Behavioral Mng

High expectations for all students will help to gratify the mastery of skills taught in the classroom. The lack of high expectations is shown through the lack of advancement for blind students after graduation. A teacher at the Colorado Center for the Blind acknowledges the experiences of her students by writing, "entirely too typical is the description of a blind student who is handed a lump of clay and told to work with it in a corner" (Cunningham & Hayhoe, 2008.)

Many educators of visual impaired students', use art and music to aid in teaching general concepts such as math. Music can be incorporated into math and reading for blind students. Teachers use language filtering software to translate coding used by students. Since many students face barriers in language usage as well the use of musical tones can convey equations in a meaningful way. Although technological studies are addressing the issues of blind students in the area of math various problems for these students remain unanswered. The ability to adjust math lessons for students in secondary education remains an issue. The problems with software created Mrs. Hall, a special education teacher, (at Dale County High School) utilizes her students' assets during the majority of her lessons. Mrs. Hall uses developmentally disabled students to assist students with low vision. A rule within this special education classroom is to replace needs with the opportunity to assist. When Mrs. Hall's students perform group activities the procedure is to let every student put in work. According to Miss Hall responsibility is the most important less for any student because it teaches self-sufficiency. Classroom management is made easy by giving the students a job within every assignment. The students are shown high expectations in this class by allowing them to earn respect for each other (Personal Observation, 2010.)

The most gratifying experience for educating the visually impaired is the use of extra -curricular activities. Students with special needs want to experience the same fun activities that support positive self-esteem. Activities like horseback riding and dancing provide a release of pressure needed to ensure personal growth. Society sometime neglects to provide the visually impaired access to social events. Making every building assessable to those with special needs would be a positive way to ensure total inclusion. The independence afforded to those with special needs has an increased value, because it supports social development, and decreases depression (Friend, M. & et. al, 1999.)

Lastly, the low expectations of teachers, lack of access to needed technology, and the need for accessibility in braille education makes teaching the visually impaired a challenge. The most important reward for the efforts of future educator is the employability of these students to assist in bringing equality to visual impaired