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HOME
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1 - Background & Basics
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2 -Teaching and Assessing
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3 - Maximizing Listening and Looking
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Resources
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Quiz and Credit
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Preparing Students for Uncontrolled Crossings;
Part 1 - Background and Basics
Jolene Troisi, Dona Sauerburger, and participants
Participants
Thank you for your insights
and ideas!
Victoria Ackerman
Michael Byington
Shelly Ellis
Denise Guitar
Alaisha Johnson
Cindi Lashinsky
Sherri Martinez
Jen McEachen
Claire Rivas
Jenna Rydl
CLICK HERE FOR VIDEO:
Part 1 - Background and Basics
Study Sheet to take notes
Transcript of webinar
ACVREP Credit (upon passing the quiz for Parts 1 and 2): 4.5 hours
Below is a list of links to the topics in this workshop, to allow you to jump to the part of the workshop that addresses any areas you want to review.
Introduction
What is an uncontrolled crossing?
Strategies for crossing
Are these strategies reliable and if so, under what conditions?
"Cross with parallel vehicle from stop sign" - is that ever reliable?
"Cross when there is a crossable gap in traffic" - when is that reliable?
"Cross when drivers have stopped" - when is that reliable?
"Cross when quiet or clear" - when is that reliable?
What factor(s) can determine you can be confident you have time to crosse whenever it's quiet?
Factors that research indicates affects our ability to hear approaching vehicles
Quiet cars - what's up with them?
The ONLY factor that can determine you can be confident you have time to cross whenever it's quiet / clear!
To assess situations, how do we know we collected enough samples of warning time?
Situations can change!
WHA...??!! Sound level of quiet can change?!!
crossing to mailbox - effect of factors requires assessment each time
With only 2-3 samples, how can we sssess that we are in a Situation of Uncertainty?
How can we consider ourselves to be in a Situation of Confidence?
Flow chart of thought process for determining if you're in a Situation of Confidence or Uncertainty
analyzing risks and making decisions
deafblind travelers
Dignity of risk
Dealing with risks with school-aged children
Considering risk can balance our instruction
Need alternatives when risk is not acceptable
Making choices to get to mailbox, and importance of having control of decisions
emergency management and risk assessment
informed risk-taking
contemplation of risk assessment and choices, and how it could have changed a life
