Visual Impairment Teacher; Itinerant

Description

Teacher of the Visually Impaired provides itinerant-based direct service to students with visual impairments based on their individual IEP goals, consultation to district staff, and family support. This includes Braille and Nemeth instruction, teaching of Assistive Technology, instruction in the use of low vision aids, adaptation of materials and curriculum, consultation to teaching and district staff, and involving parents in the educational setting.

Basic computer skills are required. The successful candidate will plan and prepare high-level, creative learning environments that are engaging, relevant, address student needs, and are based on best practices for instruction and special education needs.

A Bachelor's degree that included instruction in functional vision evaluations, and an understanding of the implications of visual impairment on education and the curricular needs of the child.

• Conduct vision-related assessments and evaluations, including all initial assessments and re-evaluations. Provide written reports that document assessment outcomes and identify needs, set goals and objectives, and recommend the amount and level of service needed for students to achieve IEP goals. Includes but is not limited to:
  • Evaluate eligibility for vision services according to the DPI Wisconsin Eligibility Criteria.
  • Conduct Functional Vision Assessments.
  • Conduct Learning Media Assessments.
  • Assess areas of the Expanded Core Curriculum (ECC).
• Provide vision-related instruction and services required to meet the individualized educational needs of students in all school and other appropriate environments.
• Ensure consistent communication, collaboration, and consultation with stakeholders, including:
  • Assist students, parents, and special and regular education personnel in supporting the unique educational needs and learning characteristics of students who are blind or visually impaired.
  • Consult regularly with classroom teachers, other special and regular education personnel, parents, and others to coordinate programs and services for students.
  • Attend planning and IEP meetings for students.
  • Maintain regular communication with educational assistants, when appropriate, to ensure proper reinforcement of skills and material adaptation/modification as set forth by the TVI in accordance with the IEP.
  • Provide in‑service training for school personnel regarding the individual needs of students who have visual impairments and the need for adaptations and services.
• In collaboration with school staff, ensure that accessible materials, adaptation, modifications, and equipment needed by the students and the classroom teacher are provided in a timely manner, ensuring the student's maximum participation in all classroom activities. Appropriate educational materials may be prepared or adapted by the TVI, or obtained from educational, clerical, or transcriber services.
• Conduct functional vision assessments to determine how students with visual impairments functionally use their vision to perform classroom tasks.
• Consult teachers, parents, and school staff regarding the students' needs and the accommodations necessary for the student to participate in the educational setting.
• Provide training and resources to school staff and parents regarding adaptive equipment and teaching techniques specific for students with visual impairments.
• Provide information to teachers, parents, and school staff about the impact of vision loss on classroom learning.
• Interpret information obtained in eye reports and consult with optometrists and ophthalmologists to clarify medical information.
• Participate in Individual Education Planning meetings for students with visual impairments and assist the educational team in program placement decisions. Maintain ongoing contact with parents to discuss the child's abilities, progress, and future goals.
• Preferred but not essential:
  Provide orientation and mobility instruction to individuals with visual impairments, including the use of a long cane, concept and motor development, sensory development, sighted guide techniques, street crossing and route planning, use of public transportation, and travel within various communities.
• Preferred but not essential:
  Consult with and provide training to school staff and families of students with visual impairments to encourage independent travel skills and enhance independence in school, community, and home environments.

• Years of experience: 0
• Degree:
  Bachelor
• Licenses:
  Blind/Visual Impairment

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