Its primary goal is to prepare teachers to be highly skilled at working with students with visual impairment and blindness.
The VI Consortium is the only academic program for preparing teachers of students with blindness and vision impairment in Virginia and is comprised of three universities: George Mason University, Old Dominion University, and Radford University. Completion of the VI program meets the Virginia Department of Education’s required competencies for teachers of students who are blind and visually impaired.
03/07/2022
What do you do when your student just doesn't want to learn a screen reader and only use their vision? We've got some tips for you if you're facing this challenge! Just join us at the MD DC AER Conference to learn more about how to possibly convince your student to use a screen reader. Registration is only $25 for non-members! https://dcmdaer.org/
03/02/2022
Blindness doesn't stop this Virginia high school wrestler Born with a rare form of glaucoma, Garrett-Bey navigates the wrestling mat—and the world beyond it—completely blind.
11/23/2021
George Mason University and the Virginia Consortium for Teacher Preparation in Vision Impairment announce a new course offering, EDSE 597: Special Topics, Cortical and Cerebral Visual Impairment
Dates: Every Thursday from January 27, 2022 to May 5, 2022
Time: 4:30-7:10 pm
Format: Synchronous online through web-conference
Instructor: Dr. Sandra Newcomb
Credits: 3 (University credit is awarded for this course upon successful completion)
This course is ideal for students in the blindness/vision impairment program, teachers of students who are blind and visually impaired, adapted curriculum/special education teachers, administrators, related service providers, early intervention specialists, and many more.
Please note, this is an advanced graduate level educational course; a prior degree in education or related field is necessary.
Interested individuals who are not current Mason students may apply to Mason as a non-degree student. Restrictions and admission requirements apply. Please apply soon, the deadline is in early January.
Current Mason VI Consortium students may register through the Consortium Blackboard registration page (EDSE 597-6v1).
Current Mason non-VI students may register through Patriot Web: Cortical/Cerebral Visin Imprmt - 20613 - EDSE 597 - DL1
Current ODU and Radford VI Consortium students may register through their Consortium liaison.
Course availability is dependent on minimum enrollment and other provisions stipulated by George Mason University. Course maximum enrollment does apply, please apply/register early.
More information: please contact [email protected]
Mason non-degree application link: https://www2.gmu.edu/admissions-aid/apply-now/how-apply/non-degree
Non-Degree Sub Navigation Apply Now How to Apply Freshman Transfer Graduate Accelerated Master's Military International Non-Degree George Mason University Korea Student Conduct Check Application Status Privacy Notice: Application for Admission Virtual Experience Visit Mason Meet Your Counselor Next Steps for A...
10/21/2021
VSDB celebrating white cane day! 🦯
The VI Consortium reminds everyone October 15 is White Cane Safety Day!
Did you know all 50 states and the District of Columbia have enacted “White Cane” laws that promote pedestrian safety for individuals who are blind and visually impaired?
Virginia’s Code is below.
The VI Consortium reminds drivers, tens of thousands of Virginia residents and visitors have or are experiencing vision changes that impact their ability to drive. Many of these individuals attempt to travel as pedestrians in their communities, but
have reported in our studies their concerns over driver yielding behavior that resulted in near and actual collisions from drivers who make right on red, left on green, do not stop at stop signs or traffic lights, and in other cases (Avila, 2012, 2015, 2016, & 2017).
Please also remember to not block crosswalks when stopped at intersections. Our research has documented a number of safety factors related to pedestrian safety for persons who are blind and visually impaired when drivers block crosswalks partially or fully.
Code of Virginia
§ 46.2-932.1. Duty of driver approaching blind pedestrian; effect of failure of blind person to carry white cane or use dog guide.
The driver of a vehicle approaching a totally or partially blind pedestrian who is carrying a cane predominantly white or metallic in color (with or without a red tip) or using a dog guide shall take all necessary precautions to avoid injury to such blind pedestrian and dog guide, and any driver who fails to take such precautions shall be liable in damages for any injury caused such pedestrian and dog guide; provided that a totally or partially blind pedestrian not carrying such a cane or using a dog guide in any of the places, accommodations or conveyances listed in § 51.5-44, shall have all of the rights and privileges conferred by law upon other persons, and the failure of a totally or partially blind pedestrian to carry such a cane or to use a dog guide in any such places, accommodations or conveyances shall not be held to constitute nor be evidence of contributory negligence; provided, that nothing in this section shall be construed to limit the application of § 46.2-933 or § 46.2-934.
§ 46.2-933. When vehicles to stop for pedestrian guided by dog or carrying white, red-tipped white, or metallic cane.
Whenever a totally or partially blind pedestrian crossing or attempting to cross a highway in accordance with the provisions of § 46.2-923 is guided by a dog guide or carrying a cane which is predominantly metallic or white in color, with or without a red tip, the driver of every vehicle approaching the intersection or place of crossing shall bring his vehicle to a full stop before arriving at such intersection or place of crossing, unless such intersection or place of crossing is controlled by a law-enforcement officer or traffic light. Any person violating any provision of this section shall be guilty of a Class 3 misdemeanor.
§ 46.2-934. Failure to use cane or guide dog not contributory negligence.
Nothing contained in § 46.2-933 shall be construed to deprive any totally or partially blind or otherwise incapacitated person not carrying such a cane or walking stick or not being guided by a dog, of the rights and privileges conferred by law upon pedestrians crossing highways. Nor shall the failure of such totally or partially blind or otherwise incapacitated person to carry a cane or walking stick, or to be guided by a guide dog on the highways or sidewalks of the Commonwealth, be held to constitute nor be evidence of contributory negligence.
08/11/2021
Congratulations to Mason alum, Calahan Young, who will compete in Tokyo on Team USA's Goalball team! Way to go, Calahan! We are proud of you! https://www2.gmu.edu/news/2021-08/mason-alum-fulfills-lifelong-dream-competing-paralympic-games
Mason alum fulfills lifelong dream of competing in Paralympic Games Calahan Young qualified for the USA Men’s Goalball team and will compete in the Tokyo 2020 Paralympic Games, which begin Aug. 25.
07/06/2021
The Virginia Consortium for Teacher Preparation in Vision Impairment offers a grant that covers up to 60% of tuition for qualified Virginia applicants who wish to become TBVIs. Our Consortium consists of three Virginia universities, George Mason University, Radford University, and Old Dominion University, that work together to train TBVIs across Virginia. We offer a variety of degree options to meet prospective TBVIs wherever they are at in their career goals, from undergraduate, to masters, and graduate certificate.
Applications for the Fall term are still being accepted at Mason through August 1, 2021. To learn more, please visit www.kihd.gmu.edu/vi or contact your local university faculty member for more information: https://education.gmu.edu/special-education/vi-consortium/contacts
Faculty Contacts | School of Education The Vision Impairment (VI) Consortium faculty contact information.
07/06/2021
07/01/2021
Dear VI Consortium Students:
Are you in search of an exciting summer read? Mason's online electronic library has many choices, including full access to the Journal of Visual Impairment and Blindness and the full books below that are specific to b/vi.
All VI Consortium students have access to these books for free on Mason's digital library. Go to https://library.gmu.edu/ paste the name of the book you would like to read and sign in with your Mason credentials (same as your Blackboard login) and follow the links to read online. If you need the book in accessible format, these books can be accessed on Bookshare and from Mason's Assistive Technology Initiative.
Here are just some of the great books related to the VI Consortium for reading; make sure to go through the list. Mason purchased digital access to great books on CVI, braille, and reading for students who are BVI. Those of you starting new jobs as TBVIs in the fall will want to read Keys to Success, as cited below.
Mason Library Electronic Books specific to BVI:
Goodman, S.A., & Wittenstein, S.H. (Eds.). (2003). Collaborative assessment: Working with students who are blind or visually impaired, including those with additional disabilities. New York, NY: American Foundation for the Blind Press.
Hall Lueck, A., & Dutton, G.D. (Eds.). (2015). Vision and the brain: Understanding cerebral visual impairment in children. New York, NY: American Foundation for the Blind Press.
Kamei-Hannan, C., & Ricci, L.A. (2015). Reading connections: Strategies for teaching students with visual impairments. New York, NY: American Foundation for the Blind Press
Roman-Lantzy, C. (Ed.) (2019). Cortical visual impairment advanced principles. Louisville, KY: American Printing House Press.
Roman-Lantzy, C. (2018). Cortical visual impairment: An approach to assessment and intervention (2nd ed.). New York, NY: American Foundation for the Blind Press.
Sacks, S., & Zatta, M. (2016). Keys to educational success: Teaching students with visual impairments and multiple disabilities. American Foundation for the Blind Press.
Swenson, A. (2016). Beginning with braille: Firsthand experiences with a balanced approach to literacy (2nd ed.). New York, NY: American Foundation for the Blind Press.
Wright, K. W., Spiegel, P. H., & Thompson, L. S. (Eds.). (2006). Handbook of pediatric neuro-ophthalmology. Springer, New York. https://doi.org/10.1007/0-387-27930-X
Zihl, J., & Dutton, G. (2015). Cerebral visual impairment in children visuoperceptive and visuocognitive disorders. Springer, Vienna. https://doi.org/10.1007/978-3-7091-1815-3
Cerebral Visual Impairment in Children | SpringerLink Cerebral visual disorders have far-reaching consequences for child development. These have profound adverse effects on children’s education and success in school and also in later life, but, unfortuna
Excellent article in JVIB by the amazing Mason ATI faculty, Dr. Kristine Neuber and Dr. Korey Singleton. Such a timely and important study on document access and navigation for students who are blind and visually impaired:
Singleton, K., & Neuber, K. (2020). Examining how students with visual impairments navigate accessible documents. Journal of Visual Impairment & Blindness, 114, 393–405.
Learning to use the Mac and Voiceover with VRCBVI!
06/17/2020
Registration is open: Virtual NOAHCon – A Vision Beyond 2020
Four days of great conference planning, including:
IEP Workshop
Kim Avila, Anne Corn, Kathi Garza, Marjie Wood, Jill Gorman
Preparing for the 2020-2021 school year brings new challenges to students, parents and teachers. This session will discuss the dynamics of navigating the IEP process for hybrid classes (partially in person) and virtual programming.
Register here: https://www.albinism.org/noahcon2020/
NOAHCon2020 Orange County Virtual NOAHCon – A Vision Beyond 2020 NOAH is delighted to present our first-ever virtual conference, A Vision Beyond 2020. We invite you to join us for this four-day gathering of the albini…
06/16/2020
Jaws, Zoomtext, and Fusion continues to be free until August 31!
Free Sponsored Software - Freedom Scientific Licensing Portal for JAWS, ZoomText, and Fusion Freedom Scientific Software Licensing Portal. Activate and manage your JAWS and ZoomText software licenses on this portal.
Graduation guidance for our Class of 2020 from celebrities in the BVI field!
06/02/2020
Great article about a Fairfax County student who is blind that is graduating!
https://wtop.com/fairfax-county/2020/06/covid19-and-the-class-of-2020-andrea-darmawan-robinson-secondary-school/
COVID-19 and the Class of 2020: Fairfax Co. graduate was forced into a big adjustment | WTOP The COVID-19 pandemic has led to changes in a lot of people’s lives. Andrea Darmawan, of Fairfax County’s Robinson Secondary School, had to make a change of plans that will affect her next four years — at least.
06/02/2020
School explains the challenges of teaching blind students remotely
https://www.pix11.com/news/coronavirus/school-explains-the-challenges-of-teaching-blind-students-remotely?fbclid=IwAR3iHQzLXgszEXXA66ddsxtu8idxx_LmiTFlFYKktAloDppaCyc7UaUZcpE
School explains the challenges of teaching blind students remotely NewsCoronavirus Actions Facebook Tweet Email School explains the challenges of teaching blind students remotely Teaching in the COVID-19 era has denied them the vital one-on-one support and interaction that’s allowed them to thrive. By: Andrew Ramos Posted at 7:08 PM, May 27, 2020 and last updated...
Advanced iOS webinar with Mike Fish.
Preliminary research report on the "Flatten the Inaccessibility Curve" that took place during the pandemic closures to be presented by AFB. Details in link. https://www.afb.org/about-afb/events-and-awards/afblc-2020-overview/virtual-afblc/flatten-inaccessibility-webinar?fbclid=IwAR0thCuxgufiLJLFpkiUa9eu8mDIIOhyEC1yYV99mSysWRmzml8FDsh99xQ
Congratulations to VI Consortium graduates!
05/22/2020
Congratulations to our VI Consortium graduates!!! Image description: Mason faculty in the Division of Special Education and Disability Research hold signs that read, “You are persistent, resilient, awesome, ready, compassionate, and determined.”
🎓👨🎓👩🎓CEHD's Division of Special Education and disAbility Research has special posts in celebration of their grads throughout the day today! Here's their first Class of 2020 shout out. 📣
Happy Global Accessibility Awareness Day (May 21, 2020)!
This year especially, Accessibility Awareness is a paramount priority for millions of students with disabilities who now need to learn solely through digital means. Although the VI Consortium at Mason focuses on blindness and vision impairment, here are five tips to promote learning for students with and without disabilities in online learning environments.
1. Document Accessibility and Universal Design for Learning (UDL): Learn to integrate accessibility in digital files you post for students to access. Multiple free trainings exist to help teachers author accessible materials. It is not hard, and it promotes greater access and independence for your students who are blind, visually impaired, have dyslexia, reading disabilities, convergence insufficiency, and other disabilities. Also integrating UDL into virtual classrooms promotes a more equitable learning experience for all.
• Quick tip to start now: do not take images of text to post in your documents and messages! Copy the text in directly. A screen capture of text does not allow your students to read it with their technology and does not allow changing of font sizes and styles. Students who need materials in various formats, such as electronic braille or enlarged print, can have better access to the information and it eliminates the need for another teacher to retro-fit accessibility in the document.
Want to learn more? Lots of options exist, such as Microsoft training for teachers to author accessible content and the framework for Universal Design for Learning
2. Orient and Organize: Orient your students to their online classroom and create plans to help your students organize learning to a digital environment. Individual students may need focused sessions and instruction on how to navigate their online classrooms depending on circumstances.
Below is an abbreviated list of skills needed for online learning that some students with disabilities will access with a mouse, keyboard commands, gestures, and various assistive technologies. Consider goals related to these tasks to enhance students’ skill as online learners and break down instruction on these skills into manageable lessons:
• Launch the online classroom
• Login to the online classroom
• Navigate around the screen: focus on the key items found around the digital classroom and use a pattern to help orient your students
• Customize settings and accessibility options within a digital classroom, web-browser, or app
• Download and organize classroom content
• Open, create, edit, navigate, save documents and assignments
• Launch, pause, rewind and fast forward videos and methods to access synchronous course recordings to review content
• Follow links to external sites and navigate a variety of websites
• Submit assignments
• Access graded assignments and any feedback provided
• Access, read, and post on discussion boards or other classroom social media experiences
• Access to the classroom calendar, or another digital or paper planner, to set reminders and alerts for synchronous sessions, manage due dates, and track related service appointments and so much more.
• Procedures for how and where to ask questions
• Launch and login to synchronous web-conference programs, use mouse, keyboard commands, gestures, and other methods to mute and unmute microphone, turn on/off we**am, virtually raise hand, post in chat box, communicate through polls and emojis, access captioning and ASL services.
• Methods to manage synchronous and asynchronous course requirements. Some students may need graphic organizers, prompts, electronic alerts, and clear schedules to help them differentiate between synchronous and asynchronous tasks and assignments and those that are required and optional. Many online classrooms contain an abundance of resources that add to the complexity of the environment. Consider a simplified table or organizer that helps your student define required from optional.
3. Collaborate to create a resource bank. School technology departments and assistive technology specialists are key contributors to the success of our students with disabilities online. Often, these specialists are knowledgeable about different platforms and operating systems that will impact the way your students access online learning. Demonstrations, recordings, and published resource guides by AT specialists who have the various assistive technologies running on different systems assist students and parents with understanding how each technology works with various AT and platforms. Examples include:
• Demonstration and resource guide showing navigation and use of the classroom with:
• PC: screen readers (e.g. JAWS, NVDA), screen magnification, other AT, and accessibility options on different Windows’ platforms and browsers
• Mac: screen reader (e.g. Voiceover), screen magnification, other AT, and accessibility options on Mac operating systems and in different browsers
• Tablet and smartphone screen readers, magnification options, and other accessibility features within each main type of tablet and smartphone
4. Follow through and follow up: Are your students assignments provided in accessible format? Are your students completing assignments? Are they accessing the online assignments correctly? Have they generalized the skills to edit assignments from your initial demonstration? Do they know how to make customized changes that promote better visual access, decreased clutter, ease of navigation in the online classroom? If not, now is a good time to help your students practice and generalize these skills.
5. Follow FERPA: Students with special needs may need options aside from virtual office hours opened to all students in a class. In the event they need specific assistance on disability related needs, ensure your student has a confidential way to log in to communicate with you to get support and to discuss individual circumstances. Because we cannot guarantee confidentiality in open office hours made available to entire classes, consider creating and offering appointments online with individual students.
Accessibility includes so much more and is a fascinating topic for all teachers to explore to promote best learning for all students.
Want to learn more or curious how students who are blind and visually impaired access digital education? Contact the Virginia Consortium for Teacher Preparation in Vision Impairment. We offer coursework with a grant that covers up to 60% of tuition for Virginia educators! Email: [email protected]
05/20/2020
Never Touch a Monster Read Aloud in Braille Listen to Never Touch a Monster, Read Aloud in Braille. Then answer some questions to see how well you understood the story. The National Federation of the B...
05/12/2020
How does VoiceOver work on a Mac? We'll show you how in Wednesday's Virtual ExCEL Academy! Join us at 2 pm ET: https://bit.ly/2W5U7nQ
05/11/2020
Monday's Virtual ExCEL Academy lesson will teach you all about using Google Products with JAWS, NVDA, or Chromevox! Join us at 2 PM ET: https://bit.ly/2W5U7nQ
Congratulations, Kittie!! The VI Consortium is so proud of you!
Image Description: Mason logo: College of Education and Human Development 2020 Program Award Winner: Kittie Cooper Outstanding Student in Special Education Visual Impairment Certificate.
Are your students using JAWS and Google Classroom? TSBVI has some great tutorials! https://www.tsbvi.edu/videos-webinars/google-classroom-jaws-introduction
04/23/2020
Video: how to complete the Census with a screen reader!
Let the Blind Be Counted: Doing the 2020 Census with a Screen Reader and without the 12 digit ID We demo how to respond to the 2020 Census online, using Windows and NVDA and Voice Over on iOS.
04/22/2020
Unfamiliar with how to use an abacus? Well then, Thursday's Virtual ExCEL Academy is for you! Register and join us at 2 pm ET: https://bit.ly/2w5ZkmN
04/22/2020
Getting a Job! Module for Students Who are Blind and Visually Impaired The Getting a Job! for Students who are Blind and Visually Impaired online training was developed and designed for students who are blind and visually impaired and the professionals who work with them. Focusing on the transition from school to work, the training offers a series of activities, suppor...
Our friends and colleagues from VSDB's Blind Department greet their students in this wonderful video!!
03/24/2020
Special thanks to Freedom Scientific for offering JAWS, Zoomtext, and Fusion licenses free for the next couple of months! This is a great opportunity to learn and practice using a screen reader!
Stay home. Stay healthy.
A message from our CEO.
We are now offering JAWS, ZoomText, and Fusion free of charge for personal computers at home, until June 30, 2020.
This offer is available to every household in the US and Canada.
International opportunities available, please contact the distributor in your country. https://www.freedomscientific.com/
12/10/2019
Are you in-search-of the perfect book to read over winter break?
Mason's online digital library has ebooks in the BVI field ready and waiting for you! All VI Consortium students can access these books.
Log onto Mason's library with your Mason credentials, search the title, and opt to read online.
Here are some great book ideas to get you started!!
Hall Lueck, A., & Dutton, G.D. (Eds.). (2015). Vision and the brain: Understanding cerebral visual impairment in children. New York, NY: AFB Press.
Kamei-Hannan, C., & Ricci, L.A. (2015). Reading connections: Strategies for teaching students with visual impairments. New York, NY: AFB Press.
Swenson, A. (2016). Beginning with braille: Firsthand experiences with a balanced approach to literacy (2nd ed.). New York, NY: AFB Press.
Wright, K., Spiegel, P., & Thompson, L. (2006). Handbook of Pediatric Neuro-Ophthalmology.
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Birthing Basics, LLC Informative classes on the "how-to’s" of childbirth. Classes also available for comfort measures and for high-risk mothers, and mothers giving birth to multiples. The AWHONN Advanced FHM course for nurses is also offered!
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