​The Itinerant Model

​The itinerant model is the most common service delivery model for students with visual impairments in inclusive settings. In this model, a Teacher of Students with Visual Impairments (TVI) travels to multiple schools to provide direct instruction and support.
​Key Features:
  • Students may be in general education or special education classrooms.
  • Services are determined by the student’s Individualized Education Program (IEP) and can range from daily to weekly or biweekly instruction.
  • Instruction occurs both within the classroom and in pull-out sessions when a quiet, distraction-free setting is needed.
Focus of Instruction: ​Instruction should be aligned with the student's needs and day-to-day school activities. TVIs address:
  • Vision-specific skills (e.g., use of low vision devices, braille, assistive technology)
  • Adaptation of materials and the environment
  • Collaboration with general education staff
Instruction to enhance visual efficiency or functional vision should be embedded in meaningful tasks, not taught in isolation.

The Resource Room Model (VI Magnet Classroom)

In the resource room model, students attend a designated “magnet school” that houses a specialized classroom staffed by a full-time TVI. These students remain enrolled in general or special education classrooms for most of their day but receive daily support from the TVI.
​Benefits of the Model:
  • Students receive intensive and consistent instruction in vision-related areas such as braille literacy, orientation and mobility (in collaboration with the O&M specialist), assistive technology, and concept development.
  • TVIs can observe and assess students throughout the school day (e.g., in the lunchroom, on the playground, during transitions).
  • The model provides immediate access to support for general education teachers needing help with adaptations or instructional strategies.
  • Students have more frequent opportunities to interact with peers who have similar visual impairments, promoting mentorship and shared problem-solving.
Challenges:
  • Students may be bused from other areas, preventing them from attending their neighborhood schools or participating easily in after-school activities.
  • Parents may feel less connected to the school community due to distance or scheduling difficulties.

​The Consultation Model

In the consultation model, the TVI supports the team working with the student rather than providing direct instruction to the student on a regular basis.
​Appropriate When:
  • The student has minimal vision-related instructional needs.
  • The student is making adequate academic progress with existing supports.
  • The student’s vision loss is progressive but not currently affecting academic performance.
  • The student has multiple disabilities, and vision-specific strategies can be embedded in daily routines by the classroom teacher or therapy team.
TVI responsibilities in the consultation model:​
  • Observe the student in various settings.
  • Provide adaptation strategies for materials, classroom layout, lighting, or instructional methods.
  • Maintain regular communication with general education teachers, paraprofessionals, therapists, and parents.
  • Ensure that the student’s visual needs are continuously monitored and addressed.

​Determining Service Intensity

To determine the appropriate level and frequency of services, several tools can help quantify student needs:
  • VISSIT: Visual Impairment Scale of Service Intensity of Texas. Developed by the Texas School for the Blind and Visually Impaired (TSBVI), the VISSIT tool helps TVIs determine the type and amount of itinerant service a student needs. It guides IEP teams in making informed decisions based on observable student performance and instructional demands.
  • Michigan Vision Severity Rating Scale. Developed by a team of Michigan TVIs, these rating scales are used to evaluate the severity of a student’s visual impairment and guide service recommendations. Michigan also developed a version of the rating scale for students with additional disabilities and an Orientation and Mobility Severity Rating Scale, with a version for students with additional disabilities.
Tip: These rating tools should be updated at least every three years during the reevaluation process to reflect changing needs over time.

​Final Thoughts

​No single service model fits every student. Each learner’s strengths, needs, and family preferences must be considered. A flexible approach ensures that students receive the right support at the right time, whether that means frequent one-on-one instruction or occasional consultations with staff.
The key to successful service delivery is collaboration among TVIs, classroom teachers, therapists, administrators, and families, to ensure that students with visual impairments are fully supported, appropriately challenged, and included in every aspect of school life.

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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
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​​​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
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AT Overview ​AT Use & Maintenance Braille AT ​iOS Instruction Audio Access​ ​Video Magnifiers ​​​Basic Computer Use Computer Access ​Productivity
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