Blind Pioneers

​

This policy guidance discusses the changes to IDEA made in 1997 regarding BVI students. They are:

 

1. Braille should be the default reading medium for BVI students unless an evaluation determines otherwise. 

2. Orientation and Mobility is a related service for BVI students.

 

This guidance states that providing students with O&M at the appropriate time increases the likelihood that students can participate meaningfully in academic and extra-curricular activities. This clarification is essential because O&M is usually seen as a skill used outside of the school building or in the community. Schools may feel that so long as the student can safely get from one classroom to another, perhaps with the aid of a sighted guide, they have met their responsibility. This thinking is incorrect. This guidance explains that O&M skills, which permit the student to be an independent traveler, impact students' self-esteem and contribute to their overall academic experience. Therefore, it is inappropriate to wait to provide this instruction until the student needs to travel independently in later life. 

​

In Point #B, the guidance gives excellent detail on the scope of appropriate evaluations of the student's vision. These evaluations should be comprehensive and include how the student's visual impairment impacts:

1. Reading, writing, ability to do mathematical calculations

2. Use of computers

3. Use of assistive technology

4. Ability to progress in the general education curriculum

5. Present and future reading and writing media

6. Need for supplementary aids and services 

7. Need for modifications and accommodations 

8. Need for program modifications

9. Need for supports for school personnel

10. Need for instruction in listening skills

11. Need for orientation and mobility services

 

In point #C, the guidance explains that IEP teams can make determinations such as the need for intensive Braille instruction for the student to participate in the general education curriculum. At times, school teams feel that they must choose between intensive services or involving students in the general education classroom. This is not an either/or choice. Later on, the guidance discusses flexible scheduling, such as the use of ESY to achieve FAPE (free appropriate education). 

 

 

In Point #D, the guidance discusses the special factors that impact blind and visually impaired students, in particular:

1. Instruction in braille

2. Assistive Technology

3. Orientation and Mobility

 

Regarding Braille instruction, it states that the following cannot be used as reasons to deny Braille instruction:

1. Shortages of trained personnel

2. The availability of alternative reading media (Large Print, auditory materials, technology)

3. The amount of time needed to provide sufficient and regular braille instruction

 

With regard to assistive technology, IEP teams must consider "the full-range of assistive technology devices and services available for BVI students." The guidance clarifies that schools should consider devices for the home if needed. When a school requests an assistive technology evaluation, it needs to be from a provider that will consider the full range that is available for the student. An AT specialist with expertise in vision can address the student's needs across all the settings in which the student works. Settings may include the home, orchestra, school assemblies, or community-based learning experiences.

 

Point #E discusses O&M services. The guidance includes the Federal definition of Orientation and Mobility services which includes environments such as "school, home, and community." IEP teams may reason that O&M instruction should only apply to the school building or grounds. O&M instruction applies to environments off of the school premises that will allow students to function independently in post-secondary life. The guidance discusses teaching students how to navigate street crossings and traffic lights. It also states that these services should be provided "as early as possible." The idea of waiting until the student in need of traveling alone is not supported. 

 

In Point #F, The guidance discusses additional factors to consider to ensure access to the general curriculum; these are:

 

1. Compensatory skills such as communication and listening

2. Extended school year services necessary to provide FAPE

3. Social Interaction skills

4. Recreation and leisure skills

5. Career Education

6. Efficiency Skills for low vision students

 

Students with blindness and visual impairment should be educated alongside their non-disabled peers with appropriate supplementary aids and services to the greatest extent possible. It is not appropriate to withhold a supplementary aid or service until the student is in another placement. For example, a school team should not propose that intensive Braille can only be offered if the student is in a self-contained program due to easier scheduling and lesser academic demands. 

 

​

​

This letter explains that Braille should be considered the default reading medium when a student is blind or visually impaired. An evaluation that considers the student's future needs must be administered. It is not enough for the student to be able to read Print media at present. Will the student be able to read Print in the future? IEP teams must consider the reading media evaluation and rule out Braille if the data supports this. It is faulty reasoning to delay braille instruction until a student loses more vision. A student can learn both reading media; this is known as a dual media learner. These students can choose to use Braille in some tasks while using auditory or electronic Print for other tasks. 

 

This letter also states that the time allocated to teach Braille must be adequate for the student to become proficient. The IEP team must provide sufficient braille literacy instruction so that the student can make meaningful progress. For example, a beginner braille student receiving braille services one time per week will never learn Braille. This is analogous to thinking a sighted student can learn to read and write by receiving one hour per week of literacy instruction. 

 

This policy guidance also states that the appropriate evaluation to make a determination for Braille is a data-based media assessment that includes various modalities and considers all the tasks required by a student: reading, writing, math, and computers. An evaluation can contain observations from the evaluator, but it cannot be entirely subjective. Appropriate evaluations must use tools that rely on data. 

 

The letter clarifies that shortages of personnel or the availability of alternative media are not reasons to deny a student braille instruction. Service decisions need to be made on the student's needs.