The ABCs of a TVI

by Judi Ross

TVI, Long Island, New York

A. Assessments and Tests: The Teacher of the Vision Impaired (TVI) is responsible to see that the correct form, level and edition of assessments have been ordered. Contact the school district at the beginning of the school year to obtain a copy of the testing schedule for all standardized tests affecting your student. Also, inquire about tests not administered by the district such as the PSAT, SAT or ACT. Consult the IEP for testing modifications that apply to your student. Inform the teachers and counselors of these testing modifications. Follow-up on the test orders as the dates approach to confirm that tests are delivered for administration with the student's peers.

B. Book Orders: Adapted textbooks in large print, Braille or tape should be ordered in the spring before the following school year. Obtain lists of ALL books and supplementary materials so they can be prepared over the summer. Get complete information including full title, level or edition, author, publisher, copyright date and ISBN. When school begins, check with your student's teachers to confirm that the books that were ordered are the appropriate ones, and that they have been delivered.

C. Calendars: An itinerant teacher works in many different districts. Obtain copies of each calendar during your first visit to the school at the beginning of the year. Transfer all information to one calendar. Include vacation days, dates of special programs, testing dates, report card distribution, triennial and IEP dates. Keep records of mileage for typical and atypical days on your calendar as a record for reimbursement. This should be filled in daily so details are not forgotten.

D. Directions and Driving: It is advisable to carry a road map in your car for reference. Call your schools and ask for directions how to get there. Since you will be doing a lot of driving, consider joining the Automobile Association in your area. When buying a car, consider comfort and trunk space. Remember, this is your office. You will be spending a lot of time in it.

E. Equipment: Keep a log of all specialized equipment that is on loan to the student at school or at home. Consider having students and/or parents sign a contract that may encourage responsible use of the equipment.

F. Faculty: Your relationship with the faculty and staff at each school may affect the progress made by your students. The better the rapport, the more effective program you can provide. Consider providing an in-service program to educate faculty and staff about visually impaired students. Work to maintain good relationships throughout the year.

G. Goals: In many cases the TVI is the only person responsible for setting goals for the student that will be included on the IEP. Set these goals realistically. Administer appropriate assessments and share your results with the classroom teacher.

H. Handouts: Prepare a handout for the classroom teacher. Include your role as a teacher of the vision impaired, your student's needs, your schedule and information on how the teacher can contact you.

I.  Information: Because the TVI is traveling to several locations throughout the day, it is important to develop a method for organizing information. Color-coding is a simple way to quickly sort and locate information on each student. Use different color binders or folders and even use different color paper. In each file include the student's full name, parent's name (if different from the student), address, phone number, birthdate, school address and phone number, visual diagnosis and date of examination, class schedule, bell schedule, school calendar and IEP date.

J. Janitor: Your best friend at school might be the janitor or custodian. He can be helpful in setting up, moving, storing or even repairing your equipment or materials. At the end of the school year, he can find packing materials to help you ship all your books back to their depositories. Cookies or cake at holiday time, or at the end of the year
is ALWAYS appreciated as a way to express your gratitude.

K. Keys: Carry a spare set of car keys in case you accidentally lose them or lock them in your car. You might have several school keys. If you are able to carry your own, label each one either by color or number for easy identification.

L. Lunch: A lunch break should be scheduled into the teacher's day. Try to schedule this at an appropriate time and place. (Not in the car or while driving on the road.) Try to schedule lunch at different schools during the week to provide opportunities to communicate with teachers in the schools where you work.  Keep a cooler in your car or trunk. There is nothing worse than eating a lunch that has been in the car on a hot day.

M. Mailbox: At your first contact with the school, ask to have a mailbox assigned to you. Request that the secretary put copies of ALL notices in your box. This will keep you alerted to all activities taking place at the school that might affect your student. Notify teachers that they may contact you via that mailbox. Check it when you arrive and before you leave the school.

N. New Itinerant Teachers: New teachers often feel isolated and insecure because unlike classroom teachers, they have to establish their own structure. If your program does not have a mentoring program, establish a relationship with a veteran teacher. Exchange telephone numbers or email addresses and discuss ways of making contact, especially during the early weeks. Set up meetings throughout the school year as needed.

O. Orientation and Mobility: If a student receives support from an O&M specialist, arrangements should be made for him to orient the student to his new classroom and other locations in the school. Be sure to include the bathrooms. If there is no O&M assigned, make arrangements to do this yourself, as soon as school begins. If possible, spend a few days during the beginning weeks observing your students in their classrooms. This gives you a good idea of teacher's expectations and teaching methods. It also lets you see how students work without your direct involvement. Try
to observe students in the classroom, gym, lunchroom and playground.

P. Parking: Parking at some schools may be a problem. Check with your school office to see if you need a special sticker. Some schools assign numbered spaces. Try to request a space close to the entrance. Indicate that you frequently have heavy materials to unload and point out the time constraints of your itinerant schedule.

Q. Qualities: Itinerant teachers service children of varying ages from birth to 21, abilities from severely impaired to gifted and visual abilities from partially sighted to totally blind. They work with classroom teachers, parents, school staff and medical personnel. They must possess qualities that foster successful mainstreaming. These
include resourcefulness, organization, ingenuity, flexibility, cooperation, and assertiveness all at the same time.

R. Rain: No matter how many weather reports you consult, you will never avoid the unexpected rain shower. Purchase emergency ponchos and keep one in your glove compartment and one in each briefcase or totebag that you carry into school. Small folding umbrellas take up a minimal amount of space and can keep you from getting soaked when you have full day ahead of you. Consider keeping an old pair of shoes in the car so you won't ruin a new pair when the only parking space is in a big puddle.

S. Scheduling: The scheduling process can be complex and disturbing but it does get easier the more you do it. You need to allow time for direct student contact, travel between schools, preparation periods, lunch breaks and meetings with other vision  teachers in your program. You will certainly like to consult with personnel in each school building related to your student and it's nice to allow time to use a rest room
from time to time. Remember, you have to follow this schedule for 10 months. Students today receive many special services. You will be competing with these providers for your student's time and for workspace within the building. Therefore, you'll want to establish your schedule as early as possible. Consult the IEP to verify the number and length of sessions. It might be more difficult to schedule secondary school students so try to schedule them first. Next, consult with elementary school teachers to coordinate convenient time for pull-outs or push-ins. Vary the schools you visit before and after lunch to coordinate your lunch with different faculty members. Avoid scheduling once-a-week students on Mondays as that is when many holidays fall.

T. Transcribing: Much of the material that you must transcribe into Braille or large print, will not be prepared for you. You must establish a routine and a means of communication with the teachers for getting work to you, and for returning it. Ask teachers to give you at least 2 to 3 days notice, a clear copy of the work to be transcribed, and the date on which it will be used in class. If possible, ask teachers for a
computer disk indicating the file by name, in addition to the print copy. If you have the technology available, it is a very simple process to prepare the alternative format with this information.

U. Unscheduled School Closings and Absences: The best way to avoid traveling to a school only to discover that a student is absent, or the school is closed for inclement weather is to provide information where you can be reached. Give a copy of your schedule with your office phone number, cell phone number and telephone number where you can be reached throughout the day to classroom teachers, secretaries and principals. Parents should have your office number. Arrange to be placed on each
school's emergency "phone chain." That way you will be informed of unscheduled school closings. If a student demonstrates persistent absences, arrange to call his home in the morning to avoid unnecessary trips. In the event that all your planning fails, make use of your time at the school to observe the student's class or meet with special  area teachers.

V. Visibility: Most teachers have never had a visually impaired student in their class. They will have many questions and concerns. It is important to arrange a meeting with the entire team involved with the student's education either in the spring of the preceding year or immediately after the start of school. You will be presenting a great
deal of information and it will be hard for teachers to process all of it before knowing the student. It is therefore important that you make yourself available frequently throughout the school year. Make your availability known. Try to visit the lunchroom or attend a faculty meeting. Meet with the principal and consider providing an in-service program.

W. Workspace: The visually impaired student usually has extra equipment and many volumes of books in Braille or large print. They will require larger desk or workspace for easy access to these materials. Teachers should visit each classroom and discuss seating arrangements with the teachers. Alert them to seating preferences such as away from the glare of a window, front row, and unobstructed pathways in the room. Allow seating that helps the student to be an integral member of the class.

X. Flexibility: Flexibility is an important attribute for the TVI. You must be willing and able to change plans at a moment's notice. The classroom teacher might ask you to change from a prepared lesson to one that will reinforce a skill introduced in class. In addition, student's schedules can change suddenly. Unannounced assemblies might take place during your scheduled session. Take the opportunity to sit with your
student to describe what is taking place, or to observe your student during this activity.

Y. Eye Reports: Check your student's file at the beginning of the school year to see that a current eye examination form is on file. If not, provide the parents with a blank form and request that a current report is completed by the ophthalmologist. Obtain a signed release form from the parents so you can call the eye specialist for clarification.

Z. Zoomtext: Zoomtext and other adaptive software can be loaded directly onto district computers located in the student's classroom, library, or computer center. This alleviates the need for providing a special computer from the vision services program and provides greater opportunity for integration into the mainstream program and greater accessibility throughout the day.

Back to DVIQ Articles Home Page

Back to the DVI Home Page

Back to the CEC Home Page