Optical Device Use, Part 3: Selling Optical Device Use to the Tough Customer This video is posted online with the following chapter markers: Chapter 1. Introduction & Terminology Chapter 2. Factors that Lead to Rejection Chapter 3. Training Issues Chapter 4. Hooks for Student Buy-In Chapter 5. Explicit Instruction is Necessary Chapter 6. Conclusion Description of graphical content is included between Description Start and Description End. Transcript Start Chapter 1. Introduction & Terminology Cowan: Thank you for joining us today for Selling Optical Device Use to the Tough Customer. This is Training Video number three in a series of three web-based training sessions on optical device use. [ Slide start: ] Description Start Title: Instruction in the Use of Optical Devices Content: Presented by Chrissy Cowan, TVI, Cynthia Bachofer, TVI, CLVT of the Texas School for the Blind & Visually Impaired. Thanks to the Kansas Lions MD-17 and to Lions Clubs International Foundation for their financial support for this project. left-side graphic: logo, Kansas Lions Statewide Low Vision Program left-center graphic: logo, Texas School for the Blind and Visually Impaired right-center graphic: logo, Lions Clubs International Foundation right-side graphic: logo, Kansas State School for the Blind Ref: Program Anchor Organization -- Kansas State School for the Blind Description End It is presented in collaboration with Lions Clubs International Foundation, Kansas Lions, Kansas School for the Blind, and Texas School for the Blind and Visually Impaired. [ Slide end: ] My name is Chrissy Cowan. I am a mentor coordinator here at Texas School for the Blind and Visually Impaired and a T-V-I who has been working in the field for about 34 years. Bachofer: My name is Cindy Bachofer. I am a teacher in Short Term Programs here at T-S-B-V-I and was born with R-O-P so have grown up with low vision and taught both in Nashville and here in Texas. [ Slide start: ] Description Start: Title: Why are optical devices such a tough sale? Content: center photo: male middle school student looks at the camera with a scowl on his face speech balloon: No Way! Reference: photo by clocker Description End: Why are optical devices such a tough sell? This face of a grumpy boy is something that as T-V-Is we are all too familiar with when a student does not want to be using optical devices, is not interested in doing lessons. [ Slide end: ] As T-V-Is we can list the reasons why a student has no motivation to do this, has no enthusiasm for coming into the lessons. So in this presentation, we want to look at those factors of rejection and then strategies for being able to overcome the rejection that students so often exhibit. [ Slide start: ] Description Start: Title: Presentation Overview Content: * Identifying factors that lead to rejection * Finding the hook for student buy-in * Providing explicit instruction Description End: Cowan: As an overview of this presentation, we're going to be covering three major points. The first one are the multiple factors we feel lead to rejection. Next we're going to be discussing the hook that captures student buy-in to becoming a more willing device user. In order for this to happen, device training needs to be interesting. So finally, we'll be reviewing ways in which you can incorporate fun activities into both distance and near visual tasks through explicit or direct instruction. [ Slide end: ] Bachofer: We have listed six terms here and their definitions that this presentation does not focus on those specific skills, [ Slide start: ] Description Start: Title: Terminology Used in this Presentation Content: * Localizing: Visually selecting an object in the distance from objects around it such as seeing the street sign against the row of trees. * Focusing: Bringing an image into clearest view by adjusting the distance of the lens on your device to your target information. * Spotting: Visually targeting an item to see through your device and lining up the device lens with your eye.  * Scanning: Repeated fixations with your eye that let you see one item after another such as following words across a line of print.  * Tracing: Visually following a line in space to locate an object such as the edge of a sign to find the letters at the top. * Tracking: Visually following a moving object such as a rolling ball. Description End: but we wanted you to be able to refer to those and we will be using that terminology so we wanted those to be familiar. [ Slide end: ] We've also listed a number of training resources that Chrissy and I have found helpful in planning instruction for students. [ Slide start: ] Description Start: Title: Training Resources Content: * Corn, A. & Erin, J. (2010). Foundations of Low Vision: Clinical and functional perspectives. 2nd edition. New York, NY. AFB Press.  * D”Andrea, F.M. & Farrenkopf, C. (2000). Looking to Learn: Promoting literacy for students with low vision. New York: AFB Press.  * Region 4 Education Service Center. (2004). Program in Low Vision Therapy. Houston, TX: Region 4 Education Solutions.  * Smith, A. (1992). Beyond Arm’s Reach: Enhancing Distance Vision. Pennsylvania College of Optometry Press. * Weiner, W. & Vopata, A. (1980). Suggested Curriculum for Distance Vision Training with Optical Aids. Journal of Visual Impairment and Blindness, February, 49-56. Description End: [ Slide end: ] Chapter 2. Factors that Lead to Rejection Cowan: So let's get started on those factors that lead to rejection. Bachofer: The first factor of rejection is the student doesn't understand their eye condition. This very often is the student isn't even able to name their particular eye condition or use the terminology that is part of explaining that. It's important that the student understands how it impacts them and that they have the language to explain to others about their eye condition and that being age appropriate. One of the strategies that we have found helpful is bringing in a 3-dimensional eye model where the student is actually able to feel the pieces, take apart the parts of the eye and then reassemble so that they have that sense of how does the eye work. A second strategy is bringing in the report from the low vision specialist so that you and the student can read this together and talk about the parts of that report. It means going over the eye condition, helping the student put it in language that is comfortable at their age level. Talking about the clinical measures such as the acuity, near and distance acuity, useable field measure. Bringing in suggestions for devices that the doctor has identified and then also explaining those educational implications for the student. How is it that my low vision effects me in the classroom? And then a third strategy that we have is using a portfolio where the student and the teacher are building this together. The sections of the portfolio and starting off with student can understand from the table of contents what are we doing in this portfolio that helps me better understand my eye condition and being able to explain it to others. And the table of contents is in the Resources section that is available with this training series. Cowan: A second factor leading to the rejection of an optical devices is the exclusion of the student from the decision-making process. Typically the T-V-I suggests a visit to the low vision clinic. She works with the parents to get the student there and they take the student and there's little student intervention or interaction at that point. So it's a little wonder that the student rejects the devices from the very beginning. Instead, we propose that you include the student in that decision from the very beginning and there are fun ways to do this. [ Slide start: ] Description Start: Title: Student Excluded from Decision Process Content: * Engage student in conversation about visual access * Explore different devices within a fun context * Prepare for the clinical low vision exam * Allow student to choose environment(s) in which they are willing to initially experiment with the device Description End: If you think in terms of visual access across a wide range of environments, all the while exploring properties of the different devices, the focus shifts from 'you've got to do this work' to, 'look at this- isn't this fascinating!' Science, art, cultural activities, and sports really lend themselves to this discovery process. [ Slide end: ] You just need to insert an optical device in the process. You'll also want to pave the way for the student to be able to communicate during the clinical low vision exam. If students have experimented with devices beforehand, they have a better understanding of the outcome for this specialized visit, and the reason for getting a device. They may also be able to express the devices they prefer for the ones they've explored. Once you have the prescribed optical device, another empowering act is to allow the student to choose the environments in which they are willing to initially experiment with the device. So often we're focused on access to the classroom environments, when this may the last place a student feels comfortable because of their concern for other kids seeing them. [ Slide start: ] Description Start: Content: center photo: two male elementary students in low vision clinic, low vision specialist sits at table writing notes, one boy holds a monocular up to his eye, the other boy wears a pair of binocular glasses. center text: Device appeal is individual; what appeals to one student may not be desirable for another. Description End: This is a picture of two students who've been given the opportunity to explore a variety of optical devices in the low vision clinic. What appeals to one student is not necessarily going to appeal to another. [ Slide end: ] [ Slide start: ] Description Start: Content: left-side photo: male high school student looks at display of sunglasses. left-side text: Student selecting sunglasses to minimize glare and support safe travel. right-side photo: male elementary student uses one of many hand held magnifiers on display to read book page. right-side text: Student trying out different magnifiers at the low vision clinic. Description End: In these two pictures, students are seen selecting sunglasses to minimize glare, and another one is trying out different magnifiers. This is at a low vision clinic where they have a display of optical devices. [ Slide end: ] Bachofer: The age of the student is the next factor that we want to discuss. It is important that training not be seen as a one-size-fits-all approach. Being very aware of the student's age can help with -- helping training to be appealing. [ Slide start: ] Description Start: Title: Age of Student not Considered Content: * Starting early vs. delayed introduction * Taking advantage of curiosity/willingness to explore * Shifting strategies for adolescents * Selecting age-appropriate tasks and materials Description End: We recommended starting as early as 3 years old. At that very early age when students become aware of the concepts of magnification, that bigger helps me to see it, then that's easier to add on to as the student ages. So getting started with things like pictures in books where the student is able to look at those and appreciate them more with magnification. Using a telescope for seeing action on the TV screen or looking at objects outside the car window. Watching people on the street. All of these can be of interest for... even a 3 year old young, the very young students. And it is very, very important to be aware of what is the curiosity. Where is the student's willingness to become involved in this and what interests the student? And then as students become older -- say for adolescence -- shifting those activities during a lesson to things like figuring out the mall directory, looking at a bank statement, or studying the receipt at a -- from a restaurant. So these match the student's age appropriate activities. And then becoming aware of what the student does pick up on as much as what the student is not aware of and helping the student to key in to those items. [ Slide start: ] Description Start: Content: left-side photo: female high school student with sales lady lookikng at a blouse in department store left-side text: Independent shopping is highly appealing for teenagers. Device can be used to check prices and fabric content. Works for young men, too! right-side photo: two male high school students looking at men's dress shoes with a department store salesman. Description End: We have pictures here of, again, those age appropriate activities and whenever possible bringing the students -- one or more students together to be involved. On the left is a girl shopping and clothing tags bring all kinds of interest for size, care instructions. On the right we have boys who are studying a pair of shoes; of what's becoming that cool footwear. So finding the activities that match for all kinds of students. [ Slide end: ] [ Slide start: ] Description Start: Content: left-side photo: female kindergarden student writing at a table, a jar of peanut butter sits on a tray next to her. left-side text: A kindergarten student uses a telescope to copy instructions posted on a chart on how to make a bird feeder. Later she will watch as birds approach the feeder outside. right-side photo: same student uses a table knife to spread peanut butter on a pine cone. Description End: The next pictures are a student who is involved in making a bird feeder and the instruction page she uses with a magnifier and then is able to construct the bird feeder. And then the activity becomes being able to use her telescope to watch for the birds flocking to her bird feeder outside of her school window. So that was- it's one of those examples of a very involved activity that captures the student's attention. [ Slide end: ] Cowan: Another factor that leads to rejection is the appearance of the devices themselves. There are more devices than you can imagine, so it would be a good idea to explore some designs online with your student before they visit with the low vision specialist. Also, some vendors offer devices at a great price, but you should be wary of plastic fittings and poor optical quality. This is a great opportunity to teach your student how to be wise -- a wise consumer. [ Slide start: ] Description Start: Title: Appearance of Device Content: * Internet searches * Shopping sessions for the most cosmetically appealing device * Catalogs * Individual sessions with device vendors * Local optical device displays in your area Description End: After you've looked online, shopping sessions for cosmetically appealing devices is very empowering. Some vendors will send you a catalog, so involve your student in sending off for these. [ Slide end: ] Vendors are sometimes willing to visit with you and with your student showing an array of their devices. If you have a low vision clinic with devices on display, this is a wonderful activity that either the T-V-I or the O&M specialist pursues with the student. [ Slide start: ] Description Start: Content: center photo: high school student sits at a table and uses a lighted hand-held magnifier to view a page of text. She holds a pocket magnifier in her other hand and a monocular sits on the table. center text: Students will need to experiment with different devices, matching the device to the task Description End: Students will need to experiment with different devices, matching the device to the tasks that they have to do. I have here a sample of some devices. [ Slide end: ] And all of these have pros and cons related to the task you are using them for. I wouldn't expect a student to use an electronic magnifier to read continuous text because the print is too large for efficient reading. Nor would I expect a student to use a 4x telescope in some outdoor mobility tasks. [ Slide start: ] Description Start: Title: Examples of Devices Content: 6 photos of magnifiers, top row, left-to-right; illuminated hand-held, folding pocket, iPad; bottom row, left-to-right; stand, microscope glasses, sliding pocket Description End: Here are more near magnification devices. These are pretty typical of what you would see with any given student depending on the etiology. [ Slide end: ] There are -- on this board -- there are some stand magnifiers which are very typical of the beginning device user and then there are hand held magnifiers. Some of them are illuminated. And then there are pocket magnifiers that really fold up nicely. Older kids tend to really want to use these because they can put them in a purse or a pocket. These are some distance magnification devices. They're telescopes that are typically used by children and adults. Two of them are auto-focusing so the user can focus them just with very simple movements. These other barrel telescopes are what you see a lot. Some of them have lanyards -- I think all of them you can attach a lanyard -- and they come in different powers with different fields of view. [ Slide end: ] [ Slide start: ] Description Start: Title: Examples of Devices Content: 5 photos of telescopes, top row, left-to-right; telescope glasses, autofocus monocular, mononcular; bottom row, left-to-right; autofocus, zooming monocular, iPad. Description End: On the slide you'll see more different kinds of devices and in the corner there you'll see a tablet. So now that we have tablets or iPads, kids are able to use those to take pictures of things. And they are turning out to be a nice distance magnification device as well. [ Slide end: ] Electronic devices may have a 'wow' factor, but we've found that the typical student forgets to charge them. So it's always wise to have a backup, non-electric device. You may have noticed the electronic tablet pictured in both groups of devices. One huge exception to the non-electric device is the electronic tablet, most notably, the iPad. There are apps for note taking, recording, enlarging print, reading text, zooming in on distance targets and capturing these for closer inspection. Books can be downloaded and the print manipulated seamlessly. The iPad is extremely attractive to the student with low vision, and should be considered as an assistive technology that increases access. Bachofer: Becoming comfortable using devices in front of others is a skill just as important as learning to focus. So the next factor of rejection we have is "perceived and direct reactions from peers." We hear comments of the students saying that they feel different or they're aware of people looking at them as they use their device and I'm the only one in the room using one of these so it can become a very awkward, self-conscious situation for the student. [ Slide start: ] Description Start: Title: Perceived and Direct Reactions from Peers Content: * Dealing with feeling/looking “different” * Using role play to practice strategies * Distinguishing between innocent curiosity and bullying * Practicing responses that educate others * Developing a self-awareness as an individual with low vision Description End: Some of the strategies that we've identified that can be helpful is setting up role play situations where the student- you actually depict a scene where the student is putting into words what kind of a response am I going to give here. This is very useful at multiple age levels. Also helping the student to distinguish between what is bullying and what is just curiosity from a peer about hey what's that thing you're using. [ Slide end: ] Practicing responses that help to educate others. So in a very quick phrase saying, "The telescope makes things bigger so it's easier for me to see things." So finding the language that is comfortable for the student. It all comes down to developing that self-awareness that I'm comfortable with, as an individual with low vision. Do I want to use this tool to become more independent? What are the times that I choose to rely on others? And then, even the occasions where I know I will miss information so it's the student becoming comfortable in that situation. The next factor that we have is device use doesn't equalize things. Very often students will hear adults using the language 'Oh, you're going to love this device! It's going to everything for you' and in reality no it doesn't. And in reality, no it doesn't. It is simply a tool that can be helpful in selective situations. [ Slide start: ] Description Start: Title: Device Use Doesn’t Equalize Things Content: * Use realistic language * Acknowledge that the student has the choice of increased independence vs. depending on others vs. choosing to miss information * Help the student be aware of the value of access to more things—enriched experiences * Participation in topical conversations (e.g., football game, funny T-shirt, performer) Description End: So using realistic language with the student. Beginning those conversations that help the students to recognize it's a tool that will have limitations. So again, the students have a choice in using this. "Do I want to pick up the tool -- the device and be independent? Do I want to rely on others? Or, am I choosing to miss information?" [ Slide end: ] Or even using a skill like listening. All of these are some of the methods a student can choose from. Helping the student be aware of the value of accessing environments that are detail rich, that expands their experience, that gives them a more enriching sense of what the students around them are seeing. And they're able to participate in what's catching the eye of their peers like a funny t-shirt, or the action on a football field, or a street performer. It's all of these things that people with typical vision participate in and the device gives you access to that. [ Slide start: ] Description Start: Title: Student doesn’t “get” the benefit of a device Content: * If you’ve never seen it, you don’t know what you are missing * Range of activities/environments in which the device can be used * Generalization of device use isn’t automatic * Visual access methods that depend on others may be entrenched habits * Frustration with the limitations of the device (one device doesn’t fit all tasks) Description End: The final factor that we've identified is that the student doesn't 'get' the benefit of the device. In very straight language, if you've never seen it you don't know that it's there. So helping the student to become aware of -- what they kind of have a sense of the details they're picking up on and then the things that they are very very much missing items in the environment. [ Slide end: ] The students don't automatically -- because they know how to use a tool -- aren't able to generalize to other activities or environments, "Oh look my device would be helpful here." So it's that instruction that helps the student understand when the device is useful. We spend a lot of time with students on where is -- are devices helpful in the school setting. But getting beyond the school setting can be far more interesting to the student, and working that into conversation; bringing those examples up asking about how did you use your device over the weekend. And then having the conversation about the students with the frustrations and the limitations of the device. Does the student recognize the times when a device won't be helpful? So those are all part of that I 'get' when the device can be a benefit. We have pictured here students on a bus. [ Slide start: ] Description Start: Content: center photo: female high school student seated on a bus, uses her monocular to view the street outside. center text: Community travel is a rich opportunity to expand device use. This student is watching for her bus stop, or, she’s checking out the cute guy on the sidewalk. Description End: And the bus environment can be very challenging. If you notice the glare from the window and pa -- harsh lighting outside, there's movement and by using it on a bus you have a very public setting for others watching you. But we have here a student who is very motivated to look outside that bus window, and she could be looking at the sign on the sidewalk or checking out the cute guy on the sidewalk. Either way it's a motivating situation. [ Slide end: ] Chapter 3. Training Issues Cowan: We've been talking about the factors that lead to rejection of optical devices. The last factor relates to the training issues. Often, students are handed a device and shown how to focus and left to figure out the rest. There are many ways in which poor training can lead to rejection. [ Slide start: ] Description Start: Title: Training Issues Content: * Inadequate foundational skills (tracking, focusing, etc.) * Unappealing presentation (boring!!) * Inconsistent or nonexistent training * Lack of skill maintenance across age-related range of environments and tasks Description End: There are four issues related to training that we've identified. The first is inadequate training on the skills needed to effectively use a device. The resources listed at the beginning of this presentation will help you with those skill sets. The second training issue is an unappealing or boring presentation of the device. We've talked about how to incorporate the device into the student's life. This approach will be more meaningful and interesting to the student than sticking within academic environments. [ Slide end: ] In order for a student to really learn how to use a device, training needs to be consistent. So we recommend 30 to 60 minute training sessions weekly, until the student is competent. This includes sessions off campus with either the T-V-I or the Orientation and Mobility specialist. Once the young student has learned how to use the device in a multitude of environments, the T-V-I should periodically check skill maintenance, and make suggestions for visual tasks in new environments that are age-appropriate. [ Slide start: ] Description Start: Content: left-side photo: male middle school student reads the nutrition label on a box of Cheez-Its. left-side text: Everyone likes to eat; just how many calories are in Cheez-Its? right-side photo: female high school student uses a hand held magnifier to view a metro transit map. right-side text: “If I could get to the mall without Mom, that would be great!” Reference: Description End: These photos show a young student and older student. Both are using a magnifier on something that interests them; eating and riding on a bus to the mall. [ Slide end: ] Training requires explicit teaching in environments that are both academic and recreational. Chapter 4. Hooks for Student Buy-In [ Slide start: ] Description Start: Title: So, what are the “hooks” for student buy-in? Content: left-side photo: decorative coat hook, chicken center photo: decorative coat hook, alligator right-side photo: decorative coat hook, heart-shape, nature scene Reference: photo by Rosa Say; photo by fizzee Description End: Bachofer: So, what are the hooks that motivate your student that want them interested in the lessons? Just as we have pictured here, hooks come in all shapes and sizes and we now want to move in to those strategies. What are the methods we can use to hook our students and then getting motivated? [ Slide end: ] [ Slide start: ] Description Start: Title: Include the student in the decision to get an optical device Content: left-side photo: adult woman shows a female high school student a large display of different magnifiers. right-side photo: adult woman shows a male middle school student a catalog of devices. Description End: In these photos we have a student including them in the decision to get an optical device. The picture on the left has a student at a low vision specialist's office just before the exam exploring devices, looking at the range of tools that are out there. And then the student on the right is a school setting where a range of devices are available for the student to try with some independent living materials, such as a restaurant menu, a receipt, a circular from a store. So these are, again, some of the materials that can be interesting to students depending on their age. [ Slide end: ] Another training hook is capitalizing on the interest of your students. [ Slide start: ] Description Start: Title: Capitalize on student interests Content: left-side photo: male middle school student uses an electronic magnifier to read a magazine cover. left-side text: Student reading a magazine right-side photo: female high school student uses a pocket magnifier to read her cell phone. right-side text: Student looking at cell phone display Description End: In these photos we have a student who is using magnification to look at a magazine that has really gotten his attention and there are so many wonderful magazines out there with great pictures and good text reading. The photo on the right has a student in one of her most favorite activities being able to use one of those slick pocket magnifiers to see the text message on her cell phone and she was just thrilled to find this. Cowan: Another way to hook your student is to use age appropriate activities. [ Slide start: ] Description Start: Title: Use age appropriate activities Content: left-side photo: female elementary student uses a stand magnifier to look at details on a flower. left-side text: Looking at a flower right-side photo: female high school student uses hand held magnifier to read flyers on a kiosk. right-side text: Reading flyers on a college kiosk Description End: Young students tend to love nature, and using a magnifier to pull in the details of a flower is an appropriate activity for the student on the left whereas the older student on the right is very motivated by reading flyers announcing community activities posted on a kiosk in a university setting. [ Slide end: ] Integrating your training into the home and community requires talking with the student and family about family activities. Once trained on the skills, the student should be encouraged to take the device home to use within the context of family activities. Parents, too, will need the guidelines on what is appropriate use. The next few slides give you examples of family activities. [ Slide start: ] Description Start: Title: Find out families’ activities for inclusion in the home and community Content: left-side photo: male high school student at the bowling alley holds a monocular in his hand. left-side text: Using a telescope in a bowling alley right-side photo: female high school student at the grocery store uses a hand held magnifier to read the label on a package of meat. right-side text: Using a magnifier in a grocery store Description End: The student on the left is at a bowling alley, and the student on the right is using a magnifier in a grocery store. [ Slide end: ] [ Slide start: ] Description Start: Content: center photo: two female adults and a female elementary student paddling in a canoe. center text: Family outings provide a rich opportunity for capitalizing on new visual information, such as wildlife and scenery. Description End: [Silence] This family is on a boating trip and the student has a telescope so that she can see outside the canoe onto the bank. [ Slide end: ] [ Slide start: ] Description Start: Content: left-side photo: male elementary student sits at a table with a bowl and spoon, and uses a magnifier to read a recipe. left-side text: Reading a recipe on a packet right-side photo: male elementary student uses a pocket magnifier to read a metro bus map posted at a bus stop. right-side text: Reading a bus route map Description End: The student on the left is cooking, and he reads the recipe on a packet. And the student on the right is reading a bus route map to be able to catch the bus to an activity. [ Slide end: ] Bachofer: Knowing what the fads are that interest your student is another training hook. Keeping up on these is one of those teacher tasks. [ Slide start: ] Description Start: Title: Know what the fads are for different age groups Content: left-side photo: group of high school boys standing around a large round table covered with small soldier figures. left-side text: Reading instructions for action games right-side photo: still frame from an amine movie, closeup of female amine character. right-side text: Watching an anime movie Reference: photo by fillito; photo by Danny Choo Description End: In these next photos we have a picture of some kids involved in action figure games where reading the instructions to participate in the activity is going to be very important. On the right is an example of an anime scene and there's just wonderful detail in anime so taking the telescope into that setting where you're using it to study the pictures on the movie screen is very important. [ Slide end: ] Then meeting up with students. We've emphasized that and any time you can bring two or more students together. [ Slide start: ] Description Start: Title: Meet up with another student Content: top left-side photo: two elementary boys use a magnifier to look at a model of the eye. bottom left-side photo: two elementary girls use a monocular to view a display in a museum. right-side text: two elementary girls uses monoculars to view prices on produce at the grocery store. Description End: In these next photos the top left example is a couple of boys studying the eye dia- the eye- the 3-D eye model and getting a hold of one that really has some good details. Studying the veins in the back of the eye always interests the students. The girls on the lower left are in a museum setting where they're actually using a near distance setting on the telescope to look at some historical photos. And doing that through a glass display case is developing that next level of skill. The students on the right are involved in a scavenger hunt at a grocery store where they're finding the price for that particular produce and having a great time of it. Chapter 5. Explicit Instruction is Necessary So we've been talking about the factors that lead to rejection and methods that we can use to motivate the students. It is especially important to remember that explicit instruction is necessary to help students become competent device users. And that explicit instruction means providing direct instruction in structured settings. [ Slide start: ] Description Start: Title: Provide Explicit Instruction Content: top left-side photo: male high school student sits across a desk from his teacher, reading a work sheet. bottom left-side photo: female high school student stands next to her teacher outside and use a monocular to view something in the distance. right-side text: male high school student uses a lighted hand held magnifier to examine a map. Description End: So the next photos show on the top left a student participating in a sustained reading task where he's working to handle that continuous text. On the lower left is in an outdoor setting using the telescope to find birds or dogs or cars moving. There can be in different settings action that interests the student. And then on the right is a student working with a map and some charts developing this skill -- search strategies and figuring out how to breakdown more complex material. [ Slide end: ] So it is especially important to familiarize ourselves with the complexity of the settings and the visual demands for our students. [ Slide start: ] Description Start: Title: Familiarize Yourself with the Complexity of Settings and Visual Demands for Your Student Description End: That means going into every room in which the student has activities where they are participating and have educational expectations to work along side their peers and getting to know these settings. [ Slide end: ] What are the challenges in that? [ Slide start: ] Description Start: Content: center photo: wide shot of typical elementary classroom with small desks and chairs at work stations, brightly decorated walls with different topics. Description End: So in this next picture we have a typical third grade classroom that has that incredibly dense, rich visual clutter going on. If you look at -- along the walls the student is having to access this information. How is your student going to do that? Where being in that empty classroom and helping the student figure out the steps for doing this where they can participate in the actual lessons. [ Slide end: ] And then the next one, we all fondly remember the school cafeteria and the visual demands that can occur there. [ Slide start: ] Description Start: Content: center photo: wide shot of a middle school cafeteria with students in the lunch line and others seated at tables. Description End: Harsh lighting. Whether it's overhead florescent lighting, or a bank of windows where the sun is coming in and glares off the waxed floors. There's food behind glass cases, a lot of chrome. [ Slide end: ] There's movement and noise it's a vast space where the student is needing to figure out, 'I'm trying to figure out where my buddies are sitting.' So working with a student in that empty cafeteria. [ Slide start: ] Description Start: Content: center photo: male teacher stands at white board illuminated by a projector and draws points on a hand-drawn graph. center text: High school algebra class Reference: photo by DubsarPR Description End: And in the next photo is a high school algebra class where we all know the- using whiteboards or projectors, LCD projectors where the glare is coming off the screen and trying to figure out, 'How am I- what angle do I need to be at to see the material?' So working with the student in that very challenging environment. [ Slide end: ] [ Slide start: ] Description Start: Content: center photo: wide shot of high school science lab, rows of tables covered with books, papers, and scientific apparatus. center text: High school Science class Reference: photo by adam coster Description End: Our next one is a science lab. And often because those rooms can be very large there can be dim areas of the room or items that you need to have caution around them glass beakers, things like that. So it's helping the student become familiar and identify when their devices can be useful in those settings. [ Slide end: ] And finally it's remembering that we are preparing our students for, ultimately, participating in adult responsibilities having that independent adult life. [ Slide start: ] Description Start: Content: center photo: auditorium style classroom with deeply descending rows of seats and tabletops. Male teacher uses a pointer to point to handwritten notes high on the large white board. center text: Auditorium style classroom Reference: photo by uniinnsbruck Description End: And the next step for our students -- one of those goals can be attending college and this next picture shows -- remember those auditorium style classrooms in college where you may be more than 30 feet back from the board that the professor is using and how are you going to manage seeing the notes for that? [ Slide end: ] Typical distance vision tasks that occur for students during school are that reading notes from the board and copying the information. [ Slide start: ] Description Start: Title: Typical distance vision needs for school work: Content: * Reading and copying from whiteboard/projector screen/everything on the walls * Gaining access to presentations/assemblies/demonstrations * Identifying a variety of targets Description End: So practicing this that the student becomes comfortable doing this depending, on the teacher's speed; gaining access to whether it's presentations, action in assemblies, demonstrations that are happening in the classroom. It's helping the students to identify that variety of targets that occurs in the school setting. [ Slide end: ] When is it that their device is helpful? Then, we have examples of field trips. [ Slide start: ] Description Start: Content: left-side photo: male and female high school students inside the state capitol building using monoculars. left-side text: Using telescopes in the capitol rotunda on a field trip right-side photo: two male students at a fast food restaurant counter. right-side text: Reading overhead menus provides great practice for poor lighting and contrast, and is highly motivating (food!) Description End: In these photos on the left the students are actually in the Texas State Capitol's rotunda which is a large space, very, very high dome they can look up to. Students really have enjoyed using their telescopes in that setting. And then the students on the right are in a fast food restaurant where they're having to look at that menu that is backlit and there's noise behind them so helping the students develop the skill to manage that environment is important. Cowan: Direct instruction for near tasks is also critical for student success. Helping students to develop a comfort level and mastery with a range of materials and formats will require instruction. [ Slide start: ] Description Start: Title: Typical near vision needs for school: Content: * Expanding access to more reading materials * Building reading fluency * Gaining access to complex formats (social studies, math, science, graphs) * Practicing with typical high interest tasks beyond the school setting Description End: Typical near vision needs in the school setting include: expanding access to more reading materials -- the more that you read, the better you get at reading; not much comes in large print once you get out of school; and building reading fluency. [ Slide end: ] Many students with low vision are slow readers, but reading speed can and should be improved with methods to build fluency with the magnifier, with the goal set for reading regular print with magnification. Another near vision need is gaining access to complex formats, such as those you find in social studies, math, and science texts. Particularly graphs and charts, maps, drawings, and diagrams. [ Slide start: ] Description Start: Title: Typical near vision needs for school: Content: * Expanding access to more reading materials * Building reading fluency * Gaining access to complex formats (social studies, math, science, graphs) * Practicing with typical high interest tasks beyond the school setting Description End: Near vision training transitions into adult life, so please remember to practice typical high interest tasks beyond the school setting. [ Slide end: ] [ Slide start: ] Description Start: Content: left-side photo: female middle school student uses a hand held magnifier to view details on a museum exhibit. left-side text: Exploring details on a field trip to a science museum right-side photo: two male high school students in the chemistry lab, wearing protective goggles, gloves and aprons. right-side text: Full participation in the chemistry lab Description End: Pictured here are examples of two near tasks in the school setting: exploring details on a field trip to a science museum; and participating in a chemistry lab experiment. [ Slide end: ] [ Slide start: ] Description Start: Content: top left-side photo: view through an illuminated magnifier looking at a credit card. top left-side text: Credit card numbers bottom left-side photo: close-up of a hand-held magnifier held just above a television remote control. bottom left-side text: TV remote top right-side photo: large screen electronic magnifier displays the label on a medicine bottle. top right-side text: Medicine bottles bottom right-side photo: hand held magnifier lays on top of a large document titled "Employment Contract". bottom right-side text: Employment applications Description End: There are so many near tasks that will require magnification. Here we see just a few. Magnifiers are being used to look at credit card numbers, remote control numbers, dosage instructions on medicine bottles, and the fine print on a contract. [ Slide end: ] Think of all the things we look at and read. Bring as many of those items and experiences into your instructional sessions, and you will expand the universe of your student. Chapter 6. Conclusion [ Slide start: ] Description Start: Title: Consider: What catches your visual attention? Content: center photo: hand held magnifier lays on top of the word success. Description End: Bachofer: So the big question becomes, Consider what catches your visual attention? [ Slide end: ] If we can identify these topi -- targets then we can bring in lessons that will help the student become successful. We have given reasons that we feel lead to a student rejecting devices, strategies that can be helpful in motivating the student to want to use devices more often and finding the places that they want to explore and its by looking for these reasons that we come back to that question why are optical devices a tough sell and that we can help to change that. [ Slide start: ] Description Start: Title: You can get from... Content: left-side photo: unhappy male student from first slide right-side photo: smiling student with a monocular on a lanyard stands at a balcony railing. Description End: So we can go from getting to the grumpy kid to the motivated student who wants to use devices. Cowan: We hope you have learned ways to make your optical device training interesting and appealing to both you and your student. It's our sincere belief that optical device use is crucial for student success and full participation. When you are enthusiastic about optical devices, your student will catch your mood and be more open to fitting devices into their world. Thank you for joining us in this last of three training sessions on optical devices.