To be considered for vision services "a pupil must have a visual impairment1 which, even with correction, adversely affects a pupils' educational performance". (Note- A visual impairment does not include visual perceptual or visual motor dysfunction resulting solely from a learning disability)2. An eye report from an ophthalmologist is a way to provide this documentation.
Role of the Teacher of the Visually Impaired
The vision program is not a vision therapy program teachers are not Medical Vision
Therapists. Their have primary responsibility is for specialized instruction and services required to meet the unique educational needs of the student with visual impairments. Vision services may include the following on a direct or consultation basis:
- Provide adapted materials (e.g., large print or braille books, taped materials, optic aides such as magnifiers or monoculars, high contrast bold line paper, reading stands, lamps, tape recorders, computer software, multi-sensory materials etc.). Provide training in use of the above materials to students and staff.
- Provide information and educate parents, teachers and support staff regarding student's visual condition and visual needs. This may include consultation with regular and special education teachers, counselors, principals, parents and support staff regarding techniques and methods recommended for involving the student with visual impairments in the classroom setting by adapting the curriculum and/or regular classroom teaching methods.
Direct teaching in specialized skills areas such as braille, living skills, tracking, handwriting, strategies to improve visual organization abilities, using adaptive technology, social skills etc.
- Provide academic tutorial instruction to students with visual impairments in connection with on-going classroom assignments.
- Responsible for on going assessment of student's progress as well as eligibility for services.
- Prepares and adapts appropriate materials to ensure students' maximum participation in all classroom activities.
Assist students and their parents in acquiring information regarding services and support available in the community for students with visual impairments.
To initiate process, a "Teacher Checklist for Vision Services Program" form is completed by the classroom teacher and submitted to the vision services department, Sanchez ES, Bungalow 5. An eye report is then obtained from the student's eye doctor. The information is evaluated, and if appropriate, a functional vision assessment is conducted by a credentialed teacher of the visually impaired with signed parental consent. If eligibility for vision services is established, then an IEP with goals and frequency is completed.
Vision Services should be recommended when the student has a documented visual impairment:
- with acuity in the better eye, after the best correction, between 20/70 and 20/200 (partially sighted)
- with central visual acuity of 20/200 or less in the better eye after best correction with conventional spectacle lenses (legally blind)
- with visual acuity better than 20/200 if there is a field defect in which the widest diameter of the visual field is not greater than 20 degrees (legally blind)
- vision cannot be used as a major channel of learning (blind)
Service Delivery Models
The following are possible service delivery models. The availability depends on students' needs at each given year.
- SDC (Special Day Class)
- Students enrolled in this class spend the majority of the school day within the special class. They receive instruction in academics and specialized areas such as braille, typing, handwriting, daily living skills, social skills, and many other areas. These students are mainstreamed into regular classes as appropriate.
- Resource Room for Visually Impaired
- Students with visual impairments are enrolled in regular education classes and are provided support services by a teacher of the visually impaired on an individually determined bases. These services include academic support, consultation with regular education teachers, instruction in adaptive technology skills and provision of adaptive materials (e.g., Braille or large print texts etc).
- Visual impairment
- (a visual loss not correctable by glasses or contact lenses) so severe that the student is unable to receive an appropriate education within the regular education setting without special education services. A visual impairment might include cataracts, glaucoma, retinitis pigmentosa, ocular albinism retinopathy of prematurity etc.
- DIS (Designated Individual Service)
- Most students with visual impairments are serviced within the DIS model. In this model, an itinerant teacher of the visually impaired travels from school to school to deliver vision services on a one to one basis to students in various settings which include SDC, Mainstream and Inclusion.
- Infant Program
- A home-based program which provides parent education and instruction to infants with visual impairments birth to three years of age. The hometeacher will also help parents become aware of services and support available from local programs in the community.
Program Completion Criteria
- The IEP team agrees that the student's visual needs can be met within the general educational program.
- The student had made minimal or no measurable progress after one academic school year.
Demissions are accomplished by a modified or regular IEP process.
Adpated from:
Program Guidelines for Students who are Visually Impaired
California Department of Education
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