Traveling with Science

Fast, Danene; Wild, Tiffany

doi:10.2505/4/sc18_055_05_54

Cited by 3 publications

(4 citation statements)

References 1 publication

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“…Remember that a final product is not always as important as the learning process. Early childhood educators should allow students to experience natural learning experiences and classroom exploration that provides students with multiple opportunities for independence and success [26].…”

Section: Addressing Educational Implications Of Visual Impairmentmentioning

confidence: 99%

“…Because students with vision loss are unable to observe the nonverbal behaviors and actions of others, classroom teachers must recognize that the manner in which incidental skills are learned is impacted by vision loss. In order to teach these incidental skills to students with visual impairments, an expanded core curriculum (ECC) for students with visual impairments has been designed to go beyond the core components of math, reading, writing, and science to address essential areas and experiences that are unique to persons with vision loss [26]. The ECC is a curriculum that addresses functional outcomes for students with visual impairments, including nine (9) skill sets that address (a) compensatory (or access) skills, (b) social interaction skills, (c) recreational and leisure skills, (d) orientation and mobility (O&M) skills, (e) independent living skills, (f) assistive technology skills, (g) career education skills, (h) sensory skills, and (i) self-determination skills.…”

Section: The Expanded Core Curriculummentioning

confidence: 99%

“…These professionals address unique learning needs, such as Braille, technology, orientation and mobility (O&M), and other areas of the expanded core curriculum that are not addressed within teacher training programs designed for early childhood educators. While early childhood educators can provide access to standard curriculum materials, unique learning needs-including Braille, technology, orientation and mobility (O&M), and other areas of the expanded core curriculum (ECC) must be addressed by knowledgeable professionals training in these specific disciplines [26].…”

Section: Collaboration For Success Within the Early Childhood Classroommentioning

confidence: 99%

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Including Children with Visual Impairments in the Early Childhood Classroom

Fast¹

2019

Early Childhood Education

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The practice of inclusive education-or inclusion-within general education classrooms is becoming more prevalent within early childhood settings. To successfully deliver classroom curriculums, promote learner growth, and meet the goals of all students served within inclusive settings, teachers must have a basic understanding of the unique learning needs of all students, including those with visual impairments. Because students learn best when the teachers who educate them first understand their needs, this chapter is designed as a basic starting point for early childhood educators who have limited to no background in working with students who have visual impairments. The goal of this chapter is to give early childhood educators a basic understanding of visual impairments, questions to ask when serving children with vision loss, and to show how accessibility can be approached in a way that is meaningful to students with visual impairments.

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Section: Addressing Educational Implications Of Visual Impairmentmentioning

confidence: 99%

Section: The Expanded Core Curriculummentioning

confidence: 99%

Section: Collaboration For Success Within the Early Childhood Classroommentioning

confidence: 99%

See 1 more Smart Citation

Including Children with Visual Impairments in the Early Childhood Classroom

Fast¹

2019

Early Childhood Education

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“…The fact that students with visual impairments learn best through hands-on experiences has been well documented in the field of visual impairments (Fast & Wild, 2018; Kahn et al, 2014; Wagner et al, 2013; Wild et al, 2013). Provision of hands-on learning opportunities for students with visual impairments, including a need for O&M specialists to take students off-campus for exposure to complex environments has been best practice within the discipline of O&M (Kaiser et al, 2018).…”

Section: Orientation Mobility and Rationale For Traditional Hands-on ...mentioning

confidence: 99%

Orientation and mobility for children with visual impairments during COVID-19: Responses from O&M professionals to a disruption of traditional services

Fast

Kaiser

2022

British Journal of Visual Impairment

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After lockdowns and school closings associated with COVID-19 began throughout the United States and Canada in March 2020, this research was completed to explore how the pandemic affected access to orientation and mobility (O&M) services. Using qualititave responses from a mixed methodology study, this article reports the findings from 318 individuals, including both O&M specialists and dually certified teachers of students with visual impairments (TVIs) and O&M specialists. Four major themes emerged through data analysis, including (1) prioritization of O&M goals for students with visual impairments, (2) personal factors affecting access to O&M training, (3) access to O&M services through virtual learning, and (4) creative approaches to O&M instruction during the pandemic. Within these themes, professionals, students, and families alike were asked to assume roles that went beyond traditional expectations. Questions and concerns that professionals in the field need to consider when looking at the future of O&M services were raised as part of this research, including a number of ideas for future studies.

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