9 courses with the subject VI, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
Visual Impairment (3) Changing nature of population; definitions; history of services; legis- lative history; attitudes towards the blind; adjustment to blindness; effects of blindness on cognitive, physical, psychological and social development during early childhood, adolescence, transition, and adulthood; formal and informal evaluation procedures. Field experience required.
Impairment (3) Anatomy and development of the eye; nature and degrees of impair- ment; optical and non-optical devices for low vision; vision testing in clinical and educational settings; assessment of visual perceptual func- tioning; learning media assessment; functional vision assessment. Field experience required.
Special skills required for successful independent travel. Skills to be stressed are concept development, orientation and spatial awareness, exploration of the environment, and pre-cane techniques. Students will participate in a variety of movement experiences using occluders which simulate both total and partial vision loss. Field experience required as well as 2-day residency on campus.
Reading and writing of standard English Grade II Braille, using both Braillewriter and slate and stylus. Preparation of assignments in both "hard" Braille and "simulated" Braille using computer programs. The teaching of Braille reading and writing, with attention to the New York State Learning Standards for the English Language Arts. Field experience required.
Continuation and reinforcement of literary Braille; instruction in reading and writing of Nemeth code for scientific and mathematical notation; instruction in utilization of Cranmer abacus for math calcu- lation. Braille formatting, foreign language codes, music Braille, and computer Braille code are introduced. Strategies for Braille reading and writing instruction are further developed, with continuing atten- tion to the New York State Learning Standards for English Language Arts. Field experience required.
Visually Impaired (1) Overview of assistive technology for persons who are blind or visu- ally impaired--Braille, enlarged print, speech. Lecture and "hands- on" experience with screen readers, Braille notetakers, Braille transla- tion programs, and screen magnifiers. Representatives from technol- ogy companies, the American Printing House for the Blind, and local distributors will explain and demonstrate use of products and assist with instruction of selected devices and programs. Offered as a week- long online course.
Visually Impaired (3) Principles of materials development and teaching strategies for chil- dren with visual impairments and total blindness. A sampling of all K-12 subject areas is examined, and special emphasis is placed on reading readiness, reading, the language arts, and visual stimulation. Instruction in developing tactile graphics; students will create tactile graphics to enhance lessons presented in class and/or online. Students will examine means of assuring that New York State Learning Stand- ards in all identified areas are met by all learners. 3 day residency re- quirement. Field experience required.
Learners Who Are Blind or Visually Impaired (3) Assessment and intervention strategies for working with young and/or older multiply disabled learners who are blind or visually im- paired. Emphasis on developing compensatory skills in young chil- dren, and functional skills in older blind and visually impaired chil- dren with multiple disabilities; perspective is teaming and collabora- tion. The New York State Learning Standards and Alternate Perfor- mance Indicators for Students with Severe Disabilities will be identi- fied and addressed in curriculum planning. Field experience required.
Student teaching either during the academic year, if the student is employed working with learners who are visually impaired, or during the summer. Placements will be determined in consultation with fac- ulty. The seminar refines topics such as working with the para-edu- cator, working with families, developing appropriate I.E.P. goals and objectives, conducting functional vision assessments, learning media assessments, transition plans, and preparing community presentations. 177
Source: Dominican University New York's catalog, linked per course · table learning_unit · CourseShelf publish 61
