[visionrehabtherapist] Re: question about teaching
- From: Sharon Hudson <shudson@xxxxxxxxxxxxxxx>
- To: "caitlin1snyder@xxxxxxxxx" <caitlin1snyder@xxxxxxxxx>, visionrehabtherapist <visionrehabtherapist@xxxxxxxxxxxxx>
- Date: Mon, 18 Oct 2010 15:14:39 -0700
I go by never assume. No two clients are going to be exactly alike. You
should be prepared to teach the lesson the same way, for example you are
teaching marking the stove so you know your goal is to have the person be able
to set the stove at 350. Well this is a generic goal so works for everyone -
but in making your lesson plan you should have options of how you might
accomplish the task given the perameters. In this example I would have my
labeling kit which provides a wide range of ways to mark something using
everything from braille, loc dots, bump dots, etc. Then I work with the
individual to see which one they can use.
Sharon Hudson
Associate Director
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-----Original Message-----
From: visionrehabtherapist-bounce@xxxxxxxxxxxxx
[mailto:visionrehabtherapist-bounce@xxxxxxxxxxxxx] On Behalf Of Caitlin Snyder
Sent: Monday, October 18, 2010 2:56 PM
To: visionrehabtherapist
Subject: [visionrehabtherapist] question about teaching
I'm only a student in the vrt program at Western Michigan University, but I do
have a question about teaching. I'm studying lesson plans and service plans.
What I want to know is generally does the vrt change the client's environment
before doing the lesson or during the lesson? For instance, if the vrt knows
from the client's case files that the client has neuropathy, then should the
vrt automatically teach the client jumbo Braille and push the client to use
this by marking given objects in this format for particular lessons with the
client?
Perhaps I'm venturing too much into general policy, but as a student, I'm not
sure where to turn.
Thanks,
Caitlin Snyder
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