Definitions

​1. Blindness
A student is considered blind if they have:
  • Visual acuity of 20/200 or worse in the better eye with correction, or
  • A restricted visual field of 20 degrees or less.
Blindness exists on a spectrum. Some students who meet the legal definition of blindness may still have functional vision and be able to read print with accommodations or magnification.
2. Low Vision
Low vision refers to a student whose visual acuity is better than 20/200 in the better eye with correction, but whose visual field loss or other visual condition still interferes with learning or educational performance. Students with low vision often benefit from specialized materials, assistive technology, and environmental modifications provided through vision services.

Additional Considerations

  • Progressive Visual Disorders: Students whose current vision does not yet impact their education but who have a medically documented expectation of progressive vision loss may qualify for vision services. Early support allows the Teacher of Students with Visual Impairments (TVI) to provide instruction and resources in preparation for future changes in vision.
  • Neurological or Cortical Visual Impairments: Some students may appear more visually impaired than would be expected based on a standard eye exam, or their visual functioning may vary significantly without a clear ocular cause. In such cases, damage to the visual cortex or visual pathway may be suspected. Conditions such as Cerebral/Cortical Visual Impairment (CVI) or Post-Traumatic Vision Syndrome can be identified through specialized assessments:
    1. Visually Evoked Potential (VEP): Measures the brain's electrical response to visual stimuli to assess visual pathway function.
    2. Computerized Tomography (CT) or Magnetic Resonance Imaging (MRI): Used to detect areas of structural damage in the brain.
    3. Electroencephalogram (EEG): Measures the brain’s electrical activity and may help identify abnormal processing patterns.
Eligibility for vision services is determined through a collaborative, multidisciplinary process that brings together educational teams, medical professionals, and families. This team approach ensures that decisions reflect a full understanding of the student’s visual functioning, unique learning needs, and daily experiences. While medical information provides an essential foundation, eligibility is not determined by visual acuity alone. Instead, a comprehensive evaluation looks at the whole child and examines how their vision affects learning and independence. A thorough assessment typically includes:
  • Medical documentation from an ophthalmologist or optometrist, describing the diagnosed visual condition, prognosis, and best-corrected visual acuity and/or visual field measurements.
  • A Functional Vision Assessment (FVA) conducted by a Teacher of Students with Visual Impairments (TVI) to determine how the student uses their vision in real-world settings such as classrooms, hallways, playgrounds, and community environments. This includes observations and input from teachers, related service providers, and family members who see the child’s everyday challenges and strengths. 
  • A Learning Media Assessment (LMA) to determine whether the student learns best through print, braille, auditory materials, or a combination.
The focus of this evaluation is to answer the most important question: How does the student’s visual impairment affect access to instruction, learning tasks, mobility, safety, and participation in school activities? Eligibility decisions consider whether the student needs specialized instruction, accommodations, materials, or environmental modifications to access the curriculum and develop the skills outlined in the Expanded Core Curriculum (ECC), such as assistive technology, social skills, or independent living skills. 
Early identification and timely intervention are critical. The sooner a student receives appropriate support—from adapted materials to braille instruction to assistive technology—the more effectively they can build the foundational skills needed for academic success, independence, and confidence. When the entire team works together, students with visual impairments are empowered to reach their fullest educational potential and engage fully in their school and community environments.

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Full Article List

Guide: Start Here
Tools (VI Basics)
Plan: Referrals & Eligibility
Referral & Eligibility​ ​Medical Vision Information 
FVLMALow Vision Evaluations
Other Evaluations
Plan: IEP Planning
Plan: Collaboration & Accessibility
​Collaboration Accessible Materials ​Classroom Access Instructional Access Technology Access ​Additional Supports Service Delivery Models  ​
Teach: Compensatory Skills
Compensatory Skills
Concept Development ​Alternative Communication ​Emergent Literacy ​Braille Code
​Beginning Braille ​ Braille Fluency & Comprehension  Writing Braille ​​​Nemeth Code Instruction 
​​​Tactile Graphics ​Print Concepts ​​Abacus  ​​Organization Skills​ ​​Study Skills ​​Time Management
Teach: Sensory Efficiency Skills
​Auditory & Listening Skills ​​Visual Efficiency Skills ​​Optical Device Use ​Tactile Readiness
Teach: Assistive Technology 
AT Overview ​AT Use & Maintenance Braille AT ​iOS Instruction Audio Access​ ​Video Magnifiers ​​​Basic Computer Use Computer Access ​Productivity
Teach: Social Skills
Social Skill Basics​
Non-Verbal Skills​​​​ Verbal Communication Skills Cooperative Skills Identity & Self-Awareness ​Interactions & Relationships Managing Challenges & Safety
Teach: Self Determination
Teach: Independent Living Skills
Personal Care ​Hygiene & Grooming ​Personal Health Mealtime Skills ​​​ Food Preparation
Household Skills Clothing Management ​Money & Budget Shopping & Consumerism Phone Use ​Safety & Emergency Preparedness ​​Services & Community Resources
Teach: Orientation & Mobility
Teach: Recreation & Leisure
Teach: Career & Vocational
Printables
Free Resources​ Premium Resource Library 
Teaching Strategy Printables 
​Premium Program Printables
​Premium FVLMA Printables
​ECC PrintablesCompensatory Skills Printables
Sensory Efficiency Printables
Assistive Technology Printables
Social Skills Printables
Self Determination Printables
Independent Living Printables
Recreation & Leisure Printables
Career & Vocational Printables
Evelyn Jane Stories 
Learn: Teaching Strategies & Planning
Learn: ​ECC Units
Beginning of the Year Units ​​Fall UnitsWinter Units ​​Winter Units ​​Spring UnitsAnytime Units
Learn: ​Interactive Activities
Learn: Recorded Presentations
Learn: Complete Set Bonus ​