Ritter said the school she attended those two summers provides outreach if it is needed.
“When I’ve got a question,” Ritter said, “I’ve got backup to call.”
Ritter said improving classroom experience of a student with a visual impairment could de done by providing special supplies, such as larger print texts or enlargements of assignments, or by having a paraprofessional aid translate or transcribe work on the chalkboard.
“It might be as simple as moving a child’s seat,” she said.
Ritter either works with the students directly or can consult with teachers if the problem is something simple, such as putting down the blinds or turning off a specific light.
McCune and Ritter said they try to use adaptive techniques and technologies to keep children in their classrooms.
“We try to keep the children in the same setting,” McCune said.
Using adaptive methods allows the methods to be applied to each child specially.
“There are no two children alike,” Ritter said. “No two days are ever the same.