For example:
Sonya read the vision reports, the team planned IEP's and talked with the ISTVs and the school/service staff working with the student and observed the student to establish the child's needs. She realised the importance of not only looking at formal reports but to see how the student functions in the regular day to day of school/pre-school. While observing she was able to complete a learning media assessment which not only could be used as a foundation for her lessons but could be given to the ISTV to ensure they continue to build on the skills demonstrated. Completing the braille checklist was a good tool to ensure she was aware of the students needs.
For example:
Sonya was able to look at the IEP and identify a goal that was to be addressed and then to design and implement specific lessons to address these goals. The time set are for individual lessons as Sonya is only seeing each student a few times in the 8 days of prac. The SMART goals included specific skills eg 2 hand to read a braille line, using 2 functions on the calculator. The goals of the lessons were realistic and were based around the skills the students need to practice or learn. The SMART goals were measureable from 50% to 100% achieved within the lesson.
For example:
Using the Braille checklist gave Sonya a clear picture of were the student was in her Braille skills and what if any gaps were evident. Sonya had the opportunity to plan a sequence only a few lessons as there was not a lot of opportunity to follow on within the 8 day cycle. Sonya focused on braille literacy development, with one student as early pre-braille and another student doing complex senior maths braille. Sonya ensured the senior student had the correct maths volume of the text book and was reading to see how the braille was set out in the examples in the text as the teacher taught the maths, so that the student was then able to braille the symbols correctly and set out her work correctly. Life skills including toileting and dressing are skills that addressed with the blind pre-schooler, this is on-going and part of most visits even if it not written as part of the lesson.
For example:
One of the lessons directly focussed on looking at environmental modifications/adjustments as we were doing a visit to look at the school the pre-schooler will be attending next year, to identify what/where tactile markings need to be applied. This lesson provided the opportunity to work with the teachers of the school, to think about ways to prepare the setting. The calculator lesson was a good opportunity for problem solving skill development, the lesson allowed the student to explore and then to work through step by step and identifying issues and finding solutions to the issues to bring a successful result. Having the opportunity to reformat an assessment task to enable it to then be formatted in Duxbury and embossed was a great opportunity to look at formats and accessible materials to then to be able to share with the student and class teacher what works best.
For example:
Sonya's evaluation of lesson plans showed a good reflection on her practice and clear understanding of where to go next. I particularly liked the ideas for the blind pre-school student to find his name in the line of braille. I am looking forward to trying that with him in the next few weeks, I think this will provide interest for him and this hopefully will bring participation and success. Sonya collaborated with the maths teacher to ensure the student had the correct maths volume and that the student had a clear understanding of the concepts being taught. Re the calculator lesson, I liked the suggestion for a future lesson where the maths teacher could work with the student and ISTV so all parties could gain further skills and knowledge of the functions of the calculator.
For example:
Sonya had little opportunity to engage with parents/carers within this prac. She did send work home for the blind pre-schooler to continue to work on throughout the week. Sonya wrote clear instructions on the braille page and spoke with the room teacher in the pre-school so she could ensure the parent realised there was an activity they could do at home together. Sonya demonstrated professional practice when working with class and subject teachers across many settings to enhance inclusive strategies for the students.
For example:
It didn't matter if Sonya was working with a pre-school, a senior student or a student with additional needs she always demonstrated inclusive and positive interactions and engaged students in meaningful learning activities. Her knowledge of age- appropriate social interaction was evident in the ways she engaged with the students and the ways she encouraged the students to interact with their peers. It is important especially when working with the pre-school student, he is often seen as being 3 rather that 5 and does at times get away with behaviour that would not be acceptable for a 5yr old. It was good to see Sonya looking at reasonable adjustment in all settings and all tasks, from completing an obstacle course in pre-school to completing a senior legal studies assessment. She always encouraged every student to actively participate in the activities/task presented to them.
For example:
The role of an ISTV includes using many and varied pieces of technology, keeping up to date with the latest updates and thinking outside the square. Throughout this prac Sonya used a laptop with NVDA, voiceover on an IPAD, learnt the skills to use the talking scientific calculator, saw the Braille Note Touch being used, used a Perkins Brailler, converted Word and PDF's into accessible documents and was introduced to the basics of Duxbury. She was also part of the discussion about what technology the blind pre-schooler may need for school and assisted with researching what different companies were selling and comparing the options as we look at selecting appropriate technology for his needs. When working with students she ensured that the students used their equipment responsibly and as independently as possible.
For example:
Sonya provided age appropriate feedback to the students she was working with. She was able to encourage the pre-schooler to keep going by having fun and using his areas of interest. Sonya's lesson evaluations where shared with the ISTV, so that the lessons could be build on from the specific results she had achieved. Sonya gave specific feedback to the senior blind student enabling her to clearly understand the expectations of the lesson, how she was going within the lesson, meeting expectations or needing to modify actions to achieve the goals. It was good to hear her using very specific language so that the student could fully understand what was expected of her and was able to follow the directions.
For example:
When observing students and building an understanding of the students needs and access skills, Sonya read and interpreted the students vision reports and other reports provided by other specialists or allied health professionals, this gave her a strong foundation and a clear direction when planning lessons. Sonya's evaluations of her lessons were clear and directly related to the goals she had set. I am keen to implement some of the suggestions she had in the lesson evaluations, I will try a variety of cushions, or fabric squares to assist him to understand his space within the whole group and to provide him with this prompt to reinforce the behaviour expectations of being on the mat. By having SMART goals which brings structure and trackability into your goals and objectives allowed Sonya to be able to effectively evaluate and clearly report on the child's achievement.
For example:
Sonys worked professionally with all people she worked with across all schools and settings. Sonya worked collaboratively with all staff in all the settings. It is important in the role of an ISTV that you have good interpersonal skills and communicate effectively as we work across a number of schools/settings and work with all staff from office staff, support staff, the general assistant, parents, class teachers, students and their peers, to executive staff, principals and staff in school district offices and state office, Sonya demonstrated these skills. Sonya was aware of the policies and requirements not only of the University but also of Dept. of Education and complied with these at all times. Sonya demonstrated the importance of regular professional dialogue and communicated clearly face to face, via email, sharing documents through TEAMS and participating in an on-line staff meeting using TEAMS, to participate in professional learning and discussion with ISTV's from Lithgow, Orange, Cowra and Wagga Wagga.
For example:
It was beneficial to the team to have Sonya as part of the team and to have her share her current knowledge and resources. Some of the text books she has been using for her studies we have had the opportunity to look at and I intend to purchase for our team. Sonya demonstrates high standard in all aspects of the role including the expectations of the students to achieve to their potential. She critically reviews her practice and the students learning to ensure that she can improve practice. Sonya is keen to receive feedback and to observe ISTV's working with students to build on her professional skills and understanding. Sonya has willingly worked with all the class teachers and support teachers and has been able to share her knowledge and experience to explain adjustments and suggest modifications and/or resources to ensure equitable access for the student. Following the digital session Sonya was able to identify areas of improvement and to see the next steps in the learning. The digital session provided a good tool for evaluation as you can re watch the lesson and see exactly what was said and listen to the interaction with the student which provided a platform for a far more detailed self reflection.
Do you consider that the Student is at risk of failing to achieve “Graduate level” by the end of their overall Practicum experience? No
Sonya was a pleasure to have as a prac student. She brought enthusiasm, professionalism and current knowledge to the team. She was punctual, professional and fully prepared through out the prac. Sonya demonstrated her ability to work with many and varied staff and quickly became a part of the team.
Sonya has demonstrated a clear understanding of the expectations of the role of an ISTV, and she has demonstrated a willingness to engage with other staff to share her current specialist knowledge and experience relating to children’s sensory impairment needs.
I wish Sonya all the best as she applies for work as an ISTV in 2020, and I have no hesitation in being a referee if requested.