Quality Programs for the Visually Impaired

QPVI Handbook Quality Programs for the Visually Impaired

Working Together So They May Stand Alone

- 1 - 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...... 9 A.1. Director of Special Education...... 9 A.2. Principal...... 9 A.3. Guidance Counselor...... 10

B. Direct Support and Related Service Providers...... 11 A.4. Teacher of the Blind/Visually Impaired...... 11 A.5. TBVI Assistant/Paraeducator...... 13 A.6. Orientation and Mobility Specialist...... 15 A.7. General Education Teacher...... 17 A.8. Student...... 17 A.9. Parent/Guardian...... 18 A.10. Eye Care Professional (Optometrist, Ophthalmologist)...... 19 A.11. Clinical Low Vision Evaluator...... 19 A.12. Assistive Technology Personnel...... 19 A.13. Speech Language Pathologist...... 20 A.14. Occupational Therapist...... 20 A.15. Physical Therapist...... 21 A.16. School Psychologist...... 21 A.17. School Nurse...... 21

C. Agency Personnel/Other A.18. Office for the Blind Counselor...... 22

- 2 - 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

- 3 - A. PROGRAM OVERVIEW B. C. Overview of the Big East Educational Cooperative D. E. The Kentucky Department of the educational opportunities and Education, Division of Learning outcomes of students by providing Services funds eleven (11) Special effective leadership and delivering Education Cooperatives located specialized services in partnership across the state. The Special with the Kentucky Department of Education Cooperatives are aligned Education, local school districts, by the Kentucky Department of institutes of higher education, and Education's eight (8) Regional other service providers. Services Centers with each region J. The Big East Educational having as many as two Cooperative, located in Ashland, is cooperatives. All 176 local school part of the Kentucky Educational districts, and the Kentucky Schools Development Corporation. An for the Blind and Deaf are members independent educational cooperative of a special education cooperative. that was established in 1965 and Funding is provided using federal serves 68 school districts and 5 dollars awarded to Kentucky under colleges across the state of Part B, Section 611, of the Kentucky. Individuals with Disabilities Education Act Amendments of K. Big East Member School districts 1997. The Special Education include: Cooperative Network is intended to L. Ashland Independent assist local school districts in M. Augusta Independent meeting the needs of its member N. Bath County districts. Services range from O. Boyd County technical assistance, trainings, P. Bracken County professional development, Q. Carter County specialized services, research, and R. Elliott County other needs identified by member S. Fairview Independent districts and the Kentucky T. Fleming County Department of Education. U. Greenup County F. V. Johnson County G. Vision Statement of the Statewide W. Lawrence County Network of Special Education X. Lewis County Cooperatives: We provide effective Y. Martin County leadership that facilitates the Z. Mason County educational success of students. AA. Menifee County H. AB. Morgan County I. Mission Statement of the Statewide AC. Paintsville Independent Network of Special Education AD. Raceland Independent Cooperatives: Kentucky's Special AE. Robertson County Education Cooperatives will enhance AF. Rowan County AG. Russell Independent AH. AI. Big East Educational Cooperative Map AJ. AK. AL. C. Big East Educational Cooperative Self Study Report AM. AN. May 2005 – May 2006 AO. AP. Quality Programming for Students Who are Blind or Visually Impaired AQ. AR. 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. AS. AT. Other members in the Workgroup over the years have included: AU. AV. Sue Abner, Director of Special Education, Lewis County Schools AW. Anthony Blades, Teacher of the Visually Impaired/Certified Orientation & Mobility Specialist, Fleming, Mason, and Rowan Counties AX. Carolyn Blair, Director of Special Education, Elliott County Schools AY. Cindy Bond, Teacher of the Blind/Visually Impaired, Carter County Schools AZ. Nita Collier, Director of Special Education, Martin County Schools BA. Tracie Caudill, Regular Education Teacher, Bath County Schools BB. Janet Dale, Special Education Teacher, Lawrence County Schools BC. Mischa Dixon, Director of Special Education, Russell Independent Schools BD. Helen Dowd, Director of Special Education, Carter County Schools BE. Stephanie Edmond, Teacher of the Blind/Visually Impaired, Fleming County Schools BF.Traci Evans, Teacher of the Blind/Visually Impaired, Lewis County Schools BG. Lora Felty, Teacher of the Blind/Visually Impaired, Ashland Independent, Boyd County, and Russell Independent Schools BH. Amy Jones-Hamdan, Special Education Teacher, Bath County Schools BI. Kristen Hammond, Teacher of the Blind/Visually Impaired, Greenup County Schools BJ. Karen Hinkle, Certified Orientation & Mobility, Big East Coop BK. Carol Hoskins, Director of Special Education, Morgan County Schools BL. Verna 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 BM. Carolyn Least, Teacher of the Blind/Visually Impaired, Mason County Schools BN. Angela Lewis, Teacher of the Blind/Visually Impaired, Elliott County Schools BO. Nancy Lewis, Teacher of the Blind/Visually Impaired, Morgan County Schools, Bath County Schools, Menifee County Schools BP.Stephanie Little, Director of Special Education, Bath County Schools BQ. Deborah McCool, Teacher of the Blind/Visually Impaired, Johnson County Schools BR. Rhonda Mullins, Teacher Assistant, Ashland Independent, Boyd County, and Russell Independent Schools BS.Amity Norton, Teacher of the Blind/ Visually Impaired, Lawrence County Schools BT. Stephanie Rice, Teacher of the Blind/Visually Impaired, Johnson County Schools BU. Della Ruggles, Director of Special Education, Robertson County Schools BV. Susan Thompson, Teacher of the Blind/Visually Impaired, Martin County Schools BW. BX. 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. BY. BZ. 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). CA. CB. 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. CC. CD. 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. CE. CF.Listed below is a report of the Key Components in the Quality Programs of the Visually Impaired process. CG. Key Components of the Visually Impaired Program CH. CI. 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. CJ. CK. 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. CL. CM. 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. CN. CO. 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: CP.  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. CQ. CR. 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. CS. CT. Array of Service Delivery Options: The Workgroup developed a list of service delivery options which, if approved, will be included in the cooperative handbook. CU. CV. 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. CW. CX. 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. CY. CZ. 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. DA. DB. Mission Statement: WORKING TOGETHER SO THEY MAY STAND ALONE DC. DD. 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.  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. DE. DF. Needs and Recommendations of the Cooperative Workgroup DG.  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 Descriptors o continued updates in the field of visual impairments o 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. DH. DI. 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. DJ. DK. DL. ROLLS AND RESPONSIBILITIES DM. A. Administrators

1. Director of Special Education (Performance Responsibilities & Role)

A.a) Locates, identifies, and assists in evaluation of students who are blind/visually impaired

A.b) Implements programming: locates staff, services, materials, and equipment

A.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

A.d) Participates in regional planning

A.e) Secures adequate funding for positions via balancing ADA and federal child count dollars and state revenue

A.f) Completes annual registration for federal quota with assistance from Teacher of the Blind/Visually Impaired (TBVI)

A.g) Evaluates programming (staff and services)

A.h) Insures provision of adequate office and storage areas

2. Principal (Performance Responsibilities & Role)

A.a) Chairs Admissions and Release Committee (ARC) meetings for each student who is blind/visually impaired

A.b) Makes certain of adequate provision for instruction, safety, and well- being of students who are blind/visually impaired

A.c) Participates in allocation of appropriate financial resources as indicated for schools with site-based management

A.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 DN. 3. Guidance Counselor (Performance Responsibilities & Role)

A.a) Assists students with visual impairments in understanding their attitudes and those of other concerning visual impairments in: a.i. Exploring similarities and differences in relation to all children a.ii. Becoming socially aware of oneself and environment a.iii. Learning acceptable behavior a.iv. Encouraging social interactions with peer groups a.v. Becoming more independent

A.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

A.c) Collaborates with the Teacher of the Blind/Visually Impaired to include students with visual impairments and their parents in the vocational counseling process

A.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 orientation ii. Verbal and nonverbal language iii. Self-help skills iv. Socialization process v. Interpersonal relations vi. Human sexuality vii. Real life experiences

A.e) Is knowledgeable about special considerations for students who are blind/visually impaired when conducting assessments

DO. B. Direct Support and Related Service Providers

1. Teacher of the Blind/Visually Impaired

a) Assessment and Evaluation i. 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 environments iii. Contributes to the development of the IEP, such as goals, modifications, and learning styles iv. Recommends appropriate specialized evaluations, as needed, such as low vision, orientation and mobility, psychological, and adaptive PE v. 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 process viii. Administers various other tests as appropriate (Oregon Project, Insite, Hawaii, Boehme, LAP, E-LAP, etc.)

b) An Appropriate Learning Environment i. 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 materials vi. Provides Braille, alternate format, recorded/enlarged materials as appropriate for each child as needed

c) Direct Instruction in the Unique Curriculum i. 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  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 Services i. 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 Duties i. Provides updated pupil information (VI registration, textbook projections, etc.) ii. Provides screening and referral procedures to appropriate personnel iii. Submits requests for instructional materials, conferences, field trips, and personnel needs iv. 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 school viii. 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. 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 parents xii. 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 School i. Provides information about the district vision program to the schools and community ii. 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 Standards i. Maintains a reference library of current professional materials ii. 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 tools iv. Participates in professional development opportunities within the coop and serves as a valuable member of the coop QPVI Cadre v. Maintains Braille skills vi. Is knowledgeable about appropriate assistive technology related to blindness and low vision DP. 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 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 DQ.

3. Orientation & Mobility Specialist

a) Assessment and Evaluation i. Performs orientation and mobility evaluations that focus on long and short term needs of the student ii. 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 IEP iv. 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 Environments i. 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 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 Curriculum i. Concept development ii. Gross motor skills iii. Visual efficiency skills (with and without aids) iv. Pre-cane skills v. Cane skills vi. Map skills vii. Outdoor/residential travel viii. Semi-business travel ix. Business travel

d) Support Services i. 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 Duties i. Submits request for instructional materials, conferences, and reference materials ii. Is knowledgeable about community funding available for the student who is blind/visually impaired iii. 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 vi. Provides progress reports to district and parents in accordance with IEP vii. Arranges and prepares paper work as appropriate and attend all ARC’s on students who are blind/visually impaired as they relate to O & M viii. Communicates with low vision specialist, ophthalmologists, and optometrists concerning exams and attends exams when appropriate

f) Liaison between Community and School i. Provide information about the district vision and O & M program to the schools and community

g) Professional Standards i. Maintains a reference library of current professional materials ii. 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 DR.

4. General Education Teacher

a) Performance Responsibilities & Role i. Is responsible for activities as indicated on the IEP ii. 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: (a.1) Identify the visually impaired student’s areas of educational need (a.2) Coordinate instruction and services to meet these needs (a.3) Determine mutually convenient times during the school day for scheduling the teacher of the visually students to work with the student (a.4) Modify the classroom procedures and environment to meet the specific needs of the visually impaired student for participation in classroom activities (a.5) Exchange of information concerning the student who is blind/visually impaired with parents and other individuals on a regular basis (a.6) Provides, in a timely manner, to the teacher of the blind/visually impaired, student classroom materials that need to be adapted (a.7) Provides assessment and instruction information and shares this with other members of the ARC in specialized areas of expertise (a.8) Emphasize integration with same age peers (a.9) Consults with teacher of the blind/visually impaired concerning equipment or adaptations available for specialty areas DS. 5. Student

a) Performance Responsibilities & Role i. 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 goals vi. Participates in the development of the transition plan vii. Gives feedback and suggestions on services viii. Develops an on-going vision portfolio

6. Parent/Guardian

a) Performance Responsibilities & Role i. Is fully informed as to why and how an assessment is to be conducted ii. Provides information relating to any assessments, including medical information iii. Gives informed written consent before an individual assessment is conducted iv. Gives informed written consent before specially designed instruction is provided v. 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 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 plan xiii. Emphasizes social integration with same age peers xiv. Serves as an advocate for their child xv. Joins with other parents in support of the challenges of being a parent of a child with a disability DT.

7. Eye Care Professional (Optometrist, Ophthalmologists)

1. Performance Responsibilities & Role i. Provides diagnosis of eye condition ii. Provides medical treatment of eye condition iii. 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. DU.

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 & Role i. 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 illumination iii. Completes necessary forms for school district personnel iv. Assists in determining whether a client can use optical or non-optical devices or adaptive techniques to enhance visual functioning DV. 9. Assistive Technology Personnel

9.a) Performance Responsibilities & Role i. Installs and configures assistive technology hardware components and software applications ii. Instructs and trains clients on assistive technology hardware components and software applications iii. Provides on-site evaluations and consultation on assistive technology hardware components and software applications iv. Prepares assistive technology evaluation and consultation reports v. Participates in ARC meetings when requested DW.

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.)

10.a) Performance Responsibilities & Role i. 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 DX. 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.)

11.a) Performance Responsibilities & Role i. 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. DY.

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.)

12.a) Performance Responsibilities & Role i. 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. DZ.

13.School Psychologist

13.a) Performance Responsibilities & Role i. Completes assessments as specified in the ARC evaluation plan. ii. Is knowledgeable about special considerations for students who are blind/visually impaired when conducting assessments iii. Is aware of the unique educational needs of the student who is blind/visually impaired and the student’s family iv. Works closely with the Teacher of the Blind/Visually Impaired to coordinate services EA. 14.School Nurse

a) Performance Responsibilities & Role i. Acts as a liaison with health professionals, educators of children who are blind/visually impaired, other school personnel, and parents ii. Coordinates screening of vision and hearing, including making referrals and screening the hearing of students who are blind/visually impaired iii. 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 EB. EC. C. Agency Personnel/Other ED.

1. Office for the Blind Counselor

1.a) Performance Responsibilities & Role i. Attends ARC meetings when invited in regard to transition services ii. 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 assessments iv. Provides low vision aids and adapted equipment when appropriate for school and/or present employment v. Assists in arranging financial assistance for post- secondary education vi. Serves as a liaison with college support service personnel vii. Provides an opportunity to apply for services through the Kentucky Department for the Blind viii. Assists in initiating work experience activities EE. EF. EG. IDENTIFICATION & PROGRAM PLANNING PROCESS

A. Special Education Steps Relating to Students with Visual Impairments EH. EI. 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. EJ. EK. 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. EL. EM. EN. Referral EO.  EP.Evaluation EQ.  ER. Eligibility ES. ET.Individual Education Program (IEP) EU.  EV. Placement EW.  EX. Instruction EY.  EZ.Annual Review FA. FB. FC.Referral FD. The 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. FE. FF. Evaluation FG. During 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. FH. FI. Eligibility FJ. Based 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. FK. FL.Individual Education Program (IEP) FM. The IEP is a written document developed and reviewed based upon identified needs. This step entails goals and objectives specific to the students needs. FN. FO. Placement FP. This step is discussed and determined after the IEP is developed during an ARC meeting. See Continuum of Service Delivery Options sheet. FQ. FR.Instruction FS. During 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. FT. FU. Annual Review FV. The 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 FW. FX. B. IDEA – 504 Flow Chart FY. C. Conducting Functional Vision/Learning Media Assessment FZ.A 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.

GA. 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. GB. GC. 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 GD. GE. Components Include: GF. General student information GG. Medical history, including medications GH. Parent, teacher and student (when applicable) interviews GI. Observations across multiple settings GJ. Specific components for each phase of assessment: GK. Functional Vision GL. Learning Media GM.For students in a GO. For students with GQ. For students in typical, GR. For students with multiple typical, academic multiple impairments: academic programs: impairments: program: 1. Visual functioning 1. Initial decision 1. Sensory channels 1. Visual  Physical condition  Sensory channels (preschoolers or those functioning and movement skills of (preschoolers or those with with suspected change in  Physical eyes suspected change in sensory functioning) condition and  Blink and pupillary sensory functioning) 2. Indicators of movement skills of reflex  Indicators of readiness readiness for a functional the eyes  Observation of near, for a conventional literacy literacy program  Observation of intermediate, distance program (preschoolers (preschoolers or older near, intermediate, tasks entering an academic entering an academic program, used to distance tasks  Awareness of, program) determine if a student is  Informal acuity attention to, and  Tactual perceptual screenings recognition of objects skills ready for a functional  Visual fields and/or people  Initial selection of literacy program)  Visual  Informal acuity literacy medium (students 3. Functional application perceptual skills screenings entering a conventional of tactual skills 2. Exploration of  Visual perceptual literacy program) 4. Initial selection of optical and non- skills 2. Continuing functional literacy medium optical devices 2. Alertness states assessment of literacy 5. Continuing 3. Environmental 3. Communication skills assessment of functional conditions, mode  Reading efficiency of literacy skills illumination 4. Positioning and students with established 6. Use of other senses, 4. Observations of movement medium braille or print sensory integration indoor/outdoor travel 5. Environmental  Reading rate 7. Assistive technology GN. conditions, illumination  Braille skills inventory 6. Observation of or tactual perceptual skills indoor/ outdoor travel (for students not currently GP. using braille)  Handwriting  Academic performance  Literacy "tools" such as - Computer technology  Recorded media, listening skills  Optical/non-optical devices  Other assistive technology GS. GT. Functional Vision/Learning Media Assessment Kit Materials GU. Vendo GV. Vend GW. Ve GX. Estimate Item Description r Name or ndor Item # d Cost Address Phone GY. Near Vision Card with GZ. Vision HA. 2109 HB. (40 HD. 2709 HE. 25.00 16” cord [Numbers] Associates US Hwy. 7) 90 West, 352- Lake 1200 City, FL HC. Fa 32055- x # 7708 (386) 752- 8739 HF. Near Vision Card with HG. “ HH. “ HI. “ HJ. 2508 HK. 25.00 16” cord [Symbols] HL. Illuminator Cabinet HM. “ HN. “ HO. “ HP. 914 HQ. 145.00 HR. Translucent Distance HS. “ HT. “ HU. “ HV. A274 HW. 25.00 Number Chart [10 ft.] 6 HX. Translucent LEA HY. “ HZ. “ IA. “ IB. A2591 IC. 25.00 Symbol Chart Distance for 10 ft. ID. New Low Vision Chart IE. “ IF. “ IG. “ IH. LVDAC II. 49.95 (10ft.) IJ. Low Vision Test Card IK. “ IL. “ IM.“ IN. LVCARD IO. 4.00 IP. Playing Cards (symbols) IQ. “ IR. “ IS. “ IT. 2525 IU. 25.00 IV. NYSOA K-D Test IW. Bernell IX. 4016 N. IY. (800) JA. VT 9509 JB. 44.95 [Tracking Horizontal] Holme 348- St., 2225 Mishawa IZ. Fax # ka, IN (574) 46545 259- 2102 JC. NYSOA K-D Test JD. “ JE. “ JF. “ JG. VT 9510 JH. 5.00 Scoring Sheets JI. JJ. Developmental Eye JK. “ JL. “ JM. “ JN. DEM JO. 42.95 Movement Test [Tracking Horizontal and Vertical] JP. Developmental Eye JQ. “ JR. “ JS. “ JT. DEM1 JU. 2.95 Movement Pad of 25 JV. Three Figure Test JW. “ JX. “ JY. “ JZ. BCBS528 KA. 31.95 [Suppression, Diplopia, Fusion] KB. Pen-Pal Fixators KC. “ KD. “ KE. “ KF. PENP KG. 19.95 (pkg. of 100) [Focusing, ALS Convergence, Tracking] KH. Disposable Medical KI. “ KJ. “ KK. “ KL. WC70 KM. 6.60 Penlights (6) 206 KN. Chrome Penlight KP. “ KQ. “ KR. “ KS. BS10 KT. 5.45 KO. ****Or purchase 0 KU. elsewhere for much KV. cheaper KW. Color Vision Testing KX. “ KY. “ KZ. “ LA. CVT1 LB. 85.95 Made Easy LC. Stereo Butterfly Test LD. “ LE.“ LF.“ LG. SO10 LH. 152.95 (Depth Perception) 00 LI. School Bus Test [Eye LJ. “ LK. “ LL.“ LM. BCSB LN. 17.95 Alignment] S LO. Letter Ball LP.“ LQ. “ LR. “ LS.JZLB LT.19.75 LU. Test of Visual LV. Pro-Ed LW. 8700 LX. (80 LZ.9016 MA. 167.00 Perception Skills (non- Shoal 0) motor) Creek 897- Blvd., 3202 Austin, LY. Fa TX x # 78757 (800) 897- 7633 MB. Visual Perceptual MC. Psycho MD. P.O. ME. (80 MH. KC- MI.79.95 Development Remedial logical & Box 520, 0) 250 Activities – Set II Educationa Hydesvill 523- l e, CA 5775 Publication 95547 MF. Fa s, Inc. x # MG. (80 0) 447- 0907 MJ. Burns/Roe Informal MK. Hought ML. 181 MN. (88 MP. ISBN MQ. 55.56 Reading Inventory on Mifflin Ballardva 7) 0618122 College le Street 859- 206 Division MM. PO 7241 Store Box MO. Fa 7050, x # Wilmingt (978) on, MA 661- 01887 1324 MR. Jerry L. Johns MS. Kendall MT. 4050 MU. Du MV. ISBN MW. 39.95 Reading Inventory /Hunt Westmar buque, 0787258 Publishing k Drive Iowa 326 Company 52002

Other Needed Materials for FVLMA Kit  Sample reading materials: various labels,  Two pencils with toppers to assess convergence, magazines, phone book, texts, etc. 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

D. Worksheet-Determining Eligibility MX. Eligibility criteria: MY. Possible source of supporting data MZ. Comments/documentati on: NA. Vision loss, even with NG. KIMRC eye report form: Date of NQ. correction : NB. visual acuity even with exam ______NH. Clinical low vision report : Date of prescribed lenses that is 20/70 or worse in the better eye OR exam ______NC. medically diagnosed NI. Medical records,(e.g., on-going progressive loss of vision; follow up with primary eye specialist, routine ND. visual field of 20 or worse; eye exams) NJ. Observations of student across NE. medically diagnosed multiple settings NK. FV/LMA condition of cortical blindness; or NF. a functional vision loss NL. Visual Perceptual data NM. Parent Interview NN. Review of student work NO. Student interviews NP. Other:

NX. IEP monitoring data OF. I. Requires NY. Current SDI, AT, supplemental

NR. Specialized materials, services being utilized NZ. Anecdotal records/observations NS. Instruction in: OA. KSB or other AT NT. O & M, checklist/inventory NU. Braille, OB. Review of student work NV. visual efficiency; or OC. Evaluation data ( i.e., AT, FVLMA) NW. tactile exploration OD. Referral data/interventions used OE. Other:

OG. Adverse effect on child’s OQ. Reading rate inventory: Avg. OY. educational performance (consistently/significantly below reading rate same age peers) OR. Observational or anecdotal OH. Possible impact areas: information (e.g., time needed for task OI. Efficient use of basic completion, task transitions, dependency communication skills of on intervention for understanding, reading/writing general assistance needed as compared to peers (e.g., assistance w/task OJ. Access to general curriculum completion?) OK. Self-sufficiency OS. Norm referenced evaluations OL. Preparedness for changes OT. State/districts assessments (i.e., in visual functioning (i.e., loss of KCCT) vision, varying environmental OU. Analyzing class work in relation to conditions) Performance Level Descriptor OM. Keeping pace of classroom OV. Comparison to peers on Norm presentations referenced evaluations ON. Ability to conceptualize OW. Comparison to peers on state and district assessments OO. Accurate interpretation of OX. Other: visual images/information OP. Other OZ. PA. PB.Eligibility Determination PC. PD. 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. PE.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: PF. A. Visual Impairment PG. 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. PH. PI. 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: PJ. PK. 1a. The visual acuity even with prescribed lenses is 20/70 or worse in the better eye; or PL. PM. 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; PN. PO. 2. The student requires specialized materials, instruction in orientation and mobility, Braille, visual efficiency, or tactile exploration; and PP. PQ. 3. Evaluation information confirms there is an adverse effect on educational performance. PR. PS. The ARC specifies if the visual disability is a primary disability or secondary disability in the presence of any of the other disabilities. PT. B. Deaf-Blind PU. 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 is provided to address educational needs resulting from the combination of the two (2) disabilities. PV. PW. 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: PX. PY. 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; PZ. b. cortical deafness; QA. c. a medically diagnosed condition of progressive hearing loss; or QB. d. a functional hearing loss; and QC. QD. 2. a visual impairment as follows: QE. a. visual acuity even with prescribed lenses is 20/70 or worse in the better eye; QF. b. visual acuity is better than 20/70 and the child or youth has any of the following conditions: QG. QH. 1) A medically progressive loss of vision; QI. 2) Visual field of 20 degrees or worse; QJ. 3) A medically diagnosed condition of cortical blindness; or QK. 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. QL. QM. 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. QN. C. Multiple Disability QO. 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: QP. QQ. 1. a combination of two (2) or more of the following disabilities according to the criteria in these procedures: QR. a. hearing impairment: QS. b. physical or orthopedic disability; QT. c. other health impaired; QU. d. emotional-behavioral disability; QV. e. mental disability; QW. f. specific learning disabilities; QX. g. traumatic brain injury; QY. h. visual impairment; or QZ. i. autism; and RA. RB. 2. the disability is not a combination of deafness and blindness or communication disorder and another disability. RC. RD.

E. Continuum of Service Delivery Options RE. RF.Regular Classes RG. RH. No support needed (dismissed including preschool from special education) programs RI. RJ. RK. RL. RM. Regular Classroom RN. RO. Monitor students who have no immediate need for service but meet VI eligibility criteria and are at risk for future service needs. RP. RQ. RR. RS.Regular Classroom RT. RU. Direct instruction and/or consultation by itinerant TBVI to the student in home based school or to assigned school RV. RW. RX. RY. Regular Classroom RZ. SA. Short courses offered in VI with Kentucky School specific skills areas in addition to for the Blind Short regular coursework determined by Course 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. SB. SC. SD. SE.Resource Classroom SF. SG. Instruction and/or consultation with Itinerant Services by itinerant TBVI in a self- contained classroom. SH. SI. SJ. SK. Special School SL. SM. Full day instruction, including (Kentucky School for academics, self-help, vocational the Blind) and social/behavior skills for independent living, recreations, and assistive technology. SN. SO. SP. SQ. Preschool Home- SR. SS. Instruction by TBVI for preschool based Program children ST. SU. F. Recommended Guidelines for Amount of Services SV. SW. 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. SX. SY. RECOMMENDATIONS BY AGE/GRADE LEVEL SZ. TA. 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. TB. TC. 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. TD. TE.Pre-Braille and Braille Reading Students: TF. TG. 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. TH. TI. 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. TJ. TK. 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. TL. TM. 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. TN. TO. 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 self-advocacy. Four to six hours per week consultation, preparation, and liaison services. Total of seven to eleven hours per week. TP. TQ. TR. Students With Low Vision: TS. TT.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. TU. TV. 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. TW. TX. 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. TY. TZ.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. UA. UB. 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. UC. UD. 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. UE. UF. G. Guidelines for Direct/Consultive Services UG. UH. GUIDELINES FOR DIRECT SERVICES FOR STUDENTS WITH VISUAL IMPAIRMENTS UI. (Average amount of service per student: Average of 1-8 hours/week) UJ. Big East Educational Cooperative UK. UL. 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. UM. UN. The following are guidelines as to the kinds of direct services provided: UO. 1. Perform functional and learning media assessments and prepare written reports of results with recommendations. UP. 2. Complete the student with visual impairments comprehensive assessment with the diagnostic staff. UQ. 3. Attend annual school based ARC meetings, present Functional Vision Assessment/Learning Media Assessment reports, and provide input for IEPs. UR. 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 prescribed c. 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. US. 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. UT. 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: a. Review of previous medical/educational records b. Become familiar with student’s program/schedule c. Provide in-service to all of the student’s teachers as needed d. Make observations of student in various learning situations e. Evaluate the student’s use of VI adapted skills f. Determine need for adapted materials, curriculum, and instruction UU. UV. GUIDELINES FOR CONSULTATION SERVICES FOR STUDENTS WITH VISUAL IMPAIRMENTS UW. (Average amount of service per student: Average of 1-6 hours/month) UX. Big East Educational Cooperative UY. UZ. 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. VA. VB. 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. VC. 2. Complete student with a visual impairments comprehensive assessment with the diagnostic staff. VD. 3. Attend annual school based ARC meetings, present Functional Vision Assessment/Learning Media Assessment reports, and provide input for IEPs. VE. 4. Prepare for the school year and consultation services by doing the following: a. Review previous medical/education records b. Become familiar with student’s program/schedules c. Ensure orientation to new educational settings is implemented d. Provide in-service to all of the student’s teachers as needed e. Make observations of student performance in the classroom f. Evaluate student’s use of VI adapted skills g. Determine need for adapted materials, curriculum, and instruction h. Order needed materials i. Refer to the Department for the Blind, as appropriate, for transition related issues VF. 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. VG. 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. VH. VI. H. Overview of Adaptations, Modifications & Specialized Equipment VJ. ADAPTATIONS, MODIFICATIONS, AND SPECIALIZED EQUIPMENT VK.  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  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 VL. I. IEP and Lesson Plan Development Handbook VM. VN. IEP and Lesson Plan Development Handbook VO. VP. Specially Designed Instruction VQ. Supplementary Aids and Services VR. Assistive Technology Consideration Checklist VS. Lesson Plan Development VT. VU. VV. VW. VX. VY. VZ. WA. WB. WC. WD. WE. Kentucky Special Education Cooperatives WF. WG. WH. WI. Revised – January 2008 WJ. WK. Introduction WL. WM. 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). WN. WO. 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. WP. WQ. 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. WR. WS. 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. WT. WU. 707 KAR 1:280 Section 1 (51) WV. … means adapting as appropriate content, methodology, or delivery of instruction... WW. WX. If instruction is required for students to benefit from a material, resource, aid, strategy or service, it should be described as specially designed instruction. WY. WZ. 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. XA. XB. 707 KAR 1:280 Section 1 (54) XC. … means aids, services, and other supports provided in the regular education classes or other education related settings… XD. XE. 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. XF. XG. 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). XH. XI. 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. XJ. XK. This handbook was developed by a committee including staff from the Kentucky Special Education Cooperatives and Kentucky Department of Education. XL. Section 1: IEP Development XM.

COMMUNICATION XN.

Non-Verbal XO. Specially Designed Instruction (SDI) XQ. Supplementary Aids & Services (SAS) XP. What the teacher teaches XR. What the student needs  Visual, written, verbal, physical, picture  Visual, written, tactual, verbal, prompts and cues XS. physical, picture prompts and cue Cue cards  Hand under hand vs. hand over hand Graduated guidance XT. physical guidance/exploration System of least prompts  American Sign Language  Direct instruction of American Sign  Communication systems Language  Switch activated devices Computer assisted instruction  Augmentative communication devices Multiple-modality strategies  Dynamic screens Use of body language  High technology communication Attending to speaker devices Other  Communication boards/books/cards  Picture based communication  Establishing and maintaining eye contact  Switch accessible  Scan accessible  Educational interpreter  Other XU.

Listening Comprehension XV. Specially Designed Instruction (SDI) XX. Supplementary Aids & Services (SAS) XW. What the teacher teaches XY. What the student needs  Direct instruction in listening strategies  Repeated directions  Modeling  Frequent comprehension checks  Chunking  Visual prompts  Written prompts or directions  Alternative note-taking  Preview-Teach-Review  Extended processing time  Alternative note-taking  Paraphrasing, re-phrasing, and  Graphic organizers summarizing  Pre-teach critical information and  Extended time vocabulary  Previewing questions  Other  Preferential seating  Advanced organizer  Focus, concrete statements  Tape recorder XZ.  Digitized/electronic formatted materials  Highlighting key words  Listening guides  Other

Expressive Language/Oral Expression YA. Specially Designed Instruction (SDI) YC. Supplementary Aids & Services (SAS) YB. What the teacher teaches YD. What the student needs Verbal prompts Verbal prompts Cue cards Cue cards Visual prompts Visual prompts Guided repetitions Extended response time Rehearsal, use of scripts Allow written tests Time delay strategies Recorded materials Modeling Preferential seating  Conversational skills (i.e., initiating,  Directions in multiple forms (i.e., restate, maintaining, ending) rephrase, oral directions)  Word retrieval drills: categories, attributes, Oral reading on volunteer basis functions Rehearsal, use of scripts  Questioning techniques  Alternative assessments in place of oral Other reports (i.e., displays, projects, written, etc.)  Video self-modeling  Questioning techniques  Other YE.

Voice YF. Specially Designed Instruction (SDI) YH. Supplementary Aids & Services (SAS) YG. What the teacher teaches YI. What the student needs  Modeling  Self-monitoring checklists  Vocal strategies  Calming strategies cues  Social skills  Variety of questioning techniques  Calming strategies  Signal system for recognizing abusive  Self-monitoring strategies vocal patterns  Visualization techniques  Other  Recognition of vocal abusive patterns YJ.  Oral motor intervention  Other YK. Fluency YL. Specially Designed Instruction (SDI) YN. Supplementary Aids & Services (SAS) YM. What the teacher teaches YO. What the student needs  Modeling  Extended response time  Starter techniques  Opportunity to speak first in oral  Maintaining eye contact group situations  Choral responses  Individual instead of group presentations  Reading responses  Relaxation strategies  Relaxation strategies  Self-monitoring  Other  Other YP.

Receptive Language YQ. Specially Designed Instruction (SDI) YS. Supplementary Aids & Services (SAS) YR. What the teacher teaches YT. What the student needs Visual, written, picture prompts and cues Preferential seating Modeling Repetition of directions System of least prompts Simple directions Simultaneous prompting Gestures and visual cues Time delay Paraphrasing and rephrasing Verbal cues Visual prompts Core vocabulary with cue cards Concrete to abstract representations Visualization Picture schedule Verbal rehearsal Picture cues Cloze procedures Tactual cues Direct instruction Object to picture schedule  Auditory bombardment of language targets Calendar/routine system Verbal repetition Sentence strips Mnemonic strategies Tape recorder Pre-teach critical information Self cueing strategies Understanding humor and absurdities Gradually building complexity of task Train elements of critical thinking Teacher Wait time Making inferences and predictions Other  Drawing conclusions and making YU. generalizations  Other YV. Pragmatics YW. Specially Designed Instruction (SDI) YY. Supplementary Aids & Services (SAS) YX. What the teacher teaches YZ. What the student needs Social scripting Role playing Social stories Monitoring and quick feedback Written prompts Peer buddy/monitor Modeling Sensory issues addressed Verbal prompting  Opportunities for turn-taking, Guided responding initiating/terminating conversation,  Environmental prompting (i.e., personal commenting, and asking questions space awareness)  Environmental prompts (i.e., personal space Chaining awareness) Shaping Other Video self-modeling ZA. Role playing  Conversational turn-taking, initiating/terminating conversation, commenting, and asking questions  Relevant emotion/feeling word

Articulation/Phonology ZB. Specially Designed Instruction (SDI) ZD. Supplementary Aids & Services (SAS) ZC. What the teacher teaches ZE.What the student needs Auditory discrimination training Time delay Modeling Use of FM system Mirror training Tape recorder Oral motor exercises Tactile cues Repetitive drill/trials Visual cues Touch cues Kinesthetic cues Minimal pair drills Extended response time Auditory bombardment Correct speech samples Guided rehearsal  Verbal cues for correct speech sounds Discrete phoneme production training  Modeling of correct speech patterns when Oral motor desensitization/stimulation student makes incorrect speech patterns Oral prompts Oral prompts Phonemic awareness training Preferential seating Other Vocabulary cue cards Color coded key words Computer support Step-by-step directions Other ACADEMICS ZF.

Basic Reading ZG. Specially Designed Instruction (SDI) ZI. Supplementary Aids & Services (SAS) ZH. What the teacher teaches ZJ. What the student needs  Grapho-Phonic strategies  Graphic organizers (visual/auditory) including letter/sound  Prompting and cueing knowledge, phonemic awareness, decoding  Recorded materials  Visual strategies including word  Alternate electronic/digitized materials recognition and visual memory for words  Oral/visual  Auditory strategies including language presentation of materials above independent structure at the word, sentence, and text level reading level  Fluency  Extended time  Direct Braille code instruction  Large print (specified  Direct instruction in functions and use of font size) portable note-taking device (ie. BrailleNote,  Highlighted material VoiceNote, Braille ‘n Speak, etc.)  Colored overlays for  Direct instruction on functions and use of reading/glare reduction (specified color) low vision devices (assistive technology for  Direct/indirect lighting near and distance viewing)  Photocopied materials on preferred colored  Direct instruction in accessing alternate paper formats and associated technology  Tracking guides  Meaning strategies including word  Typoscopes meanings and associations and precision in  Braille word usage  Braille N’ Speak  Identifying and pronouncing words and  Refreshable Braille reading fluently orally includes:  Type N’ Speak . using content clues;  Manipulatives (i.e., . visual word recognition strategies letter tiles, flash cards, etc.) including environmental print;  Access to technology . word analysis strategies such as (i.e., computer, software, voice-to-text prefixes, suffixes, compound words and software, etc.) word derivations;  Limit visual clutter/stimuli . text management strategies such as  Slantboard/stand rereading/reading ahead, deep reading,  Use of black marker skimming/scanning; ONLY on dry erase board . decoding strategies such as identifying  Talking books word families, chunking, point & slide,  Screen enlargement looking for known words inside words; software . cross-check across systems (does the  Magnifier word make sense, sound like language,  Monocular/Binocular do the letters match the sounds) or ask  Colored overlays for another reader. reading/glare reduction (specify color)  Copy of notes written ZK. on the board  Regular text along with large print texts for colored illustrations and maps Reading Comprehension ZL.Specially Designed Instruction (SDI) ZN. Supplementary Aids & Services (SAS) ZM. What the teacher teaches ZO. What the student needs Graphic organizers  Recorded books with appropriate pacing Modeling Recorded materials “Cloze” procedures Electronic/digitized materials Mnemonic strategies Highlighting Advance organizers  Large print materials/textbooks (specified Visual prompts font size) Pre-teaching concepts/vocabulary  Standard text to accompany large print text LEARN strategy for colored illustrations/maps  List what you know Braille  Explore what you want to know Refreshable Braille Braille N’ Speak  Access information Type N’ Speak  Reflect on what you’re learning Reader  Now make connections Paraphrasing  KWL Strategy  Oral/visual presentation of materials above o List what you know independent reading level o Tell what you want to know Manipulatives (i.e., story strips, etc.) o Tell what you learned Advance organizers Verbal summarization Tactual graphics Open-ended stories Visual prompts QAR (question, answer, response)  Frequent rest breaks to reduce eye fatique Choral reading and strain Paired reading Limit visual clutter/stimuli Echo reading Slantboard/stand Visual imagery Note-taking guides Story mapping Study guides Think aloud Highlighted study guides  Direct instruction in: monitoring for  Use of black meaning, determining importance, creating marker ONLY on dry erase board mental images, synthesizing, relating new to known, questioning, inferring  Talking books  Direct instruction and support for specialized  Screen software and equipment enlargement software  Applying Braille reading (or use of low  Magnifier vision devices for literacy tasks) in authentic  Monocular/Binocula contexts  Instruction in hand/finger skills, tactile r discrimination/perception skills  Colored overlays  Integrated use of visual skills (e.g., scanning for reading/glare reduction (specify for information, reading charts, graphs, maps color)  Direct Braille code instruction  Copy of notes  Direct instruction in functions and use of portable note-taking device (e.g., written on the board BrailleNote, VoiceNote, Braille ‘n Speak) Regular text along with large print texts for  Direct instruction on functions and use of colored illustrations and maps low vision devices (assistive technology for Reading stand near and distance viewing) Other  Diagnostic instruction  Other

Written Language ZP.Specially Designed Instruction (SDI) ZR. Supplementary Aids & Services (SAS) ZQ. What the teacher teaches ZS.What the student needs Direct instruction in Graphic organizers Scribe (specify how and when a scribe will be Modeling used) Tactile kinesthetic tracing Paraphrasing Repetitive practice Assistive technology Advance organizers Advance organizers Visual and physical prompts and cues  Cue cards (i.e., definitions, examples, story Small group instruction starters, picture prompts, etc.)  Structured approach to sentence writing Graphic organizers  Direct instruction in the writing process Journals, logs, notebooks including: prewriting activities, writing, Rubrics/scoring guides to guide revising, editing, and publishing Editing checklists  Direct instruction in idea development, Production of written pieces structural patterns, sequencing, organization, Mnemonic strategies standards of correctness, awareness of Error monitoring, self-monitoring audience and purpose Modified tests and assignments  Direct instruction in open-response writing,  Copies of overheads (notes, directions, writing-on-demand, transactive writing, organizers, etc.) personal writing, literary writing, reflective Preferential seating writing, and writing-to-learn (graphic Scribe for obscan sheets organizers, journals, note-taking) Highlighting  Direct instruction in mechanics and usage of Color coded direction words slate/stylus Student paraphrasing of directions  Direct instruction in mechanics and use of Raised line paper Braillewriter/Note taking device  Manipulatives (i.e., sentence strips, word  Direct instruction in functions and use of cards, personal and classroom word banks, magnification systems etc.)  Sequential instruction for keyboarding skills  Tape recorder to talk into and write from  Other Pencil grips ZT.  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 Other ZU. ZV. Math Calculation and Reasoning ZW. Specially Designed Instruction (SDI) ZY. Supplementary Aids & Services (SAS) ZX. What the teacher teaches ZZ.What the student needs  Multi-sensory teaching strategies Mnemonic strategies  Time delay  Cue cards with problem solving strategies,  Most to least prompts definitions, examples, models, flow chart,  Modeling process steps  Direct instruction in computation and  Small group instruction reasoning strategies, word problem strategies  Visual, non-verbal, verbal, physical,  Direct Nemeth code Braille instruction picture, and written prompts and cues  Direct instruction in functions and use of  Repetitive practice Abacus  Modified tests/assignments  Direct instruction in functions and use of  Advanced organizers accessible graphing calculator software  Copies of overheads including notes,  Direct instruction in functions and use of organizers, examples portable note-taking device (ie. BrailleNote,  Extended time VoiceNote, Braille ‘n Speak, etc.)  Graph paper/vertical lined paper  Direct instruction on functions and use of  Manipulatives/Concrete representations low vision devices (assistive technology for  Tactile graphs/graphics near and distance viewing)  Calculator (large display/  Guided practice AAB. talking/graphing/audible  Mnemonic strategies graphing calculator software)  Chunking  Typoscopes  Touch five coin counting strategy  Low vision devices (near and distant)  Direct instruction in use of a calculator  Abacus  Other  Magnifier AAA.  Colored overlay  Number line  Study guides  Peer buddy/peer tutoring  Oral presentation of materials/assessments  Assistive technology  Other AAC. AAD. AAE. AAF. AAG. VOCATIONAL AAH. AAI. Task Completion/On Task Behavior AAJ. Specially Designed Instruction (SDI) AAL. Supplementary Aids & Services (SAS) AAK. What the teacher teaches AAM. What the student needs Modeling Modified tests and assignments Partial participation Use of timer Self-talk  Dual set of materials for school and home Video self-modeling Paraphrasing Differential reinforcement Extended time Self-monitoring/evaluation Rubrics and scoring guides Student task analysis Peer tutor Graphic organizer Mentors System of least prompts Oral presentation of materials Simultaneous prompting Redirection and corrective feedback  Cueing (verbal, nonverbal, visual, Behavior contract picture, photo, etc.) Environmental modifications Other Assistive technology Work systems Graphic organizers  Cue cards (i.e., definitions, examples, models, flow chart)  Previewing assignment  Other AAN. AAO. AAP. Following Directions AAQ. Specially Designed Instruction (SDI) AAS. Supplementary Aids & Services (SAS) AAR. What the teacher teaches AAT. What the student needs Task analysis Time delay Self- monitoring Increased wait time Differential reinforcement Advance organizers System of least prompts Verbal prompts and cues Role playing Paraphrasing Modeling Endless loop tape Self-talk  Alternate modes for directions Mnemonics including pictures, photos, etc. Advanced organizers  Contracts Video self-modeling  Oral presentation of materials Other  Visual supports  Assistive technology  Clarification of directions Other AAU. AAV. Rate/Speed of Work AAW. Specially Designed Instruction (SDI) AAY. Supplementary Aids & Services (SAS) AAX. What the teacher teaches AAZ. What the student needs Verbal prompts and cues Checklists Self-monitoring Use of timer Differential reinforcement Schedule Role playing Pictorial representation of task Modeling  Audio stimulation to support rhythmic Other pace (music)  Repeated practice  Assistive technology  Work systems  Extended time  Reduced level of lighting  Increased level of lighting  Preferential seating (specify where)  Other ABA. ABB. Following a Schedule ABC. Specially Designed Instruction (SDI) ABE. Supplementary Aids & Services (SAS) ABD. What the teacher teaches ABF. What the student needs Verbal prompts and cues Checklists Self-monitoring Use of timer  Direct instruction in reading a schedule Picture/tactual schedule and a site map Color/tactual coding Role playing  Highlighting Modeling  Repeated practice System of least prompts  Map (i.e. school, classroom, Task analysis community, etc.) Graduated guidance  Object schedules Picture agenda  Calendar/routine system Tactual agenda  Physical/verbal cues  Direct instruction in creating and  Mental mapping/routes following a personal schedule  Picture/tactual agenda Other  Repeated practice  Other ABG. Attendance ABH. Specially Designed Instruction (SDI) ABJ. Supplementary Aids & Services (SAS) ABI. What the teacher teaches ABK. What the student needs  Multi-sensory instructional strategies Contracts Token economy Escort to class Self-monitoring Proximity to classroom Differential reinforcement  Pictorial/tactual representation of task Verbal prompts and cues  Alternate dismissal Visual prompts and cues  Interest inventory to identify Other motivators  Other

ABL. Organization ABM. Specially Designed Instruction (SDI) ABO. Supplementary Aids & Services (SAS) ABN. What the teacher teaches ABP. What the student needs Task analysis Duplicates Video self-monitoring Extended time Differential reinforcement Shortened assignment Verbal prompts and cues  Dual set of materials for school and Visual prompts and cues home  Direct instruction in organization  Step by step instructions systems  Color/tactual coding Modeling  Assignment notebook Other  Calendar  Peer tutor/buddy  Dividers and organizers  Work systems  Other ABQ. ABR. ABS. Working Independently ABT. Specially Designed Instruction (SDI) ABV. Supplementary Aids & Services (SAS) ABU. What the teacher teaches ABW. What the student needs Graduated guidance Shortened assignments Differential reinforcement Study carrel Verbal prompts and cues Work systems Visual prompts and cues  Assignments and tasks given in Task analysis segments Other  Redirection (verbal, non-verbal, physical, visual, etc.)  Fading prompts  Positive/corrective feedback  Other ABX.

ABY. Decision Making ABZ. Specially Designed Instruction (SDI) ACB. Supplementary Aids & Services (SAS) ACA. What the teacher teaches ACC. What the student needs Self talk Picture/tactual cues Mnemonic strategies  Mnemonic strategies Role playing  Verbal prompts and cues Verbal prompts and cues  Visual prompts and cues Visual prompts and cues  Physical prompts and cues  Direct instruction in evaluating and  Assistive technology choosing  Other Social stories Other

ACD. ACE. Self-Evaluation ACF. Specially Designed Instruction (SDI) ACH. Supplementary Aids & Services (SAS) ACG. What the teacher teaches ACI. What the student needs Task analysis Picture cues Self-monitoring Work systems Verbal prompts and cues Rubrics and scoring guides Visual prompts and cues  Progress graphs Direct instruction in evaluating self  Checklists Modeling  Peer editing Mnemonic strategies  Self-monitoring  Direct instruction in self advocacy  Other skills ACJ. Other ACK. ACL. Social Competence ACM. Specially Designed Instruction (SDI) ACO. Supplementary Aids & Services (SAS) ACN. What the teacher teaches ACP. What the student needs Video self-modeling  Student repeats directions Differential reinforcement  Frequent, positive feedback and Verbal prompts and cues specific praise Visual prompts and cues  Daily/weekly home contact Written prompts and cues  Contracts  Direct instruction in replacement  Student-created reinforcement menu behaviors  Sequential directions Modeling  Short, concise directions  Corrective feedback with re-teaching  Frequent breaks Student study teams  Opportunities for movement Planned ignoring  Signal, inference cues Behavior intervention plan  Proximity control  Direct instruction in explicit social  Structured transitions skills  Timer Role playing  Reinforcement menu De-escalation strategies  Peer tutor/buddy Relaxation strategies  Repeated practice of learned skills in  Direct instruction in self advocacy authentic, non-pervasive skills (vision portfolio, accessing materials environments/situations in appropriate format, requesting assistance  Other from peers and adults, personal care) ACQ.  Direct community based instruction to foster independent living skills  Direct instruction in appropriate postural/body gestures Other

ACR. Physical Functioning ACS. Specially Designed Instruction (SDI) ACU. Supplementary Aids & Services (SAS) ACT. What the teacher teaches ACV. What the student needs

Video self-modeling  One-on-one instruction Differential reinforcement  Small group instruction Modeling  Partial participation  Verbal, visual, written, and physical  Modified equipment prompts and cues ACY. (auditory/tactual/visual cues)  Corrective feedback with re-teaching  Modified rules  Hand-under-hand vs. hand-over-hand  Modified tests, activities, and guidance assignments Redirection  Self-instruction Self-instruction  Self-monitoring Self-monitoring  Self-talk Self-talk  Extended time System of least prompts  Shortened time Visualization  Peer tutor Social stories  Shorter distances Direct instruction in specific skills  Decreased level of difficulty  Direct instruction in Orientation &  Extra practice of skills Mobility skills to foster safe and  Lower goal/target independent travel in familiar/unfamiliar  Alternate activities environments  Adapted playing area (smaller, Mental mapping skills obstacles removed, etc.)  Directionality/spatial awareness  Well-defined boundaries (clearly concepts marked in contrasting colors, tactual, etc.) Human guide techniques  White Cane Other  Human guide ACW.  Larger/auditory goal/target ACX.  Larger/lighter bat, racquet, etc.  Frequent rest periods  Slower activity pace  Assistive technology  Other ACZ. ADA. ADB.Section 2: Assistive Technology Consideration Checklist ADC. ADD. This 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. ADE. ADF. Domains ADG. Area of Concern related to the Student’s IEP ADJ. Vision ADH. Physica  Functioning independently with standard classroom tools l:  May benefit from the use of AT in this area: ADK.Examples: (circle proposed devices/tools) ADI. Vision; ADL. Magnifier Screen magnification software Enlarged or Braille/tactile labels for hearing; health; ADM. Large print books Screen color contrast keyboard ADN. CCTV (Closed Circuit Television) Screen reader/text reader Alternate keyboard/enlarged keys motor abilities; ADO. Screen magnifier Braille materials/translation Braille keyboard and/or note speech mechanism taker ADP.Other: ______ADR.Hearing  Functioning independently with standard classroom tools  May benefit from the use of AT in this area: ADS.Examples: (circle proposed devices/tools) ADT.Pen and Paper Closed Captioning Personal amplification ADU.Computer/portable word Real time captioning system/hearing aid ADV.Processor Computer aided note taking FM or loop system ADW. Signaling device Flash alert signal on computer Infrared system ADX.Other: ______ADZ.Seating and Positioning  Functioning independently with standard classroom tools  May benefit from the use of AT in this area: AEA. Examples: (circle proposed devices/tools) AEB. Non-slip surface on chair Supports, restraints Sidelyer AEC. Bolster, cushion, foot blocks Adapted/alternate chair Stander AED.Adjustable tables, desks, equipment Custom fitted wheelchair Pressure monitors AEE. mounts, etc. Other: ______AEG.Mobility  Functioning independently with standard classroom tools  May benefit from the use of AT in this area: AEH.Examples: (circle proposed devices/tools) AEI. Walker Manual wheelchair, tray, parts Powered wheelchair AEJ. Grab bars and rails Powered mobility toy Powered scooter AEK. Other:______AEM.Mechanics of Writing  Functioning independently with standard classroom tools  May benefit from the use of AT in this area: AEN.Examples: (circle proposed devices/tools) AEO.Variety of pencils/pens Computer with word processor Word prediction software AEP. Pencil/pen with adapted grip Pre-written words/phrases Voice recognition software AEQ.Adapted paper (raised line or Template Port. Word processor (e.g. Alpha smart) AER. highlighted line) Slantboard Other: ______AET. Computer Access  Functioning independently with standard classroom tools  May benefit from the use of AT in this area: AEU. Examples: (circle proposed devices/tools) AEV. Keyboard with accessibility options Arm support Pointing option/head mice AEW. Word prediction/abbreviation expansion Trackball/joystick with Switch with Morse code AEX. Keyguard onscreen keyboard Switch with scanning AEY. Alternate keyboard Voice recognition software AEZ. Other: ______ Functioning independently with standard classroom tools AFA. Commu  May benefit from the use of AT in this area: nication: AFC. Examples: (circle proposed devices/tools) AFD. Communication board with Simple voice output device Voice output device with dynamic display AFB. Speech AFE. pictures/objects/words Voice output device with icon Voice output device with speech sound production AFF. Eye gaze frame sequencing synthesis and use; receptive and expressive AFG. Scripted conversations Other:______language; voice; fluency; augmentative and alternative communication AFH. Cognitive: AFJ. Learning and Studying AFI. An  Functioning independently with standard classroom tools appraisal of  May benefit from the use of AT in this area: aptitude and mental processes by which AFK. Examples: (circle proposed devices/tools) an individual applies knowledge, thinks, AFL. Print or picture schedules Single word scanners and solves problems Agendas/schedules

AFM. Home to school communications Graphic Organizers and/or software Study Guides (modified) Copy of lecture notes Structured teaching activities Electronic organizers

AFN. Highlighted text Recorded material

AFO. Software for concept development Aids to find materials (e.g. color coded folders)

AFP. Other:______AFQ.Academic Reading Performance: AFS. AFR. Basic and content  Functioning independently with standard classroom tools reading; reading  May benefit from the use of AT in this area: comprehension; Examples: mathematics AFT. calculation, Predictable books Use of pictures/symbols with text Scanner with reasoning, and AFU. application; written optical character, expression; oral Changes in text size, spacing, Talking electronic device to speak recognition expression; listening AFV. and talking word comprehension; learning preference; AFW. color, background challenging words processor learning style, strategies; effect AFX. Book adapted for page turning Single word scanners Electronic of the disability on books acquisition, development, AFY. Reading pen Book Worm mastery and applications of AFZ. Other:______academic skills. AGB. Math  Functioning independently with standard classroom tools  May benefit from the use of AT in this area:

AGC. Examples:

AGD. Abacus/Math line Tactile/voice output measuring Calculator with speech/

AGE. Enlarged worksheets device special features

AGF. Alternatives for answering, Talking watches/clocks Alternative keyboard

AGG. explaining, or giving examples Calculator with/without printer Math software

AGH. Math “Smart Chart” Calculator with enlarged keys/display On- screen/scanning calculator

AGI. Money calculator/coinulator Software for object manipulation

AGJ. Other: ______

AGL. Composing Written Material  Functioning independently with standard classroom tools  May benefit from the use of AT in this area:

AGM. Examples: AGN. Word cards/book/wall Word processor with spell checker Word processing with writing

AGO. Pocket dictionary/thesaurus Talking work processor supports

AGP. Writing templates Abbreviation/expansion Voice recognition software

AGQ. Electronic/talking spell Writing With Symbols Multimedia software

AGR. checker/ dictionary Other: ______AGS.Vocational  Functioning independently with standard classroom tools Functioning:  May benefit from the use of AT in this area: AGT.General work Examples: behaviors; following AGU. directions; working Any item from the other categories that enable an individual to perform or train for a independently or AGV. with job supports; vocational task with a greater degree of independence may be categorized here. job preferences/interes ts; dexterity; abilities; interpersonal relation- ships and socialization; related work skills. AGW. Recreation/Lei  Functioning independently with standard classroom tools sure Functioning:  May benefit from the use of AT in this area: AGX.Free time; Examples: maintenance of AGY. physical fitness; use Toys adapted with Velcro, magnets, Modified utensils Art software of generic AGZ. community handles, etc. Arm support for drawing/painting Computer recreation facilities AHA. and resources and games degree of social Switch-adapted toys Electronic aids to operate media Other movement. AHB. software

AHC. Adapted sporting equipment (TV, VCR, DVD, CD, etc.) Adapted playground equipment

AHD. equipment (beeping balls, etc.)

AHE. Other: ______AHF. Environmental Activities of Daily Living (ADLs) Functioning: AHH. AHG.Relationship with  Functioning independently with standard classroom tools  May benefit from the use of AT in this area: family; relationship with peers; family’s AHI. Examples: dominant language; cultural influences; AHJ. Nonslip materials Adaptive eating utensils Adaptive expectation of the devices for hygiene parents for the child or youth in the AHK. Universal cuff/strap hold items in hand Adaptive drinking devices Adaptive home, schools, and bathing devices community Color coded items Adaptive dressing equipment Adaptive environment; service AHL. received in the cooking equipment community; economic Other: ______influences. AHM. AHO. Environmental control  Functioning independently with standard classroom tools  May benefit from the use of AT in this area:

AHP. Examples:

AHQ. Switch and interface to turn on electrical appliances Light switch extensions

AHR. Switch and interface to activate battery operated devices Infrared/RF control of devices

AHS. Environmental control through augmentative devices Other: ______AHT.  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. AHU.  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. AHV.  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. AHW. AHX. Section 3: Lesson Plan Development AHY. AHZ. Use these instructional strategies and materials to assist your students in making progress through the Program of Studies. AIA. AIB. 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. AIC. AID. 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.  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 AIE.

AIF. 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.  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  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. AIG. AIH. 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. AII. AIJ. AIK. 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. AIL.

AIM. 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. AIN. AIO. 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. AIP. 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. AIQ. AIR. AIS. 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. AIT. AIU. AIV. Motivation Strategies: Students can only be motivated to do tasks they are physically and 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. AIW. AIX. J. Skills Checklist AIY. AIZ. SKILLS CHECKLIST FOR ACADEMIC STUDENTS AJA. AJB. 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. AJC. AJD. EARLY CHILDHOOD/KINDERGARTEN AJE. AJF. A. Social Development/Recreation Skills/Transition Skills AJG. AJH. ____ practices play skills AJI. ____ practices adaptive daily living skills (eating, toileting, etc.) AJJ. ____ uses appropriate body language (facial expression, stereotypical behaviors, social distances) AJK. ____ practices leisure time activities AJL. ____ communicates needs to others AJM. ____ meets other students (VI and sighted) AJN. ____ becomes aware of community "helpers." AJO. AJP. B. Organizational Skills AJQ. AJR. ____ understands organization of classroom AJS. ____ understands placement of materials AJT. ____ understands organization of work space AJU. ____ follows classroom routines AJV. ____ takes care of personal items (coat, supplies, lunch) AJW. AJX. C. Low Vision Training/Low Vision Aid Skills AJY. AJZ. ____ organizes visual material AKA. ____ explores properties of low vision aids AKB. ____ observes demonstrations AKC. ____ looks at pictures appropriately (as teacher reads, etc.) AKD. ____ recognizes pictures AKE. ____ scans visual material AKF. AKG. D. Fine Motor Skills AKH. AKI. ____ cuts, folds paper AKJ. ____ pastes AKK. ____ manipulates puzzles AKL. ____ writes in manuscript, if appropriate AKM. AKN. E. Physical Education Skills AKO. AKP. ____ performs gross motor skills (hopping, running, etc.), as appropriate AKQ. ____ follows demonstration of gross motor skills AKR. AKS. F. Braille Skills AKT. AKU. ____ performs Braille readiness activities AKV. AKW. AKX. SKILLS CHECKLIST: FIRST GRADE AKY. AKZ. A. Social Development/Recreation Skills/Transition Skills ALA. ALB. ____ practices play skills ALC. ____ practices adaptive daily living skills (eating, toileting, etc.) ALD. ____ uses appropriate body language (facial expression, stereotypical behaviors, social distances) ALE. ____ practices leisure time activities ALF. ____ communicates needs to others ALG. ____ communicates eye condition to peers ALH. ____ develop awareness of local community careers ALI. ALJ. B. Organizational Skills ALK. ALL. ____ keeps desk organized (VI staff check weekly) ALM. ____ uses folders for loose paper, spirals, and teacher’s organization system ALN. ____ knows function of learning centers ALO. ____ knows where general information is kept for reference (menu, calendar) ALP. ____ knows class routines ALQ. ____ completes assigned work without teacher supervision ALR. ALS. C. Low Vision Training/Low Vision Aid Skills ALT. ALU. ____ reads from the board, overhead projector, or charts using monocular, if necessary ALV. ____ follows demonstrations ALW. ____ uses low vision aids without prompting ALX. ALY. D. Fine Motor Skills ALZ. AMA. ____ cuts paper AMB. ____ folds paper AMC. ____ pastes AMD. ____ writes in manuscript AME. ____ operates keys on brailler AMF. AMG. E. Physical Education Skills AMH. AMI. ____ participates in PE activities as fully as possible AMJ. ____ follows rules for games and activities (adapted, if necessary) AMK. AML. F. Braille Skills AMM. AMN. ____ uses Braille materials and texts AMO. ____ uses brailler AMP. AMQ. G. Abacus Skills AMR. AMS. ____ counts using abacus AMT. ____ adds/subtracts problems which do not require synthesis AMU. AMV. H. Math Skills (VI staff may need to assist classroom teacher) AMW. AMX. ____ measures lines and volume AMY. ____ shows awareness of time concepts AMZ. ____ shows awareness of money concepts ANA. ____ uses simple graphs ANB. ____ sets up math problems on paper ANC. ____ reads and brailles Nemeth code commensurate with grade level math AND. ANE. I. Science Skills ANF. ANG. (VI staff should preview science units to predict problems with abstractions and supplement by providing classroom teachers with concrete experiences for concept.) ANH. ANI. J. Technology Skills ANJ. ____ displays computer skills equivalent to classmates

ANK. ANL. SKILLS CHECKLIST: SECOND/THIRD GRADE ANM. ANN. A. Social Development/Recreation Skills/Transition Skills ANO. ANP. ____ practices play skills ANQ. ____ practices daily living skills (eating, toileting, etc.) ANR. ____ uses appropriate body language (aware of facial expressions, stereotypical behaviors, social distances) ANS. ____ practices leisure time activities ANT. ____ communicates needs to others ANU. ____ communicates eye condition to peers ANV. ____ develops friendships ANW. ____ interacts appropriately with other children ANX. ____ develops awareness of local community careers ANY. ANZ. B. Organizational Skills AOA. AOB. ____ keeps desk organized (VI staff check weekly) AOC. ____ has own or uses teacher's organization system to keep papers in order AOD. ____ knows where general information is kept for reference (menu, calendar) AOE. ____ knows class routines AOF. ____ completes assigned work without teacher supervision AOG. ____ recognizes various formats in printed/braille materials AOH. AOI. C. Low Vision Training/Low Vision Aid Skills AOJ. ____ reads and copies from the board, overhead projector, or charts using monocular, if necessary AOK. ____ follows demonstrations AOL. ____ uses low vision aids without prompting AOM. ____ increases speed and accuracy AON. AOO. D. Fine Motor Skills AOP. AOQ. ____ writes in manuscript (students with low vision) AOR. ____ writes in cursive (student with low vision) AOS. ____ writes signature (blind students) AOT. ____ folds paper AOU. ____ pastes AOV. ____ ties shoes AOW. ____ opens and closes containers AOX. ____ manipulates clothes fasteners: zippers, buttons, snaps, Velcro AOY. AOZ. E. Physical Education Skills APA. APB. ____ participates in PE activities as fully as possible APC. ____ follows rules for games and activities (adapted, if necessary) APD. APE. F. Braille Skills APF. APG. ____ uses Braille materials and texts APH. ____ uses brailler API. APJ. G. Abacus Skills APK. ____ uses abacus in grade appropriate math computations APL. H. Math Skills (VI staff may need to assist classroom teacher) APM. APN. ____ measures lines and volume APO. ____ tells time APP. ____ computes problems involving money APQ. ____ interprets graphs and charts APR. ____ sets up math problems on paper APS. ____ solves problems using fractions APT. ____ continued awareness of money concepts APU. ____ reads and brailles Nemeth code commensurate with grade level math APV. APW. I. Science Skills APX. APY. VI staff previews science units to predict problems with abstractions and supplement by providing classroom teachers with concrete experiences for concept. APZ. AQA. J. Technology Skills AQB. AQC. ____ knows keyboard AQD. ____ operates equipment independently: Braille-to-print, computer, adapted tape player AQE. ____ uses software (classroom software and software specially designed for students with visual impairments) AQF. ____ word processes AQG. AQH. K. Social Studies (VI staff assist classroom teacher as needed) AQI. AQJ. ____ understands map concepts and uses maps, including tactual maps, if appropriate AQK. ____ uses pictures in books AQL. AQM. L. Reference/Study Skills (VI staff may need to assist teacher) AQN. AQO. ____ uses dictionary (electronic and/or print/Braille) AQP. ____ scans texts for information AQQ. ____ uses the library (school and Texas State Library) AQR. ____ uses index and table of contents AQS. ____ studies for tests effectively AQT. AQU. SKILLS CHECKLIST: FOURTH/FIFTH GRADE AQV. AQW. A. Social Development/Recreation Skills/Transition Skills AQX. AQY. ____ practices good hygiene and grooming, dresses appropriately AQZ. ____ uses appropriate body language (aware of facial expressions, diminishes stereotypical behaviors, maintains social distances) ARA. ____ practices leisure time activities ARB. ____ communicates needs to others ARC. ____ communicates eye condition to peers ARD. ____ develops and maintains friendships ARE. ____ communicates with other children ARF. ____ develops more in-depth knowledge of careers ARG. ARH. B. Organizational Skills ARI. ARJ. ____ keeps desk organized (VI staff check weekly) ARK. ____ has own or uses teacher's organization system to keep papers in order ARL. ____ knows where general information is kept for reference (menu, calendar) ARM. ____ knows class routines ARN. ____ completes assigned work without teacher supervision ARO. ____ recognizes various formats in printed/Braille materials ARP. ____ takes care of personal items ARQ. ____ knows how classrooms are organized ARR. ARS. C. Low Vision Training/Low Vision Aid Skills ART. ARU. ____ reads and copies from the board, overhead projector, or charts using monocular, if necessary ARV. ____ follows demonstrations ARW. ____ uses low vision aids without prompting ARX. ____ increases speed and accuracy ARY. ____ expands usage of aids into non-print endeavors ARZ. ASA. D. Fine Motor Skills ASB. ASC. ____ writes in manuscript (students with low vision) ASD. ____ writes in cursive (student with low vision) ASE. ____ writes signature (blind students) ASF. ____ folds paper ASG. ____ pastes ASH. ____ ties shoes ASI. ____ opens and closes containers ASJ. ____ manipulates clothes fasteners: zippers, buttons, snaps, Velcro ASK. ASL. E. Physical Education Skills ASM. ASN. ____ participates in PE activities as fully as possible ASO. ____ follows rules for games and activities (adapted, if necessary) ASP. ASQ. F. Braille Skills ASR. ASS. ____ uses Braille materials and texts AST. ____ uses brailler ASU. ASV. G. Abacus Skills ASW. ASX. ____ uses abacus in grade appropriate math computations ASY. ASZ. H. Math Skills (VI staff may need to assist classroom teacher) ATA. ATB. ____ measures lines, volume, and angles ATC. ____ tells time ATD. ____ computes problems involving money ATE. ____ interprets graphs and charts ATF. ____ sets up math problems on paper ATG. ____ solves problems using fractions ATH. ____ reads and brailles Nemeth code commensurate with grade level math ATI. ATJ. I. Science Skills ATK. ____ VI staff previews science units to predict problems with abstractions and supplement by providing classroom teachers with concrete experiences for concept. ATL. ATM. J. Technology Skills ATN. ATO. ____ knows keyboard ATP. ____ operates equipment independently: Braille-to-print, computer, adapted tape player ATQ. ____ uses software (classroom software and software specially designed for students with visual impairments) ATR. ____ word processes ATS. ____ locates text on tapes from RFB&D ATT. ATU. K. Social Studies (VI staff assist classroom teacher as needed) ATV. ATW. ____ understands map concepts and uses maps, including tactual maps, if appropriate ATX. ____ uses pictures in books ATY. ATZ. L. Reference/Study Skills (VI staff may need to assist teacher) AUA. AUB. ____ uses dictionary (electronic and/or print/Braille) AUC. ____ scans texts for information AUD. ____ uses the library (school and Texas State Library) AUE. ____ uses index and table of contents AUF. ____ studies for tests effectively AUG. ____ knows registration procedures for service agencies: pre-plans research projects AUH. ____ uses readers (i.e., solicits help with reading assignments) AUI. ____ completes research projects AUJ. ____ takes notes from lecture, tape recorder, organizes notes in outline form AUK. ____ uses appropriate equipment to take notes, write reports, proofread, etc. AUL. ____ uses taped texts in combination with printed text (students with low vision) AUM. AUN. AUO. SKILLS CHECKLIST: SIXTH/EIGHTH GRADE AUP. AUQ. A. Social Development/Recreation Skills/Transition Skills AUR. AUS. ____ practices good hygiene and grooming AUT. ____ dresses appropriately AUU. ____ eats appropriately AUV. ____ uses appropriate body language (aware of facial expressions, diminishes stereotypical behaviors, maintains social distances) AUW. ____ practices leisure time activities AUX. ____ communicates and interacts well with teachers, students, and others AUY. ____ demonstrates appropriate manners for various situations AUZ. ____ develops and maintains friendships AVA. ____ demonstrates good posture AVB. ____ demonstrates age appropriate level of independence AVC. ____ practices self-advocacy AVD. ____ explores careers AVE. ____ identifies personal skills as they relate to work and leisure AVF. ____ practices decision-making related to social factor influencing careers AVG. AVH. B. Organizational Skills AVI. AVJ. ____ uses appropriate materials as specified by teacher AVK. ____ begins work in a timely manner AVL. ____ follows lesson using correct book, handout, etc. AVM. ____ completes assigned work without teacher supervision AVN. ____ takes care of personal items AVO. AVP. C. Low Vision Training/Low Vision Aid Skills AVQ. AVR. ____ reads from the board, overhead projector, or charts using monocular, if necessary AVS. ____ follows demonstrations AVT. ____ uses low vision aids without prompting AVU. ____ increases speed and accuracy AVV. ____ expands usage of aids AVW. AVX. D. Fine Motor Skills AVY. AVZ. ____ writes in cursive (students with low vision) AWA. ____ writes signature (blind students) AWB. AWC. E. Physical Education Skills AWD. AWE. ____ participates in PE activities as fully as possible AWF. ____ follows rules for games and activities (adapted, if necessary) AWG. AWH. F. Braille Skills AWI. AWJ. ____ uses Braille materials and texts AWK. ____ uses brailler AWL. AWM. G. Abacus Skills AWN. AWO. ____ uses abacus in grade appropriate math computations AWP. AWQ. H. Math Skills (VI staff may need to assist classroom teacher) AWR. AWS. ____ measures lines, volume, and angles AWT. ____ tells time AWU. ____ computes problems involving money AWV. ____ interprets graphs and charts AWW. ____ sets up math problems on paper AWX. ____ solves problems using fractions AWY. ____ solves geometry problems AWZ. ____ reads and brailles Nemeth code commensurate with grade level math AXA. I. Science Skills AXB. AXC. VI staff previews science units to predict problems with abstractions and supplement by providing classroom teachers with concrete experiences for concept. AXD. AXE. J. Technology Skills AXF. AXG. ____ knows keyboard AXH. ____operates equipment independently: Braille-to-print, computer, adapted tape player AXI. ____ uses software (classroom and adapted VI software) AXJ. ____ word processes AXK. ____ locates text on tapes from RFB&D AXL. AXM. L. Reference/Study Skills (VI staff may need to assist teacher) AXN. AXO. ____ scans texts for information AXP. ____ studies for tests effectively AXQ. ____ knows registration procedures for various service agencies AXR. ____ pre-plans research projects AXS. ____ uses readers (i.e., solicits help with reading assignments) AXT. ____ completes research projects AXU. ____ takes notes from lecture AXV. ____ takes notes from tape recorder AXW. ____ organizes notes in outline form AXX. ____ uses appropriate equipment to take notes, write reports, proofread, etc. AXY. ____ uses taped texts in combination with printed text (students with low vision) AXZ. AYA. AYB. SKILLS CHECKLIST: NINTH - TWELFTH GRADE AYC. AYD. A. Social Development/Recreation Skills AYE. AYF. ____ practices good hygiene and grooming AYG. ____ dresses appropriately AYH. ____ eats appropriately AYI. ____ uses appropriate body language (aware of facial expressions, diminishes stereotypical behaviors, maintains social distances) AYJ. ____ practices leisure time activities AYK. ____ communicates and interacts well with teachers, students, and others AYL. ____ demonstrates appropriate manners for various situations AYM. ____ develops and maintains friendships AYN. ____ demonstrates good posture AYO. ____ demonstrates age appropriate level of independence AYP. AYQ. B. Organizational Skills AYR. AYS. ____ uses appropriate materials as specified by teacher AYT. ____ begins work in a timely manner AYU. ____ follows lesson using correct book, handout, etc. AYV. ____ completes assigned work without teacher supervision AYW. ____ takes care of personal items AYX. AYY. C. Low Vision Training/Low Vision Aid Skills AYZ. AZA. ____ reads from the board, overhead projector, or charts using monocular, if necessary AZB. ____ follows demonstrations AZC. ____ uses low vision aids without prompting AZD. ____ increases speed and accuracy AZE. ____ expands usage of aids AZF. AZG. D. Fine Motor Skills AZH. AZI. ____ writes in cursive (students with low vision) AZJ. ____ writes signature (blind students) AZK. AZL. E. Physical Education Skills AZM. AZN. ____ participates in PE activities as fully as possible AZO. ____ follows rules for games and activities (adapted, if necessary) AZP. AZQ. F. Braille Skills AZR. AZS. ____ uses Braille materials and texts AZT. ____ uses brailler AZU. AZV. G. Abacus Skills AZW. AZX. ____ uses abacus in grade appropriate math computations AZY. AZZ. H. Math Skills (VI staff may need to assist classroom teacher) BAA. BAB. ____ measures lines, volume, and angles BAC. ____ tells time BAD. ____ computes problems involving money BAE. ____ performs math computations commensurate with grade level BAF. ____ reads and brailles Nemeth code commensurate with grade level math BAG. BAH. I. Science Skills BAI. BAJ. VI staff previews science units to predict problems with abstractions and supplement by providing classroom teachers with concrete experiences for concept. BAK. BAL. ____ uses adapted methods to read measurement devices/science equipment BAM. BAN. J. Technology Skills BAO. BAP. ____ knows keyboard BAQ. ____operates equipment independently: Braille-to-print, computer, adapted tape recorder BAR. ____ uses software (classroom and adapted VI software) BAS. ____ word processes BAT. BAU. K. Reference/Study Skills (VI staff may need to assist teacher) BAV. BAW. ____ scans texts for information BAX. ____ studies for tests effectively BAY. ____ knows registration procedures for various service agencies BAZ. ____ pre-plans research projects BBA. ____ uses readers (i.e., solicits help with reading assignments) BBB. ____ completes research projects BBC. ____ takes notes from lecture BBD. ____ takes notes from tape recorder BBE. ____ organizes notes in outline form BBF. ____ uses appropriate equipment to take notes, write reports, proofread, etc. BBG. BBH. L. Transition Skills BBI. BBJ. ____ career investigation BBK. ____ participates in transition program BBL. ____ practices self-advocacy BBM. ____ registers with service agencies BBN. ____ works, if appropriate BBO. ____ practices money management skills BBP. ____ prepares for college or technical/trade school entrance BBQ. BBR. 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. BBS. K. A CHECKLIST OF SKILLS FOR HIGH SCHOOL GRADUATES BBT. BBU. 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. BBV. BBW. Daily Living Skills BBX. BBY. The student should be: BBZ. BCA. ____ able to handle all of his own personal hygiene and grooming needs; BCB. ____ knowledgeable of roles and responsibilities of family living and planning; BCC. ____ able to obtain regular and emergency medical, dental and ophthalmological care; BCD. ____ able to acquire and prepare basic foods and be able to select nutritious foods from restaurant menus; BCE. ____able to acquire adequate housing and perform appropriate housekeeping duties; BCF. ____ able to acquire appropriate clothing and to provide for its upkeep (laundering, dry cleaning, mending, etc.) BCG. ____ able to budget existing income to meet all basic living needs and obligations; BCH. ____ familiar with banking systems including checking accounts, savings accounts, interest payments service charges, writing of checks, deposits and withdrawals, balancing checkbooks, etc.; BCI. ____ familiar with monthly billing procedures utilized by utilities and department stores, use and abuse of credit cards, and credit applications; BCJ. ____ able to make and follow own time schedule for daily activities and for meeting monthly budget obligations; BCK. ____ familiar with the major laws and regulations which affect persons with visual impairments and the rights and obligations provided by such laws; BCL. ____ 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. BCM. BCN. Communication Skills BCO. BCP. The student should: BCQ. BCR. ____ be able to engage in common discourse in acceptable language geared to the standards of the listener; BCS.____ have developed skill in writing for personal needs and handling budget and checking account information; BCT.____ if a Braille user, be cognizant of other Braille codes such as Grade 3, music and computer Braille codes; BCU. ____ 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; BCV. ____ 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. BCW. BCX. Orientation and Mobility Skills BCY. BCZ. The student should be: BDA. BDB. ____ 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; BDC. ____ familiar with all major forms of transportation including air, rail or bus and any special regulations concerning persons with visual impairments on such transportation; BDD. ____ 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. BDE. BDF. Personal, Social and Recreational Skills BDG. BDH. The student should: BDI. BDJ. ____ be able to cope and deal maturely with problems that arise out of his or her visual impairment; BDK. ____ 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; BDL. ____ have developed a variety of social and recreational activities, interests appropriate to his or her age level; BDM.____have knowledge of the rights and duties of citizenship enabling him to vote, have general information of legal matters and civic responsibilities. BDN. Prevocational Skills BDO. BDP. The student should: BDQ. BDR. ____ be familiar with the occupational families and have a concept of what it means to be a worker; BDS. ____ have a realistic concept of his capabilities in relationship to job requirements in which he has an interest; BDT. ____ have participated in realistic work experiences with and without pay; BDU. ____ display an attitude of accepting the benefits and responsibilities of employment; BDV. ____ be familiar with completion of standard job applications, preparation of personal data sheets, and interviewing techniques; BDW.____ be knowledgeable of community, state and national resources that can be helpful in arranging for training, required materials, devices and equipment, and subsidies; BDX. ____ participate in the selection of an appropriate vocational or academic training program for his future development. BDY. BDZ. 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. BEA. L. Observation Tips & Guidelines

BEB.  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." BEC.  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. BED.  Observe an entire activity; don't arrive late and leave early. BEE.  Sit quietly and unobtrusively, away from your student. BEF.  Take notes. BEG.  Do not interact with the students. If they ask for your assistance, shake your head "no" and act as if you're writing. BEH.  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. BEI.  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. BEJ.  This is not an instructional opportunity. BEK.  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. BEL.  Never interrupt a teacher when you are coming or going. BEM.  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. BEN.  If something needs to be discussed, leave a message on the teacher's desk or in her box on your way out. BEO.  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. BEP.  If you see a concept being taught for which you have tangible learning materials, offer to loan these to the teacher--leave a note. BEQ.  Save your notes as documentation. BER.  Discuss your observations with the student during your next visit with her, then see if together you can come up with some solutions. BES.  Don't discuss your observations with other school staff. BET.  Don' t overdress, especially if the teacher dresses casually. BEU. BEV. 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. BEW. BEX. 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. BEY. BEZ. BFA. GUIDELINES BFB. BFC. 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. BFD. BFE. EVALUATING CLASSROOM FUNCTIONS BFF.  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. BFG.  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? BFH.  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? BFI. BFJ. EVALUATING AN ACTIVITY BFK.  Does the teacher present or introduce lessons or is there an established routine that is more auto- tutorial? BFL.  Are tangible objects used to demonstrate concepts where applicable? BFM.  Does everyone need to follow along in a book? BFN.  Do students have to read aloud? BFO.  Does the activity involve a concept which is very visual in nature, e.g., adding with carrying? BFP.  Are visual materials used, e.g., maps, charts, diagrams? BFQ.  Is the chalkboard or overhead screen used frequently? BFR.  Is a dictionary used by students? BFS.  Is the pace fast, slow, medium? BFT.  What do students do when the activity is completed? BFU.  How many "handouts" are used and what is their quality? BFV.  Are materials in Braille for an activity? BFW. BFX. OBSERVING STUDENT FUNCTIONING BFY.  Is student on task? BFZ.  Does student look in teacher's general direction? BGA.  Is student able to get out all materials on time? BGB.  Is student using low vision devices, or other necessary apparatus he's been taught to use? BGC.  Is student attending? BGD.  In what condition is the student's desk? BGE.  Does the student know how to access the educational "prompts" posted around the room? BGF.  Is the student organized? BGG.  Can the student maintain the pace of the lesson presented? BGH.  Does the student get up to get his own materials? BGI.  Do other students help the student in any way? BGJ.  Could the student be acting more independently than he is? BGK.  Does the student raise his hand to participate and ask questions? BGL.  Does the student interrupt inappropriately? BGM.  Does the student have any distracting mannerisms? BGN.  Does the student use his time wisely? BGO.  What does he do when work is finished? BGP.  Does the student interact appropriately with peers in the room, on the playground, in the cafeteria? BGQ.  How does the student get around? BGR.  How does the student go through the cafeteria line and to the table? BGS.  What are the student's eating skills? BGT.  Does the student's appearance blend with the group? BGU.  Does the student have friends? BGV.  What does the student do during free time and on the playground? BGW.  Does the student speak before the class, such as in show & tell? BGX.  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? BGY.  How does the general quality of the student's work compare to peers? BGZ.  Does the student talk too much to neighbors? BHA.  Are the student's materials placed so as to be accessible to him? BHB.  Are games, toys, materials available for the student to use in interactive play during free time? BHC.  Are lighting and desk location appropriate? BHD.  Are any of the student's materials or equipment inconveniencing another student? BHE.  Can the student fully operate any equipment given to him? BHF.  Is a system in place for the student to correct malfunctioning equipment? BHG.  Can the student manage equipment and materials through class changes? BHH.  How does the student ask for and accept assistance from peers and others? BHI.  How do peers relate to the student; how is he treated? BHJ.  Is the student displaying age-appropriate skills (use VI Skills Checklist)? BHK. BHL. OBSERVING TEACHER BEHAVIORS BHM.  Does the teacher move about the room or remain fairly stationary? BHN.  Does the teacher's voice carry well? BHO.  Are chalkboard/overhead screen/charts used frequently, does the teacher read aloud what she is writing? BHP.  Will a student teacher be taking the class? BHQ.  How does the teacher handle misbehavior and off-task behavior? BHR.  Does the teacher check for understanding and how does she do this with the VI student? BHS.  If brailled materials are to be handed out, is the teacher organized enough to have the materials ready? BHT.  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"? BHU. BHV. 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. BHW. BHX. ITINERANT TEACHER CONSULTATION TIPS BHY.  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 BHZ. BIA. WHAT DOESN'T WORK BIB.  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 BIC. BID. WHAT CAN WORK BIE.  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 BIF. TIPS FOR EFFECTIVE ITINERANT INSTRUCTION BIG. BIH. STUDENT ISSUES BII. . Age/developmental level BIJ. . Past experiences with the unique Visual Impairment curriculum BIK. . Etiology and prognosis of visual impairment BIL. . Is the student a tactual or visual learner: reevaluate to determine continued appropriateness of media used BIM. . The independence level of the student in academic functioning; work/study habits BIN. . Student's grades in mainstream classes BIO. . The student's independence level in basic daily living skills: eating, toileting, dressing, safety, hygiene BIP. . Student's mobility level: ability to get through the cafeteria, to and from the bus BIQ. . Student's array of social skills, recreation skills BIR. . Student's ability to communicate his or her visual needs BIS. . Student's psychological needs: acceptance of visual impairment by child and family BIT. BIU. INSTRUCTIONAL SETTINGS BIV. . 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. BIW. . What is the "degree of comfort" of the primary educator in dealing with the student with a visual impairment? BIX. . Are the student and primary educator compatible? BIY. . What is the student's school schedule? BIZ. . 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 independently or with a group, travel independently to other parts of the building, copy from the board/overhead screen work with a microscope, etc.? BJA. . Does the student have an opportunity to interact and socialize with other students with visual impairments? BJB. . Will space be provided for Visual Impairment instruction, where and what kind? BJC. . Are playgrounds and school grounds safe? BJD. BJE. BJF. MATERIALS/EQUIPMENT ISSUES BJG. . Technology available in the school and home BJH. . Library/reading material access for the student BJI. . 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 BJJ. BJK. INSTRUCTIONAL TIME ISSUES BJL. BJM. (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.) BJN. . Examples of the average amount of time to budget for direct instruction with each student. Rules of thumb are: BJO. BJP. 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; BJQ. BJR. 2. one hour a week for a student with low vision who uses print; and BJS. BJT. 3. three to five hours a week for students who read braille. BJU. . 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. BJV. . 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 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. BJW. BJX. MISCELLANEOUS ISSUES BJY. . Motivation and involvement of the student's parents BJZ. . Highest priority needs and concerns of the principal, parents, teachers BKA. . 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 BKB. . How many students are on the itinerant caseload BKC. . Schedule of achievement testing/how student participates in testing BKD. . 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 BKE. . Inservice needs of school and/or individual classrooms BKF. . Family's familiarity with community services, organizations, support groups BKG. . 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. BKH. BKI. BKJ. BKK. BKL. BKM. BKN. BKO. 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. BKP. TIPS FOR SCHEDULING STUDENTS BKQ. BKR. STUDENTS WITH LOW VISION/GRADES K-6 BKS.  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. BKT.  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. BKU.  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. BKV.  Allow time for lunch, lesson planning, material preparation, travel, etc. BKW.  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. BKX. BKY. BRAILLE STUDENTS BKZ.  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. BLA.  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. BLB.  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. BLC. BLD. MIDDLE AND HIGH SCHOOL STUDENTS BLE.  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. BLF.  Consider Serving the student during "content mastery," if applicable. The content mastery teacher may be able to provide practice time for compensatory skills. BLG.  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." BLH. BLI. CONSULTATIVE STUDENTS BLJ.  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. BLK.  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. BLL. BLM. GENERAL INFORMATION BLN.  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. BLO.  Out of courtesy for classroom teachers, meetings should be arranged around their schedules, during planning periods and after students leave. Avoid popping in unannounced. BLP.  See "Observation Guidelines" for information regarding observing students. BLQ. BLR. 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. BLS. BLT. M. COMMON MEDICAL ABBREVIATIONS BLU. BLV. BLW. A or Acc Accommodation BMA. convergence AC Anterior chamber NV Near vision add Convex reading addition BMB. OD (R, or RE) Oculus dexter Ax or x or CX Axis (right eye) BI or GO Base in or base out ON Optic nerve Bil Bilateral OS (L, or LE) Oculus sinister (left eye) C, CC With correction OU Oculi unitas (both eyes) CF Count fingers PD Interpupillary distance CSM Central, steady and PD Prism diopter BLX. maintained fixation PH Pin hole CVF Central visual field PP Near point C or Cyl Cylindric lens or cylinder PR Far point D Diopter (lens strength) S, SS, SC Sans (without) correction E Esophoria Pr Presbyopia ET Esotropia PRRE Pupils round, regular, and equal EOM Extraocular muscles S or Sph Spherical lens H Hyperphoria ST (or ET) Esotropia (with L or R) HM Hand movement VA Visual acuity HT Hypertropia VE Visual efficiency IOP Intraocular pressure VF Visual field BLY. LP Light perception WNL Within normal limits BLZ. L proj Light projection X (With a number in front of N Nasal BMC. the "' x" ) power of a NLP No light perception magnification device NPC Near point of XT Exotropia N. O. IEP and Lesson Plan Development Handbook P. Q. R. ORIENTATION AND MOBILITY SCREENING S. (Adapted from a form developed by Northside ISD, San Antonio) T. U. UPON ENTERING THE SCHOOL, DOES THE STUDENT: V. W. ____ travel with ease around campus X. ____ maintain same pace in a variety of areas Y. ____ independently find his/her classroom Z. ____ require extra time to get to class AA. ____ independently find his/her seat AB. ____ independently find his/her locker AC. ____ locate door handles without groping AD. ____ run errands for teacher AE. ____ travel to and from the restroom independently AF. ____ judge distance appropriately AG. ____ demonstrate an awareness and confidence on stairs AH. ____ independently use the elevator AI. ____ participate in P.E. AJ. ____ use residual vision effectively AK. ____ use visual aids such as the telescope effectively AL. ____ travel with confidence in unfamiliar areas AM. ____ travel safely in crowded hallways AN. ____ walk into large or small objects AO. ____ move comfortably from a lighted area to a shadowed area AP. ____ independently go through the lunch line AQ. AR. IN GENERAL DOES THE STUDENT: AS. AT. ____ show confidence in traveling outdoors AU. ____ negotiate cracks or bumps in the sidewalk AV. ____ have no problem with sunlight hurting his/her eyes AW. ____ confidently explore the school grounds AX. ____ play on the school playground equipment AY. ____ identify objects from a reasonable distance AZ. ____ locate drop offs such as curbs BA. ____ see adequately at night BB. ____ maintain an even pace while walking BC. BD. *** A "NO" ANSWER ON ANY OF THESE ITEMS MAY INDICATE A NEED FOR A MORE THOROUGH EVALUATION AND POSSIBLE INSTRUCTION. ***