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Descriptive Statements:
- Apply knowledge of methods and procedures for creating positive, productive learning environments that foster student achievement, self-determination, and independence; promote student interactions; and respect diversity.
- Demonstrate knowledge of ways to facilitate incidental learning experiences to address nonvisual access to physical and virtual environments.
- Demonstrate knowledge of accommodations and modifications to promote optimal sensory use and to promote multisensory access to, and active participation in, the general education curriculum and the ECC (e.g., within physical and virtual environments; for individual and group activities).
- Apply knowledge of methods for teaching routines, procedures, and responsibilities related to assistive technology use and maintenance.
- Apply knowledge of strategies and practices for fostering students' active engagement and participation in one-to-one, small-group, and large-group settings, including orienting students to unfamiliar materials and technology.
- Demonstrate knowledge of methods and activities for reinforcing skills taught by orientation and mobility (O&M) specialists to support basic orientation, motor skill development, and academic and social inclusion (e.g., human guide techniques; spatial, temporal, directional, and environmental concepts; purposeful movement; strength).
- Apply knowledge of methods and activities for teaching students their legal rights and responsibilities related to being a citizen who is blind/low vision (e.g., understanding and communicating visual condition, ability to manage and advocate for personal needs).
Sample Item:
A fourth-grade student has reduced visual acuity and light perception. The student is learning braille and currently reads and writes the braille alphabet, grade-level high-frequency words, and targeted vocabulary in contracted braille. There is braille signage throughout the classroom for the student to locate items as needed. The student has a braille copy of their daily planner, a brailler near their desk, and a refreshable braille display (RBD).
Upon arriving to class each morning, students are required to unpack, turn in homework, and begin morning work, including filling out their daily planners and completing an independent assignment before morning announcements. The student manages arrival procedures independently but regularly does not finish their assignment completely before announcements. Which of the following actions should the TSBLV take first to support the student's task completion?
- suggesting the general education teacher modify the student's assignment by asking them to use this time to read the planner independently
- working with the student to identify barriers that may be affecting their ability to complete the assignment in the time given
- encouraging the student to work with a peer to complete the required assignment on time
- requesting the general education teacher assign the paraeducator to work with the student on the assignment together
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. This question requires the candidate to apply knowledge of methods and procedures for creating positive, productive learning environments that foster student achievement, self-determination, and independence; promote student interactions; and respect diversity. In this scenario, the student has tools and materials to complete the assignment but regularly does not complete it. The TSBLV should first meet with the student to get their understanding of what may be causing the student's difficulty with this task. This is a good way to promote self-determination and problem-solving skills for the student. Through this discussion, the TSBLV can encourage the student to reflect and identify any barriers they are encountering, including identifying reasonable solutions. This will allow the TSBLV and student to develop a plan to address any barriers or needs, enabling the student to meet expectations.
Descriptive Statements:
- Apply knowledge of responsive methods for conveying information to parents/guardians, students, and the educational team members about the implications of a student's visual condition on development and learning, including students' access to the general education curriculum and the ECC.
- Apply knowledge of ways to collaborate with parents/guardians, students, and the educational team to facilitate service delivery for students who are blind/low vision, including identifying school-based resources to address students' needs and collaborating with vision care professionals.
- Apply knowledge of methods for engaging with parents/guardians, students, and the educational team to promote literacy development within the general education curriculum and the ECC.
- Apply knowledge of methods for engaging and collaborating with general education teachers and related service providers to promote students' access to the general education curriculum, instruction, and environment.
- Apply knowledge of strategies for collaborating with O&M specialists to reinforce students' development and practice of O&M skills and other areas of the ECC.
- Apply knowledge of the importance of locating and collaborating with school and community resources to support students' learning and self-determination through mentorship and engagement.
- Apply knowledge of strategies for providing parents/guardians and students with information about nonvisual strategies that promote independence and autonomy across settings for students who are blind/low vision.
- Apply knowledge of methods for engaging parents/guardians and students in planning and actively participating in the transition process for students who are blind/low vision (e.g., early intervention to kindergarten, postsecondary transitions).
- Demonstrate knowledge of methods for collaborating with the educational team to design and implement environments that promote optimal sensory use, foundational orientation and mobility skills, independence, social engagement, and efficient storage of specialized materials.
Sample Item:
When interpreting the results of a learning media assessment (LMA) to a general education teacher, the TSBLV should:
- demonstrate the materials used to administer each of the activities conducted as part of this assessment.
- define and explain professional terminology when necessary for the teacher.
- summarize the findings in order to identify the student's strengths and needs as they relate to literacy instruction.
- use the results to prescribe the instructional techniques the general education teacher should use for instruction.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. This question requires the examinee to apply knowledge of methods for engaging and collaborating with general education teachers and related service providers to promote students' access to the general education curriculum, instruction, and environment. The LMA is conducted by the TSBLV to determine what kinds of literacy and functional learning materials are appropriate for a given student. The findings reveal a student's literacy strengths and needs, which can be used to guide recommendations for what tools will support reading and writing.
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