Visual Impairment Program
Visual Impairment Post-Baccalaureate Certification
Support independence, access, and achievement for students with visual impairments.
OFFERED AS:
Post-Baccalaureate Certification
FORMAT:
Online (with in-person competencies)
CREDITS REQUIRED:
21
Kutztown University’s Visual Impairment Certification Preparation Program is a post-baccalaureate program designed to prepare candidates for certification in PK-12 Visual Impairment.
Ours is one of only three institutions in Pennsylvania offering a post-baccalaureate pathway for this certification area, and the only such program at a Pennsylvania state university.
With a dedicated on-campus Vision Lab and candidate opportunities for research studies and presentation, we offer a unique and impactful pathway towards certification for aspiring teachers of visually impaired learners to provide inclusive and accessible education for all.
Program Highlights
- Get certified in PK-12 Visual Impairment, a highly employable instructional area in PA and beyond
- Designed for those holding a baccalaureate degree in education
- Coursework is a primarily online with an in-person internship
- By taking summer and winter courses, this program can be completed in as little as 18 months
- Build specialized skills in Braille and assistive technology in our on-campus Vision Lab
- Master's degree option: program courses are stackable with Kutztown University’s M.Ed. in Multicultural Education: Visual Impairment
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Program Courses - 21 credits
SPEE 501: Basic Orientation and Mobility for Students with Visual Impairments including Deafblindness
SPEE 502: Reading, Writing, and Teaching Literary Braille SPEE 505: Early Intervention for Students with Visual Impairments SPEE 503: Anatomy of the Eye and Visual Assessments SPEE 504: Reading, Writing, and Teaching the Nemeth Mathematics and Other Braille Codes SPEE 506: Adapting Materials and Methods of Instruction including Vision Assessments SPEE 507: Internship in Visual Impairment
The resources that are provided to us are classic and the examples are real-world examples that we are very much likely to encounter. I appreciate that the program has made an effort to represent the families’ perspectives and try and build in empathy. I’ve been very happy with the program.
Sylvia Greenberg, graduate studentWhy Specialize in Visual Impairment?
PK-12 Visual Impairment certification prepares educators for a specialized, high-need role supporting students who are blind or have low vision. Teachers of the visually impaired (TVI) help learners access instruction through Braille, assistive technology, accessible materials, and individualized support while building independence, confidence, and academic success.
With a long-standing shortage of qualified professionals in this field, visual impairment certification offers a strong pathway for educators seeking a meaningful and highly employable career in special education and inclusive education.
Please note that this program results in instructional certification, not a vision therapy or medical provider role.
How to apply
- Complete an online graduate application and provide:
- Official transcripts from all previous institutions
- Copy of teaching certificate (if applicable)
- Due Dates by semester of entry:
- Summer I applications due May 1st
- Winter applications due November 1st
Student Learning Outcomes
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Teacher Certification Programs (B.S.Ed)
(includes Elementary Education, Secondary Education and Special Education programs)
All initial teacher certification programs use the ten InTASC standards (required by CAEP accreditation) as their Student Learning Outcomes (SLOs). The ten InTASC standards are organized in 4 domains (The Learner and Learning, Content Knowledge, Instructional Practice, and Professional Responsibility).
- Learner Development - The teacher candidate will understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
- Learning Differences - The teacher candidate will be able to use understandings of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
- Learning Environments - The teacher candidate will be able to work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
- Content Knowledge - The teacher candidate will be able to understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.
- Application of Content - The teacher candidate will be able to understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
- Assessment - The teacher candidate will be able to understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher candidate's and learner's decision making.
- Planning for Instruction - The teacher candidate will be able to plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
- Instructional Strategies - The teacher candidate will be able to understand and use a variety of instructional strategies to encourage learners to develop
deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. - Professional Learning and Ethical Practice - The teacher candidate will be able to engage in ongoing professional learning and use evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
- Leadership and Collaboration - The teacher candidate will be able to seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Learn More
- Visual Impairment Certification: Frequently Asked Questions
- For more information, please contact program coordinator Dr. Nicole Johnson at njohnson@kutztown.edu or call 610-683-4297.