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.
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.
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.
An excerpt taken from The handbook of Speech-Language Pathology and Audiology
Reviews the connection between metacognition and learning disabilities
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.
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.