Region 10 Education Service Center
INFANT STUDENT
O&M Evaluation
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REGION 10 EDUCATION SERVICE CENTER
Division of Instruction
SUPPLEMENTARY SERVICES FOR VISUALLY IMPAIRED
C O N F I D E N T I A L
STUDENT INFORMATION
Student Name: D.O.B: Age: 19 months
District: Campus:
Placement/Grade:
Date of Evaluation:
Evaluation Environments: Home environment/Outdoor
Conducted by: ,Certified Orientation and Mobility Specialist
Purpose:
· To determine eligibility and level of service for Orientation and Mobility services
· IFSP requested
Observations: INFANT STUDENT was somewhat familiar with this evaluator because she is currently receiving instruction. INFANT STUDENT appeared relaxed and comfortable. The evaluation was conducted with assistance from and in the presence of the TVI and the parent. INFANT STUDENT appeared alert to her environment and listened as others maneuvered around the home. As a result of her age and level of cooperation, the evaluation was conducted with student involvement, informal observations, and discussion with the parent, and service providers. Throughout the evaluation, the home had sufficient overhead lighting with ambient lighting from nearby windows. The evaluation took place in the living room of her home, hallway, restroom, and bedroom, with observation in the outdoor environment.
VISUAL/MEDICAL INFORMATION
Eye doctor: XXXXXXX, M.D.
Date of eye exam: XX/XX/XXXX
Visual diagnosis: Optic Nerve Hypoplasia (OU); Septo – Optic Dysplasia with Cortical Visual Impairment; Hyperopic Astigmatism; Nystagmus
Age of onset: Birth
Prognosis: Unable to determine prognosis at this time
Doctor Recommendations: Glasses- prescribed on trial basis, particularly with vision therapist; mother will see how INFANT STUDENT responds to the glasses and use accordingly
Visual prescriptions: None stated
Acuity: None indicated. Responds to only brightest stimulus, but the most appropriate estimation is legally blind.
Field restrictions: Untestable at this age
Light sensitivity: Not stated
Color discrimination: Not stated
Hearing: Mom reported that hearing had tested normal (Previous report)
Additional disabilities/other medical information: According to previous report, the parent reported that INFANT STUDENT had a list of other condition. Polymicrogina – an abnormal development of the brain before birth where too many folds are created on part or all of the brain. Septo – Optic Dysplasia – a disorder of early brain development characterized by underdevelopment of the optic nerve, abnormal formation of structures along the midline of the brain and pituitary hypoplasia.
ADDITIONAL INFORMATION
Sensory Modality: INFANT STUDENT’s visual and auditory efficiency was evaluated in addition to her orientation and mobility skills. She responded to verbal prompts, mimicked sounds/words, and occasionally responded to request verbally. According to the parent, verbalization comes and goes but her vocabulary has increased. INFANT STUDENT was especially tuned in to the use of her hearing and touch. She frequently stopped an activity to listen when others were talking and explored items during a task tactually. INFANT STUDENT oriented to sound cues and demonstrated awareness to environmental sounds, such as a phone ringing, knock at the door, or people entering the room. She also displayed awareness and recognition to voices. INFANT STUDENT occasionally appeared to use some residual vision but this could not be confirmed. The parent added that INFANT STUDENT occasionally requires a few seconds for response time.
Literacy medium/media used: Based on the TVI report, INFANT STUDENT is functionally blind and it is anticipated that she will use tactual media (such as Braille or tactual symbols).
Optical devices used: INFANT STUDENT currently only utilizes glasses.
Parent/guardian interview summary: The parent stated that she would like to see independent walking and improvement in concept development. She also added that she would like strategies in place to improve apparent sensory concerns.
Previous O&M instruction received: INFANT STUDENT is currently receiving direct Orientation and Mobility services forty-five minutes per week.
PROCEDURES AND EVALUATION RESULTS
Evaluation tools/methods used:
· TAPS
· Inventory of Purposeful Movement Behaviors
· Informal Observation
· O&M Assessment: Early Years of Birth through Three Years
· Parent Interview
Attending Behaviors: INFANT STUDENT was socially outgoing and comfortable with familiar teachers. She smiled and laughed during enjoyable activities and appeared alert to her surroundings. INFANT STUDENT enjoyed vestibular movements and was observed demonstrating a need for stimulation. The parent reported that INFANT STUDENT typically receives breaks during mid-morning, evenings, and at bedtime with her favorite toys or sensory areas. The parent added that there are signs of a need for “break time”: stimulation, agitation (more noticeable before breaks are given).
Functional Vision
Skills
INFANT STUDENT appeared to have some light perception. According to the parent, she is more active when the blinds are open and the room is its brightest. INFANT STUDENT turned to make eye contact on several occasions but it could not be determined whether it was auditory or visual.
Areas of Concern
INFANT STUDENT functioned as a totally blind student. She did not track, shift gaze, scan, or indicate shadow perception. She also did not display any visual behaviors, tilting, or eye preference.
Sensory
Skills
INFANT STUDENT demonstrated awareness to sound. She tolerated sounds and appeared to recognize/associate sounds. INFANT STUDENT oriented to sound cues and turned toward sounds with her head and body. She reached for sound sources right, left, above, and below but this was only an emerging skill. INFANT STUDENT displayed a preference for specific sounds, avoided specific sounds, and responded to speech from a distance.
INFANT STUDENT showed awareness of being touched and responded to being manipulated. She explored items using her mouth, hands, and feet. She also displayed discrimination of objects, textures/surfaces, tactile landmarks, tactual preferences, and tactual dislikes.
INFANT STUDENT demonstrated emerging awareness to smells. She tolerated smells, recognized/associated smells, showed a preference, and disliked specific smells.
Areas of Concern
INFANT STUDENT did not reach for sounds sources on different planes, use sound sources for orienting, or showing preference to specific sounds.
Gross Motor
Skills
INFANT STUDENT initiated gross motor movements. She moved into and out of a sitting position independently and sat self-supported. She reached in a variety of direction while in a seated position. INFANT STUDENT pulled to stand behind a push toy. She lowered herself from a standing position and according to the parent, she cruises the bed and furniture but not typically. She demonstrated emerging skills standing and walking independently. INFANT STUDENT displayed very good gross motor skills; however, she has some concerns in more advanced skilled areas.
Areas of Concern
INFANT STUDENT did not demonstrate any protective techniques; however, she became visibly cautious when a verbal cue was given. INFANT STUDENT did not run, jump, squat without assistance.
Fine Motor
Skills
INFANT STUDENT brought hands together at midline. She reached for and grasped objects (palmer). She released objects purposefully and occasionally transferred objects from one hand to another. INFANT STUDENT removed objects from a container, stacked blocks, and tactually manipulated items. INFANT STUDENT picked up items of various sizes without any difficulty. She also displayed emerging skills tactually working a puzzle. INFANT STUDENT demonstrated very good fine motor skills with few concerns.
Areas of Concern
INFANT STUDENT did not place pegs into a pegboard.
Orientation and Mobility
Skills
INFANT STUDENT demonstrated good orientation skills. She moved toward sounds cues with a slow deliberate pace. She displayed awareness to voices and appeared to identify familiar people with a facial smile. She displayed awareness to familiar items/objects as she maneuvered within the home environment and typically searched for familiar toys/objects. She recovered dropped objects. She moved toward familiar people or locations, when interested. She occasionally moved toward familiar people when requested but required verbal prompting. She searched for familiar toys/objects located within her near surroundings. INFANT STUDENT utilized a variety of mobility skills to maneuver within the home: crawling, push toy, short independent walking. Walking is an emerging skill. She doesn’t appear completely comfortable but the parent has reported occasions when she has pulled to stand and walked several steps toward an area of the room.
In the outdoor environment, INFANT STUDENT independently negotiated the door to exit the home. She tactually explored objects. She stood independently with support and cruised along the brick wall.
Areas of Concern
Although INFANT STUDENT appeared to recognize locations of the home and frequently searched for familiar items in requested areas, she did not travel to those areas on request. In the outdoor environment, she appeared less comfortable standing or walking on the sidewalk without support or assistance.
INFANT STUDENT also displayed concerns bumping into objects and/or people, adjusting to light changes (home being dark), processing how to negotiate surface changes, negotiating steps, trouble with glare/shadow (dark to bright), and walking without regard to own safety.
Communication/Social/Self-Help
Skills
INFANT STUDENT demonstrated some emerging verbal communication. She occasionally responded verbally to requests for an activity. INFANT STUDENT frequently positioned her body, smiled, or reached to indicate a want to participate in an activity. She demonstrated good receptive language. She occasionally pulled away, motioned to get down, or moved away when she was done or didn’t want to participate in an activity. The parent reported she points to mouth for “eat”, indicates “more”, and “drink”. INFANT STUDENT showed anticipation to routines, oriented to faces, imitates sounds/ gestures, and participated in reciprocal games. She responded to adult interaction and appeared comfortable with solitary play. According to the parent, she also plays well with cousins.
INFANT STUDENT demonstrated understanding of “no”, names of objects in her environment, action words, and simple one-step directions. She demonstrated cause/effect, assisted in dressing, and indicated her own name.
INFANT STUDENT also demonstrated awareness to body parts, she pointed to: head, nose, ear, hand, toes, face, teeth, eyes, feet, and hair.
Areas of Concern
INFANT STUDENT displayed difficulty following two-part directions, using objects according to their function, and matching objects. She also displayed difficulty with spatial relationships (up/down to “own body”).
INFANT STUDENT wears a diaper. According to the parent, potty training is coming soon. INFANT STUDENT also doesn’t dress herself.
At this time concept development has some emerging skill areas but there are still many concerns in this area.
Expanded Core Curriculum: The Expanded Core Curriculum includes a set of skills that are impacted by vision loss and may require intervention and systematic instruction. These areas are: Assistive Technology, Career & Vocational Education/Transition, Compensatory Skills, Independent Living Skills, Orientation and Mobility Skills, Recreation and Leisure Skills, Self Determination, Social Skills, and Visual Efficiency Skills will be addressed through IEP goals.
ECC areas of strength:
• Recreation and Leisure- INFANT STUDENT participates in reciprocal games. She locates toys/sensory areas of interest and engages in isolated play. She also enjoys listening to animated television shows.
• Social Skills- INFANT STUDENT interacts with parents, relatives, and service providers. She recognizes voices of familiar people, responds with excitement, and occasionally interacts with verbal communication.
• Independent Living Skills- INFANT STUDENT indicates needs/wants with gestures or verbally. She indicates hunger or drink. She also assists with dressing.
ECC areas of concern:
• Orientation and Mobility- INFANT STUDENT doesn’t walk independently but the skills are emerging. She doesn’t move within the home environment to requested locations. She also has some gaps in the concept skill area.
Skills in these areas can be addressed with the teacher for the visually impaired activities, engaging teacher/parent and participating in daily routines.
• Assistive Technology- No equipment is being utilized at this time.
• Career and Vocational
• Compensatory Skills
• Self Determination
• Visual efficiency
Orientation and Mobility does not directly impact student in these areas.
PRESENT LEARNING AND ACADEMIC PERFORMANCE (PLAAFP)/SUMMARY: INFANT STUDENT is a nineteen month old infant. She functions within her present environment as a functionally blind student utilizing her glasses, without any other optical devices. INFANT STUDENT currently doesn’t walk independently but demonstrates emerging independent walking. She utilizes a combination of walking, crawling, or use of push toy to negotiate the home environment. INFANT STUDENT has Polymicrogina – an abnormal development of the brain before birth where too many folds are created on part or all of the brain, and Septo – Optic Dysplasia – a disorder of early brain development characterized by underdevelopment of the optic nerve, abnormal formation of structures along the midline of the brain and pituitary hypoplasia.
INFANT STUDENT demonstrates good sensory, gross motor, fine motor, and communication skills, and orientation and mobility skills, although being an infant, some areas concerns may be emerging. INFANT STUDENT does not walk independently within the home. She also has concerns with concept development. She demonstrates awareness to her environment and displays good tactile and auditory skills/awareness. She initiates gross motor, and demonstrates communication and sensory skills.
Based on this evaluation, INFANT STUDENT could benefit from the introduction of an adapted mobility device, increase orientation to the outdoor environment, concept development, and development of skills and strategies to improve her awareness, safety, and independence. The introduction of O&M services will help improve concerns in these areas during this review period. It is suggested that the IFSP committee consider direct services forty-five minutes one time per week. According to the guidelines established by the Individual with Disabilities Act and the Commissioner/SBOE rules INFANT STUDENT needs O&M services to benefit from instruction. This service needs to be delivered in the home environment to address these training needs:
1. Spatial and environmental concepts and use of information received by the senses to establish, maintain, or regain orientation and line of travel.
2. To use the mobility device to supplement visual travel skills or as a tool for safely negotiating the environment.
3. To learn concepts, techniques and tools needed for safe independent travel.
RECOMMENDATIONS:
1. Direct orientation and mobility instruction is recommended forty-five minutes one time per week.
2. An Orientation and Mobility Specialist will attend the IFSP upon request.
3. Contact Region 10 if any questions or problems involving travel occur.
It is the policy of Region 10 Education Service Center not to discriminate on the basis of race, color, national origin, gender or handicap in its vocational programs, services or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; and Section 503 and 504 of the Rehabilitation Act of 1973, as amended. Region 10 Education Service Center will take steps to ensure that lack of English language skills will not be a barrier to admission and participation in all educational programs and services.
THIS INFORMATION TO BE USED WITH PROFESSIONAL STAFF ONLY IN KEEPING WITH FERPA & IDEA CONFIDENTIALITY REQUIREMENTS. 8/12