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
Universal Citation: 8 VA Admin Code 20-23-520
Current through Register Vol. 40, No. 16, March 25, 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.
Statutory Authority: §§ 22.1-298.1 and 22.1-299 of the Code of Virginia.
Disclaimer: These regulations may not be the most recent version. Virginia 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.
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