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SERVICE LEARNING REFLECTION

Joe Harrison
Service Learning Reflection
Ivy Tech Community College

SERVICE LEARNING REFLECTION

Service Learning Reflection

This service learning project was completed at the Indiana School for the Blind and
Visually Impaired (ISBVI) during their summer enrichment program. Ten sixth through ninth
grade students with varying degrees of visual impairment were present. The teachers were all full
time faculty at ISBVI and certified in braille and O&M training. Students separated into groups
led by one to two of the four teachers. These student groups then rotated through each of the
teachers activity based lessons. Many of the students attend the ISBVI throughout school year
and some live on campus, returning home for weekends. Consequently, many of the students
have known each other for most of their lives, and are well acquainted with faculty. Students
began their days meeting in a classroom outfitted kitchen appliances to make breakfast. They
were responsible for not only preparing the meal, but also cleaning up their work areas and
washing dishes, after which they began activity rotations. While students ate, the teachers
discussed plans for the day and made modifications to their lesson plans based on student
achievement.
Instruction for Visually Impaired Students
The focus of the activity rooms were reading and writing braille, occupational and
domestic skills, math and social studies. During the braille competency activities, students
researched using the web via braillewriters, or were provided printed (embossed) web resources
by teachers. Semi-sighted students are allowed to create their documents using pen and paper
while others used Perkins braillers. This project involved selecting a U.S. state and researching
statistics such as climate, population, cost of living, and availability of resources to the visually
impaired community. Students then share what they have learned about their selected states.

SERVICE LEARNING REFLECTION

One student recently arrived from China and is proficient at reading Chinese braille, but
is still learning the Unified English Braille Code. This student was provided more intensive
instruction in contracted braille while the other students completed their research projects. This
instruction was executed using braille blocks. These blocks have six holes which pegs are placed
into to indicate dots (bumps) in a braille cell. The student was asked to both identify and
construct braille cells. The visually impaired use their sense of touch as a window to their
environment and to learn about the world. Teachers must find ways to use touch to provide
explicit instruction.
Gesturing, for example can be used, by taking the students hands to indicate the gesture.
These coactive movements allow students to maximize information about learning experiences
(Erin, 2015). For instance, to define a distinction between their and there a teacher may take the
students hands and have them point there, then direct the students hands to the corresponding
braille blocks. This is an example of systematic instruction, which addresses a specific learning
objective using sequenced prompting, cues and modeling (Hallahan et al., 2015). When asked
what instructional methods work the most consistently, one teacher pointed out that multisensory learning is very effective for all students, not just the visually impaired. For visually
impaired students, the development of these learning techniques is embedded into academic
instruction; students are made aware of strategies for learning in tandem with lesson content,
allowing them to take strategies forward for subsequent learning applications.
In a separate activity room students learn to identify three-dimensional and twodimensional shapes. To identify 3D structures, students are given objects and asked to determine
the number of faces, edges and vertices, and then to name the shape. Most of the students had
little difficulty with this, however the concept of a 2D image seemed to be much more elusive.

SERVICE LEARNING REFLECTION

Pliable adhering strips (similar to pipe cleaners) called Wikki Stix are used to create a raised line
effect on surfaces. These tactile learning objects allowed students to explore the concept of 2D
shapes using touch, and also develop a sense of space and orientation. Semi-sighted students who
are able to recognize 2D shapes on paper seem to prefer using these sticks. This may be because
touch is a more natural way to augment understanding for the visually impaired, and sharpens
their perception regarding touch sensitivity. Wikki Stix can also be used to create tactile maps
and are often used in orientation and mobility instruction to assist in the development cognitive
mapping skills.
In the third classroom, students learned to sew and weave. While there are clear
applications for this, the intention of this instruction goes beyond the practical use of these skills
to include sensory awareness and manipulation of objects. These task-oriented activities aid in
the development of procedural memory, and provide opportunities for students to engage in a
project that results in a material object. Students experienced a sense of pride in the achievement
of fabrication and design of such objects. This not only reinforces self-confidence, but also
serves to emphasize their abilities while circumnavigating their disabilities. Students were
provided instruction for making scarves and pillows. The pillow construction seemed much more
attainable than scarf weaving. Upon realizing this, the teacher remarked that scarf weaving might
not be a part of future summer enrichment programs.
It is evident that teachers of students with visual impairments may have to experiment to
determine the efficacy of activities they choose to include in instruction. When it became clear
that the arm-weaving necessary to construct scarves posed a significant challenge to many
students, the teacher and I provided a greater degree of assistance to ensure each student was
able to complete the project.

SERVICE LEARNING REFLECTION

In this situation, an activity was found to be less appropriate than originally thought, and
showed me that teachers of students with disabilities must be flexible, and also must be prepared
to accept there own errors in judgment regarding programming. Special educators must remain
confident in themselves as instructors and programmers of instruction, but also willing to
recognize when planned instruction is missing its mark, and proactively adapt to achieve learning
objectives. Special educators need to be able to evaluate and revise instruction and programming
in real-time to provide high-quality learning experiences. This ability to improvise is an asset to
any educator, particularly those who teach students with exceptional learning needs. It is
necessary for special educators to be sensitive and fearless during instruction; walking the
dividing line of unrelenting instruction and flexible programming. This is the essence of
accommodation, in which students learning objectives remain the same while, while
instructional method and programming are adjusted to educe meaningful and accessible learning
experiences (Hallahan et al., 2015).
Accommodations For Visually Impaired Students
Because of the variety of accommodation that is regularly employed for visually impaired
learners, identifying underlying accommodations was difficult, and most often seemed to take
the form of one-on-one instruction. When working with visually impaired students, much of the
learning that takes place requires some amount of physical contact or direction. Because of this,
general instruction is often less effective than short tutoring sessions. This type of specialized
instruction is consistent with what one can expect to see in special education classrooms
(Hallahan et al., 2015). Peer-tutoring, though not implemented by directly by teachers, appeared
to occur spontaneously; semi-sighted students quite naturally came to the assistance of those in
their groups with more profound visual impairment. It is likely that the insights of those learners

SERVICE LEARNING REFLECTION

with a lesser degree of visual impairment translate more directly to students with profound vision
impairment. Semi-sighted students can relate to the challenges of their visually impaired
classmates and can also use their remaining sight to help fill the achievement gap. Also, these
students speak the language of learning for the visually impaired and intuitively understand what
is required of instruction.
Observations
Though the textbook describes varying levels of visual impairment students, this service
learning experience elucidated the unique conditions of individual learning in special education
environments. While all attendees of the ISBVI are required to be legally blind, many do not
require or choose not to use a long cane or braille. These students and their more profoundly
disabled peers are highly capable and have a range of interests including performing and visual
arts, athletics, and creative writing. At first glance, one might be tempted to assume that visual
impairments preclude some of these activities, or that such disabilities prevent access to, or
inhibit full appreciation of these areas of study. None of the students I met openly regarded
themselves as incapable, but rather looked upon themselves and their classmates as resourceful.
This attitude may coalesce as a result of aspects of the hidden curriculum, in which students are
shown the many ways learning can be achieved without sight or with limited sight. Teachers
championed the achievements of these students with great enthusiasm and fervor. Feedback to
students must be clearly communicated; a teacher who is pleased with a students performance
must consider ways of expressing this that do not involve any subtle visual cues (smiling,
nodding etc.). Also teachers of those with visual impairments may have to look for different
visual cues from their students, whose confusion or understanding manifests through more
individualistic body language. Many of these students are unable to reference normative body

SERVICE LEARNING REFLECTION

language to convey their level of understanding and subconsciously develop unique affects to
serve this purpose. In one example, I observed a student who upon achieving understanding,
would rap on her desk using her knuckles.
Conclusions

The instructional devices and styles I observed at the ISBVI were by and large consistent
with the special education practices described in the text. Teachers used scaffolded instruction,
systematic instruction and differentiation to achieve a high level of learning. Teachers
emphasized student strengths and provided appropriate levels and types support. I also observed
the ways in which teachers incorporate academic learning with the specific skills necessary for
visually impaired students to thrive in their daily lives at school, home and work.
The personal and professional demands on special educators are much more clear to me,
in particular the amount of additional training and education that is necessary to provide
exceptional learners with the best possible instruction. I also learned special educators need to
exercise good judgment and must able to determine each students zone of proximal
development. It can be difficult to know exactly when to intervene when a student is struggling
with materials or activities. Being able to perform interventions at the appropriate time without
undermining a students learning is critical to creating educational environments that are
challenging and engaging, yet not overwhelming. In this way, special educators can help students
form positive attitudes toward their learning; allowing students to struggle to a degree, but also
providing support when necessary.

SERVICE LEARNING REFLECTION

References
Erin, J. N. (2015). Maximizing Feedback to Promote Independence in Individuals
Whoare Visually Impaired. Journal Of Visual Impairment & Blindness, 109(2), 147-148.
Hallahan, D. P., Kauffman, J. M., & Pullen, P. C. (2015). Exceptional learners: An
introduction to special education. Boston ; Munich: Pearson Education.