as the  FVE, ECC, LMA, and Communication Matrix.
> We have set up a camera that can be mounted or attached to her person while
> working with a student with a visual impairment and multiple disabilities
> who is nonverbal. We have bug-in-ear technology that then allows an
> assistant to observe and hear the classroom environment from a distant
> location and speak to my colleague pre-service teacher about the behaviors
> and situations that she is unable to see for herself. This allows her to
> work closely with her student. In addition, it has allowed for a less
> intrusive classroom environment for those students who might be easily
> distracted by an additional observer especially if other classroom
> activities are going on in the background.
>
>
>
> I really look forward to hearing input by trained professionals who have
> had to overcome these obstacles in the field.
>
>
>
> Thank you!
>
>
> Jonathan M. Lima
>
>
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