Alberta Education
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table of
contents
The purpose of this document is to:
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• identify the essential components of appropriate programming that are mandated
by Alberta Education for students with special education needs
• provide examples of effective practices
• establish a common understanding of the terminology associated with this
specialized field
• clarify the meaning of appropriateness, taking into account what is reasonable
for
educational programming for students who are visually impaired or blind.
The essential components of programming for students who are blind or visually
impaired are guided by the following principles.
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Programming is an active process that is based on the student’s assessed
abilities and needs and is continuously monitored and adjusted.
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Students who are blind or visually impaired should participate in the regular
curriculum to the fullest extent possible.
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In the absence of other disabilities, students are expected to perform at a
level consistent with provincial standards.
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Students who are visually impaired have different needs than those who are
blind.
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Programming should be based on an individual student’s needs.
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The essential components of educational programming overlap; they are
processes that work together.
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Staff and students should have access to materials, instruction and services
provided by specialized teachers.
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Meaningful parent and family involvement is intrinsic to all of the essential
components.
The Students and Their Unique Educational Needs
Students described as blind or visually impaired have diverse needs even though
they share a common trait of some degree of vision loss. Any student who has limited access
to visual information will experience difficulties in any number of daily activities. From
an educational perspective, the degree of vision loss is only one of several aspects for
consideration in assessment and program planning. These students display varying cognitive
abilities, levels of
independence and physical agility, and may or may not have additional
disabilities.
Because visual impairment and blindness are low-incidence disabilities, a
student with vision loss may be the only student with this disability in his or her school or
community. Intervention for students who are blind or visually impaired is based on the degree to which
they can access, incorporate and respond to sensory information.
Without vision, students cannot access information beyond those things that they
can touch or hear. Without this information, students are unable to organize their
environment or develop concepts that are important in understanding connections in their world.
Students who are blind or visually impaired need to access information through direct experiences and
hands-on, tactile exploration facilitated by qualified professionals who can address these unique
needs.
Accessing the program of studies is often challenging for students with visual
impairment or blindness. In order to participate fully within the educational environment,
these students require instruction from a trained professional in such disability-specific
skills as braille literacy and numeracy, assistive technology skills, use of low-vision devices, career and
life management skills, social interaction skills, independent living and personal
management skills, and orientation and mobility skills.
Incorporating the teaching of these skills into a student’s program expands the
concept of core curriculum. These disability-specific skills incorporated into program planning
are referred to as the expanded core curriculum, which is described in Appendix A.
1. Learning Team
All students who are blind or visually impaired should have learning teams who
work together to plan, implement, monitor and evaluate programming and services. A
certificated teacher must direct and lead the learning team in developing goals
and objectives that are educationally relevant.
Sample Indicators of Effective Programming
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Members of the learning team include classroom teachers, parents,
administrators, teachers trained in educating students who are blind or visually impaired
(specialized teachers), orientation and mobility instructors (O&M), other professionals
involved with assessment and/or programming, and, when appropriate, students.
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Additional members are added to the learning team as needed. These may include
professionals such as occupational therapists, speech and language pathologists,
physiotherapists, school psychologists, behaviour specialists, career
counsellors, adapted physical education specialists, nurses, social workers, or assistive
technology consultants.
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The roles and responsibilities of learning team members are clearly identified
in the student’s individualized program plan (IPP).
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The learning team develops goals and objectives for the student’s IPP at the
beginning
of each school year. Progress is routinely monitored and evaluated. Changes to
an IPP
are made in response to student progress during the academic year.
2. Meaningful Parent and Family Involvement
Parents are valued and contributing members of the learning team and their input
influences all aspects of their child’s education.
Sample Indicators of Effective Programming
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Parents contribute to the identification of goals and objectives incorporated
in their
child’s IPP.
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The family has the opportunity to access the information that the learning
team acquires
specific to the impact of vision loss and the acquisition of disability-specific
skills.
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The family receives information about opportunities for training that would
help them
facilitate the child’s use of disability-specific skills at home and in the
community.
3. Disability-specific
Skills
Students with visual impairments should receive instruction in
disability-specific skills. With
disability-specific skills, they can be expected to achieve learning outcomes
consistent with their peers.
Sample Indicators of Effective Programming
• Specialized teachers identify programming needs through assessment, educate
learning teams about the impact of visual impairment or blindness on learning and
development, set appropriate expectations for progress and performance, provide strategies to
address assessed learning needs, and provide direct instruction in
disability-specific skill areas, also known as the expanded core curriculum (See Appendix A).
• Orientation and mobility (O&M) instruction is an integral part of the expanded
core curriculum. Students should receive O&M training from qualified professionals
(specialized teachers or qualified O&M instructors) who work with the teacher to
integrate their instruction into the educational environment. O&M instruction
teaches students concepts about how the environment is structured and organized (e.g.,
where room numbers are typically located) and how to move safely from one place to
another both in and out of school. Together, the O&M instructor and the teacher
incorporate this information into the student’s IPP, taking into account daily routines in the
home, school and community environments.
• Students who use braille receive regular braille literacy and numeracy
instruction from specialized teachers, particularly in the first four years of school. In those
areas where a braille teacher is not available, the school should look at other ways to access
this service, such as video-conferencing.
• Staff working with students who are blind or visually impaired have
opportunities to
access professional development to ensure they stay abreast of new programming
and research information.
• The level of service that a student receives from a specialized teacher is
directly related to student needs and direct instruction required for each student.
4. Assessment
Programming and services should be determined through assessments conducted by a
specialized teacher and other professionals identified by the learning team.
Sample Indicators of Effective Programming
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Specialized teachers and O&M instructors routinely assess students who are
blind or visually impaired in all areas of the expanded core curriculum.
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Students receive functional vision assessments that identify their optimal
means of access to visual information prior to the start of formal reading and writing
instruction.
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A learning team is established to design, implement and evaluate the student’s
IPP, and to examine and analyze assessment results to make informed decisions about the
materials and strategies to be used.
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Assessment is ongoing and decisions are re-evaluated yearly, or more
frequently if decisions are tentative or problems arise.
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Students participate in the same academic assessments as their classmates,
including provincial achievement tests and diploma examinations.
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Students with additional disabilities receive assessments from qualified
professionals identified by the learning team.
5. Individualized Program Plan (IPP)
An IPP is required for each student coded for special education needs. The IPP
includes essential information for planning, implementing, monitoring and evaluating the
student’s educational program. IPPs are working documents for learning teams to use
throughout the year.
Sample Indicators of Effective Programming
• The IPP is a collaborative effort of all members of the learning team.
• The learning team gathers information from assessment pertinent to the
development of the student’s IPP. The learning team uses this information to develop an IPP
that meets the needs of the student.
• Essential information in the IPP includes:
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− assessment data
− relevant medical information
− current level of performance and achievement
− measurable goals and objectives
− procedures for evaluating student progress
− identification of coordinated support services
− required classroom accommodations
− transition plans
− year-end summary.
• The IPP includes goals and objectives specific to the student’s unique
learning needs, the expanded core curriculum, modifications or accommodations necessary to
ensure access to the regular curriculum, and/or individualized programming necessary to
address other disability-specific needs.
6. Access to Programs and Services
All students who are blind or visually impaired, regardless of the presence and
severity of additional disabilities, should have access to the programming and services
provided by specialized teachers and orientation and mobility instructors.
Sample Indicators of Effective Programming
• Student goals and objectives addressing areas of the expanded core curriculum
are integrated within the student’s individualized program and daily routines.
• When deemed appropriate by members of the learning team, specialized teachers provide consultation to parents and educators as well as direct instruction in
areas of the expanded core curriculum.
7. Accessibility of Alternate Format Materials
Members of the learning team should identify alternative-format materials for
students.
These materials must be provided at the same time as print materials are made
available to sighted peers. Students should have the opportunity to request materials in the
format of their choice.
Sample Indicators of Effective Programming
• Students receive library books, Alberta Education-approved curriculum
materials, teacher-prepared materials, leisure reading, school notices/announcements and
report cards in their required alternative format.
• The production and distribution of materials in alternative format are
coordinated by Alberta Education’s Materials Resource Unit to ensure efficient access.
• Students receive materials in alternative format at the same time as
classmates receive standard materials.
8. Assistive Technology
Assistive technology, such as braille note-taking devices or computerized
dictionaries, should be made available for use in school, with an appropriate level of
technical support for students to use the technology in everyday activities.
Sample Indicators of Effective Programming
• Comprehensive assistive technology assessments are completed to determine the
needs of students.
• Specialized teachers, classroom teachers and parents receive information and
training in the use of assigned assistive technology to ensure students have support to
master its use.
• Students receive the appropriate version of assigned assistive technology to
ensure the maximum level of access.
• Students are using assistive technology to move them toward independence in
the school and community environments.
9. Programming Options
Students should have a full array of programming options, including short-term
intensive training opportunities to address areas of the expanded core curriculum.
Sample Indicators of Effective Programming
• Students have opportunities to access short-term intensive training options,
particularly in areas of the expanded core curriculum (e.g., learning how to use the
internet, using voice-access technology, applying their orientation and mobility skills to
navigate their community).
• Program placement decisions are based on the assessed needs of students, the
recommendations of school-based planning teams and input from parents.
10. Planning for Transition
Comprehensive transition planning should occur on an ongoing basis and should
identify skills that students require as they move to different learning environments.
Sample Indicators of Effective Programming
• Transition-planning teams comprising parents, specialized teachers,
orientation and mobility instructors, educators, representatives from other organizations
involved with students (e.g., Canadian National Institute for the Blind), and students, where
appropriate, meet to plan students’ new placements.
• Students’ transition plans include information pertinent to the skills
necessary to succeed in new environments (e.g., orientation and mobility, independent living skills,
scholarships).
• Students are prepared for transitions to new environments.
• Transition-planning goals are identified early in the program planning
process. They are proactive and flexible.
In order to participate fully within the educational environment, students who
are blind or visually impaired require instruction in disability-specific skills. These
disability-specific skills are known as the expanded core curriculum when they are incorporated into program
planning.
Reprinted with permission from Canadian National Standards for Children and
Youth Who Are Blind or Visually Impaired, Including Those with Additional Disabilities (National Coalition for
Vision Health, 2003)
Compensatory or Functional Academic Skills
These are skills needed to access the regular curriculum presented in the
regular classroom (i.e., compensatory skills), skills needed by students with multiple
disabilities to enhance their ability to participate in home (i.e., functional skills), school and community,
and an array of communication skills.
“Communication needs of students with visual impairments
will vary depending on the degree of functional vision, the effects of additional
disabilities and the task to be done. Students may communicate through braille, large print, print with the
use of optical aids, regular print, tactile books, a calendar system, sign language, recorded
materials or combinations of these means.” (Hatlen, 1996)
Examples of other compensatory or
functional academic skill areas might include concept development, spatial awareness,
keyboarding skills, listening skills, organizational skills, use of the abacus, or tactile
discrimination skills.
The acquisition of everyday concepts and practical knowledge usually acquired
through incidental learning by students who are sighted requires specific instruction for students
who are blind or visually impaired to ensure they are building their knowledge base on accurate
information.
Orientation and Mobility
This is an area of instruction focusing on students’ ability to know where they
are in relation to their environment and to travel safely, efficiently, purposefully and
independently throughout this environment. Good orientation and mobility skills are highly correlated with the
degree of independence achieved by students later in life. Developing body awareness,
directionality, spatial awareness and practical knowledge associated with the characteristics of
a given environment increases the probability that students will be actively involved in
age-appropriate activities with peers. Problem-solving strategies essential to travel in both
familiar and unfamiliar environments, urban and rural areas and in various kinds of weather
are essential to the development of independence and self-esteem. Students who have low vision
need to learn to interpret both visual and auditory information, and may require optical
devices to access information. The use of a white cane is essential for some students who cannot
rely upon the accuracy of the visual information they receive or for those who are blind.
Students who are blind or visually impaired with additional disabilities need to have orientation
and mobility instruction that addresses the specific needs of their daily routines.
Orientation and mobility is taught by professionals who have completed certified programs in this very
specialized area.
Social Interaction Skills
These skills are essential if students are to develop friendships with their
classmates and participate in activities typically associated with school-age students, whether
educational or extracurricular. Having effective interpersonal communication skills is also
highly correlated with employability in adults. For students who are sighted, social skills are
primarily learned incidentally through interaction with family members and peers. Most of this
learning occurs through observation, imitation and incidental experiences that are part of
everyday routines.
For students who are blind or visually impaired, this information must be
provided through timely, insightful, and sequential instruction. Information associated with
non-verbal communication (e.g., gestures, body language, facial expressions) or cultural
practices (e.g., how close to stand to the person with whom you are speaking) must be made
available to students who are blind or visually impaired. Furthermore, peers of students who
are blind or visually impaired require specific instruction to increase their awareness of
the implications of vision loss on social interaction if they are to become both comfortable in
their interactions with their classmate who is blind or visually impaired and knowledgeable about how to
include this student.
Independent Living Skills and Personal Management Skills
These skills are highly correlated with the achievement of lifelong goals for
students who are blind or visually impaired. “This area encompasses all the tasks and functions
people perform, according to their abilities, in order to live as independently as possible.”
(Hatlen, 1996)
Curriculum designed to address the development of independent living skills
includes instruction in such areas as personal hygiene, food preparation, money and time management,
home management, and organization of personal belongings and space to accommodate the
lack of visual input. While similar skills may be taught within the public school
curriculum, they do not provide sufficient opportunity for the meaningful and frequent practice required
for students who are blind or visually impaired. The content of the regular curriculum is often
based on the assumption of the presence of a basic level of knowledge acquired incidentally
through vision.
As with the skills of social interaction, students who are blind or visually
impaired cannot learn these skills without direct, sequential instruction by knowledgeable people.
Recreation and Leisure Skills
These skills and experiences provide the same benefits for students who are
blind or visually impaired as they do for their peers who are sighted (e.g., healthy lifestyle,
fitness, shared peer interests). However, without modifications and/or specific instruction to master
prerequisite skills, students who are blind or visually impaired are frequently excluded from
such activities.
Many of the motor skills learned during the rough and tumble play of childhood
activities do not develop naturally in students who are blind or visually impaired. As well, if
initial exposure to specific activities is cumbersome or their level of participation or success
below that of their peers, students who are blind or visually impaired may become easily
discouraged. The provision of specific, timely instruction and opportunities to practice newly
acquired skills will ensure students derive pleasure from participation in an array of recreational
and leisure activities.
Career and Life Management Skills
These skills provide students with information about the world of work, career
options, and an overview of the skills necessary to be successfully employed. For students who
are blind or visually impaired, there are many additional program components which need to be
addressed (e.g., accommodations required to complete specific jobs, access to appropriate
assistive technology, self-advocacy skills, and those to deal effectively with negative
attitudes toward individuals with disabilities). Frequently, students who are blind or visually
impaired are unaware of the array of career options because they do not see the variety of
workers in their environment or because adults around them are uninformed. Employment statistics
from both Canada and the United States show that individuals who are blind or visually
impaired are both underemployed and have unacceptably high rates of unemployment. Without specific
and timely intervention to address career development issues, students who are blind
or visually impaired encounter significant barriers to successful employment.
Assistive Technology
This technology enables students to access information, participate in
age-appropriate activities, or complete a task independently or with minimal assistance. The term “assistive
technology” refers to a broad range of devices, such as video magnifiers (i.e., closed
circuit televisions), low vision devices, computers with Braille input/output, Braille embossers, software
used to vary print size, large screen monitors, talking calculators, etc. Instruction in the
use of assistive technology begins in the preschool years and evolves as the needs of students
change.
Mastery of assistive technology contributes to the development of literacy and
academic success, social interaction among peers, independence and the potential of
future employment.
Visual Efficiency Skills
These skills are used to accurately interpret visual information and complete
visual tasks as efficiently and effectively as possible. Students’ ability to interpret visual
information is affected by many variables (e.g., the type and severity of vision loss, cognitive
ability, experiential knowledge and environmental factors, such as lighting). However, with
comprehensive, systematic training and practice, most students can learn to use their remaining
vision more effectively and efficiently. Visual efficiency training may include blur
interpretation, scanning and location skills, strategies to improve visual efficiency (e.g., use of
appropriate lighting or wearing tinted lenses to reduce glare), and strategies which enhance a given
student’s access to visual information. Students learn about their particular eye condition, its
implications on access to visual information, and how to explain their visual needs to others.
For more information and sample strategies, refer to the following Alberta Education
resources. Unless otherwise indicated, you may download resources at no cost from
www.education.gov.ab.ca/k_12/specialneeds , or purchase print copies from the
Learning Resources Centre at
www.lrc.education.gov.ab.ca or telephone (780) 427-5775,
toll free in Alberta by first dialing 310-0000.
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Individualized Program Planning: ECS to Grade 12 (2006), Book 3 of the
Programming for Students with Special Needs series
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The Learning Team: A Handbook for Parents of Children with Special Needs (2003)
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Teaching Students with Visual Impairments (1996), Book 5 of the Programming for
Students with Special Needs series
Access – Students with special needs are entitled to have access in a school
year to an
education program in accordance with the School Act. Students with special needs
receive
adapted/modified programs that enable and improve learning.
Adapted program retains the learning outcomes of the prescribed curriculum and
adjustments
to the instructional process are made to address the special needs of the
student.
Braille is a code that presents written information. It is equivalent to print.
The alphabet,
numbers, music notation, and any other symbol that appears in print can be
replicated in braille
by arranging combinations of the six dots of the braille “cell”. Braille is read
by touch, usually
using the first finger on one or both hands.
Compensatory academic skills are skills needed to access the regular curriculum
presented
in the regular classroom. They include skills in the areas of communication,
concept
development, spatial awareness, keyboarding, listening, organization, use of the
abacus and
tactile discrimination.
Expanded core curriculum is a disability-specific curriculum that identifies
skills in the
following areas: braille literacy, assistive technology, career and life
management, social
interaction, independent living, orientation and mobility, recreation and
leisure, visual efficiency,
and personal management.
Functional skills are skills needed by students to participate in the home,
school and
community. While some skills, such as those related to communication, are almost
always
functional, the functionality of others, such as vocational and independent-play
skills, will vary
depending on the age of the individual and the setting.
Learning team refers to a team that consults and shares information relevant to
the individual
student’s education, and plans special education programming and services as
required. Under
the direction of a certificated teacher, the team may consist of parents, the
student (where
appropriate), other school jurisdiction or program staff, and others as
required.
Modified program has learning outcomes that are significantly different from the
provincial
curriculum and are specifically selected to meet the student’s special needs.
Orientation and mobility (O&M) is an area of instruction that focuses on
students’ ability to
know where they are in relation to their environment and to travel safely,
efficiently, purposefully
and independently throughout this environment. Developing body awareness,
directionality,
spatial awareness and practical knowledge associated with the characteristics of
a given
environment are examples of orientation and mobility skills.
Specialized teacher is a qualified teacher who has additional training in the
area of teaching
students with a specific disability.
Visually impaired describes any degree of vision loss that interferes with
accessing visual
information.
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Alberta Education. Teaching Students with Visual Impairments. Book 5 of the
Programming for
Students with Special Needs series. Edmonton, AB: Alberta Education, 1996.
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Canadian Braille Authority. Instructional Services for Children/Youth Who Use
Braille.
Toronto, ON: Canadian National Institute for the Blind, 1993.
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Canadian Braille Authority. Standards for Teachers of Braille Reading and
Writing.
Toronto, ON: Canadian National Institute for the Blind, 2001.
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Corn, A.L. et al. National Agenda for the Education of Children and Youth with
Visual
Impairments, Including Those with Multiple Disabilities. New York, NY: American
Foundation
for the Blind Press, 1995.
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Corn, A.L. and K.M. Huebner (eds.). A Report to the Nation: The National Agenda
for the
Education of Children and Youth with Visual Impairments, Including Those with
Multiple
Disabilities. New York, NY: American Foundation for the Blind, 1998.
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Hatlen, P.H. Core Curriculum for Blind and Visually Impaired Children and
Youths, Including
Those with Additional Impairments. Austin, TX: Texas School for the Blind and
Visually
Impaired, 1996.
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Koenig, A.J. and M.C. Holbrook. Foundations of Education: Instructional
Strategies for
Teaching Children and Youth with Visual Impairments (2nd ed.). New York, NY:
American
Foundation for the Blind, 2000.
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National Coalition of Vision Health. Canadian National Standards for the
Education of Children
and Youth Who Are Blind or Visually Impaired, Including Those with Additional
Disabilities.
Toronto, ON: 2003.
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Newfoundland Department of Education. Programming for Individual Needs: Teaching
Children Who Are Blind or Visually Impaired. St. John’s, NL: Government of
Newfoundland
and Labrador, 2001.
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Pugh, G.S. and J. Erin (eds.). Blind and Visually Impaired Students: Educational
Services
Guidelines. Watertown, MA: Perkins School for the Blind, 1999.
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Supreme Court of Canada. “Eaton v. Brant County Board of Education.” Supreme
Court
Report 1 (1997), pp. 241–280.
ϟ
Essential components of educational programming for students who are blind or
visually impaired
Alberta Education
June 2004
in
https://education.alberta.ca/
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3.Mar.2017
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