For example:
Sonya established good rapport with students of all ages and using her combined knowledge of vision impairment, functional vision, and support services. She could advise students and parents on assistive technology and classroom strategies. During this practicum, Sonya worked with students with varying needs in preschool, primary school and high school . Sonya used information in vision reports and school learning plans to develop vision specific learning plans to suit each student's needs and learning style.
For example:
Sonya planned a series of lessons for students linked to their existing learning plans, including pre Braille skills, self advocacy, use of low vision aids, and a selection of appropriate assistive technology or strategies within software to enlarge resources or provide optimum viewing. She implemented these lessons responding with flexibility and insight to the student needs. Sonya also conducted an informative training session for staff, assisting them to support a student with a vision impairment in high school.
For example:
Sonya designed lessons to support student learning including:
Using the monocular (distance viewing aid) for mobility as well as classroom access.
Self advocacy skills - how to explain to others about my Albinism
A series of pre Braille activities for a preschooler - dual media learner. Including learning about the Braille cell and an introduction to the letters using balls in a 6 hole muffin tin, and shared reading of a favourite book while tracking along the Braille text.
Presenting a session to class teachers to asist a student with recently acquired vision loss in the school. Sonya included information about the role of the iSTV, low vision, understanding of the student's vision impairment and the impacts on learning, strategies for adapting resources and providing electronic text, simulation of low vision and varying print sizes, and a Q & A session to brainstorm support needed.
For example:
Sonya has a sound understanding of the implications of vision impairment and how environmental factors can influence functional vision. She could recognise how different teaching strategies can be used in a variety of settings and subject areas. She is also aware of how varying learning styles can influence student engagement. Sonya was mindful to address issues of lighting , clearly outline expectations and use appropriate large format materials. Sonya worked with students in the preschool, primary school and high school settings.
For example:
Sonya demonstrates reflective practice and was interested to learn from the experiences of others. Sonya followed up on issues encountered while on practicum and was a valuable member of the learning support team. Sonya built on interactions with students, parents and teachers to develop meaningful and relevant learning and support programs.
For example:
Sonya conducted one parent meeting while on practicum and also collaborated with parents to design learning activities. During the parent meeting Sonya was sensitive to the needs of the family and the issues surrounding a recent change in a degenerative vision /medical condition. Sonya was perceptive of issues surrounding well-being, and established good rapport and inspired trust. Sonya listened to the needs of the family and agreed to follow up on issues related to vision supports.
For example:
Sonya worked with students of a variety of ages and adapted well to all learning environments and differences in child development. She engaged the students in a range of activities and assisted the students to participate in activities which were scaffolded to maintain interest and allow for independent mastery.
For example:
Sonya was a valuable colleague in the various school settings and was able to assist with problem solving, advice and training to staff and students in a range of technology applications - particularly the monocular, using the Ipad or Prodigi as a magnifier, the value of electronic text in learning platforms such as Google Classroom and OneNote and use of learning apps in the classroom. As technology for access and learning is a constantly changing environment, Sonya demonstrated an understanding of the range of options available as well as skills of enquiry and openness to research better use of technology for students with a vision impairment.
For example:
Sonya determined the student's current level of understanding and skill and provided positive feedback to encourage the student to build on current skills. She clarified expectations, their benefits and applications, and outlined future goals, in agreement with the student.
For example:
Sonya is a reflective practitioner and worked with flexibility and insight to provide relevant support and useful learning experiences for students, colleagues and families.
Sonya has provided learning plans and reports to a professional standard, and has a good understanding of the impact of various eye conditions on learning. Sonya has also shown initiative and research skills to further investigate vision and medical conditions unfamiliar to her.
For example:
Sonya is a valued member of the learning support team, she communicates effectively with staff, and works within the parameters of professional conduct. Sonya is an enthusiastic, enquiring, reliable and supportive colleague. Sonya has a good understanding of administration processesand links to other services.
For example:
Sonya is a reflective practitioner and is committed to ongoing learning in the area of vision impairment and student support. When some aspects of Sonya's practicum lessons didn't go as planned, Sonya used these sessions as a catalyst for further learning and change. Sonya works with a strong focus of empowering students and teachers to enable the student to work independently in the classroom. She is also committed to assisting students to develop skills of the Expanded Core Curriculum for students with a vision impairment.
Do you consider that the Student is at risk of failing to achieve “Graduate level” by the end of their overall Practicum experience? No
It has been a pleasure to work with Sonya while she has been on practicum. The shared learning has been of value to us both. Sonya worked professionally in a caring, knowledgeable and reflective way and has established strong working relationships with staff, families and students.