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The Role and Function of the Teacher of Students with Visual Impairments

The Role and Function of the Teacher of Students with Visual Impairments

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The Role and Function of the Teacher of Students with Visual Impairments

[position paper developed for the Division of Visual Impairment

-- Council for Exceptional Children]

Susan Jay Spungin

American Foundation for the Blind

Kay Alicyn Ferrell

The University of Northern Colorado

Infants, children, and youth with visual impairments receive special education and related services in a variety of settings that bring them into contact

with a range of personnel. Perhaps the most important member of this team of professionals is the teacher of students with visual impairments, whose specialized

training and experience often establish him or her as the individual best qualified to address the unique learning needs created by a visual impairment.

Because of the variety of placement options available, however, there is often confusion about the role, function, and mandate of the teacher of students

with visual impairments.

The role of the teacher of students with visual impairments is multifaceted and requires recognition by administrators that responsibilities and time commitments

are unpredictable and may increase geometrically with each addition to the caseload. The amount of instruction and consultation required will vary according

to individual student needs and will even vary for an individual student from one week to the next. In some cases, the teacher of students with visual

impairments will be the primary instructor of the infant, child, or youth with a visual impairment, while in other cases the teacher of students with visual

impairments will collaborate with and act as a consultant to other members of the team. In all cases, it is the responsibility of the teacher of students

with visual impairments to carry out the following specialized activities:

I. Assessment and Evaluation

list of 3 items

A. A. Participate in the multidisciplinary assessment of infants, children, and youth with visual impairments, assuming the primary responsibility to:

list of 5 items nesting level 1

1. Conduct and interpret functional vision assessments. 

2. Obtain and interpret all ophthalmological, optometric, and functional vision reports and the implications thereof for educational and home environments,

to families, classroom teachers, and other team members. 

3. Conduct and interpret communication skills assessments in reading and writing readiness and performance, and listening. 

4. Recommend and collaborate in appropriate specialized evaluations as needed, such as low vision, orientation and mobility, physical therapy, occupational

therapy, psychological, adaptive physical education, speech and language, augmentative communication, and vocational. 

5. Assist families to assess their own strengths and needs regarding their children's visual, academic, and functional development. 

list end nesting level 1

B. Participate in the multidisciplinary team to develop Individualized Family Service Plans (IFSPs), Individualized Education Programs (IEPs), and other

similar documents, for infants, children, and youth with visual impairments, assuming the primary responsibility to:

list of 4 items nesting level 1

1. Contribute to statements of present levels of performance by discussing how performance is affected by the visual impairment and by providing information

on students' learning style, utilization of visual information, and other strengths unique to individual infants, children, and youth with visual impairments.

2. Identify goals and objectives in specialized areas related to the visual needs of the student.

3. Identify instructional methods and materials for meeting goals and objectives.

4. Recommend appropriate service delivery options, including class placement, physical education, related services, specialized equipment, adaptations in

testing procedures, and time frames for implementation. 

list end nesting level 1

C. Recommend as early as possible appropriate reading and writing media for the child with visual impairments. Teachers of students with visual impairments

base such recommendations on the specific needs of individual students, as demonstrated by a thorough assessment that accounts for such factors as: reading

distance, reading rates and accuracy, portability of reading skills, visual fatigue, and tactual sensitivity.

list end

II. Educational and Instructional Strategies: Learning Environment

The teacher of students with visual impairments usually acts as the primary mediator of the learning environment for children with visual impairments and

implements various strategies to facilitate students' assimilation into the classroom and school environment. In order to accomplish this, the teacher

of students with visual impairments takes steps to:

list of 8 items

A. Assure that the student has all educational materials in the appropriate media.

B. Assure that the student is trained in the use of, and has available, all devices and technological apparatus necessary for learning.

C. Instruct the student in academic subjects and activities and developmental skills requiring adaptation and reinforcement as a direct result of the visual

impairment.

D. Recommend seating and other environmental modifications that maximize students' utilization of visual information and facilitate movement of the student

with visual impairments within the class.

E. Assure that the teacher or other professional(s) providing direct instruction fully understands the unique needs of infants, children, and youth with

visual impairments.

F. Suggest modifications needed in assignments or testing procedures.

G. Collaborate with teachers and other professionals regarding various methods for including students with visual impairments in routine learning experiences.

H. Act as a catalyst in developing understanding of visual loss by children without disabilities.

list end

III. Educational and Instructional Strategies: Adapting the Curriculum

Children with visual impairments have the same curriculum needs as all children, but their visual impairment itself often imposes restrictions on their

ability to access any curriculum presented in the usual method of learning and teaching. In order to assure access, the teacher of students with visual

impairments is responsible for providing direct or collaborative instruction in the following areas:

list of 21 items

A. Braille Reading and Writing -- including braille readiness, braille reading instruction, and writing skills. These skills usually require introduction

to the mechanical aspects of reading and writing, including spatial orientation to the page and use of the braillewriter and the slate and stylus, and

include application and reinforcement of decoding, comprehension, and encoding strategies (introduced by the classroom teacher) to braille materials. The

teacher of students with visual impairments also provides instruction in braille mathematics, braille music, the computer braille code, and foreign language

braille codes.

B. Visual Efficiency -- For the student with low vision, the utilization of visual information underscores achievement in every skill area: academic, psychomotor,

self-help, vocational and social skills. The teacher of students with visual impairments instructs infants, children, and youth in the utilization and

interpretation of visual information under a variety of conditions.

C. Print Adaptations and Learning Devices -- The teacher of students with visual impairments instructs students with visual impairments in the utilization

of reading adaptations (e.g., use of print, acetate sheets, reading stands, magnifiers, and telescopes) and learning devices (e.g., abacus, tape recordings,

calculator) in order to participate independently in regular classroom activities.

D. Orientation and Mobility -- Much of the orientation and mobility needs of students with visual impairments are the responsibility of qualified orientation

and mobility instructors. (In some cases, the teacher of students with visual impairments is dually certified both as a teacher and an orientation and

mobility instructor.) The responsibilities of, and the relationship between the teacher of students with visual impairments and the orientation and mobility

instructor must be clearly defined. It is possible that the teacher of students with visual impairments will assume responsibility for assuring that students

develop in sensory motor, gross, and fine motor domains, while the orientation and mobility specialist assumes responsibility for instruction in environmental

orientation and travel within the community. Children with visual impairments must be taught to move in space and to be aware of the environment around

them. They must learn to use tactual and auditory cues to identify their position in space and the relative position of other persons and objects around

them.

E. Handwriting -- For the students with low vision, certain aspects of both manuscript and cursive handwriting (e.g., size, configuration, place-keeping,

review) are often the responsibility of the teacher of students with visual impairments. The teacher of students with visual impairments also teaches signature

writing, and if appropriate, additional handwriting skills to students who are blind.

F. Typewriting -- For most students with visual impairments, typing may be the major means of communication between the child and his or her peers, family

members, and teachers. Typing and keyboarding skills are carefully and thoroughly taught by the teacher of students with visual impairments as soon as

the student has sufficient fine motor skills.

G. Use of Technology -- The teacher of students with visual impairments is responsible for collaborating with the teacher of computer technology to assist

the student with visual impairments in computer access through software and hardware applications that produce screen and print enhancements, speech access,

and braille output.

H. Listening Skills -- Instruction to develop listening skills is important to students with visual impairments as a foundation for aural learning and reading,

as well as for mobility clues, social conversation, and interpretation of a variety of auditory signals received from the environment. Listening becomes

particularly important in the secondary grades, when print reading assignments become long and laborious. Students with visual impairments begin to develop

listening skills in infancy, and these skills are sequentially and deliberately expanded during the school years.

I. Study Skills -- Skimming braille or large print materials, outlining in braille or large print, searching for significant information in recorded materials,

and other note taking and report-writing skills are fundamental study skills which require instruction by the teacher of students with visual impairments

because of the unfamiliarity of the media to most classroom teachers.

J. Motor Development -- The teacher of students with visual impairments is knowledgeable about potential problem areas in motor development for infants,

children, and youth with visual impairments (such as body image, body in space concepts, visual motor coordination, abnormal reflex patterns, locomotion,

rotation, weight transfer, gait, posture). The teacher of students with visual impairments works collaboratively with early interventionists, physical

education teachers, orientation and mobility specialists, and occupational or physical therapists to develop and enhance motor skills in infants, children,

and youth with visual impairments.

K. Concept Development -- The teacher of students with visual impairments shares with other professionals the responsibility for the development of basic

concepts, which is often at risk without vision to mediate and integrate other sensory information. Future learning is dependent upon the student's thorough

understanding of basic spatial, environmental, social, and mathematical concepts.

L. Reasoning -- The ability to reason, especially in the abstract, may require specific instruction from the teacher of students with visual impairments.

Students may need assistance in the development of decision-making skills, problem solving, and learning to live with occasional frustration and failure.

M. Tactual Skills -- The development of tactual skills is not confined to the reading of braille. The teacher of students with visual impairments provides

instruction in tactual skills in a variety of environments and functional applications, assisting children with visual impairments from infancy to use

their fingers and hands well in order to explore, identify, discriminate, and appreciate all tangible materials in the environment.

N. Communication Development -- Infants, children, and youth with visual impairments may experience difficulties in language acquisition and application.

Teachers of students with visual impairments are knowledgeable about the ways in which a visual impairment can affect receptive and expressive communication

and employ specific strategies to encourage use of functional, reality-based language. In addition, teachers of students with visual impairments collaborate

with other team members in instructing students with multiple disabilities in the use of manual communication, communication boards, and other argumentative

communication techniques. Visual impairments impose restrictions on the use of these procedures, and the teacher of students with visual impairments helps

to devise alternative methods to make them accessible to infants, children, and youth with visual impairments.

O. Activities of Daily Living -- Thorough knowledge of the activities and techniques of daily living or personal management skills is needed to create independence

so that students with visual impairments may integrate more easily into their culture and society. Teachers of students with visual impairments share responsibility

with family members and other professionals for instruction in such areas as personal hygiene, eating habits, manners, dressing, grooming, verbal and nonverbal

communications, and developing a positive self image.

P. Physical Education -- Teachers of students with visual impairments assist physical education teachers in integrating the child with visual impairments

into the regular physical education curriculum by suggesting strategies for participation in team and individual sports. Visual impairments often unnecessarily

restrict movement and may result in poor physical fitness, unless systematic efforts are made to include children with visual impairments in physical education

and recreational activities.

Q. Human Sexuality -- Teachers of students with visual impairments, parents and others share the responsibility for gradual, sequential instruction in human

sexuality for students with visual impairments. Because programs in sex education for students without disabilities assume that much visual information

has been previously attained, the student with visual impairments may need a specific hands-on curriculum taught by appropriate, well-prepared professionals.

R. Career Education -- Career education curricula that are developed for children without visual impairments may need supplementary instruction from a teacher

of students with visual impairments. This instruction may include field trips into the community to explore work opportunities and job requirements, interviews

with adults with visual impairments about their various occupations, and assessment of individual abilities.

S. Vocational Counseling -- Vocational counseling and transition to vocational opportunities are integral parts of programs designed for students with visual

impairments; and the teacher of students with visual impairments, in conjunction with the vocational counselor or teacher, involves students with visual

impairments and their parents in this counseling process. The teacher of students with visual impairments assists in the assessment of vocational strengths

and weaknesses and facilitates students' participation in work-study, vocational training, and other appropriate experiences.

T. Leisure and Recreation -- The teacher of students with visual impairments, parents, and community agencies share a responsibility to expose the student

to, and provide learning opportunities in, a wide variety of leisure time activities which have carry-over value to adult life.

U. Transition -- The teacher of students with visual impairments assists in the smooth transition of infants, children, and youth with visual impairments

from one placement to another, by working with other team members, including parents, to identify appropriate options, preparing new teachers to accept

the students with visual impairments, and providing ongoing consultation. Such services regularly occur at the transition from early intervention to preschool

programs, from preschool to school-age programs, and from secondary to adult services, but may also be necessary when a major change in placement occurs

(e.g., from regular class to special class, or from residential school to regular class placement), or even in the regular grade level progression within

the same educational facility.

list end

IV. Guidance and Counseling

Teachers of students with visual impairments provide guidance and counseling to infants, children, and youth with visual impairments and their families

to:

list of 10 items

A. Interpret implications of visual impairment for overall development.

B. Facilitate understanding of society's attitudes concerning visual impairment and to assist students and families to formulate their responses to misconceptions,

lowered expectations, and prejudice.

C. Explore similarities and differences in relation to all children.

D. Develop social awareness of self, others, and the community at large.

E. Encourage social interactions with peer groups.

F. Identify functional, academic, and vocational potential.

G. Encourage home involvement in program objectives.

H. Promote independence in infants, children, and youth with visual impairments.

I. Plan for adult life by exploring options for college, technical or trade school, job coaching programs, industrial enclaves, and other post-secondary

placements, as well as identifying independent living arrangements in the community.

J. J. Refer to other sources for additional guidance and counseling services.

list end

V. Administration and Supervision

The teacher of students with visual impairments, depending on the model(s) of service being utilized (residential school, special class, resource room,

itinerant, or teacher consultant) has a variety of administrative roles. In a large program, this may include supervision of other teachers of students

with visual impairments, in addition to working with Directors of Special Education, principals, regular classroom teachers, and other educational and

related services personnel. Some of the most common activities in this area may include:

list of 3 items

A. Communication with Administrators -- Teachers of students with visual impairments keep administrators informed concerning:

list of 11 items nesting level 1

1. Student information (e.g., visual status, grade level, prototype).

2. Program goals and activities.

3. Program evaluation.

4. Screening and referral procedures.

5. Relationships between the program for students with visual impairments and regular and special education programs and support services.

6. Funding requirements for consultation, instruction, salaries, travel time, travel expenses, instructional materials, preparation time, conferences, and

benefits.

7. In-service needs for teachers and consultants of students with visual impairments, as well as for other regular and special education personnel.

8. Staff scheduling requirements, including adequate time for planning, preparation, report writing, travel, direct instruction, team meetings, and staff

conferences.

9. Physical facilities, including design and selection of classroom environments and office space, as well as adequate storage space for instructional materials

and equipment.

10. Student scheduling, including preparation of a master schedule to be given to the supervisor and principal(s) of the building(s) in which students are

served.

11. Equipment needs, particularly in the area of technology, but also including materials and technological devices.

list end nesting level 1

2. Record Keeping

list of 4 items nesting level 1

1. Maintain records of student assessments, IEPs, IFSPs (and other planning documents), periodic reviews, progress reports, and signed parental release

forms.

2. Maintain material and equipment requests.

3. Exchange information about students with visual impairments with appropriate personnel following school district or agency policies regarding confidentiality.

4. Maintain program-wide student census information for purposes of annual count and eligibility for federal quota funds through the American Printing House

for the Blind.

list end nesting level 1

3. Case Finding and Student Referral Procedures

list of 3 items nesting level 1

1. Act as a vision consultant for system-wide screening, materials, follow-up and recommendations.

2. Participate in school district's annual Child Find program.

3. Maintain a referral/communication system with nurses and other school staff.

list end nesting level 1

list end

VI. School Community Relations

School and community involvement requires the teacher of students with visual impairments to be prepared to interpret the program to school personnel, boards

of education, and other groups within the community. Activities include:

list of 2 items

A. Acting as a liaison for the program for students with visual impairments with:

list of 12 items nesting level 1

1. Private and public agencies and schools, including those serving individuals with visual impairments.

2. Other public and private resources within the community.

3. Parents and families (including extended family members).

4. Medical specialists and hospitals, particularly neonatal intensive care units.

5. Related services personnel.

6. Early interventionists.

7. Recreation resources.

8. Transition specialists.

9. Parent and advocacy groups.

10. Child Find.

11. Child study teams.

12. Volunteer groups.

list end nesting level 1

B. Services Development

list of 6 items nesting level 1

1. Coordinate ancillary groups and individuals, such as classroom aides, transcribers, recordists, readers for students with visual impairments, counselors,

orientation and mobility instructors, and rehabilitation teachers.

2. Assist in the initiation of new services as well as coordinating existing ones to bring the varied and necessary related services to the educational

program.

3. Maintain on-going contact with parents to facilitate understanding of their child's abilities, progress, future goals, community resources, etc.

4. Attend professional meetings (in and out of the district) concerned with the education of students with visual impairments.

5. Keep abreast of new developments in the education of infants, children, and youth with visual impairments.

6. Prepare grants for curriculum expansion and acquisition of materials and equipment.

list end nesting level 1

list end

Position

It is the position of the Division on Visual Impairments that every infant, child, and youth with a visual impairment is entitled to the services of a teacher

of students with visual impairments, regardless of the severity of the disability or the presence of additional conditions. Both administrators and teachers

must approach their roles with flexibility and creativity in order to meet the dynamic, complex needs of infants, children, and youth with visual impairments

and their families within a rapidly changing service delivery system.

--------------------------------------------------------------------------------

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lawatan ke SMPK. setapak

tarikh 3 november 2010. disertai oleh guru pelatih kelas k1.2 kpli mslh penglihatan. turut disertai oleh pensyarah kami. en. kahar bin zainuddin. tujuan lawatan adalah untuk melihat dan memerhati dengan lebih dekat tentang pengurusan dan kemudahan di program sekolah pendidikan khas mslh penglihatan.

sejarah tulisan braille Sejarah Tulisan Braille Louis Braille dilahirkan pada 4 Januari 1809 di bandar Coupvray berhampiran Paris. Beliau merupakan pengasas tulisan braille, iaitu titik timbul bagi menggantikan huruf dan nombor. Louis Braille merupakan anak keempat kepada seorang tukang kulit bernama Simon René Braille dan mempunyai penglihatan normal ketika kecil. Ibunya bernama Monique. Ketika berusia 3 tahun Louis Braille telah bermain-main di kedai ayahnya apabila dia tercucuk matanya dengan satu peralatan menebuk lubang pada kulit 'awl' (peralatan dengan hujung tajam dengan pemegang kayu bulat) kepunyaan bapanya. Walaupun mendapat khidmat perubatan terbaik pada masa itu, matanya yang sebelah lagi terkena jangkitan kuman mengakibatkan Louis Braille kehilangan penglihatan di kedua-dua belah matanya. Walaupun buta, Louis Braille mendapat galakan ibubapanya, paderi tempatan dan guru sekolah untuk menghadiri kelas di mana dia mendahului rakan-rakannya yang celik. Bagaimanapun, disebabkan kecacatan penglihatan, dia tidak dapat membaca atau menulis. Pada tahun 1819, ketika berusia 10 tahun, Louis Braille telah mendapat biasiswa untuk belajar di Paris di Institut Kanak-Kanak Buta. Pengasas institut tersebut, Valentin Haüy, telah mendapat idea untuk membekalkan buku dengan huruf timbul untuk dibaca oleh orang buta. Buku-buku tersebut agak sukar dibaca, tebal dan mahal untuk dibuat, dengan setiap hurufnya sebesar 1 inci tinggi. Keadaan di sekolah tersebut amat tegas. Bangunan sekolahnya lembap dan melaksanakan sistem displin yang tegas sebagaimana sekolah-sekolah lain pada masa itu. Pelajar yang bersalah akan dirotan, dikurung, dan diberi roti keras dan air. Kehidupan semua orang adalah susah dan kebanyakan pelajar yang dapat melihat akan bekerja ketika berusia 12 tahun di kilang atau dalam lombong arang batu. Di sekolah di Paris, pelajar buta akan diajar kemahiran praktikal seperti menganyam kerusi dan membuat selipar agar mereka dapat mencari nafkah selepas menamatkan persekolahan. Sekali seminggu, mereka akan dibawa bersiar di taman dengan diikat di pinggang dengan tali. Mereka diajar membaca tetapi tidak untuk menulis. Huruf di buku dibuat dengan menggunakan wayar tembaga yang ditekan pada kertas. Disebabkan setiap huruf perlu dibentuk menggunakan wayar, orang buta tidak dapat melakukannya dengan sendiri. Di sekolah itu hanya terdapat empat belas buku seperti itu dan Loius Braille membaca kesemuannya. Louis Braille merupakan seorang yang berbakat. Dia mempelajari cara bermain cello dan organ ketika masih muda dan bermain organ di gereja seluruh bandar Paris. Muzik memberikannya pendapatan yang tetap dan Loius Braille menggemarinya. Pada tahun 1821, seorang pegawai tentera Charles Barbier de la Serre telah membuktikan bahawa perutusan yang ditulis dengan titik dan tanda sengkang dapat ditekan di atas kertas tebal untuk kegunaan perhubungan ketenteraan pada waktu malam ketika dalam parit pertahanan. Ini untuk mengelak daripada dikesan oleh musuh, tetapi ditolak oleh pihak tentera disebabkan kesukaran untuk melatih tentera. Sistem penulisan malam ataupun sonography menggunakan dua belas titik dan sengkang yang timbul mewakili bunyi berlainan. Tanda sengkang memakan banyak ruang dan setiap muka surat hanya dapat diisi dengan satu atau dua ayat. Charles Barbier menunjukkan cara penggunaan tulisan malam di sekolah Louis Braille yang menerimanya sebagai percubaan sahaja. Louis Braille menyedari kebaikan sistem titik timbul dan berusaha untuk memudahkannya. Ketika bercuti Louis Braille menghabiskan masanya memperbaiki cara penulisan timbul ini. Louis Braille menyedari kelematan sistem Sonography seperti penggunaan asas dua belas titik dan penulisan berasaskan bunyi. Ketika berada dibengkel ayahnya, Louis Braille menyentuh alat penebuk ayahnya dan dia mendapat idea untuk menggunakan alat penebuk yang tumpul untuk membentuk tanda titik timbul di atas kertas. Selepas beberapa bulan berusaha, dia mendapati sistem enam titik timbul sebagai yang terbaik. Kedudukan titik yang berbeza mewakili huruf berbeza. Louis Braille terus memajukan penulisan braille selama beberapa tahun, memajukan kod mathematik dan muzik. Pada tahun 1827 buku braille pertama dikeluarkan. Bagaimanapun sistem baru ini tidak diterima serta merta. Ini disebabkan terdapat halangan oleh mereka yang tidak memahami keperluan orang buta dan tidak mahu menerima atau menggalakkan penggunaan bentuk tulisan yang tidak dapat dibaca oleh orang biasa. Malah salah seorang pengetua di sekolah Louis Braille melarang penggunaan tulisan braille dan membakar buku braille yang ada. Bagaimanapun tulisan braille terus dipelajari dan digunakan oleh pelajar-pelajar dengan secara bersembunyi. Louis Braille sentiasa gigih menyebarkan tulisan braille dan akhirnya barulah tulisan braille diterima. Pada tahun 1834 Louis Braille menyempurnakan sistemnya dan menerbitkan buku Cara Menulis Perkataan, Muzik, Dan Lagu Dengan Menggunakan Titik Untuk Kegunaan Orang Buta Dan Disusun Oleh Mereka "Method of Writing Words, Music and Plain Song by Means of Dots, for Use by the Blind and Arranged by Them" . Dengan menggunakan tulisan braille, sekarang orang buta bukan saja boleh membaca, malah dapat menulis dengan menggunakan peralatan tajam menyerupai penebuk 'awl' yang membutakan mata Louis Braille dahulu. Mereka kini dapat berdikari. Louis Braille menjadi guru di sekolah tempat dia belajar dahulu. Louis Braille dikagumi dan dihormati oleh pelajar- pelajarnya kerana kegigihannya, tetapi dia tidak dapat melihat sistem penulisan braillenya diterima ramai. Louis Braille sering diserang penyakit dan pada tahun 6 Januari 1852 ketika berumur 43 dia mati akibat penyakit Penyakit Batuk Kering. Pada permulaannya sistem tulisannya hampir terkubur tetapi beberapa orang penting menyedari kepentingan ciptaan Louis Braille dan pada tahun 1868, Dr. Thomas Armitage (1824-1890) dan tiga rakannya mengasaskan 'British and Foreign Society for Improving the Embossed Literature of the Blind'. Kumpulan sahabat yang kecil ini bertambah dan menjadi Institusi Negara DiRaja Untuk Orang Buta 'Royal National Institute for the Blind', pencetak buku braille terbesar di Eropah dan British. Pada tahun 1990, tulisan braille digunakan di seluruh dunia dan diterima pakai oleh hampir semua bahasa daripada Albani hingga ke Zulu. Di Perancis pencapaian Louis Braille diakui ditahap kebangsaan dan pada tahun 1952, jasadnya dipindahkan ke Paris di mana dia dikebumikan di Pantheon, tempat pengkebumian wira negara Perancis. Melalui usaha Louis Braille, beribu-ribu orang buta dapat membaca dan menulis. Abjad Braille Braille terdiri daripada sel yang mempunyai 6 titik timbul yang dinomborkan seperti berikut: Huruf Braille Bahasa Melayu adalah hampir sama dengan kod huruf Braille Inggeris. Perkataan, simbol (seperti tanda seru dan tanda soal), beberapa perkataan dan suku kata boleh didapati secara terus. Contohnya perkataan orang dipendekkan kepada org. Ini membolehkan buku buku Braille yang lebih nipis dicetak. Simbol Braille juga telah diperkaya sehingga boleh digunakan untuk membaca nota muzik dan matematik. Kini Braille telah diubahsuai dengan menambah dua lagi titik menjadikan Braille menjadi kod 8 titik. Ini memudahkan pembaca Braille mengetahui huruf tersebut adalah huruf besar atau kecil. Selain itu, penukaran ini membolehkan huruf huruf ASCII dipertunjukkan dan kombinasi 8 titik ini diekodkan dalam standard Unicode. Braille boleh dihasilkan menggunakan batuan loh ( slate) dan stilus ( stylus ) di mana titik dihasilkan daripada belakang muka kertas, menulis dengan imej cermin, menggunakan tangan, atau menggunakan mesin taip Braille yang dikenali sebagai Perkins Brailler. Braille juga boleh dihasilkan menggunakan mesin cetak Braille yang disambung kepada komputer. Abjad Braille Nombor Braille Contoh tulisan Braille Al-Quran Cetakan Braille Mesin Braille 0 comments: Post a Comment

standard guru malaysia

Standard Guru Malaysia (SGM)

Standard Guru Malaysia (SGM) menggariskan kompetensi profesional yang patut dicapai oleh guru, dan keperluan yang patut disediakan oleh agensi dan institusi latihan perguruan bagi membantu guru mencapai tahap kompetensi yang ditetapkan. Dokumen ini disediakan sebagai panduan dan rujukan kepada guru, pendidik guru, agensi dan institusi latihan perguruan dalam usaha untuk melahirkan dan melestarikan guru berkualiti. Dokumen ini akan disemak semula secara berkala bagi tujuan penambahbaikan berterusan.

Latar Belakang

Malaysia memberi penekanan tinggi terhadap pembangunan modal insan kelas pertama di mana bina upaya adalah pendekatan utama ke arah mencapai status negara maju pada tahun 2020. Modal insan adalah harta yang boleh disuntik nilai tambahnya, diinjakkan nilai inteleknya serta diperbanyakkan modal budayanya.

Pembangunan modal insan berkualiti bergantung kepada pendidikan berkualiti; yang dapat menghasilkan individu yang mempunyai jati diri yang kukuh, berketerampilan, berkeperibadian mulia, berpengetahuan dan berkemahiran tinggi bagi mengisi keperluan negara maju. Pendidikan juga perlu membentuk modal insan yang mampu berfikiran kritis dan kreatif, berkemahiran menyelesaikan masalah, berkeupayaan mencipta peluang baru, mempunyai daya tahan serta kebolehan untuk berhadapan dengan persekitaran global yang sering berubah.

Dalam abad ke-21 ini, negara menghadapi cabaran baru kesan daripada globalisasi, liberalisasi, pengantarabangsaan dan perkembangan Teknologi Maklumat dan Komunikasi (TMK). Sehubungan dengan itu Malaysia memerlukan modal insan yang juga celik TMK, progresif dan mampu bersaing di pasaran kerja global.

Pembangunan sistem pendidikan bertaraf dunia mengikut acuan Malaysia adalah agenda utama Kementerian Pelajaran Malaysia (KPM) dan Kementerian Pengajian Tinggi (KPT). Justeru itu, guru perlu memahami, menunjukkan kesungguhan, dan mempunyai iltizam yang tinggi dalam melaksanakan daya usaha dan pendekatan baru ke arah usaha untuk meningkatkan kualiti pendidikan seperti petikan yang berikut:

”... as the most significant and costly resource in schools, teachers are central to school improvement efforts. Improving the efficiency and equity of schooling depends, in large measure, on ensuring that competent people want to work as teachers, that their teaching is of high quality, and that all students have access to high quality teaching.”

(Organization for Economic Co-operation and Development; petikan daripada Pelan Induk Pembangunan Pendidikan KPM 2007; hal. 106 )

Kementerian Pelajaran Malaysia telah melaksanakan pelbagai usaha untuk melahirkan guru yang berkualiti dan memastikan mereka yang berkualiti kekal dalam sistem pendidikan negara dan kekal berkualiti di sepanjang tempoh perkhidmatan. Antara langkah yang telah diusahakan termasuklah memantapkan latihan perguruan, menambah baik sistem pemilihan calon guru, melonjakkan kecemerlangan institusi latihan perguruan, dan menambah baik laluan kerjaya serta kebajikan guru.

Bahagian Pendidikan Guru (BPG), Kementerian Pelajaran Malaysia merupakan peneraju utama latihan perguruan di Malaysia. BPG bersama-sama Institut Pendidikan Guru (IPG) dan Institusi Pendidikan Tinggi Awam (IPTA) bertanggungjawab merancang dan melaksanakan latihan perguruan untuk memenuhi keperluan tenaga pengajar di institusi pendidikan seluruh negara. Bagi menjamin guru yang dihasilkan berkualiti tinggi, tiga aspek utama ditekankan iaitu amalan nilai profesionalisme keguruan, pengetahuan dan kefahaman, serta kemahiran pengajaran dan pembelajaran.

Bahagian Pendidian Guru telah mengambil langkah proaktif dalam membangunkan standard guru sebagai panduan dan rujukan kepada guru, pendidik guru, agensi dan institusi latihan perguruan di Malaysia.

Rasional

Standard Guru Malaysia ini digubal berdasarkan rasional yang berikut:

• Guru perlu mempunyai tahap amalan nilai profesionalisme keguruan, pengetahuan dan kefahaman, serta kemahiran pengajaran dan pembelajaran yang tinggi bagi membolehkan mereka berfungsi sebagai guru profesional dengan berkesan,

• Agensi dan institusi latihan perguruan patut menyediakan keperluan yang jelas dan lengkap seperti dasar, kurikulum, infrastruktur, tenaga pengajar, sumber pengajaran dan pembelajaran, serta jaminan kualiti untuk membolehkan proses latihan dijalankan dengan lancar, berkesan dan bermutu tinggi,

• KPM sedang berusaha untuk melonjakkan kecemerlangan institusi pendidikan guru yang dapat dijadikan showcase. Justeru itu, adalah wajar standard bagi institusi latihan perguruan diwujudkan, dan

• Standard Guru Malaysia menggariskan kriteria dan standard am guru selaras dengan Malaysian Qualifications Framework (MQF) yang menggariskan kriteria dan standard am pendidikan tinggi.

 

Tujuan

Standard Guru Malaysia digubal bagi tujuan yang berikut:

• mengenal pasti tahap kompetensi profesional guru dalam aspek amalan nilai profesionalisme keguruan, pengetahuan dan kefahaman, serta kemahiran pengajaran dan pembelajaran,

• mengenal pasti tahap penyediaan dan pelaksanaan keperluan latihan oleh agensi dan institusi latihan perguruan bagi menjamin tahap kompetensi guru yang ditetapkan tercapai.

Standard Guru Malaysia akan dapat mengenal pasti dasar dan strategi pembangunan pendidikan guru yang patut ditambahbaik sejajar dengan perkembangan dan cabaran semasa dunia pendidikan.

Penggubalan

Penggubalan SGM adalah berasaskan kepada prinsip dan proses yang berikut:

• Pernyataan Standard dan Keperluan jelas, tepat, relevan, praktikal, adil, dan realistik,

• Standard dan Keperluan yang dicadangkan adalah berasaskan kajian serta penandaarasan, dan

• Proses penggubalan dilaksanakan secara kolaboratif, telus, terbuka dan persetujuan bersama dengan pihak-pihak berkepentingan.

Penggunaan

Standard Guru Malaysia adalah dokumen rujukan yang patut diguna pakai oleh pihak yang berikut:

Guru

• Membuat refleksi kendiri terhadap tahap pencapaian standard.

• Mengenal pasti keperluan pembangunan profesionalisme diri.

Pendidik Guru di Institusi Latihan Perguruan

• Membuat refleksi kendiri terhadap tahap pencapaian standard.

• Mengenal pasti keperluan pembangunan profesionalisme diri.

• Mengenal pasti tahap pencapaian standard oleh guru pelatih (guru praperkhidmatan) atau peserta kursus (guru dalam perkhidmatan).

• Mengenal pasti strategi bagi membantu guru pelatih atau peserta kursus meningkatkan tahap pencapaian standard.

Pengurus dan Pentadbir Institusi Latihan Perguruan

• Mengenal pasti tahap pencapaian standard oleh guru pelatih dan peserta kursus.

• Mengenal pasti tahap penyediaan dan pelaksanaan keperluan latihan oleh institusi.

• Mengenal pasti strategi bagi meningkatkan tahap pencapaian standard dan keperluan.

Guru Besar dan Pengetua Sekolah

• Mengenal pasti tahap pencapaian standard oleh guru.

• Menyediakan dan melaksanakan strategi bagi meningkatkan tahap pencapaian standard oleh guru.

Agensi Latihan Perguruan

• Mengenal pasti tahap pencapaian standard oleh guru pelatih dan peserta kursus di institusi latihan perguruan.

• Mengenal pasti tahap penyediaan dan pelaksanaan keperluan oleh agensi dan institusi latihan perguruan.

• Mengenal pasti dasar dan strategi pembangunan pendidikan guru yang boleh ditambahbaik.

Perincian Standard

Standard 1: Amalan Nilai Profesionalisme Keguruan

Amalan Nilai Profesionalisme Keguruan digubal berlandaskan budaya Institut Pendidikan Guru (IPG), Tatasusila Profesion Keguruan, nilai murni dalam kurikulum sekolah, nilai utama dalam Perkhidmatan Awam, prinsip utama Etika Kerja KPM, dan Tonggak Dua Belas. Standard ini mempunyai tiga domain utama iaitu:

S1.1 Domain Diri

Domain ini merujuk kepada pegangan nilai diri guru yang sedia ada dan patut dikembangkan supaya guru boleh memberi sumbangan yang lebih berkesan kepada profesion keguruan bagi mencapai matlamat sistem pendidikan negara.

Nilai-nilai yang difokuskan dalam domain ini ialah kepercayaan kepada Tuhan, amanah, ikhlas, berilmu, kasih sayang, sabar, budi bahasa, adil, bertimbang rasa, daya tahan, daya saing dan, tahan lasak, cergas, aktif dan sihat, kemahiran interpersonal dan intrapersonal, semangat sukarela, dan efisien.


S1.2 Domain Profesion

Domain ini merujuk kepada pegangan nilai yang patut diamalkan secara telus oleh guru dalam menjalankan tugasnya sebagai seorang guru yang profesional. Nilai-nilai yang ditekankan dalam domain ini adalah kecintaan terhadap profesion, berketerampilan, integriti, teladan, mengamalkan kerja sepasukan, proaktif, kreatif dan inovatif.


S1.3 Domain Sosial

Guru berperanan sebagai agen sosialisasi dan penjana modal insan dalam masyarakat. Nilai-nilai utama yang patut diamalkan oleh guru adalah keharmonian, kemahiran sosial, semangat bermasyarakat, patriotisme dan kecintaan terhadap alam sekitar.

 

Standard 2: Pengetahuan dan Kefahaman

Guru yang memiliki dan menguasai ilmu yang mantap dapat meningkatkan profesionalisme keguruan, melaksanakan tugas dengan cekap dan berkesan serta menjadi lebih kreatif dan inovatif.

Bidang pengetahuan yang patut dikuasai oleh guru adalah seperti yang berikut:

S2.1 Falsafah, matlamat, dan objektif pendidikan yang menjadi teras dalam pelaksanaan pengajaran dan pembelajaran.

S2.2 Falsafah, matlamat, objektif kurikulum dan kokurikulum, hasil pembelajaran, dan keperluan pengajaran dan pembelajaran bagi mata pelajaran yang diajarkan.

S2.3 Kandungan mata pelajaran yang diajarkan.

S2.4 Kandungan Ilmu Pendidikan

S2.5 Teknologi Maklumat dan Komunikasi (TMK), media dan sumber pendidikan dalam pelaksanaan kurikulum dan kokurikulum.

S2.6 Strategi untuk mewujudkan persekitaran pembelajaran yang kondusif.

S2.7 Kaedah pentaksiran dan penilaian, dan penyelidikan tindakan untuk menambahbaik amalan pengajaran dan pembelajaran.

S2.8 Potensi murid dan cara mengembangkannya secara menyeluruh dan bersepadu.

Standard 3:  Kemahiran Pengajaran dan Pembelajaran

Standard ini memfokuskan kebolehan guru untuk membuat perancangan, pelaksanaan dan penilaian pengajaran dan pembelajaran akademik dan kokurikulum.

Kemahiran yang patut ada pada semua guru adalah seperti yang berikut:

S3.1 Kemahiran menyediakan perancangan pengajaran dan pembelajaran berdasarkan Sukatan Pelajaran dan takwim dengan mengambil kira perbezaan kebolehan, pengetahuan sedia ada, serta jangkaan pencapaian murid.

S3.2 Kemahiran melaksanakan pengajaran dan pembelajaran dengan menggunakan pelbagai pendekatan, kaedah dan teknik serta mengintegrasikan kemahiran berfikir, kemahiran belajar, kemahiran teknologi maklumat dan komunikasi, kemahiran pemudah cara dan kemahiran mentaksir dan menilai.

S3.3 Kemahiran memantau, mentaksir dan menilai keberkesanan pengajaran dan pembelajaran bertujuan memperbaik pengajaran guru dan meningkatkan pencapaian murid.

S3.4 Kemahiran mengurus bilik darjah; melibatkan pengurusan hubungan kemanusiaan, masa, ruang, dan sumber untuk mencapai pembelajaran yang bermakna dan berkesan.

Perincian Keperluan

Agensi dan institusi latihan perguruan patut menyediakan keperluan latihan dengan mengambil kira dasar kerajaan, peruntukan kewangan, pekeliling am dan arahan pentadbiran, tuntutan serta perkembangan semasa. Lima keperluan penting latihan perguruan telah dikenalpasti bagi memastikan guru mencapai tahap kompetensi yang diharapkan iaitu:

Keperluan 1: Kelayakan Masuk dan Prosedur Kemasukan Program Latihan Perguruan

Untuk memastikan permohonan yang layak sahaja ditawarkan mengikuti program latihan perguruan, agensi dan institusi latihan perguruan patut mematuhi syarat dan prosedur berikut:

K1.1 Mengiklankan permohonan
K1.2 Menapis semua permohonan dan memanggil calon yang layak untuk menduduki ujian kelayakan
K1.3 Memanggil calon guru yang melepasi ujian kelayakan pada tahap yang ditetapkan untuk menghadiri temu duga
K1.4 Melaksanakan sesi temu duga calon guru
K1.5 Membuat tawaran kepada calon guru yang berjaya
K1.6 Mendaftar calon guru berpandukan buku panduan pendaftaran
K1.7 Menandatangani perjanjian latihan perguruan

Keperluan 2: Latihan, Pentaksiran dan Penilaian

Bagi memenuhi keperluan latihan, pentaksiran dan penilaian latihan perguruan, agensi dan institusi latihan perguruan patut menyediakan perkara berikut:

K2.1 Kurikulum latihan
K2.2 Sumber manusia yang berkelayakan, kompeten, dan mencukupi
K2.3 Program terancang bagi guru pelatih memperoleh pengetahuan dan pengalaman di sekolah
K2.4 Sumber pengajaran dan pembelajaran
K2.5 Pentaksiran dan penilaian berdasarkan peraturan peperiksaan dan penilaian yang sedang berkuatkuasa

Keperluan 3: Kolaborasi

Bagi meningkatkan lagi kualiti latihan perguruan, agensi dan institusi latihan perguruan patut mewujudkan permuafakatan dengan pelbagai pihak seperti yang berikut:

K3.1 Sekolah
K3.2 Institusi pengajian tinggi tempatan dan luar negara
K3.3 Badan bukan kerajaan seperti persatuan, unit beruniform, serta sukan dan permainan

Keperluan 4: Infrastruktur dan Infostrktur

Bagi menyokong pelaksanaan pengajaran dan pembelajaran yang berkesan, bermakna dan menyeronokkan, agensi dan institusi latihan perguruan patut menyediakan prasarana dan sumber yang lengkap dan terkini seperti yang berikut:

K4.1 Menyediakan kemudahan fizikal yang sesuai dan mencukupi bagi memenuhi keperluan kurikulum dan kokurikulum, pengurusan dan pentadbiran, serta kebajikan pelajar dan staf berdasarkan spesifikasi standard dan kos yang sedang berkuatkuasa.

K4.2 Menyediakan rangkaian infostruktur yang bersepadu untuk menyokong aktiviti pengajaran dan pembelajaran serta pengurusan dan pentadbiran.

Keperluan 5: Jaminan Kualiti

Mekanisme jaminan kualiti merupakan aspek penting bagi memastikan latihan perguruan yang dilaksanakan kekal bermutu tinggi. Pemantauan, penilaian, dan pelaporan perlu dibuat terhadap perkara-perkara berikut bagi menjamin kualiti latihan perguruan:

K5.1 Pemastian jaminan kualiti terhadap Standard
K5.2 Pemastian jaminan kualiti terhadap Keperluan
K5.3 Penandaarasan latihan perguruan
K5.4 Pemastian Kod Amalan Jaminan Kualiti Agensi Kelayakan Malaysia (MQA)

Penutup

Standard Guru Malaysia menetapkan tahap pencapaian kompetensi profesional yang patut dicapai oleh guru untuk menjamin dan mengekalkan pendidikan yang berkualiti kepada warganegara Malaysia kini dan akan datang. Buku Standard Guru Malaysia, bersama-sama dengan buku Panduan Standard Guru Malaysia dan Manual Instrumen Standard Guru Malaysia akan dapat memastikan guru yang dihasilkan mempunyai kompetensi yang tinggi dalam aspek amalan nilai profesionalisme keguruan, pengetahuan dan kefahaman serta kemahiran pengajaran dan pembelajaran.

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