1. "It is not reasonable to expect the classroom teacher to describe everything to your child. She has 30 other students."
Proactive Solutions for Parents
- Meet with your child’s teachers as early in the year as possible.
- Make sure your child’s teacher and teacher of students who are blind
or visually impaired (TVI) have connected and are communicating with each
- Ask the TVI to set up an in-service for the teachers and school staff
to demonstrate appropriate adaptations and answer any questions.
- Parents, in conjunction with a TVI, can demonstrate how to describe the
visual information without disrupting the flow of the lesson. Modeling adaptations
for teachers can illustrate that the level of effort to include students
who are blind or visually impaired is not as great as teachers might have
- Have your child’s previous teachers or related service providers who
were effective talk to your child’s new teachers about their experiences.
- It is important for the teacher, the TVI, and you to work as a team.
Parents and TVIs can answer questions and offer support. Provide newteachers
with a reasonable amount of literature and/or resources about including students
who are visually impaired or blind in their classroom. As parents, you can
provide information that is unique to your child. Be clear, concise and
specific about how you would like teachers to accommodate your child.
- Teach your child to be a confident and respectful self advocate in asking
for descriptions of visual lessons by approaching the teacher or raising
their hand (like anyone else) when something is not understood.
- Arrange to visit the classroom for a morning or a day to observe how
things are going and offer helpful suggestions (make sure your child is comfortable
with this as well). If you have suggestions, set up a meeting with the TVI
and the teacher. Always start constructive criticism or feedback by offering
positive comments, praise and/or encouragement for any effort that is shown.
- If you disagree with the IEP, make sure to include a written statement
noting your objections. Unless indicated otherwise, signing the IEP indicates
attendance, but not necessarily agreement.
Read the Law
Collabortive effort between the
National Center on Severe and Sensory Disabilities
and the National Organization of Parents of Blind Children
Copyright © 2008 National Center on Severe and Sensory Disabilities
Copyright © 2006 National Center on Low-Incidence Disabilities
Permission to use for educational purposes granted.