Teaching Students with Visual Impairments
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504 Plans

By: Carmen Willings
teachingvisuallyimpaired.com

Section 504 of the Rehabilitation Act of 1973, is also called the "Civil Rights Law for the Disabled." The law states the "No otherwise qualified individual with handicaps in the United States...shall, solely by reason of his or her handicap, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance..."
In simple terms, Section 504 is an anti-discrimination, civil rights statute that requires students with disabilities to be met as adequately as the needs of students without disabilities. The school district does not need to have a separate evaluation process for Section 504 than what is conducted for I.D.E.A, but they must follow the requirements for evaluation specified in the Section 504 regulations. There is no eligibility criteria for funding, nor is there an assignment of a classification in Section 504. The team must answer the following questions:
  • Is there an impairment?
  • Does it substantially limit a major life activity?
  • What is the accommodation that is needed to keep that impairment from substantially limiting the activity (ex. learning)?
An evaluation needs to be conducted before a determination of the student's needs are made.

Who is considered to have disability?

As defined by federal law, "An individual with a disability means any person who: (i) has a mental or physical impairment that substantially limits one or more major life activity, (ii) has a record of such an impairment, or (iii) is regarded as having such an impairment."

According to Section 504, an impairment is any disability, long-term illness, or various disorder that "substantially" reduces or lessens a student's ability to access learning in the educational setting because of a learning, behavior or health related condition. 

What are "substantial limitations?

This term is not defined in the act or the regulations and is left to each agency to define. The Americans with Disabilities Act does suggest that the term "ubstantially limits" should be interpreted to mean that the student is "unable to perform a major life activity that the average student of approximately the same age can perform, or that the student is significantly restricted as to the condition, manner or duration under which a particular major life activity is performed as compared to the average student of approximately the same age."

Accommodations

Each student's needs are determined individually. Appropriate accommodations should be determined based on the nature of the disabling condition and what the student needs in order to have an equal opportunity to compete when compared to a student without disabilities. The goal is to provide students the knowledge and compensating skills they will need to be able to function in life after graduation. 

Possible accommodations the student may need include, but are not limited to:
  • Extended time on tests or assignments
  • Peer assistance with note taking
  • Extra set of textbooks for home use
  • Computer aided instruction
  • Large print
  • Low vision devices
  • Preferential seating
  • Audio books

Conducting a FVLMA Recorded Presentation

$25.00

This presentation provides a walk-through of the process and steps of conducting a Functional Vision Evaluation and Learning/Reading Media Assessment. Key points include interpreting the eye report, materials to use in the assessment, conducting interviews and observations as well as strategies for direct assessment and writing a professional and thorough report that is informative to all audiences. Next steps are also covered including the importance of a low vision assessment, determining the need for additional assistive technology and implications for service. 


Objectives:


  • Effectively interpret eye reports
  • Select appropriate materials for conducting the FVELMA
  • Develop strategies for assessment,
  • Write professional FVLMA reports that include key components
  • Apply information gained to determine next steps

Includes:


  • Recorded PowerPoint Show Presentation
  • Transcript
  • Presentation handout for note taking
  • Printables & Links to Resources discussed in presentation


Request a Certificate of Completion

To receive a certificate of completion for 1 contact hour (1 CE hour credit), complete the short Conducting the FVLMA quiz on Google Forms and receive a score of at least 80%. Don't worry. If you don't pass, you can look over your notes or re-watch the presentation and retake the test! If you have any difficulty accessing the form, please contact me so we can troubleshoot!


System Requirements:

Presentations are recorded PowerPoint presentations. You must be able to access PowerPoint to view the PowerPoint presentation. Please note that the presentation pages are closed member pages available to individuals who have purchase access to the presentation. 


*Please contact me if you need to purchase using a purchase order. I am happy to help guide you in the process of adding Teaching Students with Visual Impairments as an approved vendor for your school or program or you can visit the product support page for information on using a PO.

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Thank you for visiting!
The mission of Teaching Students with Visual Impairments is to provide all persons involved in education students who are blind or visually impaired with the necessary resources to help each student become successful members of their communities and to equip those in the visual impairment field with resources to meet the wide range of needs of the students they serve. ​
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  • Home
    • Contact
    • Privacy Policy
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    • FAQs
    • User Agreement
  • VI Store & Gifts
    • VI Gift Shop >
      • Braille Necklaces
      • VI Shirts
      • Badge Holders
      • VI Drinkware
      • Vision Bags & Totes
      • Braille Greeting Cards
      • Keyrings/Zipper Pulls/White Cane Tags
      • Ornaments
    • ECC Instructional Resources >
      • TVI's Guide Complete Set Bundle
      • TVI's Guide to Teaching the ECC
      • Thematic Keyboarding & Braille Fluency Worksheets
      • Visual Efficiency & Magnifier Fluency
      • Task Box Activities
      • Vocabulary Cards & Checklists
      • Interactive Sensory Stories
      • Interactive Matching Activities
    • Purchase Recorded Presentations >
      • Presentation Complete Set of 16
      • Foundations of Teaching the ECC
      • Itinerant Teaching Strategies & Tips
      • Strategies & Activities for SIDPID
      • Strategies & Activities for MIMO
      • Job Tasks for Jobs, Career & Life
      • Strategies & Activities for Standard Course of Study
      • Accommodations for BLVI
      • Accessible Content for BLVI
      • Using Themes to Teach the ECC
      • Tips for Being a Physically Fit TVI
      • Conducting a FVLMA
      • Developing SMARTER Goals
      • Determining Service Intensity Using the VISSIT
      • Selecting the Right AT
      • The Art of Teaching the ECC
      • Activities to Teach the ECC
    • Job Postings
    • Product Support
  • Jobs
    • Post a Job
    • TVI, Greene Co., Ohio
    • TVI or Dual TVI/COMS, North Carolina
  • Articles
  • Paid Member Pages
  • Member Pages