New Mexico Administrative Code
Title 6 - PRIMARY AND SECONDARY EDUCATION
Chapter 61 - SCHOOL PERSONNEL - SPECIFIC LICENSURE REQUIREMENTS FOR INSTRUCTORS
Part 10 - TEACHERS OF STUDENTS WITH BLINDNESS/VISUAL IMPAIRMENT B-12
Section 6.61.10.9 - REFERENCED MATERIAL
Universal Citation: 6 NM Admin Code 6.61.10.9
Current through Register Vol. 35, No. 18, September 24, 2024
Competencies for entry level teachers of blind and visual impairment.
A. Philosophical, historical, and legal foundations of special education for students with visual impairment. The teacher demonstrates his/her understanding of the unique role of the teacher of students with blindness/visual impairment including those with multiple impairment, through the knowledge of philosophical, historical, and legal foundations of special education for students with visual impairment.
(1) Teacher understands federal entitlements
(e.g., American printing house for the Blind quota funds).
(2) Teacher understands historical
foundations for education of children with visual impairments, including the
array of service options.
(3)
Teacher understands current educational definitions of students with visual
disabilities, including identification criteria, labeling issues, and current
incident and prevalence figures.
B. Characteristics of the learner with blindness/visual impairment including those with multiple impairments to be addressed by the teacher:
(1) Teacher
demonstrates an understanding of the unique learning needs of the child/student
with blindness/visual impairment, including those with multiple impairment,
through implementation showing knowledge of the unique characteristics of loss
or impairment of vision;
(2)
Teacher understands normal development of the human visual system;
(3) Teacher understands basic terminology
related to the structure and function of human visual system;
(4) Teacher understands basic terminology
related to diseases and disorders of the human visual system;
(5) Teacher understands development of
secondary senses (hearing, touch, taste, smell) when the primary sense is
impaired;
(6) Teacher understands
the effects of a visual impairment on early development (motor system,
cognition, social/emotional interactions, self-help, language);
(7) Teacher understands the effects of a
visual impairment on social behaviors and independence;
(8) Teacher understands the effects of a
visual impairment on language and communication;
(9) Teacher understands the effects of a
visual impairment on the individual's family and the reciprocal impact on the
individual's self-esteem;
(10)
Teacher understands the psychosocial aspects of a visual impairment;
(11) Teacher understands effects of
medications on the visual system;
(12) Teacher understands the impact of
additional exceptionalities on students with visual impairments.
C. Implications of diagnosis, assessment and evaluation. The teacher effectively utilizes assessment techniques and procedures by understanding the implications of loss or impairment of vision.
(1) Teacher understands
the impact of visual disorders on learning and experience.
(2) Teacher understands specialized
terminology used in assessing individuals with visual impairments, both as it
relates to the visual system and in areas of importance.
(3) Teacher understands ethical
considerations and legal provisions, regulations, and guidelines (federal,
state/provincial, and local) related to assessment of students with visual
impairments (including the legal versus functional definitions of blindness and
low vision.)
(4) Teacher
understands specialized policies regarding referral and placement procedures
for students with visual impairments.
(5) Teacher understands procedures used for
screening, pre-referral, referral, and classifications of students with visual
impairments, including vision screening methods, functional vision evaluation,
and learning media assessment.
(6)
Teacher understands alternative assessment techniques for students who are
blind or have low vision.
(7)
Teacher understands appropriate interpretation and application of scores
obtained as a result of assessing individuals with visual
impairments.
(8) Teacher
understands relationships among assessment, IEP development, and placement as
they affect vision-related services.
D. Instructional content and practice. The teacher demonstrates the skills required to plan for and teach students with blindness/visual impairment, including those with multiple impairments, by understanding current instructional content and practices.
(1) Teacher understands methods for the
development of special auditory, tactual, and modified visual communication
skills for students with visual impairments, including:
(a) Braille reading and writing;
(b) handwriting for students with low vision
and signature writing for students who are blind;
(c) listening skills and compensatory
auditory skills;
(d) typing and
keyboarding skills;
(e) the use of
unique technology for individuals with visual impairments;
(f) the use of alternatives to nonverbal
communication.
(2)
Teacher understands methods to acquire disability-unique academic skills,
including, but not exclusive to:
(a) the use
of an abacus;
(b) the use of a
talking calculator;
(c) tactile
graphics (including maps, charts, tables, etc.);
(d) adapted science equipment
(3) Teacher understands methods
for the development of basic concepts needed by young students who do not learn
visually.
(4) Teacher understands
methods for the development of visual efficiency, including instruction in the
use of print adaptations, optical devices, and non-optical devices.
(5) Teacher understands methods to develop
alternative reasoning and decision-making skills in students with visual
impairments.
(6) Teacher
understands methods to develop alternative organization and study skills for
students with visual impairments.
(7) Teacher understands methods to prepare
students with visual impairments for structured pre-cane orientation and
mobility assessment and instruction.
(8) Teacher understands methods to develop
tactual perceptual skills for students who are or will be primarily tactual
learners.
(9) Teacher understands
methods to teach human sexuality to students who have visual impairments, using
tactual models that are anatomically accurate.
(10) Teacher understands methods to develop
adapted physical and recreation skills for individuals who have visual
impairments.
(11) Teacher
understands methods to develop social and daily living skills that are normally
learned or reinforced by visual means.
(12) Teacher understands strategies for
developing career awareness in and providing vocational counseling for students
with visual impairments.
(13)
Teacher understands strategies for promoting self-advocacy in individuals with
visual impairments.
(14) Teacher
understands functional life skills instruction relevant to independent,
community, and personal living and employment for individuals with visual
impairments including:
(a) methods for
accessing printed public information;
(b) methods for accessing public
transportation;
(c) methods for
accessing community resources;
(d)
methods for acquiring practical skills (e.g., keeping personal records, time
management, personal banking, emergency procedures).
(15) Teacher understands sources of
specialized materials for students with visual impairments.
(16) Teacher understands techniques for
modifying instructional methods and materials for students with visual
impairments, and assisting classroom teachers in implementing these
modifications.
E. Planning and managing the teaching/learning environment.
(1) The teacher demonstrates the ability to
plan and managing the teaching/learning environment.
(2) Teacher understands a variety of input
and output enhancements to computer technology that address the specific access
needs of students with visual impairments in a variety of
environments.
(3) Teacher
understands model programs, including career-vocational and transition, which
have been effective for students with visual impairments.
F. Managing student behavior and social skills. The teacher is able to manage student behavior and social interaction skills of students with loss or impairment of vision.
(1) Teacher understands teacher attitudes and
behaviors that affect the behaviors of students with visual
impairments.
(2) Teacher creates an
atmosphere conducive to the promotion of positive student involvement and
self-concept.
G. Communication and collaborative partnerships. The teacher promotes communication and collaborative partnerships.
(1) Teacher understands strategies for
assisting parents and other professionals in planning appropriate transitions
for students who have visual impairments.
(2) Teacher understands sources of unique
services, networks, and organizations for students with visual
impairments.
(3) Teacher
understands roles of paraprofessionals who work directly with students who have
visual impairments (e.g., sighted readers, transcribers, aids) or who provide
special materials to them.
(4)
Teacher understands the need for role models who have visual impairments, and
who are successful.
H. Professionalism and ethical practices. The teacher demonstrates professionalism and ethical practices.
(1) Teacher understands
the consumer and professional organizations, publications, and journals
relevant to the field of visual impairment.
(2) Teacher adheres to the code of ethics for
teachers of students with visual impairments.
Disclaimer: These regulations may not be the most recent version. New Mexico may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
This site is protected by reCAPTCHA and the Google
Privacy Policy and
Terms of Service apply.
