Explanation of Minnesota Eligibility Criteria: Blind Or Visually Impaired

Explanation of Minnesota Eligibility Criteria Blind or Visually Impaired

Part A: Acuity “The student’s file must include documentation of visual impairment by a licensed eye specialist in at least ONE of the following: Visual acuity of 20/60 or less in the better eye with best conventional correction.” • World Health Organization (WHO) and International Council of Ophthalmology standards for visual acuity: Normal 20/25 or better Mild vision loss 20/32 – 20/63 Moderate vision loss 20/80 – 20/160 Severe vision loss 20/200 – 20/400 Profound vision loss 20/500 – 20/1000 Near blindness < 20/1000 Blindness NLP (no light perception)

• Snellen is no longer the favored distance acuity chart due to a lack of specific acuity markers between 20/100 and 20/200. Charts/Tools used to measure distance visual acuity include: Allen Cards Bailey Lovie Cardiff Preferential Looking Feinbloom LEA Grating/Paddles LEA Symbols Log MAR SLOAN Snellen Teller Cards

• Better eye means the eye with the best correction must be a visual acuity of 20/60 or less to meet criteria. If the better eye is 20/50, eligibility criteria is not met. o Students with amblyopia and temporary patching often have lower visual acuity when patched (the unpatched eye has the lowest acuity). This is a temporary situation and is not considered to be a vision impairment and would fall under the Section 504 accommodations.

B. Lhotka (2016) • Conventional correction generally means eye glasses or contact lenses. “estimation of acuity for difficult-to-test pupils” • Children who are very young or are nonverbal may be tested with Teller Cards or other methods by the eye specialist. This will give an approximate visual acuity for the child. “for pre-kindergarten, measured acuity must be significantly deviant from what is developmentally age-appropriate” • Typically seeing children ages 4-7 vary in their visual acuity development at times and may not have 20/20 vision. Visual Field “visual field of 20 degrees or less, or bilateral scotomas” • Visual field is typically 160 degrees in one eye or 190 degrees with both eyes. Congenital or degenerative condition “Congenital or degenerative condition e.g., progressive cataract, glaucoma, retinitis pigmentosa” • The presence of a congenital eye condition is not an immediate qualifier—the student must show educational need (Part B of the criteria). o A 504 Plan may be indicated. o The school nurse may follow the student and make a referral at a later date. • Congenital or degenerative conditions: o Congenital or degenerative conditions must be found to interfere with access to visual learning and living environments without intervention. . Progressive cataract—Is the cataract progressing at a steady rate? Is the student’s academic progress impeded? . Glaucoma—Is the glaucoma controlled? Is the glaucoma progressing? Is the student’s academic progress impeded? . Retinitis pigmentosa—What is the status of the RP? Is it progressing? Is the student’s academic progress impeded? . Retinopathy of Prematurity—What is the status of the ROP? Is it resolved? Is the student’s academic progress impeded? . CVI—Is there an indication of hypoxic ischemic encephalopathy (HIE), meningitis or other brain infection, metabolic disorders, neonatal hypoglycemia, periventricular leukomalacia (PVL), severe epilepsy, or traumatic brain injury including shaken baby syndrome?

B. Lhotka (2016) Part B: • Eligibility for special education services under BVI is met only with documented evidence of Part A and documented need in Part B. “The student’s file must include a functional evaluation of visual abilities. A licensed teacher of the visually impaired must determine the student has or experiences at least ONE of the following:”

o “Limited ability in visually accessing program-appropriate educational media without modification.” . Functional Vision Evaluation indicates there is a need to use alternate distances, viewing options, etc. for tasks. Learning Media Assessment indicates need for enhanced print size, spacing, contrast, or braille. o “Limited ability to visually access full range of program-appropriate media and materials without accommodating actions such as changes in posture, body movement, squinting, focal distance, etc.” . Functional Vision Evaluation and the Learning Media Assessment indicate the student cannot access visual information in the environment without the aid of auditory or low vision strategies and/or devices. o “Variable visual ability due to environmental factors that cannot be controlled such as contrast, weather, color, or movement.” . Functional Vision Evaluation indicates that lighting, contrast, time of day, etc. impact the student’s ability to access visual information without intervention. Students with achromatopsia, glaucoma, cataracts, etc. may be in this group. o “Reduced or variable visual acuity due to visual fatigue or factors common to the eye condition.” . Functional Vision Evaluation and Learning Media Assessment indicate that extended periods of visual concentration or other factors based on the specific eye condition cause fatigue. The visual access issues may increase with the passage of the daily routine or with extended effort.

Federal Definition: Title 34 Part 300 Sec. 300.8(c) 13 “Visual impairment including blindness means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.”

B. Lhotka (2016)