introduction to educational programs and services for students with visual impairments, history, definitions, incidence and prevalence, development, psychosocial aspects, service delivery models, issues, professionalism.

Knowledge and skills in reading and writing the literary braille code, writing with braillewriter and slate and stylus, proofreading, interlining, basic Nemeth mathematics code, basic textbook formatting, computer translation, overview of other braille codes.

Structure and function of the eye, development of the visual system, causes and implications of eye conditions, clinical and functional, vision assessments, environmental modifications, relationship to other disabilities, and neurological aspects of visual impairment.

Strategies for designing and adapting instruction for students with visual impairments in academic programs, expanded core curriculum, principles of special methods, teaching literacy and other communication skills, formal and informal assessment strategies, early childhood intervention parent involvemnt, collaboration skills.

Strategies for designing specialized instruction for students with visual impairments who also have severe/ multiple disabilities, interaction of sensory disabilities with other disabilities, functional curricula, alternative communication and movility systems, collaboration with classroom teachers and other specialists.

This course will provide the student with basic skills in literary braille transcription and codes. Students will acquire competence in reading and writing braille and the use of the Perkins braillewriter, slate and stylus, and Perky Duck Software. Techniques for braille instruction of school-aged students and techniques for pre-braille activities for younger children will also be taught.

An exploration of scientifically-based instructional math research will be developed and applied to the visually impaired. Emphasis will be placed on Nemeth Code and linkage to content standards and objectives.

Pre-req: CIVI 500 and CIVI 501.

Three hundred documented hours of supervised practicum experiences with students with visual impairments, including those with severe/multiple disabilities ranging from infancy to early adulthood.

The graduate student will complete an advanced selection of experiences in clusive and residential settings in order to demonstrate competence as an entry-level teacher.