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 individual needs. Learn more about determining the students annual needs, writing SMARTER goals, and determining appropriate accommodations and service delivery options.
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.
The various areas of the expanded core curriculum provide educators with a way of addressing the needs of students with visual impairments. The student's needs in each of the areas should be considered each year and priorities made as to which areas should be focused on. This page provides a list of possible needs.
It is important to write goals that are specific, measurable, attainable, relevant, and timely. This page provides resources on writing SMART goals.
Bloom's taxonomy is a classification of learning objectives within education, originated by Benjamin Bloom. This page provides information on Blooms Taxonomy.
Students with visual impairments may need a range of accommodations that may include visual, tactual and auditory accommodations. This page provides a list of possible accommodations the student may need to access the curriculum.
Each student has their own unique needs and the amount of support they require will depend on a combination of their usable vision as well as any additional disabilities. This page provides information on determining the appropriate service delivery model for each student served.
Although the general education classroom is least restrictive for many students, it is not always the most least restrictive environment for students who are blind or visually impaired. This page provides information about the law and least restrictive environment.
Self-Determination skills are part of the Expanded Core Curriculum for students with visual impairments. One way of fostering self determination is through student led IEP's. This page provides suggestions and strategies for helping a student participate and lead their IEP.
Limited expectations yield only limited results." ~ Susan Laurson Willig
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