Education Specialist Credential Programs | Curriculog (2019 Cycle)

 

Fit with the Institutional Mission or Institutional Learning Outcomes (ILOs)

The proposed program increases educational opportunitites for under-represented students with disabilities, particularly those who are visually impaired, by training teachers to serve children ages birth-22 years old in school settings. The proposed change adds a course to ensure that professionals in the field of visual impairments have advanced knowledge and skills for serving individuals with visual impairments. The course will be required for students in the Education Specialist Credential program in  Visual Impairments.

1. Knowledge: Mastery of content and processes of inquiry

CSULA graduates have a strong knowledge base in their academic major and can use powerful processes of inquiry in a range of disciplines. They engage contemporary and enduring questions with an understanding of the complexities of human cultures and the physical and natural world and are ready to put their knowledge into action to address contemporary issues.

4. Transformation: Integrative learning

CSULA graduates integrate academic learning with life. They engage in community, professional, creative, research and scholarly projects that lead to changes in their sense of self and understanding of their worlds. Graduates integrate their knowledge, skills and experience to address complex and contemporary issues and act ethically as leaders for the 21st century.
 

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Program Learning Outcomes (PLOs)

The Education Specialist Instruction Credential: Visual Impairments authorizes the holder to conduct assessments, provide instruction, and special education related services to individuals with a primary disability of visual impairment including blind deaf-blind, and autism spectrum disorders within the disability area, from birth through age 22, and classes organized primarily for adults in services across the continuum of program options available.

 

VI Standard 1: Vision and Functional Implications of Vision Loss

Each candidate demonstrates knowledge of the anatomy and physiology of the eye, disorders of the eye, brain functions related to vision, and the functional/educational implications of vision loss and vision dysfunction. The candidate applies that knowledge in individualized program planning and implementation.

VI Standard 2:  Impact of Vision Loss on Development and Learning

Each candidate demonstrates knowledge of the impact of a visual impairment on learning and development that incorporates the effects of physical, emotional, cultural, language, social, and cognitive factors.  Each candidate further demonstrates the impact of varying levels of functional vision combined with additional disabling conditions.

 

VI Standard 3: Specialized Assessment and Techniques

Each candidate demonstrates knowledge of methods for conducting functional vision assessment, assessment to determine the appropriate reading media or learning media, and an assessment of literacy skills, including braille literacy.  Each candidate is knowledgeable of and able to evaluate options for specialized materials and equipment relevant for learners with visual impairments, and appropriate to student age, grade, educational setting, cultural linguistic differences, and present levels of functioning as they relate to the selection, procurement, and use of appropriate assessment procedures and techniques, and in the interpretation of assessment results to determine students’ unique needs related to the core curriculum and Expanded Core Curriculum (ECC). Each candidate demonstrates knowledge of assessment techniques related to ECC areas for students with visual impairments including students who are deaf-blind and those with additional disabilities.

 

VI Standard 4: Braille Competency and Braille Literacy Instruction

Each candidate demonstrates proficiency in reading and writing alphabetic and fully contracted braille using a variety of devices such as the braillewriter, slate and stylus, computer-generated translation, and electronic note takers. Each candidate demonstrates proficiency in basic Nemeth Code for Mathematics and an understanding of advanced Nemeth code. The program provides substantive, research-based instruction that effectively prepares each candidate to teach braille literacy and to be prepared to deliver a comprehensive program of systematic instruction aligned to the state adopted English Language Arts Content Standards and the California Braille Standards for Reading and Mathematics. The program provides basic knowledge of the various additional braille codes currently in use such as computer braille code, foreign language codes, and music.

 

VI Standard 5 Specialized Communication Skills and Instruction

Each candidate demonstrates methods and instructional strategies for teaching specialized communication skills used by individuals who are visually impaired including students who are deaf-blind and those with additional disabilities. These skills include: Braille reading and writing, slate and stylus, signature and script writing, touch typing and keyboarding for specialized technology, electronic and digital media, listening, aural, and large print reading. Each candidate demonstrates methods, instructional strategies, and the ability to adapt materials for teaching disability-specific academic and functional academic curriculum. In addition, the program provides information to enable the candidate to access appropriate specialized resources.

 

VI Standard 6: Determining Learning Medium

Each candidate demonstrates the ability to use multiple sources of information, including functional vision assessment, observation of sensory channels, formal and informal literacy assessment, as criteria in determining the appropriate reading and learning medium or media, and continuously applies this information when evaluating the effectiveness of intervention, instruction, specialized media, materials, equipment, and the physical environment for the learner who has a visual impairment. Each candidate considers individual learner needs during assessment procedures, such as deaf-blindness, additional disabilities, at-risk performance, English language development, cultural and linguistic background, limited or no communication/language systems, and gifted learners.

 

VI Standard 7:  Instruction in Functional Skills and Expanded Core Curricula

Each candidate demonstrates knowledge of the methods and instructional strategies for teaching specialized functional skills and the Expanded Core Curriculum (ECC) to individuals with visual impairments, birth to 22 years of age including students who are deaf-blind and those with additional disabilities, which includes and is not limited to: self-help skills, personal management skills, social skills, spatial and environmental concepts, sensory-motor development, use of remaining vision, and skills for academic and social inclusion. In addition, each candidate designs and implements functional and age appropriate instructional programs for learners of different cognitive abilities.

 

VI Standard 8: Orientation and Mobility for Teachers of the Visually Impaired

Each candidate demonstrates knowledge of the importance of orientation and mobility instruction for individuals with visual impairments including students who are deaf-blind and those with additional disabilities. Each candidate will receive instruction in knowledge of basic orientation concepts, basic mobility skills, and guide techniques.

 

VI Standard 9:  Early Childhood Intervention and Education

Each candidate demonstrates ability to assess infants and young children with visual impairments including students who are deaf-blind and those with additional disabilities determine eligibility for services and when appropriate to plan, coordinate, collaborate, and/or implement appropriate programs for them and their families.

 

VI Standard 10:   Resources and Support/Related Services

The program provides knowledge of informational counseling, guidance, or referral services.  Each candidate demonstrates knowledge of service delivery models, funding sources, selection, procurement, maintenance, storage, and use of specialized equipment and materials. 

 

VI Standard 11:  Specialized Technology for Students with Visual Impairments

Each candidate demonstrates knowledge of specialized technology for individuals with visual impairments.  Each candidate demonstrates the use of common specialized media devices such as closed circuit television, digital recorders, computer programs with large print displays, Braille, or voice output capabilities, electronic note takers and adaptive materials such as talking calculator, scanning devices, and tactile graphics.