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QPVI HandbookQuality Programs for the Visually Impaired
Working Together So They May Stand Alone
Table of Contents
I. Program Overview
A. Overview of the Big East Cooperative..................................................1
B. Big East Cooperative Map....................................................................2
C. Big East Self Study Report...................................................................3
II. Roles and Responsibilities
A. Administrators.......................................................................................91. Director of Special Education................................................92. Principal.................................................................................93. Guidance Counselor............................................................10
B. Direct Support and Related Service Providers....................................111. Teacher of the Blind/Visually Impaired................................112. TBVI Assistant/Paraeducator..............................................133. Orientation and Mobility Specialist......................................154. General Education Teacher.................................................175. Student................................................................................176. Parent/Guardian..................................................................187. Eye Care Professional (Optometrist, Ophthalmologist)..............198. Clinical Low Vision Evaluator..............................................199. Assistive Technology Personnel..........................................19
10. Speech Language Pathologist.............................................2011. Occupational Therapist........................................................2012. Physical Therapist...............................................................2113. School Psychologist............................................................2114. School Nurse.......................................................................21
C. Agency Personnel/Other1. Office for the Blind Counselor..............................................22
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III. Identification & Program Planning Process
A. Special Education Steps Relating to Student with Visual Impairments 23
B. IDEA—504 Flow Chart........................................................................25
C. Conducting Functional Vision/Learning Media Assessments.............26
D. Worksheet-Determining Eligibility.......................................................29
E. Continuum of Service Delivery Options..............................................33
F. Recommended Guidelines for Amount of Service..............................34
G. Guidelines for Direct/Consultative Services........................................36
H. Overview of Adaptations, Modifications, & Specialized Equipment....39
I. SDI Handbook.....................................................................................41
J. Skills Checklist Grades P-12...............................................................67
K. Checklist of Skills for High School Graduates.....................................79
L. Observation Tips & Guidelines............................................................82
M. Common Medical Abbreviations.........................................................93
N. Orientation & Mobility Screening.........................................................94
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PROGRAM OVERVIEW
A. Overview of the Big East Educational Cooperative
The Kentucky Department of Education, Division of Learning Services funds eleven (11) Special Education Cooperatives located across the state. The Special Education Cooperatives are aligned by the Kentucky Department of Education's eight (8) Regional Services Centers with each region having as many as two cooperatives. All 176 local school districts, and the Kentucky Schools for the Blind and Deaf are members of a special education cooperative. Funding is provided using federal dollars awarded to Kentucky under Part B, Section 611, of the Individuals with Disabilities Education Act Amendments of 1997. The Special Education Cooperative Network is intended to assist local school districts in meeting the needs of its member districts. Services range from technical assistance, trainings, professional development, specialized services, research, and other needs identified by member districts and the Kentucky Department of Education.
Vision Statement of the Statewide Network of Special Education Cooperatives: We provide effective leadership that facilitates the educational success of students.
Mission Statement of the Statewide Network of Special Education Cooperatives: Kentucky's Special Education Cooperatives will enhance the educational opportunities and outcomes of students by providing effective leadership and delivering
specialized services in partnership with the Kentucky Department of Education, local school districts, institutes of higher education, and other service providers.
The Big East Educational Cooperative, located in Ashland, is part of the Kentucky Educational Development Corporation. An independent educational cooperative that was established in 1965 and serves 68 school districts and 5 colleges across the state of Kentucky.
Big East Member School districts include:
Ashland IndependentAugusta IndependentBath CountyBoyd CountyBracken CountyCarter CountyElliott CountyFairview IndependentFleming CountyGreenup CountyJohnson CountyLawrence CountyLewis CountyMartin CountyMason CountyMenifee CountyMorgan CountyPaintsville IndependentRaceland IndependentRobertson CountyRowan CountyRussell Independent
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B. Big East Educational Cooperative Map
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C.Big East Educational Cooperative Self Study Report
May 2005 – May 2006
Quality Programming for Students Who are Blind or Visually Impaired
For the past several years, teachers of the blind/visually impaired and teachers studying to become certified in the University of Louisville program in the Big East Educational Cooperative districts in Region 7 have participated in a process called “Quality Programming for Students Who are Blind or Visually Impaired.” This process has been facilitated by Kentucky School for the Blind Outreach staff members Karen Corbett, Cathy Johnson, Kenneth Jones, and Pamela Howard. Ms. Jill Griffiths, Special Education Cooperative Director served to offer administrative support. Special Education Directors in the region also provided input.
Other members in the Workgroup over the years have included:
Sue Abner, Director of Special Education, Lewis County SchoolsAnthony Blades, Teacher of the Visually Impaired/Certified Orientation & Mobility Specialist, Fleming, Mason, and Rowan CountiesCarolyn Blair, Director of Special Education, Elliott County SchoolsCindy Bond, Teacher of the Blind/Visually Impaired, Carter County SchoolsNita Collier, Director of Special Education, Martin County SchoolsTracie Caudill, Regular Education Teacher, Bath County SchoolsJanet Dale, Special Education Teacher, Lawrence County SchoolsMischa Dixon, Director of Special Education, Russell Independent SchoolsHelen Dowd, Director of Special Education, Carter County SchoolsStephanie Edmond, Teacher of the Blind/Visually Impaired, Fleming County SchoolsTraci Evans, Teacher of the Blind/Visually Impaired, Lewis County SchoolsLora Felty, Teacher of the Blind/Visually Impaired, Ashland Independent, Boyd County, and Russell Independent SchoolsAmy Jones-Hamdan, Special Education Teacher, Bath County SchoolsKristen Hammond, Teacher of the Blind/Visually Impaired, Greenup County SchoolsKaren Hinkle, Certified Orientation & Mobility, Big East CoopCarol Hoskins, Director of Special Education, Morgan County SchoolsVerna Sharp Howell, Teacher of the Blind/Visually Impaired, Greenup County Schools Christina Law, Teacher of the Blind/Visually Impaired, Fairview Independent, Rowan County Schools, Elliott County Schools Carolyn Least, Teacher of the Blind/Visually Impaired, Mason County Schools Angela Lewis, Teacher of the Blind/Visually Impaired, Elliott County SchoolsNancy Lewis, Teacher of the Blind/Visually Impaired, Morgan County Schools, Bath County Schools, Menifee County SchoolsStephanie Little, Director of Special Education, Bath County Schools Deborah McCool, Teacher of the Blind/Visually Impaired, Johnson County SchoolsRhonda Mullins, Teacher Assistant, Ashland Independent, Boyd County, and Russell Independent Schools
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Amity Norton, Teacher of the Blind/ Visually Impaired, Lawrence County SchoolsStephanie Rice, Teacher of the Blind/Visually Impaired, Johnson County SchoolsDella Ruggles, Director of Special Education, Robertson County SchoolsSusan Thompson, Teacher of the Blind/Visually Impaired, Martin County Schools
The following is a report of the results of the self-study. It contains the findings of the Workgroup in considering the key components in the districts that the teachers of the blind/visually impaired serve in Region 7. The standards used by the group included:
1. Federal and state regulations that govern education including those specifically with Children with Disabilities,
2. Program Planning and Evaluation for Visually Handicapped Students,3. Blind and Visually Impaired Students: Educational Service Guidelines, and 4. Best Practices: Educating Students with Visual Impairments.
An updated Caseload Analysis in May, 2005 indicated there were one hundred eight (108) students served by ten (10) itinerant teachers of the visually impaired in nineteen (19) school districts. One Orientation & Mobility Specialist serving several school districts is employed directly through the fiscal agent of the cooperative. According to the same Caseload Analysis from May, 2005, the O & M Specialist is serving eleven (11) students in nine (9) school districts. The Teachers of the Blind/Visually Impaired are hired by the local school districts in which they serve. Teachers of the Blind/Visually Impaired are hired based on individual student need. The Cooperative, along with member districts, actively works to increase the number of certified Teachers of the Blind/Visually impaired in the region. As a result of this effort, the number of certified teachers has increased from eight (8) to eleven (11).
The Teachers of the Blind/Visually Impaired serve students ages three (3) to twenty-one (21). Students range from limited vision to totally blind. Many of the students have multiple disabilities. Students are served in a variety of settings including regular, resource, self-contained classrooms and home-based settings. Of the one hundred eight (108) students served in May, 2005, sixty two (62) received direct instructional services and forty six (46) received consultative services. As of Fall, 2005 at least 22 more students had been identified as having a visual impairment and are now receiving services either through a certified Teacher of the Blind/Visually Impaired or through the Kentucky School for the Blind Outreach Program. The number of children entering the school setting with a visual disability is increasing yearly.
The members of the Workgroup have initiated an “EnVisioning the Future Day.” This is a day (which has turned into 2) set aside in the school year to bring together all those who work with students who are blind or visually impaired. This includes the students themselves, family members, teachers, guest speakers, representatives from organizations that serve the blind and visually impaired, and companies that provide VI specific assistive technology.
Listed below is a report of the Key Components in the Quality Programs of the Visually Impaired process.
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Key Components of the Visually Impaired Program
Master List of Students with Visual Impairments: The master list of students with visual impairments was compared with students who were included on the Kentucky Instructional Materials Resource list. There were very few questions regarding students identified between these two lists. It appears the region is doing well providing services to all students identified through the Admissions and Release Process as needing vision services.
Statement of Eligibility for Visual Impairment Services: A statement of eligibility was developed by the Workgroup and will be included in the cooperative handbook for serving visually impaired students upon administrative approval. The Workgroup may want to describe and list circumstances for how to apply the “adverse affect” regulation to students who are blind or visually impaired.
Roles and Responsibilities: The Workgroup developed a comprehensive list of roles and responsibilities of teachers, paraprofessionals, clerks, administrators, parents, students, eye care specialists and counselors to be included in the cooperative handbook upon administrative approval.
Type and Amount of Services: Teachers currently use “professional judgment” based on the functional vision/learning media assessment to determine the type and amount of services needed for students with visual impairments. There was considerable discussion among the Workgroup in using the Michigan Severity Rating Scale to assist the ARC in determining the type and amount of services needed for visually impaired students. After reviewing state special education regulations and contacting an attorney with the Kentucky Department of Education, Division of Exceptional Children Services, the group agreed upon the following points:
If the ARC requests testing functional vision and learning media, list the Michigan Severity Rating Scale as one of the tools to the evaluation plan.
The Michigan Severity Rating Scale is an informal tool like teacher interviews, observations, etc.
The Michigan Severity Rating Scale is a tool that may be used in the broad sense of assessment.
A concern that the amount and type of service is sometimes compromised by the availability of a certified teacher of the blind/visually impaired was expressed by members of the Workgroup. All decisions on the types and amounts of services should be based on evaluation results, student needs, and ARC discussions, not on availability of in-district TBVIs and number of students on caseloads.
Array of Service Delivery Options: The Workgroup developed a list of service delivery options which, if approved, will be included in the cooperative handbook.
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Unique Needs of Students with Visual Impairments: The Workgroup took a considerable amount of time discussing and writing a document to assess the unique needs of students with visual impairments. This document also contains instruments that may be used for assessment. It was recommended that a list of organizations of and for the blind be included in the cooperative handbook for reference. Professional development needs in the areas of assistive technology and orientation and mobility were discussed.
Staff and Caseload: Teachers of the Blind\Visually impaired in the Workgroup completed forms to analyze their caseloads. A question arose as to how to document the time spent on evaluation when working with students who are new referrals. New forms to evaluate teachers of the visually impaired caseloads were developed. The cooperative needs to work on establishing policies to determine when teacher caseloads are too great and another teacher of the visually impaired should be hired or support staff is needed.
Measuring Student Success: The Workgroup discussed several ways of measuring student success including reviewing student CATS test scores, monitoring annual goals on the IEP, and evaluating successful transition data. The Workgroup modified the Unique Educational Needs Screening Record and Assessing Unique Educational Needs to measure student progress in meeting academic and vision specific skills. Discussion took place in using the Assessment of Braille and Learning Skills to monitor proficiency. Professional development evaluating state assessment results and Performance Level Descriptors was discussed.
Mission Statement: WORKING TOGETHER SO THEY MAY STAND ALONE
Strengths of the Cooperative Workgroup The school districts in Region Seven (7) employ qualified staff to serve the needs
of students with visual impairments. At one time, the fiscal agent of the Big East Educational Cooperative had
employed a qualified teacher of the blind/visually impaired who was also certified in orientation and mobility. This person has moved out of state and a new Orientation and Mobility Specialist has been employed by the Coop. As of the date of this final handbook draft, the coop O&M position is vacant with the previous employee doing private contract work among districts.
Additional teachers of the visually impaired have been hired in the region since the Quality Programs for Students with Visual Impairments process has begun. Additional students with visual impairments have been identified and are now receiving services.
Region Seven (7) has a Special Education Cooperative Director, working in partnership with the local districts, to actively recruit teachers to become certified in visual impairments and/or orientation and mobility.
Teachers of the blind/visually impaired are caring and appear to provide quality services to students who are blind and visually impaired.
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Members in the Workgroup have become familiar with a variety of assessment and instructional instruments for students with visual impairments through varied workshops where resources were shared.
The Workgroup has developed a variety of assessment instruments, policy guidelines, and forms that are ready to be included in the cooperative handbook for administrative approval.
The Workgroup meets monthly through the school year for collaboration, professional development, sharing of ideas and materials, exploring resources and new technology, networking, and support.
The Cooperative and the member districts have supported the workgroup meetings, activities, and training.
Each individual is a valued member of the Workgroup. The "EnVisioning the Future Day” to promote family networking, secondary
transitioning, resources, assistive technology, and informational updates has grown through the efforts of the Workgroup.
In collaboration with the Kentucky School for the Blind Outreach Program, a Regional Teacher Consultant has been secured to serve the Big East Educational Cooperative.
Needs and Recommendations of the Cooperative Workgroup
The Workgroup identified professional development needs in the areas of:o assistive technology o orientation and mobility o 504 Plan versus IDEA o analysis of state assessment results o Performance Level Descriptorso continued updates in the field of visual impairmentso charting progress on Individual Education Program goals, benchmarks
and objectives. The region should continue to conduct an annual needs assessment to
determine staff/caseload needs, service delivery options, and regional program activities.
The region should continue partnerships with member district Special Education Directors, the Kentucky Department of Education, University of Louisville, preschool service providers (First Steps, VIPS, Head Start, comprehensive care centers) and the Kentucky School for the Blind.
The Workgroup should consider drafting a document that defines “adverse affect” to assist in making eligibility determinations for special education services.
The Workgroup should develop a mentor program for new teachers in the region. The Workgroup should develop a packet of information about careers serving
individuals with visual impairments for distribution to high school guidance counselors, existing teachers interested in getting into the field, FRYSCs, Directors of Special Education, community colleges, etc.
The region should develop support group(s) for parents and families in the region.
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The region should develop a study group with parents, civic leaders, and educators to discuss issues and solutions related to successful transition to post-secondary settings.
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ROLLS AND RESPONSIBILITIES
A. Administrators
1. Director of Special Education (Performance Responsibilities & Role)
a) Locates, identifies, and assists in evaluation of students who are blind/visually impaired
b) Implements programming: locates staff, services, materials, and equipment
c) Utilizes Caseload Analysis data to assist in determining projected needs related to overall services that students who are blind/visually impaired need within district
d) Participates in regional planning
e) Secures adequate funding for positions via balancing ADA and federal child count dollars and state revenue
f) Completes annual registration for federal quota with assistance from Teacher of the Blind/Visually Impaired (TBVI)
g) Evaluates programming (staff and services)
h) Insures provision of adequate office and storage areas
2. Principal (Performance Responsibilities & Role)
a) Chairs Admissions and Release Committee (ARC) meetings for each student who is blind/visually impaired
b) Makes certain of adequate provision for instruction, safety, and well-being of students who are blind/visually impaired
c) Participates in allocation of appropriate financial resources as indicated for schools with site-based management
d) Participates with the Director of Special Education and the Teacher of the Blind/Visually Impaired in the acquisition, maintenance, and inventory of curricular supplies, materials, and equipment
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3. Guidance Counselor (Performance Responsibilities & Role)
a) Assists students with visual impairments in understanding their attitudes and those of other concerning visual impairments in:
i. Exploring similarities and differences in relation to all childrenii. Becoming socially aware of oneself and environmentiii. Learning acceptable behavioriv. Encouraging social interactions with peer groupsv. Becoming more independent
b) Collaborates with the Teacher of the Blind/Visually Impaired to assist with supplemental instruction in the three areas of the career education curriculum: career awareness, career exploration and vocational exploration
c) Collaborates with the Teacher of the Blind/Visually Impaired to include students with visual impairments and their parents in the vocational counseling process
d) Collaborates with the Teacher of the Blind/Visually Impaired to assist with social adjustment skill instruction in the following areas:
i. Spatial awareness and orientationii. Verbal and nonverbal languageiii. Self-help skillsiv. Socialization processv. Interpersonal relationsvi. Human sexualityvii. Real life experiences
e) Is knowledgeable about special considerations for students who are blind/visually impaired when conducting assessments
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B. Direct Support and Related Service Providers
1. Teacher of the Blind/Visually Impaired
a) Assessment and Evaluationi. Performs Functional Vision and Learning Media Assessments. Assesses
ongoing progress throughout school year.ii. Obtains and interprets eye/medical reports as they relate to educational
environmentsiii. Contributes to the development of the IEP, such as goals, modifications,
and learning stylesiv. Recommends appropriate specialized evaluations, as needed, such as
low vision, orientation and mobility, psychological, and adaptive PEv. Consults with diagnosticians, classroom teachers, counselors, students,
and parents concerning appropriate evaluations, modifications, and test administration
vi. Collaborates with district assessment coordinator to obtain modified standardized testing material and assist in the administration of the tests as needed
vii. Works as liaison with other agencies in vocational assessment processviii. Administers various other tests as appropriate (Oregon Project, Insite,
Hawaii, Boehme, LAP, E-LAP, etc.)
b) An Appropriate Learning Environmenti. Collaborates in providing and setting up all necessary equipment and
materials in the students’ classroom for the student who is blind/visually impaired to learn (brailler, low vision devices, computers, other assistive technology …) Assist in insuring necessary room modifications and lighting changes
ii. Provides the classroom teacher with information regarding the unique needs of the student who is blind/visually impaired in his/her classroom
iii. Provides the classroom teacher with information regarding methodology and strategies in teaching a student who is blind/visually impaired
iv. Provides information to the student’s classmates about the student’s vision loss through class presentations, demonstrations, and materials
v. Assists with modification of educational materialsvi. Provides Braille, alternate format, recorded/enlarged materials as
appropriate for each child as needed
c) Direct Instruction in the Unique Curriculumi. Monitors the students’ progress in academic subjects and provide
instruction in compensatory skills as needed in the areas the student may have difficulty with as a result of his/her visual impairment: Braille reading and writing Low vision aids Abacus
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Typing/Keyboarding Adaptive devices (computers, note takers, tape recorders, etc.) Listening skills Visual Efficiency Concept development (especially for infants and early childhood
students) Daily living/ self-help skills Career readiness Leisure and recreation skills Social Skills Organizational and study skills Self advocacy
d) Supportive Servicesi. Provides assistance to the student with visual impairments in
understanding their attitudes and those of others concerning his/her visual impairment
ii. Provides information to the student about his/her vision loss through a working vision portfolio
iii. Participates in graduation and transition planning. Assist students in working with various agencies to find part-time and summer jobs
iv. Collaborates with other agencies to insure appropriate transition into a post-secondary setting
e) Administrative/Record Keeping Dutiesi. Provides updated pupil information (VI registration, textbook projections,
etc.)ii. Provides screening and referral procedures to appropriate personneliii. Submits requests for instructional materials, conferences, field trips, and
personnel needsiv. Utilizes Caseload Analysis data each school year to assist in determining
type and amount of services to meet student needs. Collaborate with Director of Special Education and other pertinent staff to analyze district needs.
v. Provides in service and consultation to classroom teachers concerning students who are blind/visually impaired in their classrooms and possible referrals
vi. Informs pertinent personnel of progress and needs of the student who is blind/visually impaired on a regular basis
vii. Identifies and sets up a work and storage space at each schoolviii. Provides input into student’s schedules, keeping in mind all special
services such as direct specially designed instruction related to the Expanded Core Curriculum
ix. Maintains adequate records of all assessments, IEPs, ARCs, progress reports, and signed parental release forms for things such as photographs and registration with various agencies.
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x. Does quarterly progress checks on students who are blind/visually impaired who are in regular education classes receiving only consultation services and follows up with teacher and/or parent conferences as appropriate.
xi. Provides progress reports to parentsxii. Registers students with appropriate agencies such as RFB&D
(Recordings for the Blind/Dyslexic), KIMRC (Kentucky Instructional Materials Resource Center), OFB (Office for the Blind), etc.
xiii. Arranges and prepares paper work as appropriate and attends all ARC’s on students who are blind/visually impaired
xiv. Distributes information to parents concerning workshops, conferences, material/equipment acquisition, etc.
xv. Communicates with low vision specialist, ophthalmologists, and optometrists concerning eye exams and attend exams when appropriate.
xvi. Supervises material preparations and acquisition.
f) Liaison Between Community and Schooli. Provides information about the district vision program to the schools and
communityii. Provides information concerning recreational and summer programs to
parents and students and assist with application forms and procedures. Such activities may include Kentucky School for the Blind Enrichment Programs, INSIGHT, etc.
iii. Is knowledgeable about community funding available for students who are blind/visually impaired.
g) Professional Standardsi. Maintains a reference library of current professional materialsii. Acquires information about current research, development and technology
by attending conferences, workshops and area meetings and by reading journals in the field of visual impairment
iii. Secures and maintains needed appropriate assessment toolsiv. Participates in professional development opportunities within the coop and
serves as a valuable member of the coop QPVI Cadrev. Maintains Braille skillsvi. Is knowledgeable about appropriate assistive technology related to
blindness and low vision
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2. TBVI Assistant/Paraeducator (Performance Responsibilities & Role)
a) Assists the Teacher of the Blind/Visually Impaired and others with modifications and supplemental services necessary for inclusion of the student who is blind/visually impaired in the regular education and special education settings (e.g., Braille, record, or enlarge textbooks, worksheets, and diagnostic tests that are not available through state agencies; prepares aural media, including knowledge or recording equipment and the ability to comprehend and present materials at an appropriate pace and in a well- modulated voice
b) Works closely with the Teacher of the Blind/Visually Impaired to ensure that materials are transcribed appropriately from print to Braille to meet the needs of the students in the classroom, uses embossing tools, techniques, and media to produce tactual materials
c) Is knowledgeable about resources and agencies that provide materials and services to students with visual impairments, and locates and procures required specialized books and materials as needed
d) Prepares materials and equipment to be transferred to appropriate campuses as needed (i.e. Shortcourse at KSB)
e) Performs clerical tasks for Visual Impairment staff as needed
f) Assists students, teachers, and other staff members as appropriate according to state and district guidelines
g) Attends appropriate, approved professional development training and regional coop QPVI Cadre meetings
h) Maintains and improves personal Braille skills
i) Attends ARC meetings when requested
j) Maintains appropriate communication with the Visual Impairment Program supervisor and staff, other district personnel, agencies, etc.
k) Maintains a current work schedule, providing copies to the Visual Impairment supervisor, VI staff, and school secretary
l) Operates a variety of specialized equipment and software used including Braille writers, tactile graphic devices, computers, specialized software, and peripheral equipment such as embossers and scanners; maintains VI program equipment and makes arrangements for necessary repairs, following appropriate district procedure
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m) Receives, records, distributes and maintains inventories of specialized books, materials, and equipment needed by student who are visually impaired; assists in the ordering, dissemination, and return of Braille, large type, and audio materials and equipment
n) Maintains knowledge of the unique needs of students who are blind/visually impaired
o) Prepares adapted instructional materials
p) Promotes and facilitates increased independence of the students
q) Participates as a member of the educational team
r) Reinforces specific skills as directed by the certified Teacher of the Blind/Visually Impaired
3. Orientation & Mobility Specialist
a) Assessment and Evaluationi. Performs orientation and mobility evaluations that focus on long and short
term needs of the studentii. Includes in the assessment report the needs and strengths of the student
and an estimate of the length and frequency of service necessary to meet identified needs.
iii. Contributes to the development of the IEPiv. Provides consultation and support services to parents, regular and special
education teachers, other school personnel and sighted peers.v. Confers regularly with parents, classroom teachers, PE teachers, physical
therapists and/or other school personnel to assist in home and classroom modifications, adaptations and considerations and to ensure reinforcement of appropriate O & M skills that will encourage the student who is blind/visually impaired to travel safely and independently in these settings.
vi. Works with the TBVI to conduct the functional vision assessment as it relates to independent travel
vii. Evaluates and documents the students progress on an ongoing basis
b) Appropriate Learning Environmentsi. Instructs the student who is blind/visually impaired in the development of
skills and knowledge that enables him/her to travel independently based on the IEP
ii. Teaches the student who is blind/visually impaired to travel with proficiency, safety, and confidence in familiar and unfamiliar environments
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iii. Prepares sequential and meaningful instruction geared to the student’s assessed needs, IEP goals and objectives, functioning level and motivational level
iv. Transports the student to various community locations, necessary, to provide meaningful instruction in realistic learning environments
v. Is responsible for the student safety at all times and in all teaching environments while fostering maximum, independence
vi. Prepares and uses equipment and materials such as tactile maps, models, distance low vision aids, pre-canes, push canes and long canes for the development of O & M skills
vii. Provides orientation of new school buildings and new class schedules to students who are blind/visually impaired in the week preceding the start of each new school year or schedule change.
c) Direct Instruction in the Unique Curriculumi. Concept developmentii. Gross motor skillsiii. Visual efficiency skills (with and without aids)iv. Pre-cane skillsv. Cane skillsvi. Map skillsvii. Outdoor/residential travelviii. Semi-business travelix. Business travel
d) Support Servicesi. Provides assistance to the student who is blind/visually impaired in
understanding his/her attitude and those of others concerning his/her visual impairment
ii. Emphasizes social integration with peers, and provides opportunities for interaction
e) Administrative/Record Keeping Dutiesi. Submits request for instructional materials, conferences, and reference
materialsii. Is knowledgeable about community funding available for the student who
is blind/visually impairediii. Provides in-service training to regular and special education personnel,
administrative personnel, sighted peers and parents concerning the O & M needs of the student and appropriate methods for interacting with the VI person that will foster maximum independence and safety
iv. Participates in necessary parent conferences and meetings as well as teachers’ staffing regarding the VI student
v. Maintains adequate records on all assessments, IEPs, progress reports and signed parental consent forms for permission to travel in O & M specialist’s personal car
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vi. Provides progress reports to district and parents in accordance with IEPvii. Arranges and prepares paper work as appropriate and attend all ARC’s on
students who are blind/visually impaired as they relate to O & Mviii. Communicates with low vision specialist, ophthalmologists, and
optometrists concerning exams and attends exams when appropriate
f) Liaison between Community and Schooli. Provide information about the district vision and O & M program to the
schools and community
g) Professional Standardsi. Maintains a reference library of current professional materialsii. Acquires information about current research, development and technology
by attending conferences, workshops, and meetings and by reading journals in the fields of visual impairment
iii. Attends meetings and is a valuable member of the coop QPVI Cadre
4. General Education Teacher
a) Performance Responsibilities & Rolei. Is responsible for activities as indicated on the IEPii. Is responsible for coordination of instruction to meet specified education
goals.iii. Participants in district evaluation/CATS testing (works with the teacher of
the blind/visually impaired to insure adaptations are in place for testing).iv. Works cooperatively with teacher of the blind/visually impaired to:
(1) Identify the visually impaired student’s areas of educational need(2) Coordinate instruction and services to meet these needs(3) Determine mutually convenient times during the school day for
scheduling the teacher of the visually students to work with the student
(4) Modify the classroom procedures and environment to meet the specific needs of the visually impaired student for participation in classroom activities
(5) Exchange of information concerning the student who is blind/visually impaired with parents and other individuals on a regular basis
(6) Provides, in a timely manner, to the teacher of the blind/visually impaired, student classroom materials that need to be adapted
(7) Provides assessment and instruction information and shares this with other members of the ARC in specialized areas of expertise
(8) Emphasize integration with same age peers(9) Consults with teacher of the blind/visually impaired concerning
equipment or adaptations available for specialty areas
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5. Student
a) Performance Responsibilities & Rolei. Is involved, unless it is not appropriate, in all decisions about his/her
education and participates, when appropriate, in the development of the IEP
ii. Is encouraged to provide information about his/her educational needs, strengths, and expectations as part of assessment
iii. Gives feedback and suggestions about the instruction and services being provided
iv. Has high expectations and works toward achieving these expectations to become as independent as possible
v. Accepts responsibility for achieving or making progress on IEP goalsvi. Participates in the development of the transition planvii. Gives feedback and suggestions on servicesviii. Develops an on-going vision portfolio
6. Parent/Guardian
a) Performance Responsibilities & Rolei. Is fully informed as to why and how an assessment is to be conductedii. Provides information relating to any assessments, including medical
informationiii. Gives informed written consent before an individual assessment is
conductediv. Gives informed written consent before specially designed instruction is
providedv. Is given the opportunity to be knowledgeable about the assessment
results prior to the IEP meeting in order to participate more effectively in the meeting
vi. Is given the opportunity to participate as a member of the IEP team meeting by stating observations about the needs and interests of and the expectations and goals for the child, cooperating with school and other personnel to determine IEP goals and objectives for the child
vii. Participates in insuring that an appropriate educational program is planned and implemented to meet the individual needs, interests and expectations for the child, and maintains communication with school personnel to accomplish this goal, including providing feed back and suggestions about the instruction and services being provided
viii. Provides ideas for and participates in formal and informal parental educational programs designed to assist parents in understanding and meeting the needs of children who are blind/visually impaired
ix. Is knowledgeable of the unique needs of students who are blind/visually impaired
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x. Is encouraged to cooperate with school personnel in applying IEP goals in the home setting
xi. Joins in cooperative and supportive partnership with professionals in the best interest of their child
xii. Participates in the development of a transition planxiii. Emphasizes social integration with same age peersxiv. Serves as an advocate for their childxv. Joins with other parents in support of the challenges of being a parent of a
child with a disability
7. Eye Care Professional (Optometrist, Ophthalmologists)
a) Performance Responsibilities & Rolei. Provides diagnosis of eye conditionii. Provides medical treatment of eye conditioniii. Functions as a member of the educational team by completing
“Registration and Eye Report Form for Children with Visual Problems” and by providing additional information, as requested
iv. Some Ophthalmologists and Optometrists specialize in low vision impairments and have the necessary equipment and expertise to assess low vision and prescribe low vision devices. If not, and if it is deemed necessary for the patient to have such an evaluation, the eye care specialist recommends to parents where to have this evaluation done.
8. Clinical Low Vision Evaluator (Some Ophthalmologists and Optometrists specialize in low vision impairments and have the necessary equipment and expertise to assess low vision and prescribe low vision devices. If not, and if it is deemed necessary for the patient to have such an evaluation, the eye care specialist recommends to parents where to have this evaluation done.)
a) Performance Responsibilities & Rolei. Provides assessment and shares information with other members of the
educational team ( to include parent and student)ii. Performs assessment to include, at a minimum, an analysis of
visual/postural behavior, near tasks, distance tasks, and illuminationiii. Completes necessary forms for school district personneliv. Assists in determining whether a client can use optical or non-optical
devices or adaptive techniques to enhance visual functioning
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9. Assistive Technology Personnel
a) Performance Responsibilities & Rolei. Installs and configures assistive technology hardware components and
software applicationsii. Instructs and trains clients on assistive technology hardware components
and software applicationsiii. Provides on-site evaluations and consultation on assistive technology
hardware components and software applicationsiv. Prepares assistive technology evaluation and consultation reportsv. Participates in ARC meetings when requested
10. Speech Language Pathologist (A professional who applies the principals, methods, and procedures for the measurement, testing, audiometric screening, identification, appraisal, determination of prognosis, evaluation, consultation, remediation, counseling, instruction, and research related to the development and disorders of speech, voice, verbal, and written language, cognition/communication, or oral and pharyngeal sensory-motor competencies, for the purpose of designing and implementing programs for the amelioration of these disorders and conditions.)
a) Performance Responsibilities & Rolei. Is aware of the student who is blind/visually impaired’s functional vision
and unique educational needs in the areas of communication( particularly language development), concept development and academic skills, and sensory/motor skills
ii. Provides assessment and instruction and shares information with other members of the education team in the areas of special expertise
iii. Integrates delivery of related services with other educational services to avid pullout instruction
iv. Is familiar with equipment available for adaptations in specialty areas
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11. Occupational Therapist (A health and rehabilitation professional that helps people regain, develop, and build skills that are important for independent functioning, health, well-being, security, happiness. OT practitioners work with people of all ages who, because of an illness, injury, or developmental or psychological impairment, need specialized assistance in learning skills to enable them to lead independent, predictive, and satisfying lives.)
a) Performance Responsibilities & Rolei. Provides assessment and instruction and shares information with other
members of educational teams in the areas of special expertise.ii. Integrates delivery of related services with other educational services to
avoid pullout instruction unless necessary.iii. Is familiar with equipment available for adaptations in specialty areas.
12. Physical Therapist (A health care professional that evaluates and treats people with health problems resulting from injury or disease. Physical therapists assess joint motion, muscle strength and endurance, function of heart and lungs, and performance of activities required in daily living, among other responsibilities. Treatment includes therapeutic exercise, cardiovascular endurance training and training in activities of daily living.)
a) Performance Responsibilities & Rolei. Provides assessment and instruction and shares information with other
members of educational teams in the areas of special expertise.ii. Integrates delivery of related services with other educational services to
avoid pullout instruction unless necessary.iii. Is familiar with equipment available for adaptations in specialty areas.
13. School Psychologist
a) Performance Responsibilities & Rolei. Completes assessments as specified in the ARC evaluation plan.ii. Is knowledgeable about special considerations for students who are
blind/visually impaired when conducting assessmentsiii. Is aware of the unique educational needs of the student who is
blind/visually impaired and the student’s familyiv. Works closely with the Teacher of the Blind/Visually Impaired to
coordinate services
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14. School Nurse
a) Performance Responsibilities & Rolei. Acts as a liaison with health professionals, educators of children who are
blind/visually impaired, other school personnel, and parentsii. Coordinates screening of vision and hearing, including making referrals
and screening the hearing of students who are blind/visually impairediii. Provides assistance in determining the need for additional health
assessments, for example, physical examinations or referral to other agencies
iv. Cooperates with the Teacher of the Blind/Visually Impaired in teaching students who are blind/visually impaired about specialized health care needs, such as how to insert eye drops and how to care for, insert, and remove prosthetic eyes, insert and remove contact lenses
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C.Agency Personnel/Other
1. Office for the Blind Counselor
a) Performance Responsibilities & Rolei. Attends ARC meetings when invited in regard to transition servicesii. Provides information in regard to services through the Department for the
Blind and assists in accessing appropriate services (may sometimes meet separately with students and parents to discuss and apply for services)
iii. Arranges vocational and technical assessmentsiv. Provides low vision aids and adapted equipment when appropriate for
school and/or present employmentv. Assists in arranging financial assistance for post- secondary educationvi. Serves as a liaison with college support service personnelvii. Provides an opportunity to apply for services through the Kentucky
Department for the Blindviii. Assists in initiating work experience activities
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IDENTIFICATION & PROGRAM PLANNING PROCESS
A. Special Education Steps Relating to Students with Visual Impairments
Note: The following is a general overview of identification evaluation and placement process for students with disabilities. EACH teacher should be familiar with Kentucky regulations and their district’s policies, procedures, and forms related to exceptional children.
Based upon regulation specified in IDEA ’97 and the Kentucky Administrative Regulations for Special Education Programs, students with disabilities are identified, evaluated, determined eligible, and provided services in accordance with Admissions and Release Committee.
Referral
Evaluation
Eligibility
Individual Education Program (IEP)
Placement
Instruction
Annual Review
ReferralThe referral is the beginning step where problems/difficulties are first documented. Some information that you would collect during this phase would be eye reports, teacher reports, and classroom observations. If enough evidence supports potential impact on learning, an evaluation is conducted.
EvaluationDuring this step all areas specific to a vision loss should be examined. This may include but not limited to: Functional Vision Learning Media Assessments(FVLMA), Assistive Technology, Orientation and Mobility (O&M), Daily Living Skills, motor skills, social/emotional, career/vocational, general health, academic performance, adaptive behavior, general intelligence, communication, etc. Before any tests/assessments are conducted, an evaluation is discussed and documented on an evaluation plan and permission is obtained through the ARC process. TBVIs should consult polices and procedures within individual districts as related to special education, as well as state and federal guidelines.
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EligibilityBased upon data collected through evaluation, the student is determined eligible for services under IDEA. You will need to use eligibility guidelines as well as the Eligibility/ “Adverse Effect “checksheet which is located within the identification section of this manual. If a student does not meet eligibility under IDEA then consider 504 plan. See 504 flow chart.
Individual Education Program (IEP)The IEP is a written document developed and reviewed based upon identified needs. This step entails goals and objectives specific to the students needs.
PlacementThis step is discussed and determined after the IEP is developed during an ARC meeting. See Continuum of Service Delivery Options sheet.
InstructionDuring this step document what you do that is unique for the student with a visual impairment. Also, discussion needs to take place on how you will document student progress.
Annual ReviewThe IEP needs to be updated annually. The ARC meets to review and revise the IEP to reflect the student’s present level of educational performance (PLEP). Documentation of progress is needed to determine future goals
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B. IDEA – 504 Flow Chart
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C.Conducting Functional Vision/Learning Media AssessmentA functional vision assessment is an organized plan for observing how students use their vision to perform routine tasks and to what extent this impacts learning and performance. This information can then be used to plan intervention strategies that maximize the student's potential to use his/her vision purposefully.
A learning media assessment encompasses the selection of learning and literacy media for students with visual impairments. Learning media refers to the types of materials and assistive technology (such as models, real objects, worksheets, tactual graphics, computer access, recorded media, low vision devices) or methods (such as demonstrations, modeling, prompting, listening) that a student uses in conjunction with the sensory channels to get information and gain meaning. Literacy media includes a range of tools for reading and writing in print and Braille.
Expected Outcomes: Updated physical and medical information Detailed information about visual functioning across multiple settings Determination of sensory channels; learning and literacy media; reading and
writing media based on current and future needs A comprehensive written report communicating critical information in an
understandable manner along with recommendations Assist with eligibility determination – needed specialized materials/instruction;
adverse impact on learning
Components Include:General student informationMedical history, including medicationsParent, teacher and student (when applicable) interviewsObservations across multiple settingsSpecific components for each phase of assessment:
Functional Vision Learning MediaFor students in a typical, academic program:1. Visual functioning Physical condition
and movement skills of the eyes
Observation of near, intermediate, distance tasks
Informal acuity screenings
Visual fields Visual perceptual
skills
For students with multiple impairments:1. Visual functioning Physical condition and
movement skills of eyes Blink and pupillary reflex Observation of near,
intermediate, distance tasks
Awareness of, attention to, and recognition of objects and/or people
Informal acuity screenings Visual perceptual skills
For students in typical, academic programs:1. Initial decision Sensory channels
(preschoolers or those with suspected change in sensory functioning)
Indicators of readiness for a conventional literacy program (preschoolers entering an academic program)
Tactual perceptual skills Initial selection of literacy
For students with multiple impairments:1. Sensory channels
(preschoolers or those with suspected change in sensory functioning)
2. Indicators of readiness for a functional literacy program (preschoolers or older entering an academic program, used to determine if a student is ready for a functional literacy program)
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2. Exploration of optical and non-optical devices
3. Environmental conditions, illumination
4. Observations of indoor/outdoor travel
2. Alertness states3. Communication mode4. Positioning and movement 5. Environmental conditions,
illumination6. Observation of indoor/
outdoor travel
medium (students entering a conventional literacy program)
2. Continuing assessment of literacy skills
Reading efficiency of students with established medium braille or print
Reading rate Braille skills inventory or
tactual perceptual skills (for students not currently using braille)
Handwriting Academic performance Literacy "tools" such as -
Computer technology Recorded media, listening
skills Optical/non-optical devices Other assistive technology
3. Functional application of tactual skills
4. Initial selection of functional literacy medium
5. Continuing assessment of functional literacy skills
6. Use of other senses, sensory integration
7. Assistive technology
Functional Vision/Learning Media Assessment Kit Materials
Item DescriptionVendor Name Vendor
AddressVendor Phone Item #
Estimated Cost
Near Vision Card with 16” cord [Numbers]
Vision Associates
2109 US Hwy. 90 West, Lake City, FL 32055-7708
(407) 352-1200Fax # (386) 752-8739
2709 25.00
Near Vision Card with 16” cord [Symbols]
“ “ “ 2508 25.00
Illuminator Cabinet “ “ “ 914 145.00Translucent Distance Number Chart [10 ft.]
“ “ “ A2746 25.00
Translucent LEA Symbol Chart Distance for 10 ft.
“ “ “ A2591 25.00
New Low Vision Chart (10ft.) “ “ “ LVDAC 49.95Low Vision Test Card “ “ “ LVCARD 4.00Playing Cards (symbols) “ “ “ 2525 25.00NYSOA K-D Test [Tracking Horizontal]
Bernell 4016 N. Holme St., Mishawaka, IN 46545
(800) 348-2225Fax # (574) 259-2102
VT 9509 44.95
NYSOA K-D Test Scoring Sheets
“ “ “ VT 9510 5.00
Developmental Eye Movement Test [Tracking
“ “ “ DEM 42.95
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Horizontal and Vertical]Developmental Eye Movement Pad of 25
“ “ “ DEM1 2.95
Three Figure Test [Suppression, Diplopia, Fusion]
“ “ “ BCBS528 31.95
Pen-Pal Fixators (pkg. of 100) [Focusing, Convergence, Tracking]
“ “ “ PENPALS 19.95
Disposable Medical Penlights (6)
“ “ “ WC70206 6.60
Chrome Penlight****Or purchase elsewhere for much cheaper
“ “ “ BS100 5.45
Color Vision Testing Made Easy
“ “ “ CVT1 85.95
Stereo Butterfly Test (Depth Perception)
“ “ “ SO1000 152.95
School Bus Test [Eye Alignment]
“ “ “ BCSBS 17.95
Letter Ball “ “ “ JZLB 19.75Test of Visual Perception Skills (non-motor)
Pro-Ed 8700 Shoal Creek Blvd., Austin, TX 78757
(800) 897-3202Fax # (800) 897-7633
9016 167.00
Visual Perceptual Development Remedial Activities – Set II
Psychological & Educational Publications, Inc.
P.O. Box 520, Hydesville, CA 95547
(800) 523-5775Fax # (800) 447-0907
KC-250 79.95
Burns/Roe Informal Reading Inventory
Houghton Mifflin College Division Store
181 Ballardvale StreetPO Box 7050, Wilmington, MA 01887
(887) 859-7241Fax # (978) 661- 1324
ISBN 0618122206
55.56
Jerry L. Johns Reading Inventory
Kendall/Hunt Publishing Company
4050 Westmark Drive
Dubuque, Iowa 52002
ISBN 0787258326
39.95
Other Needed Materials for FVLMA Kit Sample reading materials: various labels,
magazines, phone book, texts, etc. Two pencils with toppers to assess convergence,
tracking, saccadic movements Sample magnifiers & monoculars Sample colored paper Sample fonts sheet Colored overlays or colored glasses Fonts overlay “How to Decipher an Eye Report” Various sample paper & writing utensils Appropriate FVLMA Forms
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D.Worksheet-Determining EligibilityEligibility criteria: Possible source of supporting data Comments/documentation:Vision loss, even with correction :
visual acuity even with prescribed lenses that is 20/70 or worse in the better eye OR
medically diagnosed progressive loss of vision;
visual field of 20 or worse; medically diagnosed condition of
cortical blindness; or a functional vision loss
KIMRC eye report form: Date of exam _______
Clinical low vision report : Date of exam _______
Medical records,(e.g., on-going follow up with primary eye specialist, routine eye exams)
Observations of student across multiple settings
FV/LMA Visual Perceptual data Parent Interview Review of student work Student interviews Other:
I. Requires
II. Specialized materials,Instruction in:
O & M, Braille, visual efficiency; or tactile exploration
IEP monitoring data Current SDI, AT, supplemental services
being utilized Anecdotal records/observations KSB or other AT checklist/inventory Review of student work Evaluation data ( i.e., AT, FVLMA) Referral data/interventions used Other:
Adverse effect on child’s educational performance (consistently/significantly below same age peers)Possible impact areas:
Efficient use of basic communication skills of reading/writing
Access to general curriculum Self-sufficiency Preparedness for changes in
visual functioning (i.e., loss of vision, varying environmental conditions)
Keeping pace of classroom presentations
Ability to conceptualize Accurate interpretation of visual
images/informationOther
Reading rate inventory: Avg. reading rate Observational or anecdotal information
(e.g., time needed for task completion, task transitions, dependency on intervention for understanding, general assistance needed as compared to peers (e.g., assistance w/task completion?)
Norm referenced evaluations State/districts assessments (i.e., KCCT) Analyzing class work in relation to
Performance Level Descriptor Comparison to peers on Norm
referenced evaluations Comparison to peers on state and district
assessments Other:
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Eligibility Determination
After a full and individual evaluation is completed according to policies and procedures, the ARC compares and analyzes all evaluation information and documents interpretation of the results to verify that the student has a disability that adversely affects educational performance and needs specially designed instruction and related services. The ARC does not determine that a student is eligible until a full and individual evaluation is completed according to policies and procedures. Specific areas relating to a visual disability include:
A. Visual Impairment Visual Impairment means a visual disability or impairment which, even with correction, adversely affects educational performance to the extent that the student requires specially designed instruction to benefit from education. The term includes both partially sighted and legally blind.
According to policies and procedures in the SEPPM (Special Education Policies and Procedures Manual), Section 3.0, the ARC determines that a child or youth has the disability of visual impairment as defined in the SEPPM, Section 2.0, and is eligible for specially designed instruction and related services if evaluation data information collected across multiple settings verifies:
1a. The visual acuity even with prescribed lenses is 20/70 or worse in the better eye; or
1b. The visual acuity is better than 20/70, and the student has any of the following conditions:
o A medically diagnosed progressive loss of vision; o A visual field of 20 degrees or worse; o A medically diagnosed condition of cortical blindness; or o A loss of functional vision;
2. The student requires specialized materials, instruction in orientation and mobility, Braille, visual efficiency, or tactile exploration; and
3. Evaluation information confirms there is an adverse effect on educational performance.
The ARC specifies if the visual disability is a primary disability or secondary disability in the presence of any of the other disabilities.
B. Deaf-Blind Deaf-Blind means auditory as well as visual impairments, the combination of which creates such severe communication and other developmental and learning needs that the child or youth cannot be appropriately educated unless supplementary assistance
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is provided to address educational needs resulting from the combination of the two (2) disabilities.
According to policies and procedures in the SEPPM, Section 3.0, the ARC determines that a child or youth has the disability of deaf-blind as defined in Section I and is eligible for specially designed instruction and related services if evaluation information collected across multiple settings verifies a hearing loss as follows:
1. a. a conductive, sensory-neural or mixed hearing loss of 50 dB through the speech frequencies of 500, 1000, and 2000 Hz in the better ear, even with a hearing aid;
b. cortical deafness; c. a medically diagnosed condition of progressive hearing loss; or d. a functional hearing loss; and
2. a visual impairment as follows: a. visual acuity even with prescribed lenses is 20/70 or worse in the better eye; b. visual acuity is better than 20/70 and the child or youth has any of the following
conditions:
1) A medically progressive loss of vision; 2) Visual field of 20 degrees or worse; 3) A medically diagnosed condition of cortical blindness; or 4) A loss of functional vision; and such severe communication,
developmental, and learning needs that the child or youth cannot benefit from programs designed solely for children and youth with visual impairments or hearing impairments.
The ARC specifies if the deaf-blind disability is a primary or secondary disability in the presence of any other disabilities according to policies and procedures in the SEPPM, Section 3.0.
C. Multiple Disability According to policies and procedures in the SEPPM, Section 3.0, the ARC determines that a child or youth has a multiple disability as defined in the SEPPM, Section 1.0, and is eligible for specially designed instruction and related services if evaluation information collected across multiple settings verifies:
1. a combination of two (2) or more of the following disabilities according to the criteria in these procedures:
a. hearing impairment: b. physical or orthopedic disability; c. other health impaired; d. emotional-behavioral disability; e. mental disability; f. specific learning disabilities; g. traumatic brain injury;
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h. visual impairment; or i. autism; and
2. the disability is not a combination of deafness and blindness or communication disorder and another disability.
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E. Continuum of Service Delivery Options
Regular Classes including preschool programs
No support needed (dismissed from special education)
Regular Classroom Monitor students who have no immediate need for service but meet VI eligibility criteria and are at risk for future service needs.
Regular Classroom Direct instruction and/or consultation by itinerant TBVI to the student in home based school or to assigned school
Regular Classroom with Kentucky School for the Blind Short Course
Short courses offered in VI specific skills areas in addition to regular coursework determined by IEP needs. Full day instruction can be for up to 12 weeks consecutively or broken into smaller intervals. The student’s general education teacher sends the anticipated coursework and materials to KSB.
Resource Classroom with Itinerant Services
Instruction and/or consultation by itinerant TBVI in a self-contained classroom.
Special School (Kentucky School for the Blind)
Full day instruction, including academics, self-help, vocational and social/behavior skills for independent living, recreations, and assistive technology.
Preschool Home-based Program
Instruction by TBVI for preschool children
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F. Recommended Guidelines for Amount of Services
NOTE: The following ranges of services to be provided to students with visual impairments are intended as general suggestions for consideration by those involved in determining the amount of service needed by students.
RECOMMENDATIONS BY AGE/GRADE LEVEL
Infants: One to three hours per week of direct services with caregiver or parent. One hour a week for consultation, preparation, and liaison services. Total: two to four hours per week.
Students With Multiple Impairments: One to four hours per month consultation, demonstration, teaching, transdisciplinary teaming and in-service to teachers of students with multiple impairments in the use of adaptive devices, the development and use of low vision, and compensating for poor vision or the lack of vision. Use of transition skills and skills of daily living are of primary importance. The emphasis of VI services will be on collaborative planning, consultation, and in-service to teacher of students with multiple impairments. One to four hours per month of consultation/preparation/liaison services. Total: two to eight hours per month.
Pre-Braille and Braille Reading Students:
Early Childhood Education: One half to one hour of direct instruction, three to five times per week. One hour per week of consultation/preparation services. Total of two and one-half to six hours per week.
Grades K-3: One to three hours of daily instruction with emphasis on in-class instruction (if possible). The need for instruction is based on observations of classroom performance. One hour per day of consultation/preparation/liaison services. Total of ten to twenty hours per week.
Grades 4-6: One to two hours of instruction daily (less emphasis on academic compensatory skills and more on non-academic compensatory skills). The need for instruction is based on observations of classroom performance. Four to six hours per week of consultation/preparation/liaison services. Total of nine to sixteen hours per week.
Middle School: One hour of instruction, three to five times per week, emphasis on social skills, organization, and other academic and non-academic compensatory skills. Four to six hours per week of consultation/preparation/liaison services. Total of seven to eleven hours per week.
High School: One hour of instruction, three to five times per week with emphasis on academic and non-academic compensatory skills, independent living, transition and
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self-advocacy. Four to six hours per week consultation, preparation, and liaison services. Total of seven to eleven hours per week.
Students With Low Vision:
Early Childhood Education and Headstart/Pre-K: Collaborative teaching in the student's classroom, one hour per week, or as needed. One hour per week of consultation, preparation, and liaison services. Total of two hours per week.
Grades K-3: One to three hours per week of teacher involvement in the student's classroom with emphasis on co-teaching and observation of student performance. The need for instruction is based on observation of performance in the classroom. One to three hours per week of consultation, preparation, and liaison services. Total of two to six hours per week.
Grades 4-6: One to three hours of instruction per week with emphasis on low vision devices, social skills, leisure/recreation and other academic and non-academic compensatory skills. The need for instruction is based on observation of performance in the classroom. One to three hours a week should be allowed for consultation/preparation/liaison services. Total of two to six hours per week.
Middle School: One hour of instruction three times per week, emphasis on non-academic compensatory skills and technology. Two hours per week should be allowed for consultation, preparation, and liaison services. Total of five hours per week.
High School: One hour of instruction one time per week with emphasis on independent living skills, transition, self-advocacy, technology and other non-academic compensatory skills. One to two hours per week for consultation/preparation/liaison services. Total of two to three hours per week.
Toelle (no date). Developed by the Visual Impairment staff of Denton ISD, Revised by D. Leff and O. F. Morris in A Guide to Quality Programs for Students with Visual Impairments. Texas, School for the Blind.
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G.Guidelines for Direct/Consultive Services
GUIDELINES FOR DIRECT SERVICES FOR STUDENTS WITH VISUAL IMPAIRMENTS
(Average amount of service per student: Average of 1-8 hours/week)Big East Educational Cooperative
Direct services will be provided when the student requires instruction in those areas unique to students with visual impairments as determined by the comprehensive individual assessment. Service provided to each student will be determined by consensus of the Admissions and Release Committee and based on individual needs.
The following are guidelines as to the kinds of direct services provided:
1. Perform functional and learning media assessments and prepare written reports of results with recommendations.
2. Complete the student with visual impairments comprehensive assessment with the diagnostic staff.
3. Attend annual school based ARC meetings, present Functional Vision Assessment/Learning Media Assessment reports, and provide input for IEPs.
4. Plan and provide regularly scheduled direct instruction to students in academic and non-academic compensatory VI skills such as the following:
a. Efficient use of vision to include such things as tracking, scanning, discrimination, or whatever is determined appropriate
b. Use of low vision devices that have been prescribedc. Written communication (pre-Braille, Braille, keyboarding, etc.)d. Adaptive devices such as adapted software, brailler, tape recorder,
computer, talking calculator, etc.e. Other compensatory skills such as activities of daily living,
recreation/leisure skills, social skills, listening skills, study skills, organization skills, and self advocacy
f. Assist in basic concept development of spatial awareness, body image, self-concept, etc.
5. Act as liaison to student’s service providers, such as the Orientation and Mobility Specialist, classroom teachers, Occupational Therapists, Physical Therapists, Speech and Language Pathologists, adapted Physical Education staff, Transition/Vocational Specialist, and parents.
6. Provide consultative assistance on a regular basis to teachers and other school staff regarding the student’s educational program to include such things as:
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a. Review of previous medical/educational recordsb. Become familiar with student’s program/schedulec. Provide in-service to all of the student’s teachers as neededd. Make observations of student in various learning situationse. Evaluate the student’s use of VI adapted skillsf. Determine need for adapted materials, curriculum, and instruction
GUIDELINES FOR CONSULTATION SERVICES FOR STUDENTS WITH VISUAL IMPAIRMENTS
(Average amount of service per student: Average of 1-6 hours/month)Big East Educational Cooperative
Consultation services will be provided when the student’s instructional needs as determined by assessment and progress, can be met through the current instructional arrangement. Regularly scheduled consultation services are provided for each student based on the individual needs of the student and are determined by consensus of the Admissions and Release Committee.
The following are guidelines as to the kinds of consultative services provided:1. Perform functional and learning media assessments and prepare written reports
of results with recommendations.
2. Complete student with a visual impairments comprehensive assessment with the diagnostic staff.
3. Attend annual school based ARC meetings, present Functional Vision Assessment/Learning Media Assessment reports, and provide input for IEPs.
4. Prepare for the school year and consultation services by doing the following:a. Review previous medical/education recordsb. Become familiar with student’s program/schedulesc. Ensure orientation to new educational settings is implementedd. Provide in-service to all of the student’s teachers as needede. Make observations of student performance in the classroomf. Evaluate student’s use of VI adapted skillsg. Determine need for adapted materials, curriculum, and instructionh. Order needed materialsi. Refer to the Department for the Blind, as appropriate, for transition related
issues
5. Act as liaison to student’s service providers, such as the Orientation and Mobility Specialist, classroom teachers, Occupational Therapists, Physical Therapists, Speech and Language Pathologists, adapted Physical Education staff, Transition/Vocational Specialist, and parents.
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6. Place students identified as visually impaired but determined to have no immediate need for direct service on a monitoring schedule. This monitoring schedule should include maintaining Functional Vision Assessment/Learning Media Assessment and other appropriate assessments to determine when vision is interfering with the student’s ability to learn and/or participate in their educational program. Regular classroom grade reports will be used to monitor student performance.
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H.Overview of Adaptations, Modifications & Specialized Equipment
ADAPTATIONS, MODIFICATIONS, AND SPECIALIZED EQUIPMENT
Abacus Braille/Enlarged characters for computer keyboard Braille Notetaker Braille printer/Embosser Braille texts/materials Braille writer Calculator (Talking or with large characters) Closed circuit television (CCTV) Computer to do assignments Computer with scanning device Computer with screen magnification Computer with speech output Enlarged/Tactile maps and graphics Felt tip pen / #1 pencil / black pen Glare screen Lamp for additional illumination Large print texts/materials Magnification device Manipulatives Reading stand Slate and stylus Special graph sheets (Enlarged, Raised lines) Special writing paper (Bold line, tactual lines, etc.) Tactile maps and graphics Taped texts/audio materials Tape recorder in class Telescopic aids Typoscopes/line markers Visor for outdoor activities Allow assistance to transfer answers (e.g., Scantron sheets) Allow to give oral/taped responses to assignments and extend time for
assignments Give desk copy of board work or overhead Give opportunity to orient self to new setting before beginning of school year Give preferential seating Oral/Taped assignments may be given Present information auditorily/tactually/visually Provide a carbon or Xeroxed copy of notes Provide additional instruction for emergencies (fire, tornado, evacuation, etc.) Provide a peer notetaker, peer tutor Provide clear, visually uncluttered worksheets/handouts
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Provide extra storage space for materials and extra workspace Provide guide/assistant for field trips Reader & Scribe Services Reduce length of assignments Role play/act out activities Seat away from glare and seat to right/left of activity Use alternate mode of identification where color discrimination is required Use a multisensory approach Use an alternate mode of identification where color discrimination is required Use objects for concrete representations Use yellow filter for dittos Extended Time
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I. IEP and Lesson Plan Development Handbook
IEP and Lesson Plan Development Handbook
Specially Designed InstructionSupplementary Aids and Services
Assistive Technology Consideration ChecklistLesson Plan Development
Kentucky Special Education Cooperatives
Revised – January 2008
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Introduction
In designing an Individual Education Program (IEP) for a student, the ARC must determine specific instructional strategies that teachers must use and the supplementary aids and services that the student needs in order for the student to have access to the Program of Studies (i.e., the general program).
This handbook is one resource that provides some examples of Specially Designed Instruction (SDI) and Supplementary Aids and Services (SAS) that might be used to support the student’s goals, benchmarks, and objectives on his/her IEP.
After the IEP is written both the special education teacher and the general education teacher must implement the plan for the student. The second section of this handbook has similar instructional strategies, but they are grouped in a different way to provide an alternative access. These modifications and adaptations can be made regarding the purpose and appropriateness of the task, the complexity of the task, the size of the task, the time allotted, the pace, the environment, the order of learning, the procedures and routines, the resources and materials, the application and demonstration of knowledge, the level of support and independence, participation, and motivation.
Specially Designed Instruction (SDI) in its simplest form is “what the teacher does” to instruct, assess, and re-teach the student in the Program of Studies, Kentucky’s Learner Goals and Academic Expectations, and other Kentucky documents.
707 KAR 1:280 Section 1 (51)… means adapting as appropriate content, methodology, or delivery of instruction...
If instruction is required for students to benefit from a material, resource, aid, strategy or service, it should be described as specially designed instruction.
Supplementary Aids and Services (SAS) in its simplest form is what the student needs including strategies, aids, and services in order to learn on a fair level with her or his peers.
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707 KAR 1:280 Section 1 (54)… means aids, services, and other supports provided in the regular education classes or
other education related settings…
If the student requires specific materials, resources, aids, strategies or services to gain access to the general education curriculum, it should be described as a supplementary aid and service.
Assistive technology is a broad description of many things. When using any technology as either SDI or SAS, provide a description of the technology to be used (i.e., direct-select, voice output system).
As you review suggestions for SDI and SAS, keep in mind that many of the instructional strategies and support suggestions can be placed in both the SDI and the SAS columns. Often a student needs direct instruction in a specific strategy or in the use of a device, but also needs to use that strategy or device in other classes as he is learning to use it.
This handbook was developed by a committee including staff from the Kentucky Special Education Cooperatives and Kentucky Department of Education.
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Section 1: IEP Development
COMMUNICATION
Non-VerbalSpecially Designed Instruction (SDI)
What the teacher teachesSupplementary Aids & Services (SAS)
What the student needs Visual, written, verbal, physical, picture
prompts and cues Cue cards Graduated guidance System of least prompts Direct instruction of American Sign
Language Computer assisted instruction Multiple-modality strategies Use of body language Attending to speaker Other
Visual, written, tactual, verbal, physical, picture prompts and cue Hand under hand vs. hand over hand
physical guidance/exploration American Sign Language Communication systems Switch activated devices Augmentative communication devices Dynamic screens High technology communication devices Communication boards/books/cards Picture based communication Establishing and maintaining eye contact Switch accessible Scan accessible Educational interpreter Other
Listening ComprehensionSpecially Designed Instruction (SDI)
What the teacher teaches Supplementary Aids & Services (SAS)
What the student needs Direct instruction in listening strategies Modeling Chunking Written prompts or directions Preview-Teach-Review Alternative note-taking Graphic organizers Pre-teach critical information and
vocabulary Other
Repeated directions Frequent comprehension checks Visual prompts Alternative note-taking Extended processing time Paraphrasing, re-phrasing, and
summarizing Extended time Previewing questions Preferential seating Advanced organizer Focus, concrete statements Tape recorder
Digitized/electronic formatted materials Highlighting key words Listening guides Other
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Expressive Language/Oral ExpressionSpecially Designed Instruction (SDI)
What the teacher teachesSupplementary Aids & Services (SAS)
What the student needs Verbal prompts Cue cards Visual prompts Guided repetitions Rehearsal, use of scripts Time delay strategies Modeling Conversational skills (i.e., initiating,
maintaining, ending) Word retrieval drills: categories, attributes,
functions Questioning techniques Other
Verbal prompts Cue cards Visual prompts Extended response time Allow written tests Recorded materials Preferential seating Directions in multiple forms (i.e., restate,
rephrase, oral directions) Oral reading on volunteer basis Rehearsal, use of scripts Alternative assessments in place of oral
reports (i.e., displays, projects, written, etc.) Video self-modeling Questioning techniques Other
VoiceSpecially Designed Instruction (SDI)
What the teacher teachesSupplementary Aids & Services (SAS)
What the student needs Modeling Vocal strategies Social skills Calming strategies Self-monitoring strategies Visualization techniques Recognition of vocal abusive patterns Oral motor intervention Other
Self-monitoring checklists Calming strategies cues Variety of questioning techniques Signal system for recognizing abusive vocal
patterns Other
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FluencySpecially Designed Instruction (SDI)
What the teacher teachesSupplementary Aids & Services (SAS)
What the student needs Modeling Starter techniques Maintaining eye contact Choral responses Reading responses Relaxation strategies Other
Extended response time Opportunity to speak first in oral
group situations Individual instead of group presentations Relaxation strategies Self-monitoring Other
Receptive LanguageSpecially Designed Instruction (SDI)
What the teacher teachesSupplementary Aids & Services (SAS)
What the student needs Visual, written, picture prompts and cues Modeling System of least prompts Simultaneous prompting Time delay Verbal cues Core vocabulary with cue cards Visualization Verbal rehearsal Cloze procedures Direct instruction Auditory bombardment of language targets Verbal repetition Mnemonic strategies Pre-teach critical information Understanding humor and absurdities Train elements of critical thinking Making inferences and predictions Drawing conclusions and making
generalizations Other
Preferential seating Repetition of directions Simple directions Gestures and visual cues Paraphrasing and rephrasing Visual prompts Concrete to abstract representations Picture schedule Picture cues Tactual cues Object to picture schedule Calendar/routine system Sentence strips Tape recorder Self cueing strategies Gradually building complexity of task Teacher Wait time Other
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PragmaticsSpecially Designed Instruction (SDI)
What the teacher teachesSupplementary Aids & Services (SAS)
What the student needs Social scripting Social stories Written prompts Modeling Verbal prompting Guided responding Environmental prompting (i.e., personal
space awareness) Chaining Shaping Video self-modeling Role playing Conversational turn-taking,
initiating/terminating conversation, commenting, and asking questions
Relevant emotion/feeling word
Role playing Monitoring and quick feedback Peer buddy/monitor Sensory issues addressed Opportunities for turn-taking,
initiating/terminating conversation, commenting, and asking questions
Environmental prompts (i.e., personal space awareness)
Other
Articulation/PhonologySpecially Designed Instruction (SDI)
What the teacher teachesSupplementary Aids & Services (SAS)
What the student needs Auditory discrimination training Modeling Mirror training Oral motor exercises Repetitive drill/trials Touch cues Minimal pair drills Auditory bombardment Guided rehearsal Discrete phoneme production training Oral motor desensitization/stimulation Oral prompts Phonemic awareness training Other
Time delay Use of FM system Tape recorder Tactile cues Visual cues Kinesthetic cues Extended response time Correct speech samples Verbal cues for correct speech sounds Modeling of correct speech patterns when
student makes incorrect speech patterns Oral prompts Preferential seating Vocabulary cue cards Color coded key words Computer support Step-by-step directions Other
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ACADEMICS
Basic Reading Specially Designed Instruction (SDI)
What the teacher teachesSupplementary Aids & Services (SAS)
What the student needs Grapho-Phonic strategies (visual/auditory)
including letter/sound knowledge, phonemic awareness, decoding
Visual strategies including word recognition and visual memory for words
Auditory strategies including language structure at the word, sentence, and text level
Fluency Direct Braille code instruction Direct instruction in functions and use of
portable note-taking device (ie. BrailleNote, VoiceNote, Braille ‘n Speak, etc.)
Direct instruction on functions and use of low vision devices (assistive technology for near and distance viewing)
Direct instruction in accessing alternate formats and associated technology
Meaning strategies including word meanings and associations and precision in word usage
Identifying and pronouncing words and reading fluently orally includes:
using content clues; visual word recognition strategies including environmental print; word analysis strategies such as prefixes, suffixes, compound words and word derivations; text management strategies such as rereading/reading ahead, deep reading, skimming/scanning; decoding strategies such as identifying word families, chunking, point & slide, looking for known words inside words; cross-check across systems (does the word make sense, sound like language, do the letters match the sounds) or ask another reader.
Graphic organizers Prompting and cueing Recorded materials Alternate electronic/digitized materials Oral/visual presentation of materials above
independent reading level Extended time Large print (specified font size) Highlighted material Colored overlays for reading/glare reduction
(specified color) Direct/indirect lighting Photocopied materials on preferred colored
paper Tracking guides Typoscopes Braille Braille N’ Speak Refreshable Braille Type N’ Speak Manipulatives (i.e., letter tiles, flash cards,
etc.) Access to technology (i.e., computer,
software, voice-to-text software, etc.) Limit visual clutter/stimuli Slantboard/stand Use of black marker ONLY on dry erase
board Talking books Screen enlargement software Magnifier Monocular/Binocular Colored overlays for reading/glare reduction
(specify color) Copy of notes written on the board Regular text along with large print texts for
colored illustrations and maps
Reading ComprehensionSpecially Designed Instruction (SDI) Supplementary Aids & Services (SAS)
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What the teacher teaches What the student needs Graphic organizers Modeling “Cloze” procedures Mnemonic strategies Advance organizers Visual prompts Pre-teaching concepts/vocabulary LEARN strategy
List what you know Explore what you want to know Access information Reflect on what you’re learning Now make connections
KWL Strategyo List what you knowo Tell what you want to knowo Tell what you learned
Verbal summarization Open-ended stories QAR (question, answer, response) Choral reading Paired reading Echo reading Visual imagery Story mapping Think aloud Direct instruction in: monitoring for
meaning, determining importance, creating mental images, synthesizing, relating new to known, questioning, inferring
Direct instruction and support for specialized software and equipment
Applying Braille reading (or use of low vision devices for literacy tasks) in authentic contexts
Instruction in hand/finger skills, tactile discrimination/perception skills
Integrated use of visual skills (e.g., scanning for information, reading charts, graphs, maps
Direct Braille code instruction Direct instruction in functions and use of
portable note-taking device (e.g., BrailleNote, VoiceNote, Braille ‘n Speak)
Direct instruction on functions and use of low vision devices (assistive technology for near and distance viewing)
Diagnostic instruction Other
Recorded books with appropriate pacing Recorded materials Electronic/digitized materials Highlighting Large print materials/textbooks (specified
font size) Standard text to accompany large print text
for colored illustrations/maps Braille Refreshable Braille Braille N’ Speak Type N’ Speak Reader Paraphrasing Oral/visual presentation of materials above
independent reading level Manipulatives (i.e., story strips, etc.) Advance organizers Tactual graphics Visual prompts Frequent rest breaks to reduce eye fatique
and strain Limit visual clutter/stimuli Slantboard/stand Note-taking guides Study guides Highlighted study guides Use of black marker ONLY on dry
erase board Talking books Screen enlargement software Magnifier Monocular/Binocular Colored overlays for reading/glare
reduction (specify color) Copy of notes written on the board Regular text along with large print texts for
colored illustrations and maps Reading stand Other
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Written LanguageSpecially Designed Instruction (SDI)
What the teacher teachesSupplementary Aids & Services (SAS)
What the student needs Direct instruction in Graphic organizers Modeling Tactile kinesthetic tracing Repetitive practice Advance organizers Visual and physical prompts and cues Small group instruction Structured approach to sentence writing Direct instruction in the writing process
including: prewriting activities, writing, revising, editing, and publishing
Direct instruction in idea development, structural patterns, sequencing, organization, standards of correctness, awareness of audience and purpose
Direct instruction in open-response writing, writing-on-demand, transactive writing, personal writing, literary writing, reflective writing, and writing-to-learn (graphic organizers, journals, note-taking)
Direct instruction in mechanics and usage of slate/stylus
Direct instruction in mechanics and use of Braillewriter/Note taking device
Direct instruction in functions and use of magnification systems
Sequential instruction for keyboarding skills Other
Scribe (specify how and when a scribe will be used)
Paraphrasing Assistive technology Advance organizers Cue cards (i.e., definitions, examples, story
starters, picture prompts, etc.) Graphic organizers Journals, logs, notebooks Rubrics/scoring guides to guide Editing checklists Production of written pieces Mnemonic strategies Error monitoring, self-monitoring Modified tests and assignments Copies of overheads (notes, directions,
organizers, etc.) Preferential seating Scribe for obscan sheets Highlighting Color coded direction words Student paraphrasing of directions Raised line paper Manipulatives (i.e., sentence strips, word
cards, personal and classroom word banks, etc.)
Tape recorder to talk into and write from Pencil grips Specialized writing utensils (20/20 pens, #1
Lead pencil, bold marker, slate/stylus, etc.) Specialized writing materials (Braillewriter,
portable notetaking device, signature/letter guide, typoscope, computer with screenreader/magnification software)
Use of high contrasting marker on dry-erase board
Limit visual clutter/stimuli Slantboard/stand Retaking of tests Access to technology (i.e., computer,
software, tape recorder, voice-to-text software)
Bold line, raised line, Braille paper Special writing utensil (20/20 pen, #1 lead
pencil, marker, etc.) Signature guide Slate N Stylus
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Other
Math Calculation and ReasoningSpecially Designed Instruction (SDI)
What the teacher teachesSupplementary Aids & Services (SAS)
What the student needs Multi-sensory teaching strategies Time delay Most to least prompts Modeling Direct instruction in computation and
reasoning strategies, word problem strategies Direct Nemeth code Braille instruction Direct instruction in functions and use of
Abacus Direct instruction in functions and use of
accessible graphing calculator software Direct instruction in functions and use of
portable note-taking device (ie. BrailleNote, VoiceNote, Braille ‘n Speak, etc.)
Direct instruction on functions and use of low vision devices (assistive technology for near and distance viewing)
Guided practice Mnemonic strategies Chunking Touch five coin counting strategy Direct instruction in use of a calculator Other
Mnemonic strategies Cue cards with problem solving strategies,
definitions, examples, models, flow chart, process steps
Small group instruction Visual, non-verbal, verbal, physical,
picture, and written prompts and cues Repetitive practice Modified tests/assignments Advanced organizers Copies of overheads including notes,
organizers, examples Extended time Graph paper/vertical lined paper Manipulatives/Concrete representations Tactile graphs/graphics Calculator (large display/
talking/graphing/audible graphing calculator software)
Typoscopes Low vision devices (near and distant) Abacus Magnifier Colored overlay Number line Study guides Peer buddy/peer tutoring Oral presentation of materials/assessments Assistive technology Other
VOCATIONAL
Task Completion/On Task BehaviorSpecially Designed Instruction (SDI)
What the teacher teachesSupplementary Aids & Services (SAS)
III. What the student needs Modeling Partial participation Self-talk Video self-modeling
Modified tests and assignments Use of timer
Dual set of materials for school and home Paraphrasing
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Differential reinforcement Self-monitoring/evaluation Student task analysis Graphic organizer System of least prompts Simultaneous prompting Cueing (verbal, nonverbal, visual, picture,
photo, etc.) Other
Extended time Rubrics and scoring guides Peer tutor Mentors Oral presentation of materials Redirection and corrective feedback Behavior contract Environmental modifications Assistive technology Work systems Graphic organizers Cue cards (i.e., definitions, examples,
models, flow chart) Previewing assignment Other
Following DirectionsSpecially Designed Instruction (SDI)
What the teacher teachesSupplementary Aids & Services (SAS)
What the student needs Task analysis Self- monitoring Differential reinforcement System of least prompts Role playing Modeling Self-talk Mnemonics Advanced organizers Video self-modeling Other
Time delay Increased wait time Advance organizers Verbal prompts and cues Paraphrasing Endless loop tape Alternate modes for directions including
pictures, photos, etc. Contracts Oral presentation of materials Visual supports Assistive technology Clarification of directions Other
Rate/Speed of WorkSpecially Designed Instruction (SDI)
What the teacher teachesSupplementary Aids & Services (SAS)
What the student needs Verbal prompts and cues Self-monitoring Differential reinforcement Role playing Modeling Other
Checklists Use of timer Schedule Pictorial representation of task Audio stimulation to support rhythmic
pace (music) Repeated practice Assistive technology Work systems Extended time Reduced level of lighting Increased level of lighting
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Preferential seating (specify where) Other
Following a ScheduleSpecially Designed Instruction (SDI)
What the teacher teachesSupplementary Aids & Services (SAS)
What the student needs Verbal prompts and cues Self-monitoring Direct instruction in reading a schedule and
a site map Role playing Modeling System of least prompts Task analysis Graduated guidance Picture agenda Tactual agenda Direct instruction in creating and following
a personal schedule Other
Checklists Use of timer Picture/tactual schedule Color/tactual coding Highlighting Repeated practice Map (i.e. school, classroom, community,
etc.) Object schedules Calendar/routine system Physical/verbal cues Mental mapping/routes Picture/tactual agenda Repeated practice Other
AttendanceSpecially Designed Instruction (SDI)
What the teacher teachesSupplementary Aids & Services (SAS)
What the student needs Multi-sensory instructional strategies Token economy Self-monitoring Differential reinforcement Verbal prompts and cues Visual prompts and cues Other
Contracts Escort to class Proximity to classroom Pictorial/tactual representation of task Alternate dismissal Interest inventory to identify motivators Other
OrganizationSpecially Designed Instruction (SDI)
What the teacher teachesSupplementary Aids & Services (SAS)
What the student needs Task analysis Video self-monitoring Differential reinforcement Verbal prompts and cues Visual prompts and cues Direct instruction in organization systems Modeling Other
Duplicates Extended time Shortened assignment Dual set of materials for school and home Step by step instructions Color/tactual coding Assignment notebook Calendar Peer tutor/buddy Dividers and organizers Work systems Other
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Working Independently Specially Designed Instruction (SDI)
What the teacher teachesSupplementary Aids & Services (SAS)
What the student needs Graduated guidance Differential reinforcement Verbal prompts and cues Visual prompts and cues Task analysis Other
Shortened assignments Study carrel Work systems Assignments and tasks given in segments Redirection (verbal, non-verbal, physical,
visual, etc.) Fading prompts Positive/corrective feedback Other
Decision MakingSpecially Designed Instruction (SDI)
What the teacher teachesSupplementary Aids & Services (SAS)
What the student needs Self talk Mnemonic strategies Role playing Verbal prompts and cues Visual prompts and cues Direct instruction in evaluating and
choosing Social stories Other
Picture/tactual cues Mnemonic strategies Verbal prompts and cues Visual prompts and cues Physical prompts and cues Assistive technology Other
Self-EvaluationSpecially Designed Instruction (SDI)
What the teacher teachesSupplementary Aids & Services (SAS)
What the student needs Task analysis Self-monitoring Verbal prompts and cues Visual prompts and cues Direct instruction in evaluating self Modeling Mnemonic strategies Direct instruction in self advocacy skills Other
Picture cues Work systems Rubrics and scoring guides Progress graphs Checklists Peer editing Self-monitoring Other
Social CompetenceSpecially Designed Instruction (SDI)
What the teacher teachesSupplementary Aids & Services (SAS)
What the student needs Video self-modeling Differential reinforcement
Student repeats directions Frequent, positive feedback and specific
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Verbal prompts and cues Visual prompts and cues Written prompts and cues Direct instruction in replacement behaviors Modeling Corrective feedback with re-teaching Student study teams Planned ignoring Behavior intervention plan Direct instruction in explicit social skills Role playing De-escalation strategies Relaxation strategies Direct instruction in self advocacy skills
(vision portfolio, accessing materials in appropriate format, requesting assistance from peers and adults, personal care)
Direct community based instruction to foster independent living skills
Direct instruction in appropriate postural/body gestures
Other
praise Daily/weekly home contact Contracts Student-created reinforcement menu Sequential directions Short, concise directions Frequent breaks Opportunities for movement Signal, inference cues Proximity control Structured transitions Timer Reinforcement menu Peer tutor/buddy Repeated practice of learned skills in
authentic, non-pervasive environments/situations
Other
Physical FunctioningSpecially Designed Instruction (SDI)
What the teacher teachesSupplementary Aids & Services (SAS)
What the student needs
Video self-modeling Differential reinforcement Modeling Verbal, visual, written, and physical
prompts and cues Corrective feedback with re-teaching Hand-under-hand vs. hand-over-hand
guidance Redirection Self-instruction Self-monitoring Self-talk System of least prompts Visualization Social stories Direct instruction in specific skills Direct instruction in Orientation &
Mobility skills to foster safe and independent travel in familiar/unfamiliar environments
Mental mapping skills Directionality/spatial awareness concepts
One-on-one instruction Small group instruction Partial participation Modified equipment
(auditory/tactual/visual cues) Modified rules Modified tests, activities, and assignments Self-instruction Self-monitoring Self-talk Extended time Shortened time Peer tutor Shorter distances Decreased level of difficulty Extra practice of skills Lower goal/target Alternate activities Adapted playing area (smaller, obstacles
removed, etc.) Well-defined boundaries (clearly marked
in contrasting colors, tactual, etc.)
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Human guide techniques Other
White Cane Human guide Larger/auditory goal/target Larger/lighter bat, racquet, etc. Frequent rest periods Slower activity pace Assistive technology Other
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Section 2: Assistive Technology Consideration ChecklistThis checklist is to be used by an Admissions and Release Committee (ARC) to determine whether or not a student may benefit from the use of Assistive Technology (AT). This form can be used during the referral process, or during the Admissions and Release Committee meeting to develop an Individualized Education Plan. Each area of concern includes a sampling of common devices typically used to address that area. The samples are not provided as an exhaustive list and may not include the most appropriate device for a particular student.
Domains related to the Student’s IEP
Area of Concern
Physical:Vision; hearing; health; motor abilities; speech mechanism
Vision Functioning independently with standard classroom tools May benefit from the use of AT in this area:
Examples: (circle proposed devices/tools)Magnifier Screen magnification software Enlarged or Braille/tactile labels forLarge print books Screen color contrast keyboardCCTV (Closed Circuit Television) Screen reader/text reader Alternate keyboard/enlarged keys Screen magnifier Braille materials/translation Braille keyboard and/or note takerOther: ___________________ Hearing
Functioning independently with standard classroom tools May benefit from the use of AT in this area:
Examples: (circle proposed devices/tools)Pen and Paper Closed Captioning Personal amplificationComputer/portable word Real time captioning system/hearing aidProcessor Computer aided note taking FM or loop systemSignaling device Flash alert signal on computer Infrared systemOther: _______________________Seating and Positioning
Functioning independently with standard classroom tools May benefit from the use of AT in this area:
Examples: (circle proposed devices/tools)Non-slip surface on chair Supports, restraints SidelyerBolster, cushion, foot blocks Adapted/alternate chair StanderAdjustable tables, desks, equipment Custom fitted wheelchair Pressure monitors mounts, etc. Other: __________________________Mobility
Functioning independently with standard classroom tools May benefit from the use of AT in this area:
Examples: (circle proposed devices/tools)Walker Manual wheelchair, tray, parts Powered wheelchairGrab bars and rails Powered mobility toy Powered scooterOther:___________________________Mechanics of Writing
Functioning independently with standard classroom tools May benefit from the use of AT in this area:
Examples: (circle proposed devices/tools)Variety of pencils/pens Computer with word processor Word prediction software Pencil/pen with adapted grip Pre-written words/phrases Voice recognition softwareAdapted paper (raised line or Template Port. Word processor (e.g. Alpha smart) highlighted line) Slantboard Other: _________________________
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Computer Access Functioning independently with standard classroom tools May benefit from the use of AT in this area:
Examples: (circle proposed devices/tools)Keyboard with accessibility options Arm support Pointing option/head miceWord prediction/abbreviation expansion Trackball/joystick with Switch with Morse codeKeyguard onscreen keyboard Switch with scanningAlternate keyboard Voice recognition softwareOther: __________________________________
Communication:Speech sound production and use; receptive and expressive language; voice; fluency; augmentative and alter- native communication
Functioning independently with standard classroom tools May benefit from the use of AT in this area:
Examples: (circle proposed devices/tools)Communication board with Simple voice output device Voice output device with dynamic displaypictures/objects/words Voice output device with icon Voice output device with speech Eye gaze frame sequencing synthesisScripted conversations Other:_____________________________________
Cognitive:An appraisal of aptitude and mental processes by which an individual applies knowledge, thinks, and solves problems
Learning and Studying Functioning independently with standard classroom tools May benefit from the use of AT in this area:
Examples: (circle proposed devices/tools)Print or picture schedules Single word scanners Agendas/schedulesHome to school communications Graphic Organizers and/or software Study Guides (modified) Copy of lecture notes Structured teaching activities Electronic organizersHighlighted text Recorded material Software for concept development Aids to find materials (e.g. color coded folders) Other:_____________________________________
Academic Performance:Basic and content reading; reading comprehension; mathematics calculation, reasoning, and application; written expression; oral expression; listening comprehension; learning preference; learning style, strategies; effect of the disability on acquisition, development, mastery and applications of academic skills.
Reading Functioning independently with standard classroom tools May benefit from the use of AT in this area:
Examples:Predictable books Use of pictures/symbols with text Scanner with optical character,Changes in text size, spacing, Talking electronic device to speak recognition and talking word color, background challenging words processorBook adapted for page turning Single word scanners Electronic booksReading pen Book WormOther:______________________________________Math
Functioning independently with standard classroom tools May benefit from the use of AT in this area:
Examples:Abacus/Math line Tactile/voice output measuring Calculator with speech/Enlarged worksheets device special featuresAlternatives for answering, Talking watches/clocks Alternative keyboard explaining, or giving examples Calculator with/without printer Math softwareMath “Smart Chart” Calculator with enlarged keys/display On-screen/scanning calculator Money calculator/coinulator Software for object manipulation Other: __________________________________ Composing Written Material
Functioning independently with standard classroom tools May benefit from the use of AT in this area:
Examples:Word cards/book/wall Word processor with spell checker Word processing with writing Pocket dictionary/thesaurus Talking work processor supportsWriting templates Abbreviation/expansion Voice recognition software
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Electronic/talking spell Writing With Symbols Multimedia software checker/ dictionary Other: __________________________________
Vocational Functioning:General work behaviors; following directions; working independently or with job supports; job preferences/interests; dexterity; abilities; interpersonal relation- ships and socialization; related work skills.
Functioning independently with standard classroom tools May benefit from the use of AT in this area:
Examples:Any item from the other categories that enable an individual to perform or train for a vocational task with a greater degree of independence may be categorized here.
Recreation/Leisure Functioning:Free time; maintenance of physical fitness; use of generic community recreation facilities and resources and degree of social movement.
Functioning independently with standard classroom tools May benefit from the use of AT in this area:
Examples:Toys adapted with Velcro, magnets, Modified utensils Art software handles, etc. Arm support for drawing/painting Computer gamesSwitch-adapted toys Electronic aids to operate media Other softwareAdapted sporting equipment (TV, VCR, DVD, CD, etc.) Adapted playground equipment equipment (beeping balls, etc.) Other: __________________________________
Environmental Functioning:Relationship with family; relationship with peers; family’s dominant language; cultural influences; expectation of the parents for the child or youth in the home, schools, and community environment; service received in the community; economic influences.
Activities of Daily Living (ADLs) Functioning independently with standard classroom tools May benefit from the use of AT in this area:
Examples:Nonslip materials Adaptive eating utensils Adaptive devices for hygieneUniversal cuff/strap hold items in hand Adaptive drinking devices Adaptive bathing devicesColor coded items Adaptive dressing equipment Adaptive cooking equipmentOther: __________________________________ Environmental control
Functioning independently with standard classroom tools May benefit from the use of AT in this area:
Examples:Switch and interface to turn on electrical appliances Light switch extensions Switch and interface to activate battery operated devices Infrared/RF control of devices Environmental control through augmentative devices Other: ____________________________
As a result of this screening it has been determined that this student is functioning independently with the standard classroom tools. No assistive technology required.
As a result of this screening it has been determines that this student will require the use of assistive technology, as determined by the ARC team.
As a result of this screening it has been determined that this student may require a comprehensive assistive technology evaluation as determined by the ARC team.
Section 3: Lesson Plan Development
Use these instructional strategies and materials to assist your students in making progress through the Program of Studies.
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Difficulty: Adapt the skill level, problem type, or the rules on how the learner may approach the work.
Identify and focus on critical information. Determine the “need to know” content rather than “nice to know”. Organize instruction around the big ideas.
Simplify task directions. Introduce new vocabulary before beginning lesson. Photocopy pieces of research material related to subject for report or project, then read and
underline/highlight main ideas and important details. Change rules to accommodate learner needs. Use advanced organizers and post-organizers to introduce and summarize lesson content. Highlight, underline, or color-code main ideas, important vocabulary, and/or key concepts. Highlight root words to aid in decoding. Discuss task and check for clear understanding of all parts of assignment from the beginning. Frequently restate concepts/directions using short phrases. Provide handouts summarizing important information. Give an outline listing the main ideas and related subtopics. Provide space to take additional notes. Provide visuals (e.g., multimedia presentations, transparencies, flip charts) to list important concepts When assignment requires drawing diagrams, provide diagram and have student label parts. Require less detailed drawings (e.g., structure of cell) Provide handbook of grammar and punctuation rules and review frequently and allow student to use as
reference. Provide handbook of grammar and punctuation rules and review frequently and allow student to use as
reference.
On a cue card, provide list of adjectives, adverbs, to use as reference.
On a cue card, list steps in math processes/formulas to use as references. Allow the use of calculator to figure math problems. For language exercises, (i.e., punctuation) provide copy of assignment and require only the addition of
appropriate punctuation. When asking for students to express their ideas in writing on a given subject, allow student to make a list
of words that reflect the content. Provide an adapted text of the same title. Provide choice of reading materials that match interest and skill level.
Chunk material for easier comprehension.
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Delivery: Adapt the way instruction is delivered to the learner. Reduce amount of copying from text and board.
Provide copy of vocabulary/terms instead of copying from text.
Provide manuscript copy of lecture notes.
Posters of steps for specific learning strategies (open response, writing process, formulas)
Alert student to focus before expressing key points.
Read sections of the text aloud or have volunteers to read aloud. Develop study guides to be completed as material is read.
Use cued notes.
Read questions and discuss before the student writes answers. Provide books on tape, or allow student to use a text reader. Provide chapter outlines. Instruct and provide directions using a step-by-step process (sequential & numbered) Visual displays and graphic organizers Analogies, stories, examples, non-examples Conduct large group discussion before assigning group work. Avoid crowded, cluttered worksheets by utilizing techniques such as blocking, cutting (cut worksheets
into sections, folding) and highlighting, color-coding or underlining
Provide diagrams (i.e., water cycle) and pre-labeled cards to place on diagrams. Provide many opportunities for processing (before, during, and after lesson) Teach mnemonic devices Teach students how to interpret graphs, charts, and illustrations Give written directions to supplement verbal directions.
Paraphrase information Encourage feedback to check for understanding Record questions on tape recorder Tape alternate pages for read one page, listen to second page Provide additional directions and information. Assist in prewriting activities and provide writing prompts. Show project examples that others have done and point out and list key features that students must
include.
Demonstrate math concepts using concrete objects before requiring independent work
Vary the pace and change tasks frequently Use cooperative learning groups Use multi-sensory instructional strategies Keep directions concise and simple Monitor the student’s understanding by asking student to repeat directions
Include rebus pictures with written directions for students who are unable to read Place a piece of yellow acetate or yellow shelf liner (hot cover) over the page of print to enhance contrast,
darken print, and focus student on smaller chunks Use black marker pens to trace over directions and darken print for students with low vision. Always state/write the goals and objectives at the beginning of each lesson. Connect previous day’s learning with new lesson. Provide all information in a logically organized and sequential format.
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Vary the level of questions during class discussion to include all students. Use closure strategies regularly. Connect to student’s prior knowledge. Use a variety of practice formats. Incorporate active learning strategies. Give immediate reinforcement of correct response. Give immediate correction of errors. Provide individual student instruction when needed. Use concrete and manipulative objects at all grade levels. Teach reading within all content areas. Use specific questions to guide content reading .Communicate your expectations. Lab work. Problem based inquiry. Independent projects. Small group projects. Whole group projects. Use picture metaphors or storytelling. Use music.
Teach memory strategies including mnemonic devices. Color and visual symbols. Use music to enhance learning. Teach using multi-sensory modes including multiple intelligences and learning styles. Use interval learning and processing time
Assessment: Adapt how the student can respond to instruction. Provide a menu of options for student to demonstrate knowledge other than (or in addition to)
pencil/paper tests Use verbal responses, a communication book, or show knowledge with hands-on materials. Draw and write sentences to demonstrate comprehension. Make a poster or dictate a report instead of writing. Use technology (e.g., PowerPoint presentation) Dictate into tape recorder. Dictate answers to peers. Assign a reader. Assign a scribe. Verbal descriptions of diagrams instead of drawing. Choice of cursive or manuscript handwriting. Allow for spelling errors. Accept key responses instead of complete sentences. Give option of verbal assignment. Provide additional space to record written responses. Emphasize important words in written assessments through underlining, color-coding, bolding, and
enlarged print. Reduce number of choices on multiple-choice or matching tests.
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For language lessons, have student read sentences aloud and verbalize corrections instead of writing. Allow demonstration to answers in math using concrete materials. Paraphrase. Prompts and cueing. Extended time. Provide each student with a small chalkboard or whiteboard, old sock for erasing, and chalk or a dry erase
marker for written responses. Index cards can be used to respond to true/false or agree/disagree statements. Once question is asked,
student shows response by holding up their card. Thumbs up/thumbs down to encourage active group participation during presentations. Include one direction per sentence. Underline or box directions. Provide examples of correct responses. Use large, bold print when possible. When creating multiple-choice tests, exclude “all of the above” and “none of the above” statements. When creating matching tests, organize both columns so student’s choices are clear and concise. Present
matching statements/answers in blocks of five. Double space between blocks of information. When creating true/false tests, eliminate words such as “all” or “never”. Avoid using double negatives. Create fill-in-the-blank tests by placing the choices under the blank space. Use a variety of formats to review for several days before a test or a quiz (i.e., quiz bowls, small group
reviews, question & answer period, study buddies, SMARTs Learning Strategies). When giving essay tests, provide the student with a blank outline format for organization of ideas.
Highlight or underline key words in questions. Have the student demonstrate knowledge learned by performing or demonstrating key concepts. Provide all students a copy of the test so that they do not have to guess what is “need to know” content. Provide study guides. Vary testing format. Design collages, posters, timelines of events, and storyboards to manipulate the information. Develop and conduct surveys. Create maps, graphs, diagrams. Design and play simulation game activities. Write and perform skits. Design an inquiry project. Provide scoring guides/rubrics to clarify expectations. Use a grading contract detailing the basis for grades. Use labels. Have students design overhead presentations. Provide an outline of content. Have students create photo essays. Journal entry Illustrated book Slide show. Power point presentation Models. Diorama Art project Felt board or storyboard Handmade puzzle Debate Oral report Chant or song Walking tour talk Radio advertisement
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Storytelling Demonstration Dramatization Role play Chalkboard walk Design and run a business Charades Large construction project Poetry Allow student to take the test a second time. Taped tests. Open book exams Frequent but shorter quizzes Encourage the student to summarize what they have learned that was NOT asked on the test.
Size: Adapt the number of items that the learner is expected to learn or complete. Reduce the number of terms a learner must memorize at any one time. Integrate several short, learning activities rather than a single long one into the session. Select fewer comprehension questions to complete. Reduce amount of required writing. (Don’t use writing as a punitive consequence.) When giving a language assignment to complete on the same concept, require fewer sentences to be
completed. Reduce the spelling list. Assign a specific number of math “problems” and allow student to choose those problems. Limit the number of concepts presented on each test. Divide the test into segments. Each segment should have individual directions and should be graded
separately.
Time: Adapt the time allotted for learning, task completion, or testing. Individualize a time line (through the student planner) for completing task. This may include time limits
and time extensions. When assignments require answers to comprehension questions, give the material several days early and
have parents, aide, or special education teacher to read the material with the students and discuss the comprehension questions.
Provide extra classroom time to work on assignments. Allow assignments to be taken home to complete. Permit re-take spelling tests. Spend more time on complex math processes. Do much review and give fewer problems but more days to
practice those processes. Recognize effort and do not require the completion of the entire activity. Teacher/assistant can work in advance to assist in generating ideas for participation to contribute to group
discussions. Prioritize assignments and/or steps to completing assignments. Alternate quiet and active tasks. Set time limits for specific task completion. Increase time allowed for completion of tests or assignments. Reduce the length of the test. Space short work periods with breaks or change of tasks. Follow a specific, consistent routine. Post the daily schedule on the board for students who like the big picture. Develop classroom routines and celebrations and use them.
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Environment: Adapt the physical setting. Post daily work, schedules, and homework assignments at eye level in front of class. Surround student with peers who model appropriate behavior. Use a study carrel. Use proximity seating. Be aware of student’s sensory preferences. Provide a distraction-free zone. Encourage students to find “best study place”. Help student keep workspace free of unnecessary materials. Be aware of student allergies. Provide extra structure during transition times. Review class/school guidelines and classroom rules frequently. Be aware of assignment of schedules in regard to “on-task” behaviors. Engage the student in community-based instruction.
Level of Support: Increase the amount of personal assistance with a specific learner. Assign peer buddy. Assign teaching assistant. Assign peer tutor. Pair students for review games and questioning. Have student use a scribe. Have student orally respond to a test. Pair students to develop a duet story. Use small groups to master specific content. Use graphic organizers for note-taking. Use cued notes for note-taking. Use cooperative learning groups.
Participation: Adapt the extent to which a learner is actively involved in a task. Integrate choral response into lessons. Use instructional games. Use Think-Pair-Share strategy. Use Turn-to-Your-Neighbor strategy. Involve student in listening and participating in group discussions, but do not require a written response.
Organization: Instruct the student in organization techniques to assist within the classroom and school situation.
Set clear time limits for assignments. Questioning at the end of each sentence or paragraph. Allow additional time to complete tasks and take notes. Highlight main facts in the book or photocopied pages. Provide materials checklist. Ask student to paraphrase directions given. Use a student assignment notebook. Assign student a volunteer homework buddy. Lend student a second set of books for home.
Motivation Strategies: Students can only be motivated to do tasks they are physically and
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mentally capable of doing. Use a symbol system for correct response. Send home daily progress reports. Keep graphs and charts of student’s progress. Conference with student’s parent. Conference with student’s other teachers. Use behavior performance charts. Use checks for accuracy. Use goal setting or contracts with student. Use immediate reinforcement of correct response. Develop a reward or point system.
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J. Skills Checklist
SKILLS CHECKLIST FOR ACADEMIC STUDENTS
The following skills checklist is not a curriculum. It is intended to be used in two ways. It acts as a reminder to VI staff that there are areas of the public school curriculum in which mainstreamed students with visual impairments can experience difficulty or delay due to their visual impairment. It also is a general guideline for unique curriculum goals. These are areas that require monitoring, with support to other professionals working with the student, supplemental materials to the classroom teacher, direct intervention with the student, and/or interaction with the family.
EARLY CHILDHOOD/KINDERGARTEN
A. Social Development/Recreation Skills/Transition Skills
____ practices play skills ____ practices adaptive daily living skills (eating, toileting, etc.) ____ uses appropriate body language (facial expression, stereotypical behaviors, social
distances) ____ practices leisure time activities ____ communicates needs to others ____ meets other students (VI and sighted) ____ becomes aware of community "helpers."
B. Organizational Skills
____ understands organization of classroom ____ understands placement of materials ____ understands organization of work space ____ follows classroom routines ____ takes care of personal items (coat, supplies, lunch)
C. Low Vision Training/Low Vision Aid Skills
____ organizes visual material ____ explores properties of low vision aids ____ observes demonstrations ____ looks at pictures appropriately (as teacher reads, etc.) ____ recognizes pictures ____ scans visual material
D. Fine Motor Skills
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____ cuts, folds paper ____ pastes ____ manipulates puzzles ____ writes in manuscript, if appropriate
E. Physical Education Skills
____ performs gross motor skills (hopping, running, etc.), as appropriate ____ follows demonstration of gross motor skills
F. Braille Skills
____ performs Braille readiness activities
SKILLS CHECKLIST: FIRST GRADE
A. Social Development/Recreation Skills/Transition Skills
____ practices play skills ____ practices adaptive daily living skills (eating, toileting, etc.) ____ uses appropriate body language (facial expression, stereotypical behaviors, social
distances) ____ practices leisure time activities ____ communicates needs to others ____ communicates eye condition to peers ____ develop awareness of local community careers
B. Organizational Skills
____ keeps desk organized (VI staff check weekly) ____ uses folders for loose paper, spirals, and teacher’s organization system ____ knows function of learning centers ____ knows where general information is kept for reference (menu, calendar) ____ knows class routines ____ completes assigned work without teacher supervision
C. Low Vision Training/Low Vision Aid Skills
____ reads from the board, overhead projector, or charts using monocular, if necessary ____ follows demonstrations ____ uses low vision aids without prompting
D. Fine Motor Skills
____ cuts paper
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____ folds paper ____ pastes ____ writes in manuscript ____ operates keys on brailler
E. Physical Education Skills
____ participates in PE activities as fully as possible ____ follows rules for games and activities (adapted, if necessary)
F. Braille Skills
____ uses Braille materials and texts ____ uses brailler
G. Abacus Skills
____ counts using abacus ____ adds/subtracts problems which do not require synthesis
H. Math Skills (VI staff may need to assist classroom teacher)
____ measures lines and volume ____ shows awareness of time concepts ____ shows awareness of money concepts ____ uses simple graphs ____ sets up math problems on paper ____ reads and brailles Nemeth code commensurate with grade level math I. Science Skills
(VI staff should preview science units to predict problems with abstractions and supplement by providing classroom teachers with concrete experiences for concept.)
J. Technology Skills
____ displays computer skills equivalent to classmates
SKILLS CHECKLIST: SECOND/THIRD GRADE
A. Social Development/Recreation Skills/Transition Skills
____ practices play skills ____ practices daily living skills (eating, toileting, etc.)
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____ uses appropriate body language (aware of facial expressions, stereotypical behaviors, social distances)
____ practices leisure time activities ____ communicates needs to others ____ communicates eye condition to peers ____ develops friendships ____ interacts appropriately with other children ____ develops awareness of local community careers
B. Organizational Skills
____ keeps desk organized (VI staff check weekly) ____ has own or uses teacher's organization system to keep papers in order ____ knows where general information is kept for reference (menu, calendar) ____ knows class routines ____ completes assigned work without teacher supervision ____ recognizes various formats in printed/braille materials
C. Low Vision Training/Low Vision Aid Skills ____ reads and copies from the board, overhead projector, or charts using monocular, if
necessary ____ follows demonstrations ____ uses low vision aids without prompting ____ increases speed and accuracy
D. Fine Motor Skills
____ writes in manuscript (students with low vision) ____ writes in cursive (student with low vision) ____ writes signature (blind students) ____ folds paper ____ pastes ____ ties shoes ____ opens and closes containers ____ manipulates clothes fasteners: zippers, buttons, snaps, Velcro
E. Physical Education Skills
____ participates in PE activities as fully as possible ____ follows rules for games and activities (adapted, if necessary) F. Braille Skills
____ uses Braille materials and texts ____ uses brailler
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G. Abacus Skills
____ uses abacus in grade appropriate math computations
H. Math Skills (VI staff may need to assist classroom teacher)
____ measures lines and volume ____ tells time ____ computes problems involving money ____ interprets graphs and charts ____ sets up math problems on paper ____ solves problems using fractions ____ continued awareness of money concepts ____ reads and brailles Nemeth code commensurate with grade level math
I. Science Skills
VI staff previews science units to predict problems with abstractions and supplement by providing classroom teachers with concrete experiences for concept.
J. Technology Skills
____ knows keyboard ____ operates equipment independently: Braille-to-print, computer, adapted tape player ____ uses software (classroom software and software specially designed for students
with visual impairments) ____ word processes
K. Social Studies (VI staff assist classroom teacher as needed)
____ understands map concepts and uses maps, including tactual maps, if appropriate ____ uses pictures in books
L. Reference/Study Skills (VI staff may need to assist teacher)
____ uses dictionary (electronic and/or print/Braille) ____ scans texts for information ____ uses the library (school and Texas State Library) ____ uses index and table of contents ____ studies for tests effectively
SKILLS CHECKLIST: FOURTH/FIFTH GRADE
A. Social Development/Recreation Skills/Transition Skills
____ practices good hygiene and grooming, dresses appropriately
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____ uses appropriate body language (aware of facial expressions, diminishes stereotypical behaviors, maintains social distances)
____ practices leisure time activities ____ communicates needs to others ____ communicates eye condition to peers ____ develops and maintains friendships ____ communicates with other children____ develops more in-depth knowledge of careers
B. Organizational Skills
____ keeps desk organized (VI staff check weekly) ____ has own or uses teacher's organization system to keep papers in order ____ knows where general information is kept for reference (menu, calendar) ____ knows class routines ____ completes assigned work without teacher supervision ____ recognizes various formats in printed/Braille materials ____ takes care of personal items ____ knows how classrooms are organized
C. Low Vision Training/Low Vision Aid Skills
____ reads and copies from the board, overhead projector, or charts using monocular, if necessary
____ follows demonstrations ____ uses low vision aids without prompting ____ increases speed and accuracy ____ expands usage of aids into non-print endeavors
D. Fine Motor Skills
____ writes in manuscript (students with low vision) ____ writes in cursive (student with low vision) ____ writes signature (blind students) ____ folds paper ____ pastes ____ ties shoes ____ opens and closes containers ____ manipulates clothes fasteners: zippers, buttons, snaps, Velcro
E. Physical Education Skills
____ participates in PE activities as fully as possible ____ follows rules for games and activities (adapted, if necessary)
F. Braille Skills
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____ uses Braille materials and texts ____ uses brailler
G. Abacus Skills
____ uses abacus in grade appropriate math computations
H. Math Skills (VI staff may need to assist classroom teacher)
____ measures lines, volume, and angles ____ tells time ____ computes problems involving money ____ interprets graphs and charts ____ sets up math problems on paper ____ solves problems using fractions ____ reads and brailles Nemeth code commensurate with grade level math
I. Science Skills____ VI staff previews science units to predict problems with abstractions and
supplement by providing classroom teachers with concrete experiences for concept.
J. Technology Skills
____ knows keyboard ____ operates equipment independently: Braille-to-print, computer, adapted tape
player ____ uses software (classroom software and software specially designed for students
with visual impairments) ____ word processes ____ locates text on tapes from RFB&D
K. Social Studies (VI staff assist classroom teacher as needed)
____ understands map concepts and uses maps, including tactual maps, if appropriate ____ uses pictures in books
L. Reference/Study Skills (VI staff may need to assist teacher)
____ uses dictionary (electronic and/or print/Braille) ____ scans texts for information ____ uses the library (school and Texas State Library) ____ uses index and table of contents ____ studies for tests effectively ____ knows registration procedures for service agencies: pre-plans research projects
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____ uses readers (i.e., solicits help with reading assignments) ____ completes research projects ____ takes notes from lecture, tape recorder, organizes notes in outline form ____ uses appropriate equipment to take notes, write reports, proofread, etc. ____ uses taped texts in combination with printed text (students with low vision)
SKILLS CHECKLIST: SIXTH/EIGHTH GRADE
A. Social Development/Recreation Skills/Transition Skills
____ practices good hygiene and grooming ____ dresses appropriately ____ eats appropriately ____ uses appropriate body language (aware of facial expressions, diminishes
stereotypical behaviors, maintains social distances) ____ practices leisure time activities ____ communicates and interacts well with teachers, students, and others ____ demonstrates appropriate manners for various situations ____ develops and maintains friendships ____ demonstrates good posture ____ demonstrates age appropriate level of independence ____ practices self-advocacy ____ explores careers ____ identifies personal skills as they relate to work and leisure ____ practices decision-making related to social factor influencing careers
B. Organizational Skills
____ uses appropriate materials as specified by teacher ____ begins work in a timely manner ____ follows lesson using correct book, handout, etc. ____ completes assigned work without teacher supervision ____ takes care of personal items
C. Low Vision Training/Low Vision Aid Skills
____ reads from the board, overhead projector, or charts using monocular, if necessary ____ follows demonstrations ____ uses low vision aids without prompting ____ increases speed and accuracy ____ expands usage of aids
D. Fine Motor Skills
____ writes in cursive (students with low vision)
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____ writes signature (blind students)
E. Physical Education Skills
____ participates in PE activities as fully as possible ____ follows rules for games and activities (adapted, if necessary)
F. Braille Skills
____ uses Braille materials and texts ____ uses brailler
G. Abacus Skills
____ uses abacus in grade appropriate math computations
H. Math Skills (VI staff may need to assist classroom teacher)
____ measures lines, volume, and angles ____ tells time ____ computes problems involving money ____ interprets graphs and charts ____ sets up math problems on paper ____ solves problems using fractions ____ solves geometry problems ____ reads and brailles Nemeth code commensurate with grade level math
I. Science Skills
VI staff previews science units to predict problems with abstractions and supplement by providing classroom teachers with concrete experiences for concept.
J. Technology Skills
____ knows keyboard ____operates equipment independently: Braille-to-print, computer, adapted tape player ____ uses software (classroom and adapted VI software) ____ word processes ____ locates text on tapes from RFB&D
L. Reference/Study Skills (VI staff may need to assist teacher)
____ scans texts for information ____ studies for tests effectively____ knows registration procedures for various service agencies ____ pre-plans research projects
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____ uses readers (i.e., solicits help with reading assignments) ____ completes research projects ____ takes notes from lecture ____ takes notes from tape recorder ____ organizes notes in outline form ____ uses appropriate equipment to take notes, write reports, proofread, etc. ____ uses taped texts in combination with printed text (students with low vision)
SKILLS CHECKLIST: NINTH - TWELFTH GRADE
A. Social Development/Recreation Skills
____ practices good hygiene and grooming ____ dresses appropriately ____ eats appropriately____ uses appropriate body language (aware of facial expressions, diminishes
stereotypical behaviors, maintains social distances) ____ practices leisure time activities ____ communicates and interacts well with teachers, students, and others ____ demonstrates appropriate manners for various situations ____ develops and maintains friendships ____ demonstrates good posture ____ demonstrates age appropriate level of independence
B. Organizational Skills
____ uses appropriate materials as specified by teacher ____ begins work in a timely manner ____ follows lesson using correct book, handout, etc. ____ completes assigned work without teacher supervision ____ takes care of personal items
C. Low Vision Training/Low Vision Aid Skills
____ reads from the board, overhead projector, or charts using monocular, if necessary ____ follows demonstrations ____ uses low vision aids without prompting ____ increases speed and accuracy ____ expands usage of aids
D. Fine Motor Skills
____ writes in cursive (students with low vision) ____ writes signature (blind students)
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E. Physical Education Skills
____ participates in PE activities as fully as possible ____ follows rules for games and activities (adapted, if necessary)
F. Braille Skills
____ uses Braille materials and texts ____ uses brailler
G. Abacus Skills
____ uses abacus in grade appropriate math computations
H. Math Skills (VI staff may need to assist classroom teacher)
____ measures lines, volume, and angles ____ tells time ____ computes problems involving money ____ performs math computations commensurate with grade level ____ reads and brailles Nemeth code commensurate with grade level math
I. Science Skills
VI staff previews science units to predict problems with abstractions and supplement by providing classroom teachers with concrete experiences for concept.
____ uses adapted methods to read measurement devices/science equipment
J. Technology Skills
____ knows keyboard ____operates equipment independently: Braille-to-print, computer, adapted tape
recorder ____ uses software (classroom and adapted VI software) ____ word processes
K. Reference/Study Skills (VI staff may need to assist teacher)
____ scans texts for information ____ studies for tests effectively ____ knows registration procedures for various service agencies ____ pre-plans research projects ____ uses readers (i.e., solicits help with reading assignments) ____ completes research projects ____ takes notes from lecture
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____ takes notes from tape recorder ____ organizes notes in outline form ____ uses appropriate equipment to take notes, write reports, proofread, etc.
L. Transition Skills
____ career investigation ____ participates in transition program ____ practices self-advocacy ____ registers with service agencies ____ works, if appropriate ____ practices money management skills ____ prepares for college or technical/trade school entrance
Toelle (no date). Adapted by C. M. Cowan, D. Left, R. Shepler, & S. Fowler, Austin ISD and Education Service Center, Region XIII. A Guide to Quality Programs for Students with Visual Impairments. Texas, School for the Blind.
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K. A CHECKLIST OF SKILLS FOR HIGH SCHOOL GRADUATES
As high school graduates who are blind or visually impaired continue in increasing numbers to enter the world of work or continue their career preparation in vocational schools, community colleges, and universities, the need to specify basic skills in daily living they must have in order to succeed becomes more apparent. To meet this need, the authors offer the following objectives as appropriate to graduating high school seniors.
Daily Living Skills
The student should be:
____ able to handle all of his own personal hygiene and grooming needs; ____ knowledgeable of roles and responsibilities of family living and planning; ____ able to obtain regular and emergency medical, dental and ophthalmological care; ____ able to acquire and prepare basic foods and be able to select nutritious foods from
restaurant menus; ____able to acquire adequate housing and perform appropriate housekeeping duties; ____ able to acquire appropriate clothing and to provide for its upkeep (laundering, dry
cleaning, mending, etc.) ____ able to budget existing income to meet all basic living needs and obligations; ____ familiar with banking systems including checking accounts, savings accounts,
interest payments service charges, writing of checks, deposits and withdrawals, balancing checkbooks, etc.;
____ familiar with monthly billing procedures utilized by utilities and department stores, use and abuse of credit cards, and credit applications;
____ able to make and follow own time schedule for daily activities and for meeting monthly budget obligations;
____ familiar with the major laws and regulations which affect persons with visual impairments and the rights and obligations provided by such laws;
____ familiar with the major public and private agencies which provide service and assistance for persons with visual impairments, what services are provided, and how to contact such agencies.
Communication Skills
The student should:
____ be able to engage in common discourse in acceptable language geared to the standards of the listener;
____ have developed skill in writing for personal needs and handling budget and checking account information;
____ if a Braille user, be cognizant of other Braille codes such as Grade 3, music and computer Braille codes;
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____ be able to write his signature in a legible manner and be able to use handwriting to write other relevant data such as phone numbers, addresses and checking account information;
____ be aware of advances in technology as they relate to persons with visual impairments and be able to use appropriate aids as they are developed.
Orientation and Mobility Skills
The student should be:
____ able to travel safely arid independently using his primary technique of travel in familiar settings including crossing streets at controlled and uncontrolled intersections and using public transportation;
____ familiar with all major forms of transportation including air, rail or bus and any special regulations concerning persons with visual impairments on such transportation;
____ able to travel safely to any area using his primary technique of travel combined with other techniques as necessary (sighted guide, etc.) to accomplish the trip.
Personal, Social and Recreational Skills
The student should:
____ be able to cope and deal maturely with problems that arise out of his or her visual impairment;
____ have developed a capacity for realistic self-appraisal with respect to his or her abilities, skills and limitations as they relate to his changing environment;
____ have developed a variety of social and recreational activities, interests appropriate to his or her age level;
____have knowledge of the rights and duties of citizenship enabling him to vote, have general information of legal matters and civic responsibilities.
Prevocational Skills
The student should:
____ be familiar with the occupational families and have a concept of what it means to be a worker;
____ have a realistic concept of his capabilities in relationship to job requirements in which he has an interest;
____ have participated in realistic work experiences with and without pay; ____ display an attitude of accepting the benefits and responsibilities of employment; ____ be familiar with completion of standard job applications, preparation of personal
data sheets, and interviewing techniques;
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____ be knowledgeable of community, state and national resources that can be helpful in arranging for training, required materials, devices and equipment, and subsidies;
____ participate in the selection of an appropriate vocational or academic training program for his future development.
Toelle (no date). A. R. McMullen, California School for the Blind & F. Sinclair, California State Department of Education. A Guide to Quality Programs for Students with Visual Impairments. Texas School for the Blind.
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L. Observation Tips & Guidelines
At the initial conference with the teacher, generally during the first week of school, give her a sheet with your schedule, telephone number, objectives for the student, and a statement on why you will be observing. For example, you may wish to say, "Observations will be scheduled so that I can see how Nathan functions in a variety of situations and to determine if his objectives are transferring to your classroom."
Always call or send a letter a few days in advance with the message that you will be coming to observe at a particular date and time. The teacher should call if the date and time are not convenient.
Observe an entire activity; don't arrive late and leave early.
Sit quietly and unobtrusively, away from your student.
Take notes.
Do not interact with the students. If they ask for your assistance, shake your head "no" and act as if you're writing.
Be sure to write down problems you see with your VI student so you can address them later. Also write down any ideas you may have on supplementing a concept if it seems particularly visual and difficult for the VI student.
If students are given time to complete a written assignment independently, get up and slowly circulate through the room looking at all the students' work. Avoid the temptation to stop too long at the VI student's desk as this is embarrassing to them.
This is not an instructional opportunity.
Resist any urge you may have to make remarks to the teacher concerning her lesson or presentation. Keep remarks focused on student's behavior, e.g., expectations the teacher has about behavior, is the student's behavior typical of his normal behavior, what problems does the teacher see, etc.
Never interrupt a teacher when you are coming or going.
Many teachers are unclear as to your role and the act of observing can be very threatening. You want to assure the teacher by your actions before, during, and after an observation that you are there as a partner in an effort to help the VI student perform successfully in the classroom and school.
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If something needs to be discussed, leave a message on the teacher's desk or in her box on your way out.
If the teacher is concerned about your VI student's behavior, observe that behavior as well as what the other students are doing. Observe how the teacher applies behavioral methods to see if she applies the same methods to the VI child.
If you see a concept being taught for which you have tangible learning materials, offer to loan these to the teacher--leave a note.
Save your notes as documentation.
Discuss your observations with the student during your next visit with her, then see if together you can come up with some solutions.
Don't discuss your observations with other school staff.
Don' t overdress, especially if the teacher dresses casually.
If you're concerned about teacher behavior, think it through carefully before discussing it with the principal. When talking with a principal, it is beneficial to avoid blame or criticism. You may start by saying, "I'm having difficulty communicating with Ms. X. Could you give me some suggestions on how I can best work with the situation?" Keep your comments focused on your student and the problems he's having within the classroom.
Toelle (no date). Developed by C. M. Cowan, VI Teacher/Consultant, Education Service Center Region XIII. A Guide to Quality Programs for Students with Visual Impairments. Texas School for the Blind.
GUIDELINES
The following are guidelines for observing students with visual impairments in classroom situations. The purpose of this observation is to monitor the student's functioning in the classroom and determine the need for VI services, including instruction.
EVALUATING CLASSROOM FUNCTIONS
Organization of materials, furniture, extra work space, walkways, desk layouts, maps, placement of educational "prompts" (e.g., alphabet, number line, colors, periodic chart of elements), class rules, placement of chalkboards, overhead screen.
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Discipline: are rules clearly posted? Does the teacher have a system of discipline? Does the teacher follow the system with all students, particularly the VI student? Are students respectful of the system?
Classroom (group) behaviors: are students on-task, can most keep up, are more than just a few "fooling around" when they shouldn't be, do students get up to turn in papers, get materials, go to the bathroom, do they wait for cues from the teacher to move from one activity to another or do they do so independently, are most attentive during the teacher's presentations, is the activity in the room constructive?
EVALUATING AN ACTIVITY
Does the teacher present or introduce lessons or is there an established routine that is more auto- tutorial?
Are tangible objects used to demonstrate concepts where applicable?
Does everyone need to follow along in a book?
Do students have to read aloud?
Does the activity involve a concept which is very visual in nature, e.g., adding with carrying?
Are visual materials used, e.g., maps, charts, diagrams?
Is the chalkboard or overhead screen used frequently?
Is a dictionary used by students?
Is the pace fast, slow, medium?
What do students do when the activity is completed?
How many "handouts" are used and what is their quality?
Are materials in Braille for an activity?
OBSERVING STUDENT FUNCTIONING
Is student on task?
Does student look in teacher's general direction?
Is student able to get out all materials on time?
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Is student using low vision devices, or other necessary apparatus he's been taught to use?
Is student attending?
In what condition is the student's desk?
Does the student know how to access the educational "prompts" posted around the room?
Is the student organized?
Can the student maintain the pace of the lesson presented?
Does the student get up to get his own materials?
Do other students help the student in any way?
Could the student be acting more independently than he is?
Does the student raise his hand to participate and ask questions?
Does the student interrupt inappropriately?
Does the student have any distracting mannerisms?
Does the student use his time wisely?
What does he do when work is finished?
Does the student interact appropriately with peers in the room, on the playground, in the cafeteria?
How does the student get around?
How does the student go through the cafeteria line and to the table?
What are the student's eating skills?
Does the student's appearance blend with the group?
Does the student have friends?
What does the student do during free time and on the playground?
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Does the student speak before the class, such as in show & tell?
If the student fails to complete his seat work, is it due to lack of understanding, poor work habits, or inability to keep up with the pace?
How does the general quality of the student's work compare to peers?
Does the student talk too much to neighbors?
Are the student's materials placed so as to be accessible to him?
Are games, toys, materials available for the student to use in interactive play during free time?
Are lighting and desk location appropriate?
Are any of the student's materials or equipment inconveniencing another student?
Can the student fully operate any equipment given to him?
Is a system in place for the student to correct malfunctioning equipment?
Can the student manage equipment and materials through class changes?
How does the student ask for and accept assistance from peers and others?
How do peers relate to the student; how is he treated?
Is the student displaying age-appropriate skills (use VI Skills Checklist)?
OBSERVING TEACHER BEHAVIORS
Does the teacher move about the room or remain fairly stationary?
Does the teacher's voice carry well?
Are chalkboard/overhead screen/charts used frequently, does the teacher read aloud what she is writing?
Will a student teacher be taking the class?
How does the teacher handle misbehavior and off-task behavior?
Does the teacher check for understanding and how does she do this with the VI student?
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If brailled materials are to be handed out, is the teacher organized enough to have the materials ready?
Can the teacher communicate her concerns and observations of the VI student during a conference: beware the teacher who always reports that everything's "just fine"?
Toelle (no date). Developed by C. M. Cowan, VI Teacher/Consultant, Education Service Center, Region XIII. A Guide to Quality Programs for Students with Visual Impairments. Texas School for the Blind.
ITINERANT TEACHER CONSULTATION TIPS
Be an active listener Determine the extent to which vision is a factor in the situation Pull solutions from the primary instructor Observe the behavior in question Suggest alternative methods (research other resources if necessary) Summarize the conversation (write down main points and leave a copy with
primary instructor) Document Follow-up Do not forget to involve parents
WHAT DOESN'T WORK
Missing appointments Showing up late without calling Getting so personally involved you cease to be unbiased, effective, trustworthy Overlooking what is considered "normal" behavior (academic/social) for particular
peer group Leaving a list of objectives you' we developed without input from the teacher Interrupting class Having only a vague understanding of how the class is structured Blaming
WHAT CAN WORK
THINK before you talk Try to be pleasant KNOW your subject area Give in a little Remember--you are one member of a team SCHEDULE a time for lesson planning ORGANIZE your materials/forms Keep the lines of COMMUNICATION open and active
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TIPS FOR EFFECTIVE ITINERANT INSTRUCTION
STUDENT ISSUES
Age/developmental level
Past experiences with the unique Visual Impairment curriculum
Etiology and prognosis of visual impairment
Is the student a tactual or visual learner: reevaluate to determine continued appropriateness of media used
The independence level of the student in academic functioning; work/study habits
Student's grades in mainstream classes
The student's independence level in basic daily living skills: eating, toileting, dressing, safety, hygiene
Student's mobility level: ability to get through the cafeteria, to and from the bus
Student's array of social skills, recreation skills
Student's ability to communicate his or her visual needs
Student's psychological needs: acceptance of visual impairment by child and family
INSTRUCTIONAL SETTINGS
Identify type of setting, e.g.: regular classroom with no other special education services, regular classroom with resource help, partially self-contained classroom, self-contained.
What is the "degree of comfort" of the primary educator in dealing with the student with a visual impairment?
Are the student and primary educator compatible?
What is the student's school schedule?
What level of independence/participation is expected of the student by the classroom teacher, i.e., are all students expected to organize their materials, finish work within a strict time frame, work
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independently or with a group, travel independently to other parts of the building, copy from the board/overhead screen work with a microscope, etc.?
Does the student have an opportunity to interact and socialize with other students with visual impairments?
Will space be provided for Visual Impairment instruction, where and what kind?
Are playgrounds and school grounds safe?
MATERIALS/EQUIPMENT ISSUES
Technology available in the school and home
Library/reading material access for the student
The availability of a braillewriter and other equipment in the home and willingness on the parents' part to support homework within the unique Visual Impairment curriculum
INSTRUCTIONAL TIME ISSUES
(The amount of instructional time needed per student is a decision made on an individual basis by the ARC committee. However, experienced teachers have offered the following as average or typical times for various populations.)
Examples of the average amount of time to budget for direct instruction with each student. Rules of thumb are:
1. thirty minutes twice a week for young children, ages 3-5, or children in a partially self- contained setting, with a short attention span;
2. one hour a week for a student with low vision who uses print; and
3. three to five hours a week for students who read braille.
Five hours a week for a child just learning braille, reduced to three hours a week once braille and abacus are at a comfortable level. NOTE: consider establishing a "minimum" amount of time to schedule per student, per week for direct instruction. Is it possible for a student to learn a skill if it's presented once a week during a 15 minute instruction period? Consider making one hour a week a minimum.
Examples of the average amount of time to schedule for students served on a consultative basis can vary. A rule of thumb would be from one to four hours per
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month, depending on the needs of the primary teacher. This time is spent observing, training, communicating with occupational, physical or speech therapists, primary teacher, aides, parents, etc., providing adapted vision equipment, interpreting ophthalmological information, adapting or making modifications to accommodate the visual impairment.
MISCELLANEOUS ISSUES
Motivation and involvement of the student's parents
Highest priority needs and concerns of the principal, parents, teachers
Other diagnostic measures that would help in more effectively educating the student, e.g., low vision evaluation, OT/PT screenings, second opinion from another ophthalmologist, neurological or neuro-psychological, testing for learning disability
How many students are on the itinerant caseload
Schedule of achievement testing/how student participates in testing
Preparation for special projects which will be covered during the school year which may require special skills training, e.g., science fair, research project, track and field
Inservice needs of school and/or individual classrooms
Family's familiarity with community services, organizations, support groups
Visual Impairment compensatory skills needed by the student to meet the requirements of the regular education curriculum, e.g., reading maps, charts, and graphs, performing math computations, being computer literate, operating a microscope, learning abstract science or math concepts which require the provision of concrete materials and supplemental instruction.
Toelle (no date). Developed by C. M. Cowan, VI Teacher/Consultant, Education Service Center, Region XIII. A Guide to Quality Programs for Students with Visual Impairments. Texas School for the Blind.
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TIPS FOR SCHEDULING STUDENTS
STUDENTS WITH LOW VISION/GRADES K-6
At the initial meeting with the student's classroom teachers, ask for a daily schedule. Write these on index cards. Ask the classroom teacher what time would be best for your instruction to occur. Explain that you will be serving several schools per day and will try to arrange a schedule with all schools.
Many students with low vision appear to make adequate progress with approximately one hour of instruction per week. If you must pull a student for individual instruction, do not pull him from an activity which will cause a deficit. If you remove a student from math, you will be responsible for working on math during that time. With one-on-one instruction, the lesson moves quickly, allowing the VI teacher time for additional instruction, if necessary.
Once index cards are complete for all students, use a pen to highlight the best times for each student, as suggested by the classroom teacher. Make a grid with boxes for Monday through Friday, with each box divided in two for morning and afternoon. Enter student names into the grid in pencil until all students are scheduled. A rule of thumb is to work with no more than four students per day, depending on the amount of service and travel time.
Allow time for lunch, lesson planning, material preparation, travel, etc.
Leave at least a two-hour block of time free, one day a week to perform evaluations, attend meetings and make spot observations of students.
BRAILLE STUDENTS
If the student is a beginning braille reader, schedule to see him during the language arts block and pull out when the class is working on independent work. Allow time to work with the student, chat briefly with the teacher, and adapt last minute assignments. Using the school adopted reading series allows the student to participate in classroom language arts instruction. Allow time in the schedule at least once a week to observe social skills and independence in the cafeteria, P.E., and/or art.
As braille is beginning to be mastered, typically in second grade, begin to schedule more time during math to teach the abacus and decrease the amount of time for language arts.
To increase student practice time, consider enabling paraprofessionals or volunteers to monitor practice in braille and abacus. This requires training, planning, and preparation, but will be worth the effort.
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MIDDLE AND HIGH SCHOOL STUDENTS
If the student requires intensive VI services, consider using an elective slot for scheduling. However, if you do not plan to work every day with the student, make sure they are not left with a hole in their schedule on the days you do not come.
Consider Serving the student during "content mastery," if applicable. The content mastery teacher may be able to provide practice time for compensatory skills.
Spot observations are particularly important for students in this age group. Observe their performance using adaptive techniques, study skills, social skills, etc. Refer to "Skills Checklist for Students with Visual Impairments."
CONSULTATIVE STUDENTS
For students with multiple impairments, meet with the entire group of support staff and the classroom teacher to discuss your respective roles. Determine how you can best support the student's program and schedule accordingly. For example, the speech therapist may need some backup on materials and techniques. Coordinate schedules to assist him in setting up routines, collecting data, etc., with regard to the students' visual functioning. Be flexible in scheduling to be an active member on the transdisciplinary team.
For academic students who need only monitoring, scheduling should focus on meeting with teachers, occasional observations, and with the student periodically to discuss progress/concerns. Try not to disrupt schedules.
GENERAL INFORMATION
Direct service time with students is sacred. There are times, however, when time conflicts cannot be avoided. To deliver the amount of service stipulated in the students' Individualized Educational Program, reschedule missed sessions.
Out of courtesy for classroom teachers, meetings should be arranged around their schedules, during planning periods and after students leave. Avoid popping in unannounced.
See "Observation Guidelines" for information regarding observing students.
Toelle (no date). Developed by C. M. Cowan, VI Teacher/Consultant, Education Service Center, Region XIII. A Guide to Quality Programs for Students with Visual Impairments. Texas, School for the Blind.
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M.COMMON MEDICAL ABBREVIATIONS
A or Acc Accommodation AC Anterior chamber add Convex reading addition Ax or x or CX Axis BI or GO Base in or base out Bil Bilateral C, CC With correction CF Count fingers CSM Central, steady and
maintained fixation CVF Central visual field C or Cyl Cylindric lens or cylinder D Diopter (lens strength) E Esophoria ET Esotropia EOM Extraocular muscles H Hyperphoria HM Hand movement HT Hypertropia IOP Intraocular pressure LP Light perception L proj Light projection N Nasal NLP No light perception NPC Near point of
convergence NV Near vision OD (R, or RE) Oculus dexter (right eye) ON Optic nerve OS (L, or LE) Oculus sinister (left eye) OU Oculi unitas (both eyes) PD Interpupillary distance PD Prism diopter PH Pin hole PP Near point PR Far point S, SS, SC Sans (without) correction Pr Presbyopia PRRE Pupils round, regular, and equal S or Sph Spherical lens ST (or ET) Esotropia (with L or R) VA Visual acuity VE Visual efficiency VF Visual field WNL Within normal limits X (With a number in front of
the "' x" ) power of a magnification device
XT Exotropia
N.
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O.IEP and Lesson Plan Development Handbook
ORIENTATION AND MOBILITY SCREENING (Adapted from a form developed by Northside ISD, San Antonio)
UPON ENTERING THE SCHOOL, DOES THE STUDENT:
____ travel with ease around campus ____ maintain same pace in a variety of areas ____ independently find his/her classroom ____ require extra time to get to class ____ independently find his/her seat ____ independently find his/her locker ____ locate door handles without groping ____ run errands for teacher ____ travel to and from the restroom independently ____ judge distance appropriately____ demonstrate an awareness and confidence on stairs ____ independently use the elevator ____ participate in P.E. ____ use residual vision effectively ____ use visual aids such as the telescope effectively ____ travel with confidence in unfamiliar areas ____ travel safely in crowded hallways ____ walk into large or small objects ____ move comfortably from a lighted area to a shadowed area ____ independently go through the lunch line
IN GENERAL DOES THE STUDENT:
____ show confidence in traveling outdoors ____ negotiate cracks or bumps in the sidewalk ____ have no problem with sunlight hurting his/her eyes ____ confidently explore the school grounds ____ play on the school playground equipment ____ identify objects from a reasonable distance ____ locate drop offs such as curbs ____ see adequately at night ____ maintain an even pace while walking
*** A "NO" ANSWER ON ANY OF THESE ITEMS MAY INDICATE A NEED FOR A MORE THOROUGH EVALUATION AND POSSIBLE INSTRUCTION. ***
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