Philosophy and Objectives

  1. Learners with visual impairments benefit from educational experiences that take into account their unique learning needs requiring the acquisition of knowledge and skills in alternative ways including tactile, visual, and auditory. Candidates are expected to demonstrate competence in assessment and instruction to promote functional literacy in braille, print, and auditory methodologies and to design educational environments utilizing the most appropriate media to promote learning. 

  2. Students with visual impairments are a heterogeneous population, requiring the availability of a wide range of curricular and placement options in order to foster participation in the home, school, and community in ways that meet the particular needs of individual learners. Candidates are expected to demonstrate skills in working with an array of professionals as well as families in order to facilitate learner participation and growth within the context of their educational experience.

  3. Competencies to instruct learners with visual impairments must address individual needs across a broad age range (birth to 22 years), a variety of visual conditions (mild visual impairment to total blindness), as well as learners who have visual impairments and multiple disabilities. The program combines intensive didactic training for specific skill acquisition along with field work to promote these competencies. 

  4. Addressing cultural and linguistic diversity is emphasized throughout the program in didactic course work and field experiences.  Candidates are expected to participate in field assignments that include diverse populations, and issues related to the effects of cultural and linguistic differences are infused throughout the curriculum. 

  5. Methods to promote academic and learning skills, social interaction skills, recreation and leisure skills, use of assistive technology, basic orientation and mobility, independent living and self-advocacy skills, career education including transition, and optimization of visual functioning must be addressed in programs for learners with visual impairments. Candidates are expected to demonstrate the ability to provide appropriate assessment and instruction using a variety of techniques in all these areas to promote learner competence leading to active participation in school, home, and community environments. 

  6. The program emphasizes an individual differences approach to developmental issues related to visual impairment, looking at both learner characteristics and environmental circumstances in order to develop appropriate instructional strategies. Candidates are expected to demonstrate knowledge and skills regarding the effects of adventitious and congenital visual impairments as well as the impact of various conditions on learning and development given the unique life circumstances of each individual. 

  7. Families and social networks have a profound impact on the social-emotional development of learners with visual impairments across the age ranges which must be taken into account in any educational program. Competencies related to understanding the effects of visual impairment on family dynamics and social interaction as well as techniques to promote effective interaction with families and peers are stressed throughout the program.

Sunggye Hong, Ph.D. Assistant Professor
hong72@sfsu.edu • Burk Hall Room 204
Phone: 415-338-3430
Amanda Hall Lueck, Ph.D. Professor
amandal@sfsu.edu • Burk Hall Room 145
Phone: 415-338-1080
Department of Special Education • San Francisco State University • 1600 Holloway Avenue • San Francisco, California 94132
© 2010 Program in Visual Impairments at San Francisco State University • Last updated June 5, 2010