A Learning Media Assessment or Reading Media Assessment (LMA/RMA), conducted by the Teacher of Students with Visual Impairments (TVI), is required to determine what kinds of literacy and functional learning materials are appropriate. Although sometimes used interchangeably, the Learning Media Assessment can perhaps best describe the assessment of the learning mode of students who are non-readers or pre-readers. A Reading Media Assessment is a better term for students who are already reading. Either way, it access the way a student learns from the environment.
The LMA/RMA is a systematic way of collecting information about sensory preferences, learning environments, and intervention materials and methods. It is used with the Functional Vision Evaluation (FVE) to describe sensory abilities. It identifies sensory preferences, allows the Teacher of Students Visual Impairments (TVI) to understand how to present information to the student. For younger students or those with multiple impairments, the TVI can gain sensory information to the student, understand how to calm or alert the child, and identify adaptations and intervention strategies to promote effective use of senses. In an academic student, it is used to determine the primary or secondary mode for reading or if the student is a dual learner.
The LMA/RMA indicates the use of sensory channels; best learning media; indicators of readiness for a literacy program; initial selection of literacy medium; continuing assessment of literacy media; and literacy tools inventory. When conducting the RMA, be sure to provide a variety of environmental print for the student to read in addition to using a formal assessment tool such as the Jerry Johns Basic Reading Inventory. If the student has been prescribed low vision devices, encourage them to use the devices. Possible media includes: class handouts, class textbooks, leisure books, maps, graphs, dictionary, diagrams, ruler, newspaper, magazine, catalog, ads, phone book, menu, food labels, clothing tags. Be sure to take note of the estimated font size and type.
Also be sure to observe the students writing skills including keyboarding skills. Include if the student uses the correct fingering, and what the words per minute were as well as the errors. Observe the student copying information from the board and note the distance. Also observe the student copying information from a text to a separate paper. Note the size of writing, the difficulty and note if it was legible to the student and to you.
Characteristics of Print Learners
On page 43 of Learning Media Assessment of Students with Visual Impairments 2nd Edition, Koenig and Holbrook identify the following characteristics of students who may be print learners. The student :
Uses their vision efficiently to complete tasks at near distances.
Shows interest in pictures and demonstrates the ability to identify pictures and/or elements within pictures.
Identifies name in print and/or understands that print has meaning.
Uses print to accomplish other prerequisite reading skills.
Has a stable eye condition.
Has an intact central visual field.
Shows steady progress in learning to use his/her vision as necessary to assure efficient print reading.
Is free of additional disabilities that would interfere with progress in a conventional reading program in print.
Characteristics of Braille Learners
They identify the following characteristics of students who may be braille learners. The student:
Shows preference for exploring the environment tactually.
Efficiently uses the tactual sense to identify small objects.
Identifies his/her name in braille and/or understands that braille has meaning.
Uses braille to accomplish other prerequisite reading skills.
Has an unstable eye condition or poor prognosis for retaining current level of vision in the near future.
Has a reduced or nonfunctional central field to the extent that print reading is expected to be inefficient.
Shows steady progress in developing tactual skills necessary for efficient braille reading.
Is free of additional disabilities that would interfere with progress in a conventional reading program in braille.
Additional LMA Resources...
Johns, Jerry. Basic Reading Inventory. Kendall Hunt Publishing, 2012. is a popular informal reading inventory. It helps determine a student's instructional, independent, and frustration reading levels & listening levels based on speed, accuracy, and comprehension. This tool helps determine the most effective literacy modalities for students with visual impairments.
Johns, Jerry. Basic Reading Inventory. Kendall Hunt Publishing, 2012. is a popular informal reading inventory. Large Print and Braille reading lists and reading passages are now available from APH (The Instruction Manual and tools must be purchased separately). It helps determine a student's instructional, independent, and frustration reading levels & listening levels based on speed, accuracy, and comprehension. This tool helps determine the most effective literacy modalities for students with visual impairments.
A great resource on conducting Learning Media Assessments is the Texas School for the Blind (TSBVI) Learning Media Assessment.
Functional Vision & Learning Media Assessment (FVLMA) is an assessment tool, available from APH, that helps practitioners gather, store, track, and analyze information regarding students' functional vision and appropriate learning media.
Printable Learning Media Assessment Form
This Learning Media Assessment template, located in the Printables section, can assist you in completing the FVELMA process.
Strategies & Tips for Conducting a FVELMA Presentation
I have created a page covering items discussed during my presentation on conducting the FVELMA. Included is the PowerPoint, resources I use in conducting the FVELMA, and templates. Become a member for free to access this page as well as other presentation pages and printables.
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TVI's Guide to Teaching the ECC: An Activities Based Curriculum for Teaching Students who are Blind or Visually Impaired
$50.00
Written specifically for fellow itinerant Teachers of Students with Visual Impairments (TVI’s), this book consists of over 400 activities and topic areas of discussion for instructing students in the Expanded Core Curriculum. The activities are age-neutral and multi-sensory and therefore can meet the needs of the broad range of students served on an itinerant caseload serving. The activities can be individualized to the students various learning modalities and scaffold in order to challenge students but ensure success. Select those activities that align with the student’s learning objects based on the student’s unique visual needs and academic and developmental level.
The core activities listed in the Activity section can be adapted to each thematic unit. These include:
Object Characteristic Activities
Quantity & Number Concepts
Time Concept Activities
Environment & Job Awareness Activities
Listening Skills Activities
Reading Foundation Activities
Reading Fluency Activities
Braille Basics Activities
Writing Activities
Tactual Efficiency Activities
Developing Skillful Hands Activities
Visual Efficiency Activities
Optical Device Instruction Activities
Recipe Activities
In addition to the core activity areas, each of the 32 Thematic Units incorporates additional unique ECC concepts and skills providing you with a years’ worth of activities. These units are cyclical and can be used repeatedly to help students build on prior knowledge and develop a deeper understanding of concepts. Each unit includes suggestions for activity adaptation associated with the unit. These include lists of objects, possible community based experiences, environmental print, poems, children & young reader books, children's songs, pop culture songs, movies, and websites.
Unique Concepts within the Units include:
Self Advocacy Activities (e.g. advocating for safe classroom, presenting to class on visual impairment, requesting help and more)
Social Skills Activities (e.g. Being bullied or teased, giving and receiving compliments, body language, "I" messages when upset and more)
Recreation & Leisure Activities (e.g. exploring interest areas, getting involved in clubs and sports, playing games, and more)
O&M Support Activities (e.g. Suggestions for community based experiences, dog guide information, locations in the school, bioptics, ride sharing, traffic signs, and more)
Independent Living Skill Activities (e.g. chores, being responsible, using tools, recipe suggestions, hygiene, staying healthy, labeling foods and products, and more)
Sensory Efficiency Activities (e.g. unique sensory experiences related to the unit, unique optical device activities, and more)
Compensatory Activities (e.g. organizing materials, study habits, and many unique concepts related to the unit)
Career & Vocational Activities (e.g. job awareness, completing applications, job task suggestions, and more)
Although the intended audience of this resource is fellow Teachers of Students with Visual Impairments, special education teachers may find these activities beneficial to the students in their classrooms as the activities are multisensory and include life skills and concepts needed by all students. This resource, however, is not intended to take the place of a Teacher of Students with Visual Impairments (TVI). Readers are advised to consult their own TVI’s regarding instruction in the ECC and the unique visual needs of the student’s served in their programs.
Note: This curriculum is a digital pdf download. Once you make your purchase you will be directed to an order confirmation page where you will find the download link. This download will also be included on the receipt sent to the email address you provide. The pdf download can be found directly under the order number.
Each download is intended for single instructor use per copyright. Thank you for helping me preserve the content and not distributing copies to third parties.
Product details
Digital pdf download: 364 pages (11 pt font)
Publisher: Teaching Students with Visual Impairments
Visual Efficiency & Magnifier Fluency Grab & Go ECC Supplements
$20.00
This workbook is a pdf download that can be printed on demand for use with students. It contains five different types of worksheets for developing visual motor skills and near magnifier fluency skills particularly with the use of a video magnifier. As a supplement to the TVI’s Guide to the ECC, the worksheets correspond to each of the 32 ECC Thematic units. The worksheets, along with a list of environmental print for each thematic unit, are designed to help students refine their visual motor skills while reinforcing ECC concepts presented in the thematic units.
Visual Efficiency & Near Magnifier Fluency Worksheet Details:
Digital pdf download: 210 pages
Publisher: Teaching Students with Visual Impairments
