Fitchburg State UniversityEDUCATOR ProgramsComprehensive Syllabus

Fall 2017Course Prefix and Number - TBD

Course title: Career Development & Self-Determination to Achieve Transition Success: Expanding the Core Curriculum

3 Credit hoursOnline Class

Number of Class Meetings – Eight Asynchronous Sessions

Instructor: Dr. Karen WolffeOffice: 512.707.0525Telephone: 512.799.2666E-mail: karenwolffe@gmail.com Office Hours: M, W, F from 9am to 11am (Central) unless otherwise notified

A. COURSE DESCRIPTION:

In this course, you will learn how to support children and youth with visual impairments, including those with additional disabilities, through the first four phases of the career education model (career awareness, exploration, preparation, and placement). You will also be exposed to the last two phases of the career education model (maintenance and mentoring), which typically occur when adults are established on a career track. The Career Education construct encompasses career development, self-determination, and pre-employment skills.

An overview of transition assessment and planning requirements under federal law; as well as, appropriate implementation activities for instruction with students will be described. Assessment and programming for vision professionals working with families and students; as well as, other instructional and therapeutic staff will be introduced and explained. Applied learning activities include reviews of pertinent articles and book chapters, to be discussed in an online forum, and a final course project involving the design of curricular materials or detailed transition plans and activities for specific students with visual impairments, including those with additional disabilities.

If you plan on matriculating into a graduate program at Fitchburg State University, please be aware that twelve semester hours of Fitchburg State University credit taken within a year prior to the student’s admission may be applied to the degree program with the approval of the program chairperson. Anything over 12 credits prior to matriculation will NOT be accepted towards the degree.

B. TEXTS : [

Wolffe, K. E. (2012). The transition tote system facilitator’s guide: Navigating the rapids of life (2nd Ed.). Louisville, KY: American Printing House for the Blind.

Wolffe, K. E. (Ed.). (1999). Skills for success: A career education handbook for children and adolescents with visual impairments. New York: American Foundation for the Blind.

Fitchburg State University Teacher Preparation Programs. (2012).  Conceptual framework.  Fitchburg, MA: Author. [Online] Available: http://www.fitchburgstate.edu/offices/academic-offices/education-unit/conceptual-framework/

Massachusetts Department of Elementary and Secondary Education. (1999-2011). Curriculum frameworks. Malden, MA: Author. [Online] Available: http://www.doe.mass.edu/frameworks/current.html

Fitchburg State University Teacher Education Conceptual Framework

K n ow ledgea ble

Sk i l l fu l

Ca r in g E th i ca l

C. LEARNING OUTCOMES / OBJECTIVES:

This course will address the dispositions of the Conceptual Framework in the following way(s):

Knowledge: As a result of the learning experiences in the course, you will become more cognizant of:

the need for career education, including instruction in self-advocacy and self-determination, in the lives of children and adolescents with visual impairments, including those with additional disabilities.

Skill: As a result of the learning experiences in the course, you will become better able to: Demonstrate a thorough knowledge of career education and self-determination resources

(assessment tools, topical books and articles, curricula, and Internet-based information sources and tools) that are appropriate for children and students with visual impairments, including those with additional disabilities and when to use them.

Apply the information acquired in this course to write IFSP & IEP goals and objectives that support the acquisition of career education competencies (birth through age twenty-two).

Build lesson plans to support students with visual impairments in their acquisition of career education content, including self-advocacy and self-determination skills.

Caring: As a result of the learning experiences in the course, you will become more competent in your ability to:

Explain the importance of career education in the lives of children with visual impairments as they prepare for life roles

Illustrate the importance of incidental learning in career/life planning Collaborate with families and related service providers in transition planning.

Ethical: As a result of the learning experiences in the course, you will become more competent in your ability to:

Explain the importance and need for early intervention in helping children with visual impairments prepare to enter and engage successfully in life activities

Recognize the importance of preparing students with visual impairments for life beyond school with special emphasis on postsecondary training and movement into employment

D. INSTRUCTIONAL STRATEGIES

x Lecture Data Collection and Analysis x Discussion/Questioning Pre-Practicum Laboratory Role Playing/Simulation Problem Finding/Solving x Independent Learning x Discovery Field Trips Interviewing Computer Applications Collaborative Learning Groups Viewing or Listening to Followed by Reflective Responses Discussing Creating Visual Illustrations of Concepts x Other_self-directed research_

Technology Initiatives : Users of the Fitchburg State University technology systems are subject to all applicable federal, state, and international technology laws. Questions regarding regulations may be directed to the Office of Information Technology.

Candidates will utilize technology as: Participants in this course will use Moodle to access the course; as well as, their preferred web browsers to research and access online resources. In addition, participants will use email and software to facilitate synchronous sessions, as scheduled.

E. COURSE REQUIREMENTS :Students enrolled in this course are required to attend and participate in online class activities:

Access and read course content,

Respond to threaded discussion questions posed by the instructor, and

Reply to other participants’ postings in a meaningful way as indicated on the Discussion Board Rubric.

In addition, students desiring full credit must complete the following: Two journal article reviews (one at week four and the second at week eight), Submit a proposed IEP goal with objectives for review (fictitious students as noted below) by the

instructor at weeks two, three, five, six, and seven.o Week two: A preschool student who is blind due to retinoblastoma.o Week three: An elementary student with low vision due to albinism.o Week five: A middle school student with vision impairment (you choose the etiology).o Week six: A high school student who is blind due to optic nerve hypoplasia.o Week seven: A high school student with low vision due to Stargardt’s disease.

Submit a final product (a proposed lesson plan complete with IEP goal and objectives for a fictitious student with vision impairment), choosing from the following:

o A teenager in an ungraded program with vision impairment due to CHARGE syndrome.o A high school student who is blind due to Usher (type I) syndrome and planning to attend

college.o A high school student with low vision due to Leber’s Congenital Amaurosis, who also

experiences moderate learning difficulties.

F. FIELD-BASED REQUIREMENTS: No field-based requirements are in place for this course.

G. EVALUATION OR GRADING POLICY:Grades will be assigned based on the following criteria:

1. Discussion Board/synchronous session participation: 120 points (15 points each week) 2. Journal article reviews: 30 points (15 points per article)3. Proposed IEP goals and objectives: 25 points (5 points each)4. Lesson plan: 125 points

Spelling accuracy, appropriate grammar and sentence construction, and correct use of APA-style for written submissions will be factored into the grade for all written assignments. Assignments are due on the date indicated. Late assignments, without a negotiated excuse with the instructor, will not be accepted. Students are responsible for ensuring that they have appropriate and timely access to the technology needed to complete the coursework. Grades will be assigned according to an assessment of the quality of work as follows:A = Exceptional performance: 270-300 points B = Good performance: 240-269 points C = Minimally acceptable performance: 210-239 points F = Unsatisfactory performance: Less than 209 points

FITCHBURG STATE UNIVERSITY GRADUATE GRADING SYSTEM

4.0 285 - 300 A3.7 276 - 284 A-3.5 267 - 275 A-/B+3.3 258 - 266 B+3.0 249 - 257 B2.7 240 - 248 B-2.5 231 - 239 B-/C+2.3 222 - 230 C+2.0 213 - 221 C0.0 0 - 212 FW WithdrawnIN IncompleteIP In-Progress

H. RUBRICS Rubrics are provided for each type of assignment. Be sure to reference the rubrics to ensure that your work includes the required elements.

I. COURSE CONTENT/TOPICAL OUTLINE

Week One: We will focus on the critical need for career education and self-determination throughout the lives of children and adolescents with visual impairments, including those with multiple disabilities.

Learning Objectives

By the end of this week, participants will be able to:

1. Explain the importance of career education in the lives of children with visual impairments as they prepare for life roles.

2. Identify the essential career education competencies that youngsters need to acquire at each stage of the career education model.

3. Select appropriate career education goals to include in IFSPs and IEPs for children with visual impairments.

4. Illustrate the importance of incidental learning in career/life planning.

Required Readings & Activities

Read:

Skills for Success (Wolffe, 1999): Part One (pp 8-43)

Wolffe, K. (1996). Career education for students with visual impairments. RE:view 28(2), 89-93

Advice on Career Education - AFB ECC site

Handouts: SMART goals & IEP goals

View:

PowerPoint Presentation: Home-to-School-to-Work

Recommended Supplemental Information & Activities

Wolffe, K. E. (2014). Career Education. In C. Allman & S. Lewis (Eds.) ECC essentials: Teaching the expanded core curriculum to students with visual impairments. New York: AFB Press.

Link to a session I did in Canada: SET-BC Vision Teachers’ Conference – Skills for Success with Dr. Karen Wolffe (2010)

Week Two: This week the emphasis is on preschoolers and their families. We will discuss assessing children, setting IFSP & IEP goals, and developing lesson plans to support established goals.

Learning Objectives

By the end of this week, participants will be able to:

1. Explain the importance and need for early intervention in helping children with visual impairments prepare to enter and engage successfully in life activities.

2. Identify how to prepare children to move successfully into preschool from home and then into kindergarten.

3. Develop the skills to support families and ECI personnel as they prepare youngsters to transition from home to school.

4. Recognize how to integrate career education competencies into preschool and kindergarten curricula.

Required Readings & Activities

Read:

Skills for Success - Part Two (pp 97-159)

Download & Read:

From Project Aspiro: KSAs for Preschoolers

From Project Aspiro: Career Education Competencies Checklist

View:

PowerPoint Presentation: Preparing Preschoolers with Vision Impairments for Life beyond Their Homes

Handout: Tips for Parents

Activity: Submit a proposed IEP goal with objectives for review (fictitious student’s characteristics: A preschool student who is blind due to retinoblastoma.)

Recommended Supplemental Readings

Blind Children’s Center (1993). First steps: A handbook for teaching young children who are visually impaired. Los Angeles: author.

Cho, H., & Palmer, S. B. (2008). Fostering self-determination in infants and toddlers with visual impairments or blindness. Young Exceptional Children, 11, 26-34.

Meyers, L., & Lansky, M. A. (1991). Dancing cheek to cheek. LA: Blind Children’s Center.

Week Three: This week the emphasis is on elementary students. We will discuss intervention strategies for teachers and parents; setting IEP goals and developing lesson plans to support established goals.

Learning Objectives

By the end of this week, participants will be able to:

1. Identify activities to teach career education skills needed by elementary students in preparation for middle school.

2. Develop the self-advocacy and self-determination skills students need in preparation for the transition from elementary to middle school.

3. Identify activities to teach career education skills needed by elementary students in preparation for middle school.

Required Readings & Activities

Read:

Skills for Success - Part Three (pp 160-274)

Download & Read:

From Project Aspiro: KSAs for Primary Students

View:

PowerPoint Presentation: Preparing Elementary Students with Vision Impairments for Life beyond the Classroom

Download:

From Project Aspiro: Self-Advocacy Checklist

Activity: Submit a proposed IEP goal with objectives for review (fictitious student’s characteristics: An elementary student with low vision due to albinism.)

Recommended Supplemental Information

FamilyConnect page on advocacy skills for younger students: http://www.familyconnect.org/info/browse-by-age/grade-schoolers/transition-to-independence-grade-schoolers/teaching-your-child-about-self-advocacy/1235

Learning with Luke (a second grader’s instructive video): https://www.youtube.com/watch?v=oNc4dDkNH_U&feature=youtu.be

Week Four: This week the emphasis is on middle school students. We will discuss intervention strategies for teachers and parents with special emphasis on self-determination tools and resources; setting IEP goals and developing lesson plans to support established goals.

Learning Objectives

By the end of this week, participants will be able to:

1. Develop the skills to support families and students in preparation for the transition from middle school to high school.

2. Assess students’ self-determination skills using the ARC’s Self-Determination Scale.3. Identify activities to teach career education skills needed by middle school students in

preparation for high school.

Required Readings & Activities

Read:

Skills for Success - Part Four (pp 276-379)

Download & Read:

Transition is Never Easy: IEP Advice to a Middle School Teacher

From School to College: A Transition Activity Calendar for Students who are Blind or Visually Impaired

ARC’s Self-Determination Scale

View:

PowerPoint Presentations: Preparing Middle School Students with Vision Impairments for Life beyond the Classroom and Self-Determination & Self-Advocacy

Activity: Review the sample lesson plan for a middle school student.

First journal article review due

Optional Activity: Design and submit your own sample lesson plan for a middle school student who is either blind due to Retinoblastoma or who has low vision due to Albinism, if you’d like feedback.

Recommended Supplemental Information

ARC’s Self-Determination Scale – Procedural Guidelines

Castellano, C. (2013). Developing self advocacy skills: Or, the pursuit of a normal life. Future Reflections, 32, 33-35.

Cleveland, J., Clinkscales, M. R., Hefner, N., Houghtling, D., Kabacak, C., & Sewell, D. (2007). Empowered: An activity based self-determination curriculum for students with visual impairments. Austin: Texas School for the Blind & Visually Impaired.

Foster, B. H., & Ehrensberger, W. (2005). Empower students with your words. TEACHING Exceptional Children Plus, 1 (6). Retrieved from http://journals.cec.sped.org/cgi/viewcontent.cgi?article=1062&context=tecplus

Hands & Voices presentation by Mathew (a hearing impaired and vision impaired fifth grader). Retrieved from http://www.handsandvoices.org/matthew/index.htm

Krebs, C. S. (2002). Self-advocacy skills: A portfolio approach. RE:view, 33, 160-163.Orr, A. (n.d.). Self-advocacy and self-determination. Retrieved from http://ntac.blind.msstate.edu/search/?

q=self-advocacy Wolffe, K. E., & Rosenblum, L. P. (2014). Self-Determination. In C. Allman & S. Lewis (Eds.) ECC

essentials: Teaching the expanded core curriculum to students with visual impairments. New York: AFB Press.

Week Five: This week the emphasis is on high school students. We will discuss the initial transition planning process, assessment and guidance tools, and techniques for working with students, teachers, and parents.

Learning Objectives

By the end of this week, participants will be able to:

1. Define relevant legislation related to the transition process such as IDEA and WIOA.2. Assess the transition needs of students with visual impairments, including those with

additional disabilities using the Transition Competencies Checklist. 3. Demonstrate the ability to write IEP transition goals and objectives.4. Collaborate with families and related service providers in transition planning.

Required Readings

Read

Skills for Success - Part Five: The Career Caravan (pp 381-418)

Hoff, D. (2014). WIA is now WIOA: What the new bill means for people with disabilities. The Institute Brief, 31. Boston: University of Massachusetts Institute for Community Inclusion.

Rural Institute on Disabilities. (2014). Vocational rehabilitation and blind services: Pre-Employment and Transition Services (PETS). Retrieved from http://ruralinstitute.umt.edu/transition/handouts/VRBS_and_WIOA-28apr15.pdf

U. S. Department of Labor. (2014). The Workforce Innovation and Opportunity Act – July 22, 2014. Retrieved from https://www.doleta.gov/WIOA/

Download & Review:

From Project Aspiro: KSAs for Secondary Students

From Project Aspiro: Transition Competencies Checklist

ViewPerkins PEP video

PowerPoint Presentations: Preparing High School Students with Vision Impairments for Life beyond the Classroom and Transition to Work or Factors that Lead to Employment Success

Activity: Submit a proposed IEP goal with objectives for review (fictitious student’s characteristics: A middle school student with vision impairment - you choose the etiology).

Recommended Supplemental Information & Activities

Rosenblum, L. P. (nd). Non-driving: Strategies for preparing children and youth. Retrieved from http://www.perkinselearning.org/videos/webcast/nondriving-strategies-preparing-children-and-youth

From CareerConnect:

Cornerstone to Success

What’s Next…Postsecondary Training Preparation for Students with Visual Impairments

Week Six: This week’s class will focus on transition and self-determination intervention strategies for VI students with minimal needs for assistance.

Learning Objectives

By the end of this week, participants will be able to:

Recognize the importance of preparing students with visual impairments for life beyond school with special emphasis on postsecondary training and movement into employment.

Identify specific techniques for teaching students to analyze their interests, abilities, values, work personality, and limitations (self-awareness), how to identify jobs that they can do as teenagers and plan for their careers (work exploration), how to find and apply for jobs, and interview successfully (job seeking skills), and how to keep jobs they secure (job maintenance).

Understand how to develop meaningful transition plans for students with visual impairments.

Required Readings & Activities

Download & Read:

From Project Aspiro: KSAs for Postsecondary Students – Academic Programming

Making It! - Article by Wolffe available on TSBVI websiteTransition Tote Student Manual (back matter in Tote Facilitator’s Guide)

Wolffe, K. E., & Kelly, S. (2011). Instruction in areas of the expanded core curriculum linked to transition outcomes for students with visual impairments. Journal of Visual Impairment & Blindness, 105, 340-349.

View

PowerPoint Presentation: Introduction to the Transition Tote System

Activity: Submit a proposed IEP goal with objectives for review (fictitious student’s characteristics: A high school student who is blind due to optic nerve hypoplasia.)

Recommended Supplemental Information & Activities

Kelly, S., & Wolffe, K. (2012). Internet use of transition-aged youth with visual impairments in the United States: Assessing the impact. Journal of Visual Impairment & Blindness, 106, 597-608. 

Shaw, A., Gold, D., & Wolffe K. (2007). Employment-related experiences of youths who are visually impaired: How are these youths faring? Journal of Visual Impairment & Blindness, 101, 7-21.

The following are free employability skills assessment and curriculum tools that I developed for RNIB, available without cost for educational purposes through Creative Commons:

RNIB Pre-Employment Programme Trainer’s Manual (ask me if you are interested in the US or Canadian iterations)RNIB Employment Assessment Toolkit (ask me if you are interested in the US or Canadian iterations)

Week Seven: This week’s class will focus on transition and self-determination intervention strategies for VI students with average needs for assistance

Learning Objectives:

By the end of this week, participants will be able to:

1. Recognize the importance of preparing students with visual impairments, who need direct instruction, for life beyond school with special emphasis on postsecondary training and movement into employment.

2. Identify specific techniques for teaching instructional students self-awareness, work exploration, job seeking skills, and job maintenance.

3. Understand how to develop meaningful transition plans for instructional students with visual impairments.

Required Readings & Activities

Erin, J., & Wolffe, K. (1999). Transition issues related to students with visual disabilities. Austin, TX: PRO-ED.

Transition Tote Facilitator’s Guide – modifications to lessons for instructional studentsActivities

Visit the following content on CareerConnect:

Aaron’s Adventures in Employment

On Your Mark, Get Set…Go to Work

Submit a proposed IEP goal with objectives for review (fictitious student’s characteristics: A high school student with low vision due to Stargardt’s disease.)

Recommended Supplemental Information & Activities

Do You Dream In Color? (YouTube clip of documentary describing teenagers who are blind and their dreams for the future.)

From Project Aspiro: KSAs for Postsecondary Students – Vocational Programming

Wolffe, K. E., & Erin, J. N. (2012). Transition education for adolescents who are blind or have low vision. In M. L. Wehmeyer & K. W. Webb (Eds.). Handbook of Transition for Youth with Disabilities (pp. 439-457). New York: Routledge, Taylor and Francis.

Week Eight: This week’s class will focus on transition and self-determination intervention strategies for VI students with multiple disabilities and those with extensive needs for support.

Learning Objectives:

By the end of this week, participants will be able to:

1. Recognize the importance of infusing Career Education content and activities into the lives of advocacy students.

2. Identify specific techniques for teaching self-awareness, work exploration, job-seeking, and job-keeping to students with extensive needs for support.

3. Develop meaningful transition plans for students with multiple disabilities.

Required Readings & Activities

Read

Wolffe, K. E. (2012). Transition Tote Facilitator’s Guide – modifications to lessons for advocacy students.Wolffe, K. E. (1998). Transition planning and employment outcomes for students who have visual

impairments with other disabilities. In S. Z. Sacks and R. Silberman (Eds.). Educating students who have visual impairments with other disabilities. Baltimore: Paul Brookes.

ViewPowerPoint Presentation: Working with Students with Multiple Disabilities

Activity: Submit a final product (a proposed lesson plan complete with IEP goal and objectives for a fictitious student with vision impairment), choosing from the following:

o A teenager in an ungraded program with vision impairment due to CHARGE syndrome.o A high school student who is blind due to Usher (type I) syndrome and planning to attend college.o A high school student with low vision due to Leber’s Congenital Amaurosis, who also experiences

moderate learning difficulties.

Second journal article review is due.

Recommended Supplemental Information

Chapter 5, Sensory Efficiency (Smith) in ECC Essentials (Allman & Lewis, 2014)

Chapter 13, Teaching Social Skills to Students with Multiple Disabilities (Wolffe & Silberman) in Teaching Social Skills to Students with Visual Impairments (Sacks & Wolffe, 2006)

Fansler, L. (nd). A parent discusses self-stimulation. Retrieved from https://nfb.org/images/nfb/publications/fr/fr17/issue3/F170309.htm

Gense, D. J. & Gense, M. H. (2005) Autism spectrum disorders and visual impairment: Meeting students' learning needs. New York: AFB Press.

Hall-Lueck, A. & Dutton, G. N. (Eds.). (2015). Vision and the Brain: Understanding Cerebral Visual Impairment in Children. New York: AFB Press.

Hammer, E. (nd). Self-stimulation: Dr. Hammer responds. Retrieved from https://nfb.org/images/nfb/publications/fr/fr17/issue3/f170308.htm

Morgan, S., Bixler, E., & McNamara, J. (2002). Self-determination for children and young adults who are deaf-blind. Retrieved from http://documents.nationaldb.org/products/self-determ.pdf

Pawletko, T., & Rocissano, L. (2000). Autism in the visually impaired child. Retrieved from http://www.pathfindersforautism.org/docs/Autism-in-the-Visually-Impaired-Child.pdf

Pawletko, T., & Rocissano, L. (2000). Examples of symptom presentation in blind/autistic children in contrast to blind/non-autistic children a la DSM-IV criteria. Retrieved from http://www.faculty.sfasu.edu/munromicha/munro515/autistic_nonautistic.htm

Roman-Lantzy, C. (2007) Cortical visual impairment: An approach to assessment and intervention.  New York: AFB Press.

Sacks, S. Z. & Zatta, M. (Eds.). (2016). Keys to educational success: Teaching students with visual impairments and multiple disabilities.  New York: AFB Press.

Southeast Regional Transition Institute Team. (2013). Transition toolkit: Enhancing self-determination for young adults who are deaf-blind. Retrieved from http://documents.nationaldb.org/transitiontoolkit/TransitionToolkit_Final.pdf

Fitchburg State University encourages all Extended Campus students to take advantage of our online student services. We have created a “virtual student center” just for you. Here you will find access to Counseling Services, Career Services, The Student Activity Center, the university bookstore and many other helpful links. You can access our student center by going to the university homepage at http://www.fitchburgstate.edu and clicking on Offices and Services. Scroll down and click on Extended Campus Center. You will find links to Library Services, our Virtual Student Center and other important information.

FITCHBURG STATE UNIVERSITY DISTANCE LEARNING & EXTENDED CAMPUS LIBRARY SERVICES

 The Gallucci-Cirio Library at Fitchburg State University provides a full range of library services including borrowing privileges; document delivery (books and articles mailed to your home); Interlibrary Loan; reference assistance via: phone, email, IM, Blackboard’s Collaborate tools, Skype and in-person; library instruction via online and in-person at extended campus sites; research help and more. Any questions relating to library services should be directed to the E-Learning & Instruction Librarian, at 978-665-3062 or dllibrary@fitchburgstate.edu. There is also a special section for Distance Learning and Extended Campus Services at http://fitchburgstate.libguides.com/dlservices outlining the wide range of services available to you and how to access them.  Activate your library account online through our ILLiad system at https://fitchburgstate.illiad.oclc.org/illiad; from here you can access article, book, and media. request forms to get items from our library and from other libraries. If you haven't used ILLiad before, you will need to click on the "First Time User? Create Your Account" link and set up your account.  Students who are currently registered with the university may access any of the library’s subscription databases, including an increasing number with full-text, by visiting the Gallucci-Cirio Library’s homepage at http://www.fitchburgstate.edu/academics/library and clicking on the Research Databases button in the center of the page. Select the resource you want to access from the alphabetical or subject listing. Once you click on the database title you will be prompted for your Falcon Key logon information; this is the same logon you will use for your Fitchburg State email account and if you have any online Blackboard courses. If you do not know your Falcon Key username and password or if you have any problems logging in, contact the university’s Technology Help Desk at 978-665-4500 or helpdesk@fitchburgstate.edu. The Library can issue you a temporary guest login to access the library's databases while the Technology Department is setting up your account: contact us at 978-665-3062 or dllibrary@fitchburgstate.edu All registered Fitchburg State University students are eligible for a Fitchburg State University OneCard ID which also serves as his/her library card. If you have not received your OneCard yet, you can still access all of our online services as long as you have activated your library account through ILLiad. After activation by the Gallucci-Cirio Library and receipt of your OneCard, students may access participating Massachusetts State College/University Libraries and you may request an ARC Card to access participating libraries in the Academic and Research Collaborative (ARC) during the current semester. OneCards are available on campus all year round.  Students wanting a OneCard must either

complete the online Extended Campus OneCard request form at http://www.fitchburgstate.edu/offices/technology/onecard/ or present a course registration confirmation at the One Card Office in the Anthony Building of the main campus. Please call 978-665-3039 for available times or if you have any questions about your One Card.

UNIVERSITY AND EDUCATION UNIT POLICIES

Policy on Disability

Disability Services is the primary support system for students with disabilities taking classes in the day and evening divisions. The office is located on the third floor of the Hammond Building and can be reached at 978-665-4020 (voice/relay). If you need course adaptations or accommodations because of a disability, if you have emergency medication information, or if you need special arrangements in case the building must be evacuated, please make an appointment at the beginning of the course to talk with me. It is important that the issues relating to disabilities be discussed with me as soon as possible.

Attendance and Participation

1. As an emerging professional, you are expected to attend every class session, to be on time, and to communicate with the instructor regarding any absences. Absences and tardiness may result in a permanent grade change. Attendance at all pre-practicum sessions is mandatory.

2. Participation in class discussions and cooperative groups is expected. All candidates are responsible for meeting required deadlines on projects and assignments; your ability to complete tasks in a timely fashion demonstrates professional maturity and an ability to organize and manage time. Completion of assigned reading is imperative to your individual development as a professional.

3. All of these behaviors regarding attendance, preparation, and meeting deadlines are critical for successful teaching and thus are factored into the final grade.

Education Unit Computer Literacy Requirement

All assignments must be typed, doubled-spaced, and use APA format when appropriate. Refer to Internet Resources for Writing on the Fitchburg State University website for assistance.

You are expected to use word processing for all assignments (unless otherwise instructed). [If your course has other requirements list those also, e.g., ‘You are expected to use e-mail for dialogues with other class members, to examine the use of software in the field, and to use the Internet to obtain information, ideas and resources.’]

Cellular Telephones and Other DevicesKindly turn-off cellular telephones during class time and field experiences and place them in book bags or purses. Please no texting in class. It reflects negatively upon you as a developing professional. Once class begins and if use of the laptop is not required, all laptops should be closed during class time so that your full attention can be focused on your colleagues and the discussion or lecture in progress. If you prefer to take class notes on your laptop, please inform the instructor. You are on your honor to be focused on note taking and not on e-mail, Facebook or other technological enterprise not germane to the class in progress. Thank you in advance for your consideration of colleagues and students.

Grade AppealIf you disagree with the evaluation of your work or believe an improper grade has been assigned, an appeal may be followed. Please discuss the matter with the instructor and refer to the Fitchburg State University Grade Appeal Policy in your Student Handbook located: athttp://www.fitchburgstate.edu/uploads/files/EducationUnit_NCATE/Standard2/narrative/Student_Handbook_Web_1213.pdf

Academic Integrity PolicyThe faculty in the Education Unit at Fitchburg State University that work submitted in fulfillment of course requirements will be solely that of the individual candidate and all other sources will be cited appropriately. University Academic Integrity Policy, as outlined in the University Catalogue, will be strictly adhered to.

Copyright PolicyYou are reminded that, in preparing handouts for peers or the instructor, reproduction of copyrighted material without permission of the copyright owner is illegal. Such unauthorized copying may violate the rights of the author or publisher. Fitchburg State University adheres to federal laws regarding use of copyrighted materials. See the Electronic Use of Copyrighted Materials on the Fitchburg State University website for more details.

J. READING AND RESOURCES

Attmore, M. (1990). Career perspectives: Interviews with blind and visually impaired professionals. New York: American Foundation for the Blind.

Beaty, L. A. (1991). The effects of visual impairments on adolescents’ self-concept. Journal of Visual Impairment & Blindness, 85(3), 129-130.

Beaty, L. A. (1994). Psychological factors and academic success of visually impaired college students. RE:view, 26, 131-139.

Blind Children’s Center (1993). First steps: A handbook for teaching young children who are visually impaired. Los Angeles: author.

Bolles, R. N. (revised annually). What color is your parachute? Berkeley, CA: Ten Speed Press.Bolles, R. N. (2009). The job-hunter’s survival guide. Berkeley, CA: Ten Speed Press.Bolles, R. N., & Brown, D. S. (2001). Job-hunting for the so-called handicapped or people who have

disabilities. Berkeley, CA: Ten Speed Press.

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Peavy, K. O., & Leff, D. (2002). Social acceptance of adolescent mainstreamed students with visual impairments. Journal of Visual Impairment and Blindness, 96, 808-811.

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Rosenblum, L. P. (1998). Best friendships of adolescents with visual impairments: A descriptive study. Journal of Visual Impairment & Blindness, 92, 593-608.

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Wolffe, K. E. (2012). Career counseling for people with disabilities: A practical guide to finding employment, 2nd ed. Austin, TX: PRO-ED.Wolffe, K. E. (2011). Pre-employment programme trainer’s manual. London: Royal National Institute of Blind People.

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Wolffe, K. (1999). Responding to a common concern about hiring people with visual impairments: Access to print information. Journal of Visual Impairment & Blindness, 93(2), 110-113.

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K. FURTHER RECOMMENDATIONS :

Internet Resources by Specific Additional Disabilities

CHARGE syndrome: 

http://www.perkinselearning.org/videos/webcast/charge-syndrome-teaching-strategies-children

www.sense.org.uk/sites/default/files/Successful_ teaching _strategies.pdf

http://www.chargesyndrome.org/professional%20packet/11%20educational%20needs.pdf

https://www.pinterest.com/cadbs/charge-syndrome/

Cortical Visual Impairment, Cerebral Vision Impairment, Neurological Vision Impairment, Traumatic Brain Injury:

http://www.reviewofophthalmology.com/content/d/pediatric_patient/c/42791/

http://tech.aph.org/cvi/

http://www.tsbvi.edu/seehear/fall98/cortical.htm

http://www.afb.org/info/living-with-vision-loss/eye-conditions/cortical-visual-impairment-traumatic-brain-injury-and-neurological-vision-loss/123

http://www.littlebearsees.org/what-is-cvi/

http://www.sfsu.edu/~cadbs/Eng022.html

http://www.cvisociety.org.uk/ 

Deaf-Blind:

https://nationaldb.org/

https://nationaldb.org/library/list/3

http://www.parentcenterhub.org/repository/deafblindness/

http://www.aadb.org/FAQ/faq_DeafBlindness.html

http://www.perkins.org/school/educational-programs/deafblind

http://nfadb.org/

http://www.sense.org.uk/content/about-deafblindness

http://www.tsbvi.edu/deaf-blind-project

https://www.helenkeller.org/hknc

http://my.clevelandclinic.org/health/diseases_conditions/hic_Usher_Syndromehttps://ghr.nlm.nih.gov/condition/usher-syndrome

Recommended Supplemental Information (Websites)

American Foundation for the Blind advice on Career Education: AFB ECC site

American Foundation for the Blind CareerConnect subsite:

Aaron’s Adventures in Employment

On Your Mark, Get Set…Go to Work

Cornerstone to Success

What’s Next…Postsecondary Training Preparation for Students with Visual Impairments

American Foundation for the Blind & National Association of Parents of Children who are Visually Impaired website: www.familyconnect.org

Advocacy skills for younger students

Blind Children’s Center: https://www.blindchildrenscenter.org/

Compilation of Active Learning forms that Kate Hurst (nee Moss) put together for TSBVI site:

Active Learning Study Group

Do You Dream In Color? (YouTube clip of documentary describing teenagers who are blind and their dreams for the future.)

Hands & Voices presentation by Mathew (a hearing impaired and vision impaired fifth grader). Retrieved from http://www.handsandvoices.org/matthew/index.htm

Mississippi State University’s Rehabilitation Research and Training Center on Blindness and Low Vision

From School to College: A Transition Activity Calendar for Students who are Blind or Visually Impaired

National Federation of the Blind Future Reflections article on choosing toys by age: https://nfb.org/images/nfb/publications/fr/fr5/frfa0108.htm

North American website devoted to Lilli Nielsen’s approach: Lilliworks

Perkins School for the Blind website: http://www.perkins.org/resources/scout/early-childhood/toys-and-play.html

Pinterest list of toys for blind children: http://www.pinterest.com/wonderbabyorg/awesome-toys-for-blind-babies-children/

Playworks – toys for special needs children: http://www.playworks.net/special-needs-toys.html

Royal National Institute for the Blind (RNIB) employment resources:

RNIB Pre-Employment Programme Trainer’s Manual and US iterations

RNIB Employment Assessment Toolkit

RNIB’s Guide for Employment Professionals

SET-BC Vision Teachers’ Conference – Skills for Success with Dr. Karen Wolffe (2010)

Texas School for the Blind & Visually Impaired, Resources for the Expanded Core Curriculum: www.tsbvi.edu/recc/

World Blind Union’s employment resources site, Project Aspiro

KSAs for Preschoolers

KSAs for Primary Students

KSAs for Secondary Students

KSAs for Postsecondary Students – Academic Programming

KSAs for Postsecondary Students – Vocational Programming

Self-Advocacy Checklist

Transition Competencies Checklist