Educating BVI Students
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Evaluations

Evaluations for Vision

 

Functional Vision Assessment (FVA)

This evaluation is conducted by a Teacher of the Visually Impaired (TVI). Using the medical reports which report the student’s vision in a clinical setting, the TVI will confirm what the student can see in a classroom setting. A TVI can make recommendations about accommodations in the classroom, such as lighting, windows, or where the student should sit. The TVI can also make other accommodation recommendations so that the student can maximize their vision in the classroom.

 

Learning Media Assessment (LMA) or National Reading Media Assessment (NRMA) 

These assessments determine the student’s reading media. Reading media assessments are conducted by TVI’s. The LMA and NRMA use different methods of data collection to arrive at a determination. The NRMA was released after the LMA and used a scoring system to determine a reading media. These assessments can recommend accommodations, modifications, and the services of a TVI. Based on the student’s needs, the evaluator can recommend the length, frequency, and duration of TVI services. The evaluator needs to speak to both school staff and parents for input into recommendations. Recommendations on reading media (Print, Braille, Auditory) do not need to be either/ or decisions; these can be a combination of primary and secondary media.

 

Assistive Technology Evaluation

An evaluator familiar with technology for BVI students can conduct this evaluation. This evaluation needs to be conducted after reading media has been determined. The Assistive Technology specialist will then know which media to support; assistive technology may support Print, Braille, Auditory, or a combination of these. The evaluation should consider technology needed for all settings where the student must access curriculum and complete schoolwork, this will include the classroom, the home, and extracurricular settings. The following assistive technology may be considered:

 

  1. Hardware

 

  • Laptop (PC or Mac)

  • Touchscreens or High-Resolution Monitors

  • Electronic Braille display

  • Braille embossing system

  • iPads

  • Apple Pencil

  • Electronic Pens for in-person writing on boards

  • Portable CCTV’s

  • Color copiers

  • 3D Printers

 

2. Software

 

  • Electronic Print Magnification software (ZoomText for PC, Mac Zoom)

  • Screen-reader software (JAWS for PC or Mac VoiceOver)

  • Speech-to-text software

  • Apps (such as VoiceDream, Notability, GeoPad, Desmos)

  • Bookshare subscription

  • Google Extensions, if using a Google Learning Management System

  • Board syncing technology for in-person classrooms (such as Join.Me or Zoom)

  • Screen-sharing technology for virtual classrooms (such as GoogleMeet or Zoom)

 

The AT evaluation should also make training time recommendations the student and support personnel will need. For a training program to be effective is should be consistent (weekly) and include a plan for the student to generalize skills in the classroom and home. It is important to include persons who will support the student with their AT needs throughout the day or in the home. If the student encounters a tech issue, they will need assistance with trouble-shooting the problem on the premises. Parents need to be able to help their child in the home when the student is transitioning to new technology. AT trainers can provide cheat sheets or videos to train parents with basic skills. A young student will not be successful if there is no one to ask for help when tech issues arise.

 

Another barrier for students to adopt assistive technology is proficiency in keyboarding skills. Typing is a foundational skill for a low vision student to be able to use assistive technology. It should be added as a goal to the student’s IEP as early as possible. A TVI, occupational therapist, or the AT specialist can be designated to oversee this goal.

 

Orientation and Mobility (O&M) Assessment

 

A certified orientation and mobility specialist (COMS) can conduct this evaluation. The evaluations should be data-based, such as the TAPS [https://www.tsbvi.edu/curriculum-a-publications/3/1042-taps-teaching-age-appropriate-purposeful-skills.] It should evaluate the student in a variety of settings:

 

  1. Indoor familiar

  2. Outdoor familiar

  3. Indoor unfamiliar

  4. Outdoor unfamiliar

 

It should also attempt to evaluate the student in less optimal settings, such as low light, noisy or crowded, to identify needs. As explained in the UD DOE policy guidance 2000, training in O&M for students should begin as soon as possible and should not wait until the student needs to navigate alone. Teaching these skills takes years of practice and delaying training can adversely impact self-esteem and future independence. This evaluation should make recommendations on instructional techniques that the student should learn and the various settings for instruction. This evaluation should recommend frequency, duration, and length of orientation and mobility services. For the student to generalize O&M skills, the instructor should train the school team and parents on how to support the student to practice their skills daily. Students need to take safe risks and make acceptable mistakes as they learn to explore their environment under supervision. Support personnel should not over-help students so that they become reliant on assistance for navigating familiar settings. The O&M services recommendation should include consultation time for the school/ parent team. COMS instructors can also help adapt sports, physical education curriculum, prepare the student and team for field trips and community-based activities.  

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