Visual Impairment Service
Find information specific to referrals for VI services, components of vision exams, how to interpret the information in the medical eye report, conducting the FVELMA and other vision specific evaluations. Find guidance on putting the information into the student’s IEP and writing SMART goals.
Vision Professionals face complex issues and must work with a variety of students with a range of unique needs. As a TVI, you don't get to choose the student's you serve. Instead, you must continually seek to learn strategies and skills to provide the best support and instruction to all students on your caseload. Learn more about the following: National Agenda, The Expanded Core Curriculum, IDEA and Vision, Federal Quota Funds, Deaf-Blind Child Count, State Special Education Agencies, and Schools for the Blind
Although each state and district may have their own process for referrals, the requirements for what is needed to make a referral are generally the same and are guided by IDEA. This section provides information on referrals and the referral process and what to do if a student doesn't qualify for school based vision services. Within this section you can learn more about:
Vision Concerns, Referral Process, Eligibility Guidelines, Vision Therapy Controversy, and When a Student Doesn't Qualify
The first step in determining if the student is eligible and in need of school based vision services is to obtain a vision exam by an eye care specialist. Although the medical exam alone does not determine eligibility, the information contained within the medical report will assist the vision professional in understanding the student's vision and the possible implications. Additionally, evaluation and interpretation of the eye report has a direct bearing on how a Teacher of the Visually Impaired conducts assessments to determine areas of need and necessary accommodations. Within this section, learn more about: Medical Professionals, Vision Tests & Tools, Visual Acuity, Lenses, and Visual Fields
The purpose of a clinical low vision evaluation is to provide functional, usable information about the visual abilities of an individual who has low vision. All students with low vision should participate in a low vision evaluation. Only a clinical low vision specialist can prescribe low vision devices that can help a student access printed information in their environment. This page provides information on what takes place during a clinical low vision evaluation.
In order to determine what services a student needs, a Functional Vision Evaluation and Learning Media Assessment must be conducted. Unlike the medical exam, the FVLMA evaluates how the student uses his or her vision to access information throughout their familiar environment and interact with people and objects in those spaces. This section provides information and strategies on conducting the functional vision evaluation and learning media assessment. Within these pages, learn more about: What is the FVE, Interpret the Eye Report, Environmental Observations, FVE Observations, Interviews, Assessment Kit Materials Oculomotor Skills, Near Visual Acuity, Print Comparison, Distance Acuity, Test Visual Fields, Vision Skills, Learning Media Assessment, Reading Rates, and Writing the FVE Report
Depending on a student's needs, they may also need an Orientation and Mobility evaluation to determine if they are in need of O&M services. All students who are identified as being blind or visually impaired should receive an O&M screening. The purpose of the screening is to determine if a student should be referred for an O&M evaluation. If there are any concerns identified in the screening process, the student should receive a formal O&M evaluation. This page describes an O&M evaluation.
It can be difficult to perform developmental, educational and psychological assessments on students who are blind or visually impaired using the standard tools. This is because the test must be adapted to make it accessible which can sometimes take away the validity of the test. This page addresses evaluations and assessments.
The planning of services, whether for an IFSP, Individualized Education Program (IEP), or Rehabilitation plan includes present level of performance, behavior, need for Assistive Technology, accommodations, and specific goals will be written that address deficits as well as projected needs in some or all areas of the Expanded Core Curriculum for students with visual impairments. Within these pages, learn more about the following: ECC Annual Needs, Service Delivery Models, Least Restrictive Environment, Early Intervention Services, Students with Multiple Disabilities, Student Led IEPs, 504 Plans, Transition Plans
This section contains goals and objectives that will provide a starting point of possible goals and objectives for the student who is blind or visually impaired. Remember these are just a starting point. This section is accessible to members. Within these pages, learn more about the following: Writing SMART Goals, Blooms Taxonomy, Compensatory Goals, Sensory Efficiency Goals, Assistive Technology Goals, Social Skills Goals, Independent Living Goals, Recreation & Leisure Goals, Self Determination Goals, and Career & Vocational Goals
Sign up for free membership to access the FREE downloadable handbooks and handouts on the Free Printables page along with access to the Goal Bank pages. Simply click on the Log In | Register link in the navigation bar. If you haven't joined yet, you will be prompted to create a password.
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