IEPGoals, Behavioral Objectives, and a Lesson Plan for O’ & MChildren with Low Vision
Childrenthat are visually impaired usually face several challenges that mighthinder their progress and development compared to other childrenwithout such problems. Thus, children with such disabilities havedifferent views and notions about the world around them. Since suchchildren have the right to receive the proper education similar totheir peers, special considerations have to be taken to ensure thatthey can receive the information taught and that they understand it.Understanding the child’s condition is, therefore, a crucial partof providing education to that child. This knowledge would help theeducational instructor be able to see the world through the child’seyes. Orientation and mobility are other aspects that define how thechild can maneuver themselves within their surroundings and whetherthey can recognize the position they are at any given point. Thispaper looks into the IEP goals, objectives and lesson plan for avisually impaired middle school child that is at the stage oftravelling while using the bus.
Bythe end of the year the child should be able to control her mobilityand orientation skills in the bus while using the walking cane andshe should understand the risks and threats that might arise in theoutside environment.
Thechild will be able to express her educational knowledge through theuse of braille and speaking. She can then use this ability to enhanceher communication with her peers by fully explaining her conditionand stating that the defect does not make her any different from theothers.
Thechild should be well tuned to her surroundings and the areas that shetravels through on her way to and from school. She should havefamiliarized herself with the characteristic sounds and familiarsmells along the route. This ability will help her handle the busjourney far more efficiently.
Thechild should be acquainted with the design and structure of the busand the noises common in buses. This ability will enable her find herorientation and help her in mobility when it comes to getting on thebus and alighting from it using her walking cane. The risk factorsthat might be found along the way should also be well known to her.
Theanticipatory set should be a narration of a complete experience of aperson that travelled in a bus for the first time. I will tell thechild to be keen with every experience described, and she should askquestions or interrupt the narrative whenever she does not understanda part of it. The use of a tape recorder at this point isrecommended.
Theaim of this lesson is to avail the child with as much information aspossible concerning bus travel. Every aspect of it from the noises,the smells and even the texture of the metal surfaces and seat covershas to be explained to the child.
Thebest environment for providing this lesson will have to be outsideclose to a highway but at a safe enough distance. The noises from theroad will help the child assimilate what it would feel like being onan actual bus. A prop such as a structure that has a few metallicstairs can be used to simulate the bus. Other equipment could be ablow horn that will be used to imitate the bus horn or honking thatmight occur from other vehicles.
Theinput of information will involve a detailed guide on every stepinvolved from getting on the bus, a location of the seat to the finalalighting from the bus. The first few attempts will have to require apersonal guide to assist the student. I will also assist her as shetries to use her cane so that she can discern the design andstructure of the bus. I will describe any obstruction that thewalking cane might strike so that she gets the idea of how the insideof the bus is like. Any noises that will be made will first have tobe told to the girl prior. I will also tell her to be keen on whatthe driver says so that when the driver calls her stop, she shouldknow that she has to alight as soon as the bus stops. After severalrepetitions, whereby I will be explaining every stage of the journey,the child can now attempt to get on the “bus” on her own.
Tocheck whether the child has fully grasped the lesson, I will now testher skills on an actual bus. The bus will be a school bus and for thefirst few stages, it will be stationary. I will guide her up thesteps and take her to her seat. At this time I will assist her on howto use the cane properly while describing the layout of every step inthe bus. The girl’s seat should be immediately behind the driver sothat she can hear him or her when they speak. However, I will guideher through the base while giving her the description of how the buslooks like. She can test the bus orientation using her walking stickand any obstacle that it hits I will explain it to her. After thisactivity, I will observe her as she attempts to find her way in thebus without any assistance except for her walking cane. When shefollows every instruction that I gave her, I would know that sheunderstood the lesson. The bus can then be driven for a shortdistance to give her the feel of its movement and when it stops.
Iwill make sure that at least three times in a week she should be ableto state all the safety precautions to be taken when travelling toensure that she fully grasps the lesson and also I will ensure thatshe can properly maneuver her way in the bus using her cane.
Atthe time of the experience, the student should be able to get ontoand alight from the bus without need of much assistance save for herwalking cane. This ability can be assessed through observation.