Challenge
Initial Thoughts
Wrap Up
Assessment
DRAFT

What resources should Ms. Milton consult to learn more about Evan’s and Emily’s needs?

Page 2: The Individualized Education Program

Using the IEP as Your Roadmap

The IEP (individualized education program) document is a valuable resource for obtaining information regarding the student’s visual disability and any other identified health or cognitive impairments. An IEP is created to ensure that students with special needs receive the services they require to succeed in school. The IEP generally includes a student’s strengths and weaknesses, academic goals, instructional and physical accommodations and/or modifications, and a list of additional services and/or assistive technology devices, and it describes the support team who can assist with the achievement of each goal and objective. When examining a student’s IEP, a teacher should consider taking notes that can be reviewed for quick reference.

Mrs. Milton found that Evan’s and Emily’s IEPs provided information related to the best seating arrangement in the room. Much more information relating to the nature of the students’ visual impairments and to the specific educational needs of each student was outlined in the IEPs. In addition, from the information contained within the IEPs, Mrs. Milton was able to identify the different pieces of equipment that had arrived in her classroom and also was able to determine which ones were for Evan and which ones were for Emily. Emily’s IEP also pointed to her need for a larger desk.

Below are the notes Ms. Milton took while reading Evan’s and Emily’s IEPs.

Notes from Emily’s IEP

Key personnel TVI: Mrs. Fazzi
O&M: Mrs. Naimy
Other: Adaptive P. E. – Mr. Robinson
Information relating to visual condition

Corrected visual acuity
Right eye: 20/40
Left eye: 20/200

Visual fields
Right eye: Normal
Left eye: Normal

Impact of visual impairment on learning:
Emily requires accommodations in educational materials and testing.
Other health/medication information General health is good.
Requires eye drops after lunch. See nurse.
Reading and writing medium

Reading: Large print is preferred text, can read (slowly) regular print with hand magnifier and with Closed-Circuit Television (CCTV)

Writing: Bold lined paper, felt tip pens, word processing
Assistive technology/devices
  • CCTV for sustained reading
  • Hand magnifier for very brief reading
  • Bold lined paper, felt tip pens
  • Monocular for reading the chalkboard and for mobility lessons (addresses, street signs, and traffic lights)
Accommodations Needs additional time for testing – up to 50% more time
Instructional materials Be sure to have large print handouts, including overheads and chalkboard content – Needs 24 pt. font size
Annual review date December 15

Notes from Evan’s IEP

Key personnel TVI: Mrs. Fazzi
O&M: Mrs. Naimy
Other:

  • Teacher Assistant – Miss Elvington
  • Adaptive P.E. Teacher – Mr. Robinson
  • Braille Transcriber – Miss Raphael
  • Assistive Technology Specialist – Mrs. Sacks
Information relating to visual condition

Visual acuity
Right eye: *NLP
Left eye: NLP
*NLP = No light perception

Visual fields
Right eye: N/A
Left eye: N/A

Impact of visual impairment on learning
Evan requires modifications and accommodations in educational materials and testing. Instructional considerations include hands-on learning; oral description of written content on chalkboard, overheads, and demonstrations; and special or adapted materials.

Note: Cause of visual impairment is retinopathy of prematurity (stage 5) – ask TVI about this.
Other health/medication information General health is good.
No medications.
Reading and writing medium

Reading: Braille, books on tape, computer with speech

Writing: Braille, tape recorder, computer word processing
Assistive technology/devices
  • Brailler (braille typewriter), braille paper
  • Slate and stylus
  • Braille notetaker with speech output
  • Computer with screen reader and speech output
  • Long cane
  • Braille compass
Accommodations
  • Needs additional time for testing – up to double the time.
  • Needs either shortened in-class assignments and readings or additional time to complete.
  • Needs tests prepared in braille, may respond to items in braille or orally.
Instructional materials
  • Needs print materials in braille, on-tape, or electronic (disk).
  • Needs embossed/raised line maps.
  • Needs charts/pictures/graphics – in braille, embossed, or described orally.
  • Needs videos orally described.
  • Needs 3-D models of the human body, human organs, etc.
  • When possible, obtain extra set of instructional/demonstration materials for exploration.


Note: See TVI for timelines to provide handouts/materials for transcription and modifications.
Annual review date December 15

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