Visual Impairment ServiceFind information specific to referrals for VI services, components of vision exams, how to interpret the information in the medical eye report, conducting the FVELMA and other vision specific evaluations. Find guidance on putting the information into the student’s IEP and writing SMART goals.
Educational ProgrammingVision Professionals face complex issues and must work with a variety of students with a range of unique needs. As a TVI, you don't get to choose the student's you serve. Instead, you must continually seek to learn strategies and skills to provide the best support and instruction to all students on your caseload. Professional practice should include standards for high-quality instruction as well as ongoing professional development to remain current on best practice. The resources here cover the foundations of the field including the National Agenda, legislation, and access to resources.
Free Matter for the Blind. If the student is legally blind, remember that he is entitled to send and receive certain materials through the US Postal Service for free. Materials such as textbooks, educational materials, Braille letters, and books on tape from The Library for the Blind may be mailed without postage. The package/envelope must have the words "free matter for the blind" stamped or handwritten on them.
Individual Learning DifferencesReferrals When a parent, caregiver, teacher, or member of the students educational team has concerns about a student's vision, they may wonder how to obtain vision services from the school. Services for students who are blind or visually impaired are based on a combination of the student's eligibility and the individual needs that particular student has for adaptations to materials and the need for individualized instruction. Although each state and district may have a slightly different referral process, this is the typical referral process, but always check with your state's Early Intervention Program (birth - 2) or school system (ages 3 - 21). The following pages will guide you through this process.
Medical Vision ExamsThe first step in determining if a student is in need or is eligible for school based vision services is to obtain a current eye report (within one year). If the child has not yet received an eye exam from an ophthalmologist or optometrist, this will need to be scheduled and conducted prior to proceeding with the referral. Having a current report is important as children's vision can change as the child grows and cooperativeness during the exam can change. Students in the Vision Program will need to provide copies of updated reports annually or at a minimum every three years to determine ongoing eligibility. Although the medical exam alone does not determine eligibility, the information contained within the medical report will assist the vision professional in understanding the student's vision and the possible implications. Additionally, evaluation and interpretation of the eye report has a direct bearing on how a Teacher of the Visually Impaired conducts assessments to determine areas of need and necessary accommodations. This report also helps the TVI be aware of any changes in acuity, diagnosis or prognosis.
Functional Vision Learning Media AssessmentIn order to determine what services a student needs, a Functional Vision Evaluation and Learning Media Assessment must be conducted. Unlike the medical exam, the FVLMA evaluates how the student uses his or her vision to access information throughout their familiar environment and interact with people and objects in those spaces. This section provides information on the Functional Vision and Learning Media Assessment (FVLMA), including information on what it is, how it is conducted, implications and recommendations as well as guidelines for report writing and examples of how to write the report. The results will indicate what enhancements and adaptations may be helpful to maximize the visual potential for each student.
Additional EvaluationsThere are additional vision specific assessments and educational assessments the student may require. These pages provide information on them:
Service PlanningThe planning of services, whether for an IFSP, Individualized Education Program (IEP), or Rehabilitation plan includes present level of performance, behavior, need for Assistive Technology, accommodations, and specific goals will be written that address deficits as well as projected needs in some or all areas of the Expanded Core Curriculum for students with visual impairments. Each student with a disability will have an Individualized Education Program (IEP) or in some cases, a 504 Plan. An IEP is a written statement, based on the student's needs. Although the actual document will look different in each state, and even districts within each state, the components of the IEP will be the same. In assisting the educational team in developing IEP for a student who is blind or has a visual impairment, it is important to embed the areas of the expanded core curriculum into the IEP as well as into educational programming. This will look different for students that are following the Standard Core Curriculum as opposed to the Adapted Curriculum. The following links will direct you to pages that will provide you with information on preparing the IEP as well as service delivery.
Writing GoalsThe following pages contain goals and objectives that will provide a starting point of possible goals and objectives for the student who is blind or visually impaired. Remember these are just a starting point. It is important to make them "SMART" by individualizing them to each student's unique needs. The pages are accessible as part of the free member pages. Simply click on Log In|Register in the navigation bar at the top of the page and follow the directions to register and create your password. Once you log in, you can click on the Account tab in the navigation bar to see all the free member pages and any paid member pages you have purchased access to. |
History of vi
Visual Impairments
Vi organizations & Agencies
VI book resources
VI Professionals
Professionalism
Instructional Planning
Professional Publications
Educational Programming
Individual Learning Differences
referrals
Medical vision exams
fvlma
additional evaluations
service planning
writing goals
compensatory skills
Guiding Principles Functional Skills Community Based Experiences Concepts to Teach Organization & Study Skills Time Management Virtual Instruction Movies & Assemblies Lectures & Instruction Board Work (Chalk, White, etc.) Daily Schedule Morning Meeting Weather Check Dramatic Play Blocks Numbers & Counting Cranmer Abacus Instruction Algebra Geometry & Spatial Sense Measurement & Data Early Literacy Experiences Create Tactual Books Reading Instruction Reading Efficiency Science Adaptations Social Studies Adaptations Accessible Educational Materials Individual Schedules & Communication Cards Adjust Lighting Large Print Optical Devices for Near Optical Devices for Distance Optical Device Use Photocopying Font Legibility Increase Contrast Pictures & Worksheets Keyboarding Instruction Word Processing and Shortcuts Navigate Computer w/o a Mouse Braille Code Braille Instruction Braille Instruction Materials Writing Braille Summer Reading (braille) Signature & Handwriting Nemeth Braille Code Tactile Graphics Guidelines Creating Tactile Graphics Tactile Graphics Instruction Teacher Made Materials Labeling System assistive technology
Overview of Assistive Technology VI AT Resources Non-Optical Low Vision Devices Video Magnifiers Video Magnifier Instruction Screen Enlargement & Readers Low/Med. Tech Tactual Devices Notetaker Instruction Braillewriter Repair Tactile Graphics Technology Braille Technology Auditory Access Devices Accessing Audio Books iPads as Instructional Tools Making iOS Device Accessible iOS Accessibility Resources VoiceOver Apps for VI Note Taking apps Apps for Accessing Books Identification Apps Navigation & Location Apps Braille Apps Magnifier Apps Sound Making Apps Cause & Effect Apps Vision Skills Apps Apps for Early Learning Read to Me Story Apps Apps for Communication Android Apps for VI sensory efficiency
Sensory Input Encourage Use of Vision Sensory Area & Rooms Lightbox Use Sensory Activities for Students with Multiple Disabilities Sensory Tables Visual Efficiency Skills Visual Attend and Scan Activities Visual Tracking Activities Visual Discrimination Activities Visual Motor Activities Tactual Readiness Developing Skillful Hands Auditory Readiness Listening Skill Instruction independent living
orientation & Mobility
career education
recreation & Leisure
self determination
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