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Program Guidelines for Students who have Visual Impairments:A Work in ProgressPresented by Sharon Z. Sacks & Stuart H. Wittenstein
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Revision Process• In 2010 two groups of stakeholders met to provide feedback
regarding revisions to the Program Guidelines.• Additional feedback was elicited at several professional &
consumer conferences. • Limited revisions were made in 2011.• In April 2013 a contract was developed between CDE & CSB to
coordinate & revise the Program Guidelines.
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Revision Process• A work plan was developed & two workgroups were selected
to provide feedback & assist with project development.• Each group of stakeholders met, provided feedback, &
assisted in writing tasks. • Sacks & Wittenstein worked with the writing teams, edited
drafts, and worked to create a final draft that was submitted to CDE in December 2013.
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Members of Program Guidelines Task Force• Northern California• Amanda Lueck, Ph.D• Sunggye Hong, Ph.D• Sandra Rosen, Ph.D.• Maureen Reardon, J.D.• Lizbeth Barclay, M.A.• Angela Martyn, M.A• Yue-Ting Siu, M.A.• Maurice Belote, M.A.• Julie Bernas Pierce, M.A.• Mary Willows, M.A. (NFBC)• Jeff Thom, J.D. (CCB)• Susan Mossman, M.A. • Mary Beth Phillips, Ph.D.
(Parent)
• Southern California• Cheryl Hannan, Ph.D.• Diane Fazzi, Ph.D.• Robyn Herrara, M.A.• Jennifer Cmar, M.A.• Jane Vogel, M.A.• Peggy Campbell, M.A. • Nic Frank, M.A.• Parisa (Parent)• Nikki Blackburn, M.A. • Gina Mitchell, M.A.
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Program Guidelines Structure
• Introduction• Chapter 1: Identifying & Assessing Unique
Educational Needs• Chapter 2: The Core Curriculum & the Expanded
Core Curriculum for Students with Visual Impairments• Chapter 3: Planning & Providing Instruction &
Services• Chapter 4: Organizing & Supporting Instruction &
Services
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Appendices
• Appendix A: Self-Review Guide• Appendix B: Assessing Vision/Low Vision• Appendix C: Determining the Appropriate Learning
Medium• Appendix D: California School for the Blind• Appendix E: Specialized Books, Materials, & Equipment• Appendix F: Legal Requirements• Appendix G: Resources for Technical Assistance• Appendix H: The Early Start Program• Appendix I: A Brief Overview of Cerebral Visual
Impairment (CVI)
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Introduction• Provides a rational for updating the Program Guidelines• Provides a description of the process for revising the Program
Guidelines• Describes the purpose of the Program Guidelines• Clarify process for identification & assessment• Provide information to improve program quality• Provide criteria for program self-review & monitoring
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Introduction Continued• Scope of the Program Guidelines• Focus on the unique educational needs • Focus on integration of CCCS & ECC• Focus on development of ECC content areas• Focus on planning, service delivery, & quality instruction• Focus on diverse learners: EL, students with additional disabilities
• Use of the Guidelines• Assists families & professional in providing effective ways to meet
the unique educational needs of students with visual impairments
• Serves as a tool to improve the effectiveness of programs by maximizing resources
• Provides references & resources for technical assistance & support
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Chapter OneIdentification & Assessment• Definition of Visual Impairment• Functionally blind students• Low vision student
• Definition of neurological visual impairment-CVI• Students who are functionally blind or who have low vision, and
may also have visual perceptual or visual motor dysfunction are eligible for visual impairment services.
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Who is not Eligible for VI Services?• Student who exhibit visual perceptual or visual motor
dysfunction disabilities not related to a visual impairment. • Student who have diagnosed learning disabilities that include
visual perceptual or visual motor disabilities.
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Identification Process• Coordination with vision screening programs• In-service straining for the educational staff & families on
identifying behaviors that may indicate a visual impairment• Coordinate with local eye specialists• Coordination with Early Start programs
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Factors Affecting Identification• Age of onset-congenital versus acquired• Impact of additional disabilities & visual impairments• Time of identification-preschool, elementary level, secondary
level• Nature of the visual impairment• Socio-economic status• English Language Learners
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Assessment of Students with Visual Impairments• Vision Report-Eye Care Specialist• Functional Vision Assessment-TVI/O&M• Learning Media Assessment-TVI• Assessing the Common Core-TVI & classroom teacher• Assessing the Expanded Core Curriculum-TVI & O&M specialist
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Functional Vision Assessment• Provides information about the nature & extent of the visual
impairment• Determines what the student sees in a variety of settings• Evaluates how the visual impairment might adversely affect
functioning in educational settings• Evaluates a student’s ability to move efficiently & safely across
environments
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Functional Vision Assessment• Provides information to assist in the determination of learning
media• Provides information about vision-related needs including
interventions & modifications• Provides information about the need for O&M• Provides information for the family to seek further evaluation
with an eye care specialist• Provide information for the educational team to coordinate
services
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Learning Media Assessment• Observation of a student’s use of sensory channels in a variety
of environments• Observation of student’s readiness for reading activities:
ability to attend, conceptual understanding, developmentally appropriate language, & interest in books
• Factors to determine learning medium:• Student’s level of visual fatigue• Student’s reading speed & comprehension level• Student’s auditory perception & listening skills
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Assessing the Common Core• TVIs need to team with general education teachers in the
assessment of reading, language arts, mathematics, and other core content areas
• TVIs need to assist with providing materials or modifying materials to assist the classroom teacher
• TVIs need to provide direct instruction in abacus, assistive technology, & listening skills to support acquisition of the core curriculum
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Assessment of the Expanded Core Curriculum• Compensatory-TVI• Concept development• Braille & communication
skills• Listening Skills• Study & organization
skills
• Orientation & Mobility-O&M specialist• Social Interaction
Skills-TVI
• Independent Living skills-TVI & O&M Specialist• Recreation & Leisure
Skills-TVI & O&M Specialist• Career Education-TVI• Use of Assistive
Technology-TVI• Sensory Efficiency
Skills-TVI• Self-Determination-TVI
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Assessment Personnel• Assessment must be administered by qualified personnel who
understand the unique educational needs of students with visual impairments.
• Collaboration with the teacher of students with visual impairments must precede assessment to ensure that assessments are administered in an appropriate manner.
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Chapter TwoThe Common Core & the Expanded Core Curriculum
• Students with visual Impairments require instruction in the Common Core & Expanded Core Curriculum. • Why the Expanded Core Curriculum?• Students require skills to access the core curriculum• Students require support to learn concepts & skills
that are learned through observation by sighted peers• Students require hands on instruction to make sense
of abstract concepts & the world around them• Students require instruction that promotes problem
solving & opportunities to engage in real life experiences
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The Relationship Between the CCC & the ECC• TVIs & O&M specialists are not responsible for teaching
common core subjects.• TVIs & O&M specialists are responsible for adapting,
modifying, & preparing materials so that students can access the core curriculum.
• TVIs & O&M specialists can integrate the common core when working with students on the ECC.
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Examples of CCC & ECC Integrated• Teaching Braille while working on literacy skills• Teaching a student to use a magnification device while
teaching reading• Teaching a student to create a PowerPoint while teaching
assistive technology• Teaching sharing & group conversation skills while working on
a group project• Teaching math skills while teaching a student to use a
budgeting app.
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Areas of the Expanded Core Curriculum
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Compensatory Skills• Concept Development• Braille & Communication Skills• Listening Skills• Study & Organizational Skills• Accessing the General Education Curriculum
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Orientation & Mobility
• Sensory Motor Skills• Spatial & Positional Concepts • Body Image & Concepts• Orientation to Indoor Environments• Human Guide & Safety Techniques• Instruction in the use of the long cane• Instruction in the structure of neighborhoods & traffic
patterns• Instruction in community travel• Use of public transportation
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Social Interaction Skills• Specific social skills instruction• Affective education• Human Sexuality• Psycho-Social Implications of Visual Impairment• Student’s understanding of visual impairment• Student’s ability to communicate visual needs to others
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Independent Living Skills
• Personal hygiene skills• Dressing skills• Care of clothing• Housekeeping skills• Preparation of food• Eating skills• Money management• Telecommunication skills• Written communication skills• Time management
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Recreation & Leisure• Realizing that there are many options• Learning to play indoor & outdoor games• Developing hobbies• Learning about different spectator activities• Participating in a variety of recreational activities• Knowledge of sports adaptations • Knowledge of sports & activities in one’s community
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Career Education
• Knowledge of one’s strengths & limitations• Understands the concept of work• Participates in chores at home & jobs at school• Understands work ethic & demonstrates appropriate
work behaviors• Has observed a variety of jobs• Understands the concept of work for pay• Has a variety of volunteer experiences• Has participated in a variety of work experiences• Has developed a personal statement or resume
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Use of Assistive Technology
• Knowledge of the computer & keyboarding• Us of screen readers• Use of video magnification software• Use of Braille displays• Use of Braille note-takers• Accessing programs for text reading & editing• Non-visual use of touch screen devices• Learning to use the internet & email• Learning to use accessible GPS programs• Learning to use scanners, & OCR devices
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Sensory Efficiency
• Use of optical devices• Use of hearing aids• Use of assistive communication devices• Identify & discriminate textures & objects
tactually • Use auditory skills to identify, discriminate, &
track sound sources.• Use kinesthetic & proprioceptive sources• Identify, discriminate, * ise p;factpru semses/
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Self-Determination
• Understanding visual impairment & requesting accommodations• Being able to make choices • Develop ability to consider multiple options &
anticipate consequences• Develop effective communication skills• Ability to set goals & monitor progress• Understanding one’s strengths & limitations• Understanding the concept of dependence,
independence, & interdependence
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Chapter ThreePlanning & Providing Instruction & Services• Quality assessment drives the development of the
IFSP, IEP, & ITP. • Specialized instruction should be provided by
qualified personnel• Specialized books, material, & equipment should be
provided to insure positive educational outcomes• A range of placement options should be discussed
annually• Specialized curriculum & implementation strategies
should be designed to insure success in the least restrictive environment
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Providing Instruction• Compensatory Skills• Braille reading & writing• Use of low vision devices for reading & writing• Slate & stylus for writing• Listening skills• Abacus & talking calculator for mathematical calculation• Study skills• Organizational skills• Reading charts & graphs• Use of specialized equipment to access literacy
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Special Considerations for Students with Additional Disabilities• Compensatory• Classroom modification to maximize the use of vision• Presentation of materials with respect to size, font, color,
contract, & crowding• Presentation of pictures & photographs• Modify the classroom environment to maximize independence• Provide equipment & materials to access the general education
curriculum• Provide strategies for labeling & using communication devices• Provide information about a student’s learning style
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Providing Instruction• Orientation & mobility• Must be implemented by a certified O&M specialist
• Environmental & spatial concepts• Orientation techniques• Self-protection skills• Adaptive visual & non-visual mobility techniques• Use of sensory input & residual vision for travel• Daily living skills related to travel• Knowing when & how to ask for assistance for travel• Route planning & community travel including public transit
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Instruction in Social Interaction Skills• Students with visual impairments require assistance & support
in developing social skills. These students do not acquire social abilities through incidental learning. They require instruction in the following areas:• Learning a repertoire of socially accepted behaviors for a variety
of social situations• Learning play & social interaction skills• Learning social communication skills• Learning problem solving & perspective-taking
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Instruction in Social Interaction Skills• Affective education• Development of a positive self-concept• Development of realistic expectations
• Human sexuality• Development of concepts with respect to self & others• Knowledge of public & private behavior• Knowledge of personal safety
• Psycho-social implications of visual Impairment• Understanding of visual impairment• Understanding of strengths & limitations
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Instruction in Independent Living Skills
• Instruction in Self-Help Skills• Personal hygiene, dressing, eating skills
• Instruction in Home Management• Cooking, cleaning, clothing care, home maintenance
• Instruction in Personal Management• Time management, money management, personal
communication
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Instruction in Recreation & Leisure Skills• Instruction in sports & athletic activities• Instruction in games, board games, & other activities• Instruction in physical fitness & aerobic activities• Introduction to a wide range of hobbies & activities available
in the community
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Instruction in Career Education• Career Awareness: Introduction to work, developing chores &
responsibilities, awareness of jobs in the community• Career Exploration: Job shadowing, exposure to a range of
jobs & job skills needed, • Career Preparation: Career assessment, work experience
(volunteer & paid), demonstration of a range of work behaviors
• Career Participation: Job placement, understanding of adaptations needed, work for pay
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Instruction in the Use of Assistive Technology• Evaluation & assessment determine what technology will be
taught. • Students need a full range of technology experiences including
use of computers, software program, access to the internet, access to social media, use of smart phones & tablets
• Instruction should be integrated into the student’s curriculum.
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Instruction in Sensory Efficiency• Use of optical devices• Tactile Input• Auditory Input & Listening Skills• Olfactory Input• Proprioceptive Input & skill development
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Instruction in Self-Determination• Areas of Instruction• Self-awareness• Choice making• Self-advocacy• Problem solving
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Specialized Books, Materials, & Equipment• Determination of what books, materials, & equipment needed
for instruction is determined through the IFSP/IEP/ITP• Sufficient time must be allocated to purchase & transcribe
books & materials in a timely manner.• The Clearinghouse for Specialized Materials & Technology
(CSMT) is responsible for procuring & distributing books, Materials, & equipment throughout the state.
• CSMT is responsible for the implementation of NIMAC which is based on the National Instructional Materials & Accessibility Standard (NIMAS)
• Special funding for books, materials, & equipment is available for students with low incidence disabilities.
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Roles & Responsibilities of Key Personnel• Teacher of Students with Visual Impairments• Classroom Teacher• Orientation & Mobility Specialist• Aide/Paraprofessional• Parent/guardian• Student with a Visual Impairment• Eye Specialist• Physical Education or Adapted Physical Education
Teacher• Occupational & Physical Therapist
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Roles & Responsibilities of Key Personnel Continued• Speech/Language Pathologist• School Nurse• School Psychologist or Counselor/Social Worker• Program Specialist• Early Childhood Specialist• Assistive Technology specialist• Certified Braille Specialist (Transcriber)• Reader
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Ancillary Staff in Residential programs• Dormitory personnel• Food service personnel• Health service personnel
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Chapter FourOrganizing & Supporting Instruction & Services • Collaboration among professionals for instruction & services is
essential. • Programs should provide specialized assessment.• Programs should provide a full range of program options.• Programs should provide personnel development & in-service
training to staff who provide services to students with visual impairments.
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Administrative Responsibilities• Supervisor of Personnel• Knowledgeable about the unique educational needs of
students with visual impairments• Knowledgeable about program options, funding
sources, & legal requirements• Site Administrator• Knowledgeable about the unique educational &
program needs of students with visual impairments• Assists in coordination of instruction & special services• Assists in providing & supporting the LRE• Provides facilities to meet the unique educational
needs of students with visual impairments
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Placement in the Least Restrictive Environment
• Focus on the assessed needs of the student• Consider each student’s needs for supplementary support &
services• Assess the feasibility of implementing the student’s IEP• Consider a placement close to the student’s home• Annually discuss an array of placement options
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Program Options
• General education class without specialized services• General education class with specialized services• Special education class• Special school for students with visual impairments• Home services• Hospital or public or private institutions
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Service Delivery Models• Consultation• Itinerant Services• Resource Room for Students with Visual Impairments• Special Day Class• California School for the blind• NPS options
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Class Size & Caseloads• Develop a process for establishing & monitoring class size &
caseloads for TVI• Provide instruction based on the severity or intensity of
student needs & age of student. • Severity of visual impairment• The consistency of instruction required to acquire essential skills• The need for additional time to learn new skills
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Additional Factors• Qualified staff available to perform specialized assessment• On going communication between school administrators &
personnel serving students• Securing & preparing specialized materials, media, &
equipment for students in a timely manner• Training teachers & paraprofessionals on effective teaching
strategies for VI students• Providing adequate travel time for professional serving
students with visual impairments• Consultation with eye care specialists & medical professionals• Consulting & assisting families• Professional development: attendance at conferences &
workshops to enhance teaching skills
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Staff Development & Family Education• TVIs & O&M specialists should receive on-going training based
on the development of a plan for training based on specific needs
• Family education programs should include• Provide information about roles & responsibilities• Provide information about best practices in educating students
with visual impairments• Provide information about resources & organizations for families
of students with visual impairments
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Guidelines for Facilities• Adequate lighting• Adequate storage space for books & materials• A separate area for listening activities• Furniture & whiteboards with non-glare surfaces• Sufficient outlets for technology • A location on the site that is convenient for student
access & mobility• Adequate work space for students & for staff• Office space for TVI, O&M specialist, & Braille transcriber• Emergency procedures in place for safe student access• Students’ transportation needs are adequately met