Virginia Administrative Code › Title 8 - EDUCATION › Agency 20 - STATE BOARD OF EDUCATION › Chapter 23 - LICENSURE REGULATIONS FOR SCHOOL PERSONNEL › Part V - Licensure Regulations Governing PreK-12, Special Education, Secondary Grades 6-12, and Adult Education Endorsements › Section 8VAC20-23-520 - Special education blindness and visual impairments preK-12

Current through Register Vol. 40, No. 24, July 15, 2024
Endorsement requirements. The candidate shall have:
1. Earned a baccalaureate degree from a
				  regionally accredited college or university and graduated from an approved
				  teacher preparation program in special education visual impairments preK-12;
				  or
2. Earned a baccalaureate degree
				  from a regionally accredited college or university and completed a major in
				  special education blindness and visual impairments or 30 semester hours in
				  education of students with visual impairments, distributed with at least one
				  course in each of the following areas:
a.
				  Characteristics of students with visual impairment: 3 semester hours. Provides
				  an overview of the characteristics of and services to persons with visual
				  impairments, including the impact of visual impairment on infant and child
				  growth and development, child and adolescent emotional and social development,
				  and family interaction patterns. Includes the educational, conceptual,
				  psychosocial, and physical implications of a visual impairment.
b. Foundations: 3 semester hours. Includes
				  knowledge of the foundation for educating students with disabilities;
				  historical, ethical, and legal aspects that include understanding and
				  application of the regulatory requirements; and expectations associated with
				  identification, education, and evaluation of students with
				  disabilities.
c. Braille code: 3
				  semester hours. Includes the literary code of Braille, its implications for
				  educational and literacy programs for students with visual disabilities and how
				  to teach the Braille code to students with visual impairments.
d. Braille reading and writing: 3 semester
				  hours. Includes instruction in the various technologies used by students who
				  use Braille; basic instruction on transcription of advanced Braille codes,
				  including uncontracted and contracted Unified English Braille, including music,
				  foreign language, chemistry, and Nemeth code (Braille mathematics code);
				  techniques for teaching skills in each code; and technology tools used to
				  create Braille and tactile materials in addition to other assistive
				  technologies used for instruction in mathematics and science.
e. Medical and educational implications of
				  visual impairment: 3 semester hours. Includes anatomy of the human eye, normal
				  visual development, pathology of the eye, examination procedures for the
				  identification of visual pathology, and the effects of pathology on visual
				  learning and development.
f.
				  Assistive technology for students with sensory impairment: 3 semester hours.
				  Introduces specific technology and resources available to enhance and improve
				  ability of individuals with sensory disabilities and includes literacy skill
				  development of students who are blind or visually impaired using
				  technology.
g. Curriculum and
				  assessment: 3 semester hours. Includes knowledge of educational assessments
				  used with students with visual impairments and additional disabilities
				  including deaf-blindness. Addresses assessment of technology needs of students
				  with visual impairments, including functional vision assessments, learning
				  media assessments, assistive technology, and assessment in areas of the
				  expanded core curriculum; application of assessment results to development of
				  the individualized education program (IEP); planning for placement; and
				  services and accommodations for students with visual impairments.
h. Positive behavior intervention supports: 3
				  semester hours. Includes understanding of research-based, positive behavior
				  intervention supports and individual interventions; knowledge of the elements
				  of effective instructional planning, differentiation of instruction, and other
				  instructional approaches to enhance student engagement and achievement; and
				  understanding of behavior assessments, data collection and analysis,
				  development and monitoring of behavior intervention plans.
i. Collaboration: 3 semester hours. Includes
				  skills in consultation, case management, co-teaching, and collaboration that
				  include understanding roles and responsibilities, knowledge and application of
				  effective communication skills, of culturally responsive practices and
				  strategies, and the ability to develop home, school, and community partnerships
				  to address the needs of students who are visually impaired.
j. Teaching methods: 3 semester hours. Skills
				  in this area include:
(1) Methods of teaching
				  compensatory skills, the core curriculum, and technology used by students who
				  are blind and visually impaired; introduces individual family service plans
				  (IFSPs); and includes understanding and application of development and
				  implementation of the IEP, including service delivery, curriculum, and
				  instruction of students who are visually impaired.
(2) Knowledge of the general curriculum
				  requirements and expectations and how to provide access to the curriculum based
				  on student characteristics and needs.
(3) Ability to assess, interpret data, and
				  implement instructional practices to address the identified needs of the
				  students. Skills in this area include the ability to identify, understand, and
				  implement a range of specialized instructional strategies and research-based
				  interventions that reflect best practice in instruction for students who are
				  visually impaired.
(4) Ability to
				  align the instructional practices and intervention with the Virginia Standards
				  of Learning and state assessments.
(5) Ability to develop and use
				  curriculum-based and standardized assessments to conduct ongoing evaluations of
				  instructional materials and practices to assess student needs as they relate to
				  curriculum design and delivery.
(6)
				  Ability to model and directly teach instructional strategies in a variety of
				  settings, and monitor student progress.
(7) Ability to adapt materials and procedures
				  to meet the needs of students with visual impairments.
k. Orientation and mobility. Includes the
				  components of orientation and mobility (O & M); how the need for
				  independent travel in the blind population created the field of O & M; and
				  the philosophy and history of O & M, including cane instruction, dog
				  guides, and methods of travel. Addresses techniques in developing orientation
				  skills and basic mobility instruction. Motor and concept skill development are
				  emphasized.