FTCE Visually Impaired study plan

Map every component of the Expanded Core Curriculum (ECC) to at least two concrete instructional activities you could deliver in a school setting

Write a one-page comparison of the roles of the TVI, O&M specialist, and general education teacher, citing at least three service-delivery models

Define the historical and legal foundations of the field by summarizing the impact of at least four landmark developments (residential schools, IDEA, braille literacy legislation, UEB adoption)

Draft a personal glossary of 25 core terms spanning functional vision, ECC, and professional practice

Identify three professional organizations and one certification pathway relevant to a Florida TVI and note their requirements

Sequence the ECC into a year-long scope and sequence for a hypothetical student at a chosen grade band

Design three ECC lesson plans that each embed a measurable IEP-style objective and a data-collection method

Differentiate instruction for a student with additional disabilities by adapting one of your ECC lessons

Explain how the ECC integrates with general education standards using at least two content-area examples

Transcribe 40 uncontracted braille words accurately from print without reference aids

Decode 30 contracted braille words and identify the contraction rule governing each

List the rules for at least 15 strong contractions and 10 lower-sign and final-letter groups, with one example each

Write five sentences in contracted braille and self-check them against a rule checklist

Distinguish literary braille from Nemeth Code by writing three simple math expressions in each

Apply Nemeth Code to write 20 expressions covering fractions, decimals, grouping symbols, and comparison signs

Explain the braille code switches required when math appears within literary text and demonstrate three examples

Label a diagram of the eye and trace the pathway from cornea to visual cortex, naming the function of each structure

Describe the mechanism and educational implications of at least six eye conditions (e.g., albinism, retinopathy of prematurity, cortical visual impairment, glaucoma, cataract, optic nerve hypoplasia)

Match each condition you described to at least one classroom accommodation

Interpret a sample functional vision evaluation and a learning media assessment report by extracting five instructional recommendations from each

Explain the difference between a clinical eye report and an educational functional vision assessment in a written summary

Select and justify an appropriate literacy medium (braille, print, dual media) for three student profiles

Administer a practice session of an assessment tool for students with visual impairments and record results in a defensible format

Outline the eligibility process for visual impairment in Florida, including the role of the eye report and the eligibility staffing

Build a family-engagement plan for a newly identified student that addresses grief, expectations, and cultural responsiveness

Draft talking points for a parent conference about a child's functional vision results, written in plain language

Describe three psychosocial stages or themes in adjustment to vision loss and match each to a supportive teacher response

Explain the assessment accommodations and alternate assessment decisions available to a student who uses braille

Identify two ways to involve a student in self-advocacy and self-determination starting in elementary grades

Compare at least five assistive technology tools (screen reader, refreshable braille display, magnification software, optical device, tactile graphics producer) by cost, function, and student population

Produce a tactile graphic of a simple diagram using appropriate textures and a key, and evaluate its readability

Explain the process for obtaining accessible instructional materials (braille, large print, digital) and the timelines involved

Describe three O&M concepts (e.g., spatial concepts, cane technique, route planning) and how a TVI reinforces them in the classroom

List five independent living skills to teach within the school day and the instructional strategy for each

Write a transition plan for a 16-year-old with a visual impairment that includes postsecondary goals, ECC linkages, and agency referral

Draft a consultation log showing how a TVI would support three general education teachers over one month

Summarize the TVI's role in collaborative teams, including paraprofessional supervision and interagency coordination

Complete a timed 60-question mixed practice set across all nine domains and analyze errors by domain

Build a final two-week review schedule targeting your three weakest domains