Professional Resources

BC Vision Teachers' Association

BCVTA's Teachers of Students with Visual Impairments have been dedicated to teaching, advocating and supporting Blind and Visually Impaired students throughout British Columbia for the past 30 years.The executive and members of BCVTA work actively in a variety of different areas.

BCVTA Website


Braille Literacy Canada (formerly Canadain Braille Authority) - Standards for Teachers of Braille Reading and Writing

Braille Literacy Canada (formerly Canadain Braille Authority) - Standards for Teachers of Braille Reading and Writing (PDF)


Building a Curriculum Bridge: The Challenge of Itinerant Teaching

Dr. Kevin Stewart was the keynote speaker at the Charting Our Ways Vision Teacher Conference in Sidney, BC (October 2008). He is well recognized for his research and publications focusing on the learning styles of children with visual impairments, with and without additional disabilities, and on early orientation and mobility development.

His presentation "Building a Curriculum Bridge: The Challenge of Itinerant Teaching" explored several issues and opportunities in meeting the educational needs of students with visual impairments in this age of vast educational change.

Dr. Stewart also presented on "Increasing Students Social Skills and Resilience through Optimism in the Integrated Setting". In this presentation Dr. Stewart outlined strategies and interactive styles to facilitate inclusive practices and students attaining a repertoire of social behaviours, toward achieving independence and increased self-worth.

Please find attached the power point and associated handouts for each of these presentations. In addition Dr Stewart refers to the Canadian National Standards for the Education of Children and Youth Who are Blind or Visually Impaired, Including Those with Addition Disabilities in his presentation and this document has therefore also been included.

Dr. Kevin Stewart's Workshop Resources:


Canadian National Standards For the Education of Children and Youth Who are Blind or Visually Impaired

This document was developed by the Education Committee of the National Coalition for Vision Health and is based on existing research outlining the unique learning needs of students who are blind or visually impaired.

Canadian National Standards For the Education of Children and Youth Who are Blind or Visually Impaired (PDF)


Core Curriculum for Blind and Visually Impaired Students, Including Those with Additional Disabilities

The Core Curriculum for Blind and Visually Impaired Students, Including Those with Additional Disabilities


Language Delay in the Child - The Role of Language in Development

An excerpt taken from The handbook of Speech-Language Pathology and Audiology

Language Delay in the Child - The Role of Language in Development (PDF)


Louder Than Words - Reducing Agitated and Aggressive Behaviour When Interviewing with Nonverbal Individuals

Louder Than Words - Reducing Agitated and Aggressive Behaviour When Interviewing with Nonverbal Individuals (PDF)


McGill Action Planning - Getting Your Act Together for Students Who are Deafblind

McGill Action Planning - Getting Your Act Together for Students Who are Deafblind (PDF)


Metacognition and Learning Disabilities

Reviews the connection between metacognition and learning disabilities

Metacognition and Learning Disabilities (PDF)


Sighted Guide Technique

The use of a sighted guide is a means of assisting a visually impaired person to move from one location to another. Although it is most commonly used with adults and older children, some adapted techniques have been developed for use with young children.

Sighted Guide Technique (PDF)


TEACCH Position by TEACCH Staff: Inclusion for Children with Autism

Inclusion is a term coined to describe the philosophical argument that children with mental, physical, or emotional handicaps are entitled to an education within the mainstream of public education. Although there are different degrees of inclusion, for the most part, inclusion advocates support the argument that the segregation of children by diagnosis or handicap is not in the best interest of the child. Advocates of "full inclusion" argue that children should be integrated into regular education classrooms at all times.

Inclusion for Children with Autism: The TEACCH Position by TEACCH Staff


Tips for Classroom Teachers - A Student with a Visual Impairment in My Classroom

A Student with a Visual Impairment in My Classroom - Tips for Classroom Teachers (PDF)