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Descriptive Statements:
- Apply knowledge of evidence-based practices for teaching students who are blind/low vision across the general education curriculum and the ECC.
- Apply knowledge of strategies, methods, and activities for teaching and promoting students' use of technologies to facilitate their learning and access to the general education curriculum and the ECC.
- Apply knowledge of visual, nonvisual, multisensory, and adaptive methods for teaching compensatory skills and sensory efficiency skills in the ECC across learning environments.
- Apply knowledge of planning and implementing explicit instruction of the ECC in the area of assistive technology, including identifying barriers to accessing digital multimedia and virtually built environments and promoting digital citizenship and secure online practices.
- Demonstrate knowledge of basic principles of accessibility to select, create, adapt, modify, and format text, images, tactile graphics, and media to promote usability and increase independence.
- Apply knowledge of methods for optimizing students' visual efficiency, including promoting functional vision using optical, digital, and nonoptical devices; environmental accommodations and modifications; and independent use of dual learning media (e.g., visual and auditory information, auditory and tactile information).
- Apply knowledge of ways to select and use visual, nonvisual, multisensory, and adaptive methods to teach technology skills by integrating students' assessed needs into instructional methods for teaching sensory efficiency skills; use of learning media; keyboarding; and reading, writing, editing, and listening skills.
- Apply knowledge of promoting and reinforcing sensorimotor and physical skills (e.g., gross- and fine-motor skills, posture, balance, purposeful movement, strength).
- Apply knowledge of methods for reinforcing O&M skills and other ECC skills throughout the school environment, including teaching and reinforcing human guide techniques to students who are blind/low vision, their peers, and others who interact with them.
- Demonstrate knowledge of functional listening skills development, including auditory readiness, sound recognition, localization, orientation, and listening comprehension.
Sample Item:
A prekindergarten child has significantly reduced central field vision due to multiple scotomas. The TSBLV presents the child with three vegetables—a broccoli floret, a tomato, and a carrot. Each vegetable is presented raw, whole, and cooked for the child. The TSBLV guides them in exploring the vegetables and provides vocabulary for the child to use throughout the exploration. This learning activity would be most effective for developing the child's:
- tactile, olfactory, and gustatory sensory efficiency skills.
- emergent literacy and verbal comprehension skills.
- expressive and receptive language and listening skills.
- visual tracking, scanning, and attention skills.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
A. This question requires the examinee to apply knowledge of visual, nonvisual, multisensory, and adaptive methods for teaching compensatory skills and sensory efficiency skills in the Expanded Core Curriculum (ECC) across learning environments. The activity used by the TSBLV incorporates the child's use of touch, smell, and taste during exploration of the vegetables. This is an example of sensory efficiency by requiring the student to use senses other than vision to gain information.
Descriptive Statements:
- Apply knowledge of approaches for promoting literacy skills and communicative competence in instructional and noninstructional settings consistent with a student's determined learning medium and individual strengths and needs.
- Demonstrate knowledge of a variety of input/output devices, low-tech and high-tech adaptations (e.g., refreshable braille display, keyboard overlays, screen readers, tactile materials) that address a student's specific access and individualized literacy and communication needs.
- Apply knowledge of teaching diverse social communication skills, including body language, nonverbal communication, and social etiquette.
- Apply knowledge of specialized resources, tools, and activities to address the specific communication needs of students with varied language/communication proficiency, reading levels, and communication modes.
- Apply knowledge of strategies, resources, and technologies for developing students' literacy skills in print, braille, tactual, auditory, and digital media, including instruction and activities to develop tactile readiness and perception, visual efficiency, and auditory skills.
- Apply knowledge of emergent braille literacy instruction using pre-braille and tactile learning strategies.
- Demonstrate knowledge of methods for producing braille (e.g., braillewriter, slate and stylus, embosser, refreshable braille displays).
- Demonstrate knowledge of, and rules for, fully contracted Unified English Braille (UEB) code, including UEB Math/Science.
- Demonstrate knowledge of, and rules for, Nemeth Code, including UEB with Nemeth.
- Demonstrate knowledge of appropriate use of and care for braille and braille production devices and technology equipment, including basic maintenance of devices, software updates, and teaching students to appropriately use and care for equipment.
Sample Item:
A student with low vision is working on a geography activity that requires them to identify various countries and bodies of water on a map. The student's preferred font size is 18 point. Which of the following adaptations would most benefit the student with this activity?
- enlarging one section of the map and modifying the task
- using a topographic map with raised lines indicating borders
- viewing the map using video magnification
- locating a wall-size map and using a monocular for viewing
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. This question requires the examinee to demonstrate knowledge of a variety of input/output devices, low-tech and high-tech adaptations (e.g., refreshable braille display, keyboard overlays, screen readers, tactile materials) that address a student's specific access and individualized literacy and communication needs. Video magnifiers use stand-mounted or handheld video cameras to project images onto a screen. With this device, the student with low vision can view the map comfortably by adjusting the magnification, contrast, and illumination to suit their individual needs.
Descriptive Statements:
- Apply knowledge of methods and strategies for promoting students' social-personal skills, adaptive behavior, and self-determination skills (e.g., knowledge of self, developing and maintaining relationships).
- Apply knowledge of methods and strategies for teaching skills to develop and enhance students' participation in fitness, leisure, and recreational activities; hobbies; and team and spectator sports to facilitate inclusion.
- Apply knowledge of methods for evaluating social skills and designing behavior strategies to maximize positive social engagement and interaction across environments.
- Apply knowledge of strategies in the area of the ECC for facilitating the maintenance and generalization of self-determination, social interaction, recreation and leisure skills across learning environments.
- Demonstrate knowledge of methods for teaching developmentally appropriate human guide techniques, self-familiarization in new environments, protective and orientation skills using environmental features, and alignment techniques for independent travel to promote safety across environments.
- Demonstrate knowledge of methods for promoting students' self-advocacy for optimal environmental accommodations and modifications, including requesting and refusing assistance as needed.
- Demonstrate knowledge of ways to teach students to recognize and report behaviors that impact their personal safety and well-being.
- Apply knowledge of methods and strategies for teaching the ECC in the area of career and vocational education (e.g., college, job skills, career readiness) and providing postsecondary education and vocational counseling, including knowledge of transition programs.
- Apply knowledge of methods and strategies for teaching the ECC in the area of independent living skills (e.g., personal hygiene, meal preparation, cleaning skills, money management, emergency procedures).
Sample Item:
A physical education (PE) teacher is beginning a unit on T-ball with a kindergarten class. A student in the class with low vision enjoys catching and throwing a beeping ball but has no experience in the game. The PE teacher and TSBLV should engage the student in which of the following activities next as they introduce the sport?
- observing the student's ball skills
- orienting the student to the playing area and equipment
- ensuring the student knows the rules of the game
- having the student choose the position to play
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. This question requires the examinee to apply knowledge of methods and strategies for teaching skills to develop and enhance students' participation in fitness, leisure, and recreational activities; hobbies; and team and spectator sports to facilitate inclusion. The student with low vision may not be able to observe the activities that are happening in their environment. To support the student's visual access, they should be provided guided exploration with the multiple components of the game. The student needs to be oriented to the play area and equipment used for T-ball. The next step in introducing this sport should be for the TSBLV to orient the student to the physical area or playing field, including familiarizing the student with where equipment is placed. This provides context for the student prior to introducing the rules of the game.
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