Manual

VISUAL IMPAIRMENTS (V.I.)

A collection of resources to support programs for students with visual

impairments.









Administrator‟s

Toolbox for V.I.

VISUAL IMPAIRMENTS





Administrator’s Toolbox for V.I.









 PaTTAN

3190 William Pitt Way • Pittsburgh, Pa. 15238

Phone 412-286-2336 • Fax 412-286-196

Table of Contents

Chapter 1: Toolbox Chapter 6: Resources

Introduction 2 Website resources 111



Supervisors of V.I. in Pennsylvania 125



Expanded Core Curriculum 134

Chapter 2: Roles & Responsibilities of Individuals 145



Employment/Certification

Certification 6



Job Descriptions 8 Appendix A: University of

Job Bank Information 11 Pittsburgh

Hiring Options 16



Interview Questions & Information 26 Appendix B: Pa. College of

Optometry



Chapter 3: Professional Appendix C: Kutztown

Development University

Mentoring 43



Training Options 45 Appendix D: Emergency

Certificate



Chapter 4: Program Appendix E: Act 48 Q & A

Implementation

Caseload Anaylsis Guidelines 47 Appendix F: Job Descriptions

Qulaity Programs for the V.I. 54



Michigan’s Vision Severity Rating Scales 78 Appendix G: ACVREP

Iowa Caseload Tool 108

Appendix H: University

Programs for Visual

Chapter 5: Frequently Asked Impairment Certification

Question 109

V I S U A L I M P A I R M E N T S ( V . I . )









1

V I S U A L I M P A I R M E N T S ( V . I . )









1

Chapter









Pennsylvania Administrator’s

Toolbox for Visual Impairments

A collection of resources to support programs for students with visual impairments.







A

dministering a program for the education of children with visual impairments (V.I.) presents

some challenges for most able of administrators. Visual impairments pose unique issues. It is

through vision that we gather the vast majority of information about our environment. Even a

mild limitation in functional vision will have an impact on gathering, accessing, and using

information about people, the world around us, and interactions among them.



Visual Impairments range in severity from very mild ( but still below typical visual abilities) to no vision.

A child may acquire a visual impairment at birth or at any point throughout his or her life, with each

situation having a different impact on development. Visual impairments can do happen in conjunction

with all levels of physical, emotional, and cognitive abilities. These factors combine to make the

population of children with visual impairments an extremely heterogeneous group.



The incidence of children with visual impairments is low compared to other disabilities. About 1% of the

children receiving special education services have a visual impairment. Disability-specific services blend

medical and educational information and cover an extremely broad range of pedagogy. While a majority

of professionals in the field of visual impairment (T.V.I.), including orientation & mobility specialist (o &

M), serve children through the local education agency in an itinerant mode, a full continuum of programs

and services is mandated by law and may include resource services and approved private schools. The

low incidence of V.I. students and V.I. professionals to serve them, combined with the unique

characteristics of the continuum of services, serves to provide administrators with unique challenges.









2

V I S U A L I M P A I R M E N T S ( V . I . )









Introduction

This administrator‟s toolbox is intended to provide administrators with information in a flexible

framework for hiring and retaining V.I. professionals that will accommodate modifications necessary to

meet existing district standards.



The administrator’s toolbox is a collection of tools that can assist administrators in :



Supporting current staff and programs; advocating for new or additional staff; understanding certification

requirements; evaluating and/or updating job descriptions and hiring practices; gathering information

about professional and paraeducator job banks; and reviewing additional resources.





I C O N K E Y



Assumptions

 Utilizing the Toolbox

 Scenario









 Assumptions

Every resource has limitations and makes some assumptions. The Toolbox makes the

following assumptions that should be considered when evaluating the use of its

resources



1. Local education agencies (LEAs) already have many existing resources to assist them in achieving

their goals. This Toolbox is intended to support those resources by supply information specific

to visual impairments.



2. Local education agencies (LEAs) will modify the job descriptions, interview questions,

procedures, and other resources to meet their specific individual needs.



3. In Pennsylvania, Teachers of the Visually Impaired (T.V.I.) must be certified by the

Pennsylvania Department of Education in Blindness/Visual Impairment, N-12. T.V.I.s may be

dually certified in Orientation & Mobility by the Academy for Certification of Vision

Rehabilitation and Education Professionals (ACVREP), herein referred to as the Academy.

T.V.I.s and O & M specialist are not considered separate professional groups in Pennsylvania as

many of the competencies and duties of the dually certified vision professionals overlap. T.V.I.s

who bill for Medicaid (Access) must have the additional certification of Orientation & Mobility

from the Academy.



4. In compliance with the Individuals with Disabilities Education Act (IDEA) and Chapter 14,

placement decisions for students with V.I. are based on consideration of a full continuum of

services. Each child‟s unique individual needs are considered when determining placement.









3

V I S U A L I M P A I R M E N T S ( V . I . )









5. Administrators need to be cognizant of the fact that a student eligible as visually impaired has the

same rights regarding disciplinary exclusions as students with other disabilities. The 10/15 day

rule applies.



6. A manifestation determination that a mis-behavior is not related to a visual impairment does not

allow an educational entity to deny FAPE.



7. Services to students who are visually impaired are considered “program” services. O&M may be

considered a „related service‟.









 Utilizing the Toolbox

Each section of the Toolbox is related to other sections, but may be used

independently. Each section is intended to expand on current information, strategies,

and resources used by administrators









 A scenario

A way to illustrate how to use this Toolbox may be through a scenario of a fictional

district that is anticipating a change in its VI population or service delivery options.









The Sunshine School District: Hypothetical Scenario



Because of a new industry in the Sunshine School District (SD) and surrounding area, many

people are moving to the district resulting in changes in the population of children who receive services

from special education. The TVI/O & M professional that had provided services for many years has now

retired and the intermediate unit has difficulty locating another teacher. You have been able to convince

the retired teacher to do some contract work.



As the new director for the special education program in the Sunshine SD, you are responsible for

ensuring that the needs of the students with visual impairments are being met. However, your experience

with these students is limited and you are unsure of who the students are and what their needs comprise.

To assist you in fine-tuning the VI program, you could complete the activities listed below.









4

V I S U A L I M P A I R M E N T S ( V . I . )









1. In order to determine the extent and amount of VI services needed, conduct a caseload analysis

(refer to Caseload section). Additional documents are in the Resource section to assist you.



2. Based on the caseload analysis, you find that your LEA immediately needs a full time T.V.I.. O &

M services can continue from the service center for the time being, but its‟ clear that you will need

( at least) a half time O & M specialist within the next two or three years. Growth patterns

indicate that additional V.I. staff may also be needed at that time. Your options include training

an existing staff person or recruiting and hiring a new person from outside the LEA. You decide

to hire a T.V.I./O & M from outside the LEA, or may identify an existing staff person to start

dual certification training. Because you realize that it may be easier to identify and recruit a full-

time O & M specialist, you may decide to contract for I.U. services with a neighboring I.U. (see

Hiring and Job Bank sections).



3. To clarify the roles and responsibilities of the new positions, select the job description that

matches your district‟s philosophy (see Job Description section).



4. You will need to identify how you are going to find your T.VI. (see hiring options and the posting/job

bank sections).



5. Before you begin interviewing your pool of applicants, review the sample interview questions (see

Interview Questions section).



6. You recall that after having a student with a visual impairment and working with an O & M

specialist from the I.U., a special education teacher expressed a strong interest in becoming a

dually-certified T.V.I.. (Review the Professional Development section with him/her).



7. Depending on the new T.V.I.‟s level of experience, you may want him/her to participate in a

mentoring program. If the new T.V.I. is a recent graduate or from another state, both induction

and mentoring can help him/her adjust to their new position. ( See teacher induction section)







Hopefully, this scenario helps you to see how to use the information in the Toolbox. For further

information, consult your PaTTAN consultant, special education director, intermediate unit staff, and/or

other LEA resources.









5

V I S U A L I M P A I R M E N T S ( V . I . )









2

Chapter









Employment/Certification

This section answers questions related to teacher certification, job descriptions for

positions related to Visual Impairment programs, job banks, hiring options, and

interview questions.







Certification Information: Teacher of Visual Impairment

.V

(T .I.)

When teachers meet the requirements for certification, the Pennsylvania Department of Education,

Bureau of Teacher certification and Preparation Division of Teacher Education in Special Education,

Blindness/Visual Impairments N-12 issue a provisional or permanent certificate.



Pennsylvania has three universities offering preparation programs that meet the Teacher Certification

requirements. These include Kutztown University, Pennsylvania College of Optometry, and University of

Pittsburgh. See Appendix A, B, C for information on each university.



Certification Information: Orientation & Mobility Specialists (O

&M)

O & M specialists are certified through the Academy of certification of Vision Rehabilitation and

Education Professionals (The Academy). The commonwealth of Pennsylvania does not have a separate

certification for orientation & mobility specialists. The LEA may request that an O & M specialist

maintain Academy certification as well as Pennsylvania teacher certification.



Universities that train O & M specialists must meet Academy guidelines for candidates to be eligible for

Academy certification. The University of Pittsburgh and the Pennsylvania College of Optometry offer

training in O & M. Students may either seek certification or complete a full master‟s degree program.









6

V I S U A L I M P A I R M E N T S ( V . I . )









Emergency Certification



The Pennsylvania Department of Education, bureau of Teacher certification and Preparation, Division of

Teacher Education issue emergency certification for teachers of students with visual impairments (T.V.I.).

There is no emergency certification for orientation and mobility specialists (O & M ).



Pennsylvania has three universities offering preparation programs that meet the Teacher Certification

requirements. These include Kutztown University, Pennsylvania College of Optometry, and University of

Pittsburgh. See Appendix A, B, C for information on each university.



See Appendix D for emergency Certificate procedures.









Maintaining Certification



Visual Impairment (V.I. ) teachers must meet all of the requirements for professional development as set

forth by the State Board of Education Certification in Act 48. Certification for V.I. teachers must be

renewed every five years.



Certification for O & M specialists must be renewed every five years with the Academy. In order to

maintain certification, specialists must submit information required by the Academy.



O & M specialists who do not hold Academy certification cannot bill Medicaid (Access).for more

information, visit the AERBVI or Academy web sites at:



www.aerbvi.org/certificatin/universities.htm



or



www.acvrep.org







See Appendix E for Act 48 frequently asked questions.









7

V I S U A L I M P A I R M E N T S ( V . I . )









Job Descriptions: Overview

Job descriptions provide a framework for recruiting, hiring, evaluating, and describing positions. These

descriptions may be used for the following purposes:



 Informal contract between the district and individual, by identifying the expectations

of each party.



 Promote quality services within the field of visual impairment (V.I.).



 Direct and assist in the hiring process.



 Provide a protocol for interviewing potential hires.



 Identify professional development needs for new and veteran personnel.



 Structuring and/or supplement relevant performance evaluations.



 Supplement to the certification policy guidelines.







Job Descriptions: Assumptions

It is imperative that present procedures for recruiting, hiring, evaluating, and describing positions be

updated regularly. As part of this process, the following assumptions are made:



 The LEA will have the selected job descriptions reviewed to ensure they meet all

current legal requirements.



 The LEA will modify sample job descriptions to fit the existing district format.



 The LEA will periodically review job descriptions for applicability and modify the

descriptions as needed.



 With the exception for unique student specific circumstances, students with V.I.

who use Braille will be taught using contracted ( Grade 2) Braille, and those who

produce the Braille will be afforded opportunities to do so.



 All ADA requirements will be addressed. See Appendix K









8

V I S U A L I M P A I R M E N T S ( V . I . )









Job Descriptions: Positions

The purpose of this section is to describe professional and paraprofessional positions within the field of

visual impairment by outlining each of the position‟s major components.



With the exception of Teachers of Students with Visual Impairments (T.V.I.) and Orientation and

Mobility (O & M) Specialist, multiple samples of each job category are included. Once an administrator

has evaluated the needs of the programs and associated the tasks needed, it is time to review the sample

job descriptions.



 Teacher of students with Visual Impairments (T.V.I.) : A person holding a valid Pa.

certificate for Special education-Blind/Visual Impairment N- 12 with the following

abilities and qualification:



 Assessment and development of individual education programs



 Instruct students with blindness/visual impairments



 Understand and apply applicable forms and policies



 Provide diagnostic and instruction services for students with V.I.



 Serve as a liaison with community services.



 Orientation & Mobility Specialist (O&M): A person holding a valid Pa. Certificate for

Special Education-Blind/Visual Impairment N-12 and additional completion of

coursework for Academy certification with the following abilities and qualification:



 Assessment and development of individual education programs



 Instruct students with blindness/visual impairments;



 Understand and apply applicable forms and policies



 Provide diagnostic and instruction services for students with V.I.



 Assist students who are blind or V.I. to travel safely, efficiently, and with grace in a variety of

environments including home, school, and community.



 Provide services for infants and children with V.I/multiple impairments on development of basic

concepts and spatial awareness.









9

V I S U A L I M P A I R M E N T S ( V . I . )









 Paraprofessional: A person who is responsible for Braille production, materials

modification, clerical tasks, and direct work with students. This person works under the

direction of a certified T.V.I.. Several models are presented which can be tailored to the

needs of the position required.



 Materials Preparation Specialist



 Braille and Tactual Materials Specialist



 Materials Preparations Specialist and Technologist



 Deafblind Intervener-Paraprofessional







Resource: Texas School for the Blind and Visual Impaired ( TSBVI).



Sample job descriptions were reviewed and modified by supervisors of programs for

students with V.I. in Pennsylvania







 For all job descriptions listed above, see Appendix F.









10

V I S U A L I M P A I R M E N T S ( V . I . )









.I.

Job Bank Information for V Professionals

It can be very challenging to find a V.I. Professional. Local education agencies (LEA) may either not

know where to look or employ inefficient methods to find these very specialized professionals.



Due to the low incidence of students with visual impairments and professionals trained to teach them, it is

frequently necessary to go beyond the boundaries of the district and community. Typical venues for

finding a V.I. professional include advertisements in newspapers and professional journals; fliers at

professional meetings; brochures from the district offering the V.I. position; and electronic forums, such

as job banks and listserves. This resource will focus on venues other than the newspapers.



Assumptions



 Supervisors will utilize the professionals in the human resource office within their LEA.

 Directors have the following information:

1) an accurate and current understanding of their T.V.I. caseload;

2) a solid understanding of the social, political, demographic, and

geographic characteristics of their district;

3) information about the community in which the V.I. professional(s) will be living and

working.

 Information about the vacancy will be available in multiple formats and in

multiple locations.

 LEA has considered searching for a V.I. professional with existing certification rather than

training from within.





What type of information is desired by potential applicants?



When a district has a vacancy it typically develops two types of information: the official job

vacancy notice (JVN) and an unofficial flier about the job.



Job Vacancy Notice



The JVN usually includes legal and practical aspects of the vacancy such as basic requirements, duties

and responsibilities, and contact information. Administrators have very little flexibility with the information

that goes into the JVN.



Job Flier or Brochure



A job flier/brochure includes the above information in a more informal format, one that is intended

to encourage candidates to apply to your district. The flier may include information about the students,

community, district, and other information that might entice the potential applicant to select your district and

not others. The flier can be a single page, a packet of information, or a combination. Discussions with HR

directors and VI professionals around the country indicate that the following types of information are desired

by potential applicants.









11

V I S U A L I M P A I R M E N T S ( V . I . )









Job Flier or Brochure Information



 Attractive visual appeal, including use of color

 Community information:

o People and their families move to a „place,‟ not a job.

 What is it about the community that has attracted others?

 What type of information does the Chamber of Commerce

distribute about your community?

 What type of applicant are you looking for? One who desires:

o the peaceful vistas and safety of a small community?

o the dynamic cultural activities of an urban area?

o the flexibility and accessibility of a suburban area?

 Information about other types of employment in the community (for a spouse)

 Information about the district and special education services:

o Strengths of the districts

o Dynamic new initiatives

o Salary range:

 People from other areas may be unfamiliar with the ranges in the area

 Range by level of degree is preferred.

o Characteristics of the special education program



 Information about the VI program:



o Type of certification required? Desired? Emergency permit considered?

o Students to be served

o Support for regional and statewide professional development

o Other staff members, such as a Braillist.



 Powerful inducements to potential employees may include:



 An on-site interview including paid travel expenses

 Assistance with relocation costs; even a small amount can be very influential.



o Bright noticeable colors on flier or brochure. Make sure that the background and print

have a high degree of contrast



o Photos:

 Insert a picture of something that represents the job

 A photo could be inserted on a flyer or used as a background.

 The photo should NEVER inhibit the basic readability of the printed

information.

 A photo could be used to target the potential VI applicants, or a more generic

photo could be used for an array of positions in the district.

o Use of colors, photos, and the size of print will increase the cost of the

recruitment; but with thoughtful distribution, it will also increase the applicant pool.









12

V I S U A L I M P A I R M E N T S ( V . I . )









What venues should I consider when recruiting VI professionals?



 How likely is it that a VI professional will see the information about the vacancy?

o VI specific forums include websites, listservs, professional publications, and conferences

with a focus on visual impairments

o VI professionals may not be checking generic special education venues.

 What is in the search and recruitment budget? Funds may be needed for:

 Printing attractive, colorful flyers or brochures

 Travel expenses for an interview in the community

 Travel expenses to a university VI training program to conduct interviews or

sending a VI staff person to recruit new candidates

 Advertisements in job banks, professional journals and newsletters, and large city

newspapers.







Which job banks can help me find the VI professional best suited to my district?



When considering where and when to post a vacancy, you must consider where a certified VI

professional is likely to see the information. Some of the information below is more generic in nature; some

is focused on VI professionals. Each has its strengths. TIP: Post on as many job banks as possible and at

University prep program sites.





ELECTRONIC RESOURCES:







Listservs



Listservs are composed of people with a common interest who share information and resources via

email. All subscribers get any messages generated by members who post questions, comments, or

information. You can post information directly by subscribing, posting the message, and requesting that

people respond to you privately. You may unsubscribe to the list at any time. This can be an excellent

way to reach a b road array of individuals. While there are many listservs in visual impairment, the

Orientation and Mobility and the AER listservs are possibly the most widely used.



AER



The Association for the Education and Rehabilitation of the Blind and Visual Impaired (AER)

sponsors a listserv known as AERnet. Approximately 500 VI professionals subscribe to this listserv.

Although valuable for both professions, this listserv is primarily used by VI teachers and related

professionals. For subscription information see http://dil.sched.pitt.edu/aernet/. To send messages to

the list write aernet@list.pitt.edu.









13

V I S U A L I M P A I R M E N T S ( V . I . )









Special Education Exchange



The Special Education Exchange, also known as SpEdEx is a broad source of information in

areas such as research, news and conferences, and resources. It also includes a link to Amazon.com

(www.amazon.com) to assist people in ordering specialized materials.



The SpEdEx site includes an active job bank from organizations with vacancies. It does not

include a resume service for individuals looking for a new position. The SpEdEx web address is

www.spedex.com/jobs/jobs.htm







Texas School for the Blind and Visually Impaired



The TSBVI job bank has a resume service for VI professionals and links to sites that post

vacancies. The VI Job Bank page is located within the Administrator and Program Resource of the

website (www.tsbvi.edu/program). Consider posting a vacancy on a job bank site and checking the

TSBVI site for people who are looking for jobs.







Council for Exceptional Children (CEC)



CEC maintains a website that includes information for both job seekers and employers

(www.cec.sped.org/cc/job.htm). Job seekers can search for vacancies using several categories, including

job description, location, and setting, area of expertise and age of students. For information about

posting a vacancy or resume information contact CEC Career Connections at (614) 923-0600, ext. 339 or

jweston@resume-ling.com. There is a small fee for CEC‟s services.







PRINT RESOURCES:









Job Exchange – Association for the Education and Rehabilitation of the Blind and Visually

Impaired (AERBVI)





AERBVI has two job-related member benefits. The Job Exchange is a listing of vacancies. This is a

monthly publication available to members upon request. Organizations with vacancies place an

advertisement. A classified type ad is $30 per month. If an organization wants a larger ad, the monthly rates

are $300 for a full page, $250 for a half page, and $200 for a quarter page. Deadline for all ads is the 20th of

the month. A copy of the form is included in this section.



The other member service is the AERBVI Job Network. This is a listing of members who are

looking for a new position. The Job Network includes basic demographic information. It is available to

directors for $30. If an advertisement is also placed with the Job Exchange, the Job Network information is

free.









14

V I S U A L I M P A I R M E N T S ( V . I . )









For more information, or to place an advertisement contact:



Lorna Frazier-Lindsey

Association for the Education and Rehabilitation of the Blind and Visually Impaired (AERBVI)

P.O. Box 22397

Alexandria, VA 22304

Phone: (703) 823-9690 or (877) 492-2708 (toll free)

Fax (703) 823-9695

Email: AERNET@aerbvi.org





Journal of Visual Impairments and Blindness (JVIB)



This is the only peer-reviewed journal with a focus on visual impairments. As such, it is widely read

by VI professionals. JVIB accepts both classified advertisements and print advertisements. For more

information contact:



Stephanie Biagioli

AFB Press: American Foundation for the Blind

11 Penn Plaza, Suite 300

New York, NY 10001

Phone: (212) 502-7655

Email: sbiagioli@afb.net





Re-View



Review is a professional journal distributed to AER members and focused on practical application

and information For information about placing an advertisement, time lines and cost, contact Grant Williams

at (800) 365-9753.







Intermediate Unit (IU) local IUs and PaTTAN



Typically, the VI professionals(s) at your Intermediate Unit (IU) local IUs and PaTTANs may act as an

informal job bank.







Universities:



Universities maintain offices that assist students in finding jobs. Additionally, most V.I. programs

maintain notebooks of information about vacancies in various places. Students have regular access to both of

these resources. By including those universities that have V.I. training programs (V.I. teacher and O & M

specialist) in your search, you may find new candidates. A list of universities with full-time training programs

in visual impairment is included in this section. You may visit the listing on the AERBVI website at

www.aerbvi.org/certification/universities.htm. A copy of this listing is included in the Training Options

section.



See Appendix H for a listing of Universities which offer V.I. program certification.







15

V I S U A L I M P A I R M E N T S ( V . I . )









Orientation and Mobility Specific Resources:



The Association for the Education and Rehabilitation of the Blind and Visually Impaired (AER)

sponsors a listserv known as O & M. Although valuable for both professions, this listserv is primarily used

by O&M specialists and related professionals.



If you wish to subscribe to the O & M listserv, please send an email to listserv@list.msu.edu

containing this command in the body of the message: SIGNON OandM







What can I do to make sure that my information is read?



 You have approximately 5 seconds to get and keep someone‟s attention

 Post your job information in as many places as possible.

 Distribute your information where V.I. professionals are likely to read it. These may be different

locations than your district typically uses.

 Don‟t underestimate the power of bringing the applicants to your district for an interview and

tour of the district or co-op.









.I.

Hiring Options for V Professionals



This section includes a diverse set of information related to hiring V.I. professionals. Included within this

section is information in the following areas:





 General hiring considerations



 Supervising dually certified professionals



 Suggestions for timing and important steps in hiring V.I. professionals



 Finding a V.I. professional



 Using alternate pay scales for V.I. professionals as a tool for retention and recruitment



 Advantages and disadvantages of various hiring options









16

V I S U A L I M P A I R M E N T S ( V . I . )









General considerations for hiring:





Reviewing the caseloads will assist in determining the need for a new and/or additional V.I.

professional. The next steps are to decide:



1. hiring options that are most appropriate and



2. how to locate the person(s)



Currently, there is a shortage of professionals with certification in the areas of visual impairments

and/or orientation and mobility. Additionally, many V.I. professionals anticipate retiring within the

next five years. Therefore, you will need to develop a strategy for locating, interviewing, and hiring

these professionals. Before you advertise for a position, however, you may want to explore a variety

of options.



There is a continuum of hiring options, each with advantages and disadvantages, depending on the

LEA‟s needs. Each of the following options assumes that the LEA has performed a caseload

analysis.





There are aspects of the V.I. and O&M itinerant model, which are different from other instructional

positions. These professionals travel from school to school or district to district and work with

multiple teams. In addition to teaching ability, other qualities contributing to success in an itinerant

model, including the continuum of services, include:



 Interactive (or “people”) skills for working within a team structure, including working

with parents



 Organizational skills for keeping materials, meetings and records straight



 Time management skills for completing a variety of tasks and in various locations



 Diagnostic and report-writing skills



 Self-motivation and self-discipline in a relatively unstructured position



 Advanced technology skills



 The desire and energy to work as an itinerant professional









17

V I S U A L I M P A I R M E N T S ( V . I . )









Special note about dual certification:



V.I. teachers and O&M specialists belong to two different professions with two different sets of

professional standards and practices. Extreme care must be taken to ensure that standards are not

compromised when supervising/administering a dually certified professional. Many dually-certified

professionals believe that students are at risk of receiving inadequate services in one area when both

V.I. and O&M are provided by the same person.



Care must be taken to not misunderstand the impact of dual certification. A full caseload (e.g., 10 –

12 students) in a single area typically includes students who need direct and/or consultative services.

Consultation should be active and effective, following a trans-disciplinary model. Should that

teacher become dually certified AND function as both, then adjustments must be made to the

professional‟s caseload. It is not reasonable for a VI teacher who has a full caseload to also have a

0.5 caseload in O&M. Active supervision and a caseload analysis are as critical for dually certified

staff as for the single-certified V.I. professionals. A caseload for a dually certified professional who

is providing both services may be six to ten students when providing both V.I. and O&M services,

or eight to 12 students if some students receive V.I. and others receive O&M services.



Does it matter when I start the hiring process?



The first step is to conduct a caseload analysis (refer to Caseload Analysis Guidelines section). The

caseload analysis should occur before the budget application in the spring. Typically student

caseloads are fairly constant during the winter months beginning in November, making this a good

time to analyze the range of student need. The information collected during the caseload analysis

helps document the need for additional staff, which may be of benefit for the superintendent or

school board.



What are the important steps in hiring V.I. professionals?



 The place to start is the district‟s or intermediate unit‟s current pool of professionals. A person

already working in your area may be certified as a V.I. professional and willing to change

positions. That person may also be willing to work part-time as a V.I.teacher and part-time in

another capacity.



If this is the case, you and the V.I. professional will need to develop a professional growth plan to

ensure updated skills in a rapidly changing field. As a recruitment tool, the new V.I. professional may

appreciate the opportunity to develop networks critical to success in their new position. Professional

development opportunities are available through PaTTAN, intermediate units and other professional

organizations.



 Another option is to “grow your own” V.I. professional. Local teachers have already established

a rapport with other professionals, and they are less likely to move away. When considering

potential candidates for the certification process, use the list of desired qualities in the

introduction of this section. Review the Training Options section to identify the most appropriate

one for your circumstances.



18

V I S U A L I M P A I R M E N T S ( V . I . )









 The third common option is to seek a person who is certified, but not currently working for the

LEA. When seeking new applicants, consider advertising in as many places as possible. Your

options include advertising in the newspaper of the largest cities in your vicinity, contacting your

V.I. program for leads or resumes of potential applicants, contacting the certification programs

at University of Pittsburgh, Kutztown University or Pennsylvania College of Optometry,

PaTTAN consultants and accessing listservs which are frequented by professionals across the

nation. (Information about listservs is included in the Job Bank Section.) Your advertisements

should include information about the community in addition to the job definition. It is difficult

to anticipate what any one individual looks for in a job, but one factor that is studied closely by

the itinerant applicant is the size and configuration of the caseload.



How can I find V.I. professionals?



Districts may face several challenges when recruiting V.I. professionals (VI teachers and O&M specialists).

Although it is changing with the new distance education options, the fact remains that there area a limited

number of certified V.I. professionals in Pennsylvania. Additionally, many experienced V.I. professionals

are approaching retirement and will be leaving the field within the next five years. As a result, LEAs must

be proactive when addressing their VI needs.





Before you look outside of your district, consider reviewing the district‟s certification records. It is

quite possible that a teacher already has a V.I. teaching certification. If that is the case, discuss a

possible reassignment with that person. Since that person has been away from the field, remember

to discuss and develop a professional development plan with the new teacher. This may be an

important part of your recruiting that person.



In brief, if no existing V.I. professionals are currently in your district, you have the following

options:



Hiring an existing V.I. professional from another area or state



 Use recruitment strategies including advertisement in local papers, statewide papers and

recruitment letters sent to places, which train V.I. professionals.



The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER)

compiles a listing of all universities with a training program in visual impairments. Visit the

AER web site (www.aerbvi.org/certification/universities.htm) or see appendix.



A list of training programs by state is available in the National directory of Services for the Blind

and Visually Impaired, published by the American Foundation for the Blind. If a copy of this

resource is not available in your district, contact the PaTTAN educational consultant.









19

V I S U A L I M P A I R M E N T S ( V . I . )









Training an existing staff person or “Growing Your Own”



 District identifies a professional to be trained as a V.I. teacher or O&M professional.

 Once accepted into a training program, V.I. training typically takes between 1½ to 2 years to

complete the course work and additional time completing the internship while on the job.

 Desirable characteristics include:



o interested in working as an itinerant o outstanding problem solver



o diagnostic and report-writing skills ο good self-starter



o good time management skills ο competent in technology



o excellent consultation/communication ο excellent team member

skills



Should I hire a V.I. professional on a teacher’s pay scale?



Frequently V.I. professionals hold a unique position in the LEA. They are perceived as the experts in

visual impairments. Diagnosticians, supervisors and directors turn to V.I. professionals for advice on

issues involving the purchase of expensive pieces of equipment, diagnostic practices and interpreting the

results of assessments. For an assessment to be sensible, applicable valid, the V.I. teacher consults with

the diagnostician on the type of modifications needed in any assessment regiment. This situation is not

typical of other teachers in special education.



O&M specialists are currently paid hourly for contractual work by other state agencies in Pennsylvania.

Their training is highly specific and medically based, on a par with an occupational or physical therapist.

O&M specialists are also classified as related service personnel.



Quality V.I. services are very demanding on V.I. professionals. They must provide direct services, actively

consult with other staff members on several campuses, preview and modify curricula, evaluate students,

provide guidance to diagnostic staff and interact with other agencies and medical staff. Effective V.I. staff

needs to also maintain consistent, ongoing communications with parents.



Because of the assessment and community liaison responsibilities, and other conditions, some people with

V.I. certification have chosen to work in educational positions, which are perceived as being less

demanding, or have increased compensation. As a result, their district has lost the expertise of that V.I.

professional and has had to hire, and train, another person. While new training options have expanded

learning opportunities, V.I. professionals are still hard to find, recruit and train.



If upon reflection, the V.I. staff‟s responsibilities and the „consequence-of-error‟ are more consistent with

diagnosticians, consider developing a plan to move them to that pay scale over the next couple of years.

While V.I. professionals may cost the district more in the short run, in long run, the district benefits in

terms of retention of V.I. staff.









20

V I S U A L I M P A I R M E N T S ( V . I . )









What are my hiring options?



LEAs have several hiring options, each having advantages and disadvantage. Each option can be

appropriate at specific stages in a district/program. These listings were developed with significant input

from special education directors and V.I. professionals. These hiring options are viable for all V.I.

positions, including material preparation specialists and paraprofessionals.





INDEPENDENT CONTRACTUAL







VI professionals are hired for a specific set of services, such as working with students and writing reports.

The contract usually establishes an hourly rate. Contractual services may be indicated if a district needs a

VI professional less than 8 hours (or one working day) a week. In a contractual arrangement such as this,

a district usually sends the contractor an IRS 1099 form.



Advantages



 Staff will be available for the amount of services needed.

 The district may not be responsible for paying if a student is ill or away for any reason.

 The district‟s accounting process may be simplified because it is not responsible for any fringe

or related benefits.

 If the district is dissatisfied, it is easy to discontinue services.

 Flexible, disability-specific expertise is available on a “just in time” basis.

 Staff is available throughout the year with no down time.

 Very limited purposes may make it easier to find and hire someone qualified.





Disadvantages



 Staff may not have ownership of students or district; independent contractors

may seem distant or not a member of the educational team.



 The cost to the district will be higher than if the person is on staff (as in the remaining

options).

 The district will not have any control over the contractor‟s professional development. Since

professional development costs contractors both in lost wages and the cost of the training,

they may be hesitant to pursue it.

 Staff may not be available for team responsibilities, assessments, or related meetings.

 It may be difficult to locate an individual wiling to work for very limited purposes.

 VI professionals may prefer to work in a position in which insurance benefits are available.





21

V I S U A L I M P A I R M E N T S ( V . I . )



 It may be difficult to access contractors when problems arise, parents need reassurance, or

other team members need unexpected consultation/information.









PART-TIME DISTRICT CONTRACT







A district may choose to hire a V.I. professional for a designated portion of the weeks, such as 2 days or

50% of a full-time-equivalent position. The V.I. professional works for the district as a standard

employee, but not full-time. These individuals are paid at the standard rate for the district. The VI

professional is not employed by the district or co-op/SSA for the remaining portion of the week. In a

modified contractual arrangement such as this, a district usually sends the employee an IRS W-2 form.







Advantages



 The V.I. professional will be a part of the district‟s staff with all that that entails: such as

membership in the district‟s educational team(s) and knowledge of the district‟s systems,

including purchasing and professional development.

 Part-timers provide increased availability for assessment and evaluation, cross-professional

consultation, access to and by parents.

 Staff will be available for district and regional professional development.

 The district may be able to offer a benefit package.

 The district may be able to tap into a population of V.I. professionals who are not interested

in full-time employment.

 Services are available on a consistent basis all year long.

 Consistency is likely to be increased between staff members throughout the year and from

year to year.

 Staff will not have to pay self-employment taxes.

 This may be an intermediate step in a growing program.





Disadvantages



 The district may be responsible for paying for the benefit package.

 VI professionals may not be available to observe the students in various environments across

the whole spectrum of the entire day.

 Because VI professionals are likely to have additional part-time contracts, flexibility in their

scheduling may be limited.









22

V I S U A L I M P A I R M E N T S ( V . I . )









SPLIT-TIME DISTRICT CONTRACT



The district employs the V.I. professional full-time, but splits responsibilities between V.I.-specific

responsibilities and other responsibilities. Districts with less than six students needing services from the

V.I. teacher or O&M specialist and small districts with limited Brailling responsibilities most commonly

use this model. This model is also used for a second V.I. professional. This model does not include those

V.I. professionals who are dual certified and function as V.I. teacher and O&M specialist. This model

may include professionals employed in a shared services arrangement or a purchase of services agreement.



Advantages



 The VI professional will be a part of the district‟s staff with all that that entails: such as

membership in the district‟s educational team(s) and knowledge of the district‟s systems,

including purchasing and professional development.

 The staff member has increased availability for IEPs/IFSPs. Assessment and evaluation and

team functions.

 Staff will not have to pay self-employment taxes.

 In a shared services arrangement, the V.I. professional may be able to adjust schedules to meet

special situational needs, such as a parent conference, home visit, or evaluation.



Disadvantages



 Significant attention and support from the administrator is essential if this is to be done well.

Quality V.I. programming requires flexibility to attend IEPs/IFSPs, assessments, parent

meetings, team meetings and to provide instruction in non-traditional environments and at

non-traditional times. This flexibility may be challenging for a V.I. professional with other

responsibilities.

 V.I. professionals may not be available to observe the students in various environments

across the whole spectrum of the entire day.

 Assessment in a broad array of areas is essential to quality programming. This will require

access to a variety of environments and other professionals (e.g., diagnosticians, parents and

other specialized district staff). Special administrative attention to ensure a quality assessment

is required when the demands must be balanced with other demands of the job.

 Quality V.I. programming includes attention to many disability-specific skills, such as social

skills and adapted daily living skills. Sometimes a generic special education resource room

simply includes a student with a visual impairment. Then the adaptations and variety of

environments necessary to address the V.I.-specific needs of the child may not be addressed.

The V.I./generic certified teacher may resort to tutoring students in areas which could better

be addressed by other professionals.

 If the district is either the fiscal agent for a special purpose co-op or a participating member in

a co-op or shared service arrangement, it must negotiate the share of the time that the V.I.

professional will be available for services.

23

V I S U A L I M P A I R M E N T S ( V . I . )









FULL-TIME DISTRICT CONTRACT – SINGLE CERTIFICATION







A V.I. professional can be certified as a teacher of students with visual impairments or as an O&M

specialist. The V.I. professional is employed full-time working with students with visual impairments.



Advantages



 The V.I. professional will be a part of the district‟s staff with all that that entails: such as

membership in the district‟s educational team(s) and knowledge of the district‟s systems,

including purchasing and professional development.

 The staff member will develop a through understanding of the students‟ needs and strategies

for integrating program resources.

 Flexible instruction, assessment and evaluation and teaming will be more likely.

 Staff will be available for district and regional professional development.

 Staff will be able to act as a liaison with other related community agencies and organizations.

 Staff will be available for consultation and assessment with other team members.





Disadvantages



 The district will be responsible for all of the costs and responsibilities associated with full-time

employees.

 If the district is either the fiscal agent for a special purpose co-op or a participating member, it

must negotiate each member‟s relative costs and responsibilities.





FULL-TIME DISTRICT CONTRACT – DUAL CERTIFICATION







A V.I. professional who has both a V.I. and an O&M certificate is referred to as being “dually certified.”

This may be preferable if a district needs 1.5 TVIs and a 0.5 time O&M specialist.



Advantages



 The V.I. professional will be a part of the district‟s staff, with all that that entails.

 Staff will be available for district and regional professional development.

 They dually certified professional offers some capacity for coordination between VI and

O&M programming. However, this should not be assumed.





Disadvantages

24

V I S U A L I M P A I R M E N T S ( V . I . )



 It may be difficult to keep professional identity balanced. Staff may identify with one

profession significantly more than the other. As a result, more time may be spent on one area

and less time on the other than is indicated. Student progress may be severely inhibited in the

area receiving less emphasis.

 It may be difficult to recruit a dually certified VI professional into the district.







SPECIAL PURPOSE CO-OP







A special purpose co-op is based on an agreement between special education programs to provide a

specific service. The scope and responsibilities of those services are defined by the participating districts

resulting in a very useful arrangement for small populations of students such as those with visual

impairments. Districts may collaborate to hire a single full-time V.I. professional or to develop a more

complete program with multiple staff members. Historically, this option has been underutilized, especially

for O&M specialists. The specifics are discussed and defined within the Financial Accounting and

Reporting Module of the Financial Accountability System Resource (a.k.a. F.A.R.)







Below is a partial list of advantages of this arrangement



 Flexibility from year to year and the ability to adjust to changes quickly, possibly without

needing to change staff assignments

 Flexibility when a V.I. professional is out for an extended, but limited, period, such as family

leave or illness.

 Shared costs of expensive equipment between districts, such as talking graphing calculators or

note takers, especially when the equipment may b needed by a specific student for only a

limited period of time

 Robust problem-solving capacity

 Shared multi-district/coop policies and support for specific and potentially sensitive

arrangements, such as when O&M specialists take a student off campus for instruction

 Increased use of professional development resources

 Increased capacity for consistency of services between districts

 Increased capacity for reducing professional isolation, thereby retaining V.I. professionals in

the co-op/SSA.









25

V I S U A L I M P A I R M E N T S ( V . I . )









Interview Resources for Teachers of students with Visual

.V

Impairments (T .I.) and Orientation & Mobility (O&M)

Specialists

T.V.I. and O & M professionals/paraprofessionals work with a broad range of students in a wide variety

of settings (e.g. classroom, resource, home, & community). Therefore, the disability-specific pedagogy and

skills required of V.I. professionals are expansive and may require several years of teaching to develop.



The purpose of this section is to offer resources to aid in planning and conducting a job interview for

those who work with students in need of visually impaired services. Seldom will an applicant possess

the experience necessary to work with all students who require V.I. and O & M services. But, a prepared

interview process will help you get a better grasp of the range of skills present and identify potential

professional development needs.



Assumptions



Throughout this discussion of the interviewing process, the following assumptions are made:



 Districts (i.e. Pittsburgh and Philadelphia) may have their own standardized interview formats.

 The interview questions are sample questions. There are many other questions that could and

should be included in the interview process.

 When responses are included, the responses are not intended as the only possible or correct

responses, but rather as a guideline for directors or others in evaluating the responses.

 Interviewers will consult with the V.I. personnel in their regional service center regarding skills

needed for applicants.

 Interviewers will be prepared to offer amenities for the (new) position, including:

 Office and storage space.

 Phone line.

 Reimbursement for travel.

 Ready-access to a computer.

 Instructional materials budget.

 Opportunities for in-service training (including disability-specific training).

[mentoring/induction programs]

 V.I. professionals will need work space on individual campuses.

 Unless applying for a specific, limited position, such as for a V.I. infant program, applicants are

willing to work with the complete range of students with visual impairments.

 Caseload numbers and configurations reflect a local education agency (LEA) desire to provide

quality instructional service to students with visual impairments.





26

V I S U A L I M P A I R M E N T S ( V . I . )



 V.I. personnel in LEA are available to provide on-the-job support for new T.V.I. and O & M

professionals.









Utilizing the Interview Questions

Prior to scheduling the interview, determine the amount of experience the candidate has so that

you can select the appropriate interview tool. Experientially, applicants usually fall into one of these

categories:



 New graduate of a T.V.I. or O & M program with no teaching experience.

 Experienced teacher from another discipline (certification) with new T.V.I. or O&M

certification.

 V.I. professional with experience as an itinerant or classroom T.V.I..

 T.V.I. with experience in a residential setting.

 O & M specialist from a residential or rehabilitation facility.

This section includes interview tools for T.V.I. (experienced and inexperienced) and O & M

specialists. V.I. professionals moving from a residential setting are unique in that they have a knowledge

base pertaining to the compensatory skills needed by the student with visual impairment. Typically, these

persons lack experience with the structure and demands of an itinerant position.



The interview questions are intended to be used as general guidelines, and are by no means finite.

Furthermore, as with all interactions with people, you will be making your own decisions about how this

applicant communicates, and whether or not your existing staff and parents will find this communication

style amenable.





A NOTE ABOUT THE INTERVIEWING PROCESS









A common temptation for supervisors is to allow their concern for the limited number of V.I.

applicants to drive their decision to hire. Remember that the very nature of any itinerant position makes it

a difficult one to monitor. Therefore, the professional attributes of your future V.I. professional are very

important. The section on Hiring Options identifies important aspects of a competent V.I. professional.

These may be critical to the success of your V.I.program.



Support in judging the quality of applicants‟ responses and determining the level and types of

professional development that may be necessary upon hiring a new V.I. professional may aid decision-

making. Consider inviting a T.V.I. or O & M-certified professional from an intermediate unit. You might

also consider inviting the out-going T.V.I. or V.I. staff to offer opinions concerning the applicants‟

responses. If none of these are available, you might ask one of your related service personnel (PT, OT,

Speech) to assist in the interview process, as often these positions work closely with the T.V.I. and O&M

specialist.

27

V I S U A L I M P A I R M E N T S ( V . I . )









TEACHER OF STUDENTS WITH VISUAL IMPAIRMENTS (T.V.I.)



This tool can be used with applicants who:



 have recently graduated from college with a T.V.I. certificate;

 are certified in other areas and have added a T.V.I. certificate, but have no

experience teaching students with visual impairments;

 have been working as a T.V.I. in a residential program; or

 have been working as an itinerant T.V.I.



The questions are subdivided into two parts. The first grouping (22 questions) includes a

collection of questions appropriate for all candidates. The second group is more appropriate for

experienced T.V.I..



Many of the questions presented in the interview tools are fairly open-ended, with no perceived

right or wrong response. They are designed to help you get a clearer picture of the person you are

interviewing. However, some of the questions have responses that are considered to be recommended

practices in the field; these are identified below. The strongest candidates will likely refer to those practices

in their responses.



The questions are listed in normal text, while possible answers are written in italics.





POSSIBLE INTERVIEW QUESTIONS









1. What questions do you have about the responsibilities listed in our job description?







2. In which areas would you need mentoring or training to acquire new skills or increase skill level?







3. How do you organize your work environment?



Examples may address the following:

Scheduling

Travel

Record keeping

Material preparation and location

Communication with parents and other professionals

28

V I S U A L I M P A I R M E N T S ( V . I . )









4. Tell me what you know about the ER/IEP process and Chapter 14 rules for eligibility and best practices as

they pertain to students with visual impairments?



The applicant should mention the need (no longer a legal requirement) for

an eye report which indicates: type and severity of visual condition. prognosis, when

possible a significant vision loss after correction.



A functional vision assessment that indicates a need for specially designed instruction,

including: the student’s level of visual functioning, recommendation for educational

programming recommendation for an O&M evaluation,recommendation for a clinical

low-vision evaluation.



A learning media assessment that indicates whether or not the child is functionally blind

and in need of Braille.



The final determination is an ER committee responsibility.







5. What are some of the major resources you will be using in the education of students with visual

impairments?







6. How do you rate your Braille proficiency? (experienced teachers)







7. What role do you feel parents play in working with the educational team?



The applicant should mention some or all of the following:

expertise on their own children.

setting priorities for IEP/IFSP development.

sharing assessment information.

supporting instruction.







8. With what type of student, situation, or specific skill area (such as assistive technology or Braille) do you feel

most comfortable?









9. Do you have any samples of the following documents: functional vision evaluations, learning media

assessments, progress reports, IFSPs, IEPs (Note: candidate will need to be aware of this expectation prior to

the interview).

29

V I S U A L I M P A I R M E N T S ( V . I . )









10. What strategies have you used to communicate with parents about their child?



The applicant should discuss some or all of the following:

home/school notebooks.

phone calls.

home visits.

school observations and/or meetings.

support groups and/or workshops.

team concept including teachers, parents, paraprofessionals, OT, PT, principals, and others as appropriate.



11. What is your understanding of what a TVI itinerant does with totally blind academic students? With

students with low vision? With VI students with moderate to severe cognitive impairments? For infants,

young children, and families?



Possible answers include: For Blind students and students with low vision:



 Observe in several settings to determine needs, including home, school and community.

 Administer informal diagnostic assessment to determine functioning levels.

 Provide modifications to the curriculum.

 Provide direct instruction in unique (or compensatory) skill areas, including social skills, daily living

skills and self-advocacy.

 Provide adapted materials and technology, and training for their use.

 Consult with teachers, parents, and related service personnel.

 Write progress reports and keep contact logs regarding student progress.

Possible answers include: For students with moderate to severe cognitive impairments:



 Work with educational team members, including parents, to perform assessment.

 Make recommendations regarding visual needs to all personnel and family.

 Work with educational team members to design meaningful routines and communication systems.

 Consult with assistive technology team to select and implement appropriate technology.

 Write progress reports and keep contact logs.

Possible answers include: For Infants and Families:



 Knowledge of developmental milestones or references for such information.

 Activities, and/or consult with others about activities, that build concepts in an array of areas.

 Methods for helping parents with grieving issues, including resources in the community and print

references.

 Understanding that working in the home as a guest of the parents is different from functioning in the

classroom.









30

V I S U A L I M P A I R M E N T S ( V . I . )









12. What do you believe should be part of a unique curriculum (i.e. compensatory skills or

disability-specific skills) for students with visual impairments?

Possible answers include:



 social skills

 concept development

 instruction in Braille

 abacus

 assistive technology

 low-vision devices

 daily living skills

 self advocacy

 listening skills

 pre-reading skills

 keyboarding

 low-vision efficiency

 career awareness

 study skills

 orientation and mobility (provided by O&M specialist)









13. What is your perception of how visual limitations impact learning?





The loss of vision can impact areas such as fine and gross motor development, social skills, acquisition of

information (concept development), study skills, language development, body and spatial concepts, mobility,

recreation, and daily living skills.









14. What experience do you have with technology for students with visual impairments?









31

V I S U A L I M P A I R M E N T S ( V . I . )









15. (a) Have you conducted a functional vision assessment and learning media assessment? (b)

What are the major components of these assessments?





Inexperienced teachers may not be as thorough on this question, as they probably have not performed many

assessments. Testing should be done in a variety of environments. The report should include a summary of

findings with the educational implications of the vision loss, a statement of eligibility, and recommendations.

Functional vision assessment includes how the student sees including information such as: blink reflex; pupillary

response; shift of gaze; tracking large and small moving objects; scanning to find an object; muscle imbalance;

visual fields; as well as lighting in a variety of situations and environments.





Major components of both functional vision and learning media assessment include:

observation in a variety of settings;

functioning on both near and distance tasks specific to educational and community settings;

conditions necessary for optimal visual performance;

a learning or literacy media assessment to determines reading speed and comprehension, print sizes, lighting,

and how the student accesses literacy materials;

educational implications;

a statement of eligibility; and recommendations.







16. What is your experience in writing IEP/IFSP goals and objectives?





17. How would you determine the modifications your VI students will need to access the general

education classroom setting? What role do you think you should take in providing

modifications?





Answers should include periodically observing the student in the classroom, meeting with classroom teachers, and

talking with students. The TVI should assume an active role in providing suggestions for modifications and

materials.





18. How would you conduct progress monitoring?



32

V I S U A L I M P A I R M E N T S ( V . I . )

Progress can be determined through informal assessment and data collection; information from other personnel

and parents; and observations of student performance and progress with IEP goals. The NCLB federal law

requires that all students participate in standardized assessments in grades 3-18 by 2005.









19. How do you determine where to start with students?





Answers may include functional vision and learning media assessments, Every Move Counts, TSBVI’s

Assessment Kit the Oregon Project, Diagnostic Assessment Profile, arena assessment, play-based assessment,

and/or curriculum checklists, informal assessments, and checklists for specialized skills such as Braille, abacus,

or study skills. One may also address the expanded core curriculum areas.





20. Describe your experience participating as a member of a transdisciplinary team.









21. What people and/or resources would you need to perform this job to the best of your ability?







22. Are there any other questions you would like to ask?









ADDITIONAL INTERVIEW QUESTIONS FOR





EXPERIENCED TVI OR TVI CERTIFIED FROM RESIDENTIAL SETTINGS







1. Have you ever held an itinerant position? How do you think this model differs from a classroom

position?





 Travel between schools and around the community;

 Organizational skills;

 Interactions with a wider array of team members;

 Locating and using portable resources;

 Interacting with various campus administrative teams;

 Time management skills must take into account travel factors, campus schedules, and other factors;

 Involves working with a wide array of student ages and abilities.







33

V I S U A L I M P A I R M E N T S ( V . I . )









2. Describe what you believe V.I. programming for students with visual impairments in addition to a

severe cognitive impairment should emphasize and the T.V.I.‟s role in implementing those

priorities.





Programming should emphasize modifications that compensate for visual abilities; for example, modifications for

communication symbol systems, lighting, placement of materials within the field of vision, training in the use of a

calendar system, and modifying daily routines as well as functional skills.

The T.V.I.’s role is to participate as a team member in assessment, IEP/IFSP development, determining the effect

of the visual impairment on programming, modeling techniques, and providing specialized materials and information

regarding vision loss to staff.





3. What would be the major components of your Functional Vision Assessment for these two types

of students:





Student A: 2-year old student with multiple impairments.



Student B: 13-year old student with low vision attending all general education classes.







Possible response for both Student A and B:







Major components include testing for blink reflex, pupillary response, shift of gaze, tracking large and

small moving objects, scanning to find an object, muscle imbalance, and visual fields. Testing should be done

in a variety of environments. The report should include a summary of findings with a section on the

educational implications of the vision loss, a statement of eligibility, and recommendations.







The report should also include the results of an O & M screening. This may include the information about

the student’s ability to travel in familiar and unfamiliar environment. Based on this information, the report

should include whether an O & M evaluation is recommended.

Major components include observation in a variety of settings; functioning on both near and distance tasks

specific to educational and community settings; conditions necessary for optimal visual performance; a

learning or literacy media assessment which determines reading speed, print sizes, lighting, and how the

student accesses literacy materials; educational implications; a statement of eligibility; and recommendations.





34

V I S U A L I M P A I R M E N T S ( V . I . )

The report should also include the results of an O & M screening. This may include the information

about the student’s ability to travel in familiar and unfamiliar environment. Based on this information, the

report should include whether an O & M evaluation is recommended.









4. How do you determine whether or not a student referred for assessment will qualify for V.I

.services?





Review information provided by the eye report, functional vision assessment, and learning media assessment,

specifically the prognosis, degree of vision loss after correction, and how the student functions visually in a

variety of environments. When modifications in methods and material are needed to function, V.I. services

should be recommended to the multidisciplinary team.





5. What has been your experience with using low vision devices with students?





Though answers will vary, the teacher should have some experience with training in the use of magnifiers,

telescopes, and monoculars.





6. How frequently would you schedule the following students for services:





Student A: totally blind elementary-age student



Student B: low vision elementary-age student



Student C: severely cognitively impaired 5th grade student.







Answers will vary widely and should be predicated on needs-based assessment. Typical responses include:

Student A: four to five visits per week

Student B: three or four times per month, preferably one hour per week

Student C: actively consult with the program weekly or twice a month.







7. How do you rate yourself on the abacus?





8. What role do you typically take in a professional team structure for your students?





Answers will vary widely, based on experience. However, the response should indicate active and regular involvement.



35

V I S U A L I M P A I R M E N T S ( V . I . )









ORIENTATION AND MOBILITY SPECIALISTS







This tool can be used with candidates who have various levels of experience. Some applicants

may have experience at a residential school, hospital, or other adult rehabilitation agency, whereas others

will have taught within the itinerant model. The questions presented are not in any particular order. Before

beginning the interview, give the applicant time to review the job description.









1. What questions do you have about the responsibilities listed in our job description?





2. In which areas would you need mentoring or training to acquire new skills or increase skill level?





3. What populations have you served?





Experienced O & M specialists who have been working in the field full-time should mention a wide range

of visual abilities, ages (including infants), physical and cognitive abilities. If any areas are missing, you should ask

about why those areas were not served. A blend of the following three scenarios is typical:

(a) The district’s V.I. populations did not include all of the above groups.





(b) Originally, personnel preparation programs for O & M specialists focused on adult instruction. Some

training programs still emphasize rehabilitation, therefore, some O & M specialists were not trained in

educational issues, especially for young students and those with more challenging, diverse needs. As a

result, O & M specialists may have limited experience in the assessment and instruction of the skills

needed by the wide range of VI students who can benefit from O & M training.





(c) Caseloads in the previous position were such that all of the students who could benefit from O & M

services were not able to receive services and the services were focused on academically-oriented school-age

children.





Regardless of the reason, limitations in the range of students served indicate the probable need for professional

development in the deficient area(s)





36

V I S U A L I M P A I R M E N T S ( V . I . )









4. Have you ever held an itinerant position? How do you think this model differs from a

residential position?







This question will not apply to most candidates. The vast majority of O & M specialists function as itinerant

professionals.





5. Offer some examples of how you organize yourself in any of the following areas?







Scheduling

Travel

Record keeping

Communication with parents and other professionals





6. What are some of the major resources you will be using for teaching safe, efficient, and

independent travel?





The applicant should be able to list 4 or 5. Current resources include:

 Beyond Arms Reach, (Smith & O‟Donnell)  Orientation and Mobility Technique for

Independence (LaGow & Weessies)

 The Art and Science of Teaching Orientation  Early Focus (Pogrund, Fazzi, & Lampert)

and Mobility (Jacobson)

 The Family of Owen M. (Flaherty, Hawkins,  Travel Tales: A mobility storybook (Hallpern-

and Heaton) Gold, Adler & Faust-Jones)

 Foundations of Orientation and Mobility  Hand in Hand (Amaerican Foundation for

(Blasch, Weiner, and Welsh) the Blind)

 TAPS (TSBVI)  Journal of Visual Impairments and Blindness

Review

 The O&M Primer for Families and Young  the orientation and mobility listserv,

Children (Dobson-Burk & Hill) among others.

 Orientation and Mobility Techniques (Hill &  Review

Ponder)









37

V I S U A L I M P A I R M E N T S ( V . I . )









7. What role do you feel parents play in working with the educational team?



Parents are a crucial component in successful orientation and mobility for the child. The O & M specialist should

work closely with parents to ensure carry-over into a wider variety of environments. Progress reports should be

provided frequently.

Parents should be regularly invited to participate or observe in lessons. They should be encouraged to observe and

participate in training. It is desirable to provide parents with a list of skills and/or activities that they can observe or

support at home.





8. May I see a sample of an evaluation you have written for a blind student, a student with low

vision, and a student with multiple impairments?





Evaluations should include the following components:

 Background history, including medical conditions, definitions and implications

 Conditions and settings under which the evaluation was conducted

 Gross motor skills

 Concepts, including

 body imagery

 spatial concepts

 environment concepts

 Low vision skills (including use of low vision devices)

 Auditory skills

 General orientation

 General mobility

 Summary and recommendations.





9. What is your understanding of what an O & M specialist does with totally blind

academic students? With students with low vision? With V.I. students with moderate to

severe cognitive impairments?



Possible answers include: For Blind students and students with low vision:



 Observe in familiar and unfamiliar settings (including school, home, and community) to

determine needs;

 Administer informal diagnostic assessment to determine functioning levels;

 Provide recommendations for modifications to the home and school environment to

ensure safety;

 Provide direct instruction in unique (or compensatory) skill areas;

 Provide adapted materials and technology, including training ;

38

V I S U A L I M P A I R M E N T S ( V . I . )

 Consult with teachers, parents, related service personnel;

 Write progress reports and keep contact logs regarding student progress.









Possible answers include: For students with moderate to sever cognitive impairments:



 Work with educational team members to perform assessment;

 Make recommendations regarding visual needs to all personnel and family;

 Work with educational team members to design meaningful routines and

communication systems;

 Consult with assistive technology team to select and implement appropriate technology;

 Provide recommendations for modifications to the home and school environment to

ensure safety;

 Write progress reports and keep contact logs regarding student progress.



Possible answers include: For infants and Families:



 Knowledge of developmental milestones or references for such information (Note: it may

be more important to know the order in which typical developmental milestones occur

rather than the age at which they are common). Also, young children with visual

impairments may ‘skip’ steps, such as crawling, in their development;

 Activities, and/or consult with others about activities, that build concepts in an array of

areas;

 Methods for helping parents with grieving issues, including resources in the community,

and print references;

 Understanding that working in the home as a guest of the parents is different from

functioning in the classroom;

 Knowledge of adaptive devices, such as adaptive canes;

 Understanding how to adapt the environment to encourage safe and independent travel,

especially for very young children;

 Understanding of the team concept (at least) or experience working as a team member,

especially with professionals from other programs, such as early childhood intervention

(ECI) program, who may have different types of therapies, service delivery systems

and/or philosophies.





10. Which professional growth activities do you find helpful?





Applicant should have attended professional seminars, taken additional course work, or be a subscriber to a

professional journal. Statewide vision conferences include Pennsylvania Spring Conference for Service Providers in

Field of Visual Impairment, and others that may or may not be directly related to vision.





National conferences include:



 International Mobility Conference  National Association for Parents of Children Who Have

39

V I S U A L I M P A I R M E N T S ( V . I . )

Visual Impairments

 Association for the Education and Rehabilitation of the  COMA conference

Blind and Visually Impaired (AERBVI)









All teachers must participate in professional development activities to earn 180 hours

every five-year period for certification renewal.









12. Describe (a) what you believe V.I. programming for students with visual impairments in

addition to a severe cognitive impairment should emphasize, and (b) the O&M specialist‟s role in

implementing those priorities.







a. Programming should emphasize modifications in methods to compensate for visual abilities. For example,

modifications in communication systems, lighting, placement of materials, time awareness and management,

concept development, movement, and/or modifying daily routines.

b. The O & M specialist’s role is to participate as a team member in assessment and development of the

IEP/IFSP, determine the effect of the visual impairment on programming; model techniques to staff and

other students, relate student’s cognitive ability and mobility impairments to independent travel, and provide

specialized materials and information. Other areas of programming may include instruction in travel skills

necessary for transition from one environment to another and training staff in basic O & M skills.





13. What role do you feel parents play in working with the educational team?



Expertise on specific children Encouraging independence



Setting priorities for IEP/IFSP Supporting instruction

development



Sharing assessment information









14. What strategies do you have for communicating with parents about their child?



Notebooks Observing lessons on and off campus



Phone calls Support groups and/or workshops



Home visits





40

V I S U A L I M P A I R M E N T S ( V . I . )

Newsletters



Photographs









15. What is your perception of how the loss of vision impacts learning?



The loss of vision can impact areas such as fine and gross motor development, concept development (

especially as related to body, spatial, temporal, and environmental concepts), social skills, study skills,

language development, mobility, directionality, recreation, and daily living skills.



16. How do you determine whether or not a student referred for an O & M evaluation will

qualify for O & M services?



It is particularly important to determine if there are field losses and to consider the prognosis of the eye

condition if it involves expected additional diminishment of vision. Many complex concepts important to

safe, efficient travel such as traffic patterns are easier to teach when there is some remaining vision.

Additionally, if a student’s vision loss will preclude him/her from obtaining a driver’s license, instruction is

the use of public transportation should begin in the early teen years.







If the student’s knowledge level and performance of travel and safety skills are not commensurate with

children at the same age and/or cognitive level, O & M should be recommended.



17. How would you determine what modifications your V.I. student will need to access the general

education classroom setting? What role do you think you should take in providing modifications?

Answers should include periodically observing the student in various environments, meeting with classroom and

T.V.I.s, and talking with students. The O & M specialist should take an active role in providing and guiding the

necessary modifications for safe, efficient, and independent orientation and mobility in an array of environments.







18. How would you determine on-going progress of students?





Progress can be determined through informal assessment and data collection, information from other personnel and

parents, observations of student performance and maintaining a checklist of students’ progress. The NCLB federal

law requires that all students participate in standardized assessments in grades 3-18 by 2005.









19. What has been your experience with using low vision devices with students?







41

V I S U A L I M P A I R M E N T S ( V . I . )

The answers to this will vary. The O & M specialist should have some experience with training in the use of

magnifiers and telescopes (monoculars).









20. How do you determine where to start with students (what kinds of diagnostic assessment would

you perform)?





Refer to Question 6 for list of resources. Responses may include informal observations in a variety of settings and use

of formal assessments.





21. What role do you take in a professional team?





Applicant should endorse practices that utilize a team approach to working with students. This may include

transdisciplinary teaming, role release, integrated IEP/IFSPs, and staff meetings to discuss assessment, IEP/IFSP

development, and student progress.





22. How might you access information/resources?









42

V I S U A L I M P A I R M E N T S ( V . I . )









3

Chapter









Professional Development

A collection of resources to support professional development through mentoring and

training opportunities.



.I.

Mentoring V Professionals

Why do V.I. professionals need a mentor program?



Pre-service training for T.V.I. and O&M certification provides a strong background in theory and

practice. The mentor program is designed to support that training by introducing the participants to the

unique intricacies and challenges of being an itinerant V.I. professional and to assist in the transition from

learner to V.I. professional. For example:



 V.I. professionals work with students with a wide range of both cognitive and visual abilities

as well as ages from birth to 21.



 V.I. teachers or O&M specialists are often the only VI professionals employed by small and

rural districts. Consequently, they may be isolated from peers who could provide

knowledgeable support.



 V.I. professionals must also be able to interact frequently and successfully with parents,

other teachers and professionals serving their students and administrators in numerous

buildings.



 In order to successfully serve students and meet the demands of the job, well-developed

organizational and people skills are a must.



In the past people have completed the course work necessary to become a T.V.I. or O&M specialist

only to discover that they do not like the varied and demanding role of working with a diverse

population of students scattered over a large service area. Some found that they had the necessary

skills to work with students, but wanted more assistance gaining skills in the areas of consultation,

assessment and technology. A mentor program is designed to provide support to new V.I.

professionals so that they would feel less isolated and also have an opportunity to learn how

experienced T.V..Is and O&M specialists handle the many challenges inherent in their jobs.









43

V I S U A L I M P A I R M E N T S ( V . I . )









When and for how long is a V.I. professional assigned a mentor?



Establishment of a mentorship program is a required practice for all educational entities with new

employees.





Who can be a mentor?



 General personal qualifications include good communication skills, a solid understanding of

professional knowledge, high standards for self and others, a desire for continued

professional growth and an ability to nurture the growth of others.



 Mentors for T.V.I.s should have a minimum of four years of experience.





How will a protege benefit from having a mentor?





A mentor is a source of information and support for a protégé, a guide to a new profession. Some

activities a mentor may provide include:





 Opportunities for the protégé to observe the mentor in situations such as conducting

evaluations, attending ER/IEP meetings, providing direct instruction and consultations,

writing IEP goals, scheduling daily plans and keeping records



 Introductions to sources for V.I.-related professional development such as workshops,

conferences, web sites and publications



 Informal observations of the protégé working with students during the first year of

employment for the purpose of providing supportive feedback



 Networking opportunities with other professionals in the field of visual impairment





What support does a school district need to provide to mentors and proteges?





For the purposes of onsite observations or shadowing, occasional release time may be needed by either

the mentor or the protégé. If the mentor and protege are not employed in the same district, it may be

possible for observation days to be scheduled when one district has a professional development day.

Since districts often do not have V.I. related workshops available for O&M specialists and V.I. teachers,

mentoring may be a recognized activity for Act 48 professional development activities. Using professional

development days also eliminates the problem of not providing scheduled services for V.I. students on

regular school days.









44

V I S U A L I M P A I R M E N T S ( V . I . )









.I.

Training Options for V Professional



What is a V.I. Professional?





“V.I. professional” is a term that includes O&M specialists, T.V.I.s, and rehabilitation teachers. T.V.I.s

and O & M will be discussed.



O&M specialists teach basic spatial concepts and independent travel skills to people who are blind and

visually impaired. O & M service will help students with and without additional disabilities achieve

increased independence and confidence. The skills taught emphasize the use of travel techniques that

enable the person to travel safely, efficiently and with grace in a variety of environments. A critical part of

O & M service is training in functional settings, including the community. O & M specialists hold a

national certification from the Academy for Certification of Vision Rehabilitation and Education

Professionals ( the Academy) and must have PA. certification as T.V.I.s.



T.V.I.s specialize in the disability-specific needs of students with visual impairments. These skills are

sometimes referred to as the expanded core curriculum. A sample of these skills includes Braille, social

skills, use of technology, and self-advocacy. Teachers certified to teach students with visual impairments

hold a Pennsylvania Department of Education teacher certificate.







What are the training options available to become a T.V.I. or an O&M specialist in Pa.?



 On Campus



o University of Pittsburgh, Pennsylvania College of Optomoetry (PCO), Kutztown

University



 Outreach



o University of Pittsburgh and Pennsylvania College of Optometry



 Online and Hybrid



o Kutztown, PCO, and University of Pittsburgh are developing some on-line and hybrid

courses/programs









45

V I S U A L I M P A I R M E N T S ( V . I . )









What are the prerequisites for becoming a V.I. Professional?



Undergraduate programs at Kutztown participate in a four-year undergraduate program. Those students

must meet the requirements of the university.



All other options: Have earned a bachelor‟s degree program and hold a valid teaching certificate in any

are, preferably in special education. Those who are not certified in special education must take a reading

course.







O & M Specialist?



Graduate programs in Pennsylvania include the University of Pittsburgh and the Pennsylvania College of

Optometry.



Certification as an O & M specialist by the Academy enables on to bill Medicaid ( access) for services.









University Programs



For a listing of universities that provide accredited programs see appendix A, B, and C.









46

V I S U A L I M P A I R M E N T S ( V . I . )









4

Chapter









Program Implementation

A collection of tools which can be used for implementing Visually Impaired/Blind

Programs







T

his section of the toolbox will help a supervisor implement an effective V.I. program and balance

the teacher‟s workload. Procedures are given for conducting a caseload analysis. Four tools are

included in this section:





I C O N K E Y



Caseload Analysis Guidelines

Quality Programs for V.I. ( QPVI)

Michigan Severity Rating Scales

Iowa Caseload Tool









 Caseload Analysis Guidelines







What is a caseload analysis?



A caseload analysis is a one-week or one-month snapshot of how the T.V.I. allocates time. T.V.I.s usually

work one-to-one with a student and must travel to several schools, campuses, homes and/or districts to

carry out required duties. A caseload analysis looks at several factors inherent in the V.I. itinerant job to

clarify staffing patterns. These factors include assessment responsibilities, travel and direct and/or

consultative responsibilities. There are many different tools (or methods) developed to conduct this

analysis, but generally the results of various approaches are comparable.









47

V I S U A L I M P A I R M E N T S ( V . I . )









Assumptions:



 Caseload analysis is an important part of program management.



 Among the most influential factors for job retention cited by V.I. professionals are caseload

size and composition.



 Caseload analyses are conducted on a regular, periodic basis and when the district (or service

area) has a significant change in student population or professional services.



 A caseload analysis is based on data, not just verbal comments or recollections



 A caseload analysis is conducted collaboratively by a member of the administration and V.I.

staff.



 Changes made to V.I. staffing patterns will be preceded by an updated caseload analysis.



 The data gathered in a caseload analysis reflects what students need, not just what the district

is currently able to provide.







Why should I conduct a caseload analysis?



Caseload analysis is a critical procedure for the pro-active administrator. It translates program practices

into hard data that can be used for program evaluation. This data is useful when communicating with

people who are not familiar with the program, such as LEA boards or superintendents.







Whenever you are considering adding, deleting, or modifying a V.I. itinerant position, the

information gleaned from a caseload analysis helps you justify your actions by providing concrete

data. Caseload analysis can also be used to make sure your T.V.I.‟s caseload is not so large that

quality services cannot be provided.





As districts change, grow and respond to new district and statewide initiatives, the amount of time

that the V.I. professional spends with (or on behalf of) each student may more closely reflect the

many demands placed on the V.I. professional and less accurately reflect what students need. As a

result, it is beneficial for the students, VI. professionals and administrators to review data on how

V.I. resources are being used. If changes are needed, the data from the caseload analysis will reflect

the nature of the needed changes.









48

V I S U A L I M P A I R M E N T S ( V . I . )









What does a caseload analysis take into consideration?



Most caseload analyses consider categories of students and how they receive services. A caseload analysis

includes how V.I. professionals are currently spending their time AND the amount of time that students

need (which may or may not be currently provided). Other factors include:



 Severity of the impairment

 Age of the student

 Amount of time needed to reach each student and the distance traveled

 Planning time

 The degree to which materials must be modified (e.g., brailling and enlarging print materials)

 The amount of time spent consulting with professionals, parents, agencies and others.



Also considered are the educational needs of each student that extend beyond the general education

curricula (e.g., learning to use special technology, social skills, daily living skills, Braille) and direct or

consultative service hours as per IEP specifications. In order for students to optimize their

independence, the V.I. professional may need to work with students beyond school hours, in

nontraditional settings and with a broad array of community resources.









Why don’t we just pick a number of students for a VI itinerant caseload?







The range of ages and severity of the students‟ impairment dictate a multitude of intervention

options. Students with total blindness require extensive intervention and modification from birth

through graduation. Generally speaking, with a caseload of 12 students, it would be very labor

intensive for a V.I. professional to carry more than two functionally blind students, especially if

either of the students were in the primary grades, or in high school with a heavy math and science

load. In such situations, either the caseload should be modified, a braillist hired, or another solution

implemented which would not compromise the quality of services to the students.



Infants and toddlers with low vision are at a critical developmental stage. During this time,

consistent and frequent intervention may mean the difference between using vision to its fullest, and

functioning at a lower level. Students with multiple impairments including a visual impairment

require frequent consultation with the educational team in order for intervention to have its greatest

affect.



Caseloads are made up of various types of students requiring different kinds of assistance at different

stages of their lives. This makes “picking a number” unsatisfactory approach.









49

V I S U A L I M P A I R M E N T S ( V . I . )









Who should conduct the caseload analysis?



A member of the districts‟ administrative staff and the V.I. staff can best complete the analysis. The V.I.

professionals are able to provide information about the students. The administrator is able to translate

program data into formats that can be communicated beyond the special education program, such as to

superintendents or LEA boards.





It may also be desirable to include someone from outside the district, especially if the program staff

is fairly new or inexperienced (either in V.I. services or conducting a caseload analysis). You could

contact your regional V.I. consultant for assistance.





When is the best time of the year to conduct a caseload analysis?



Caseload analyses are most useful when completed in time to make budget recommendations to the

school or LEA. Allow enough time to introduce the process to the V.I. staff, let them provide

information, and to discuss the results once the process in nearing completion.





While student populations and schedules are always subject to change, there are times when changes

tend to be less frequent, usually starting in October. If you are using a model that requires the

teachers to keep a daily log for one week, select a week that does not have holidays or class parties.



If you currently do not have a full-time T.V.I., but will be using the caseload analysis to justify a new

or expanded position, the analysis can be done at any time before the budget is due. In districts with

more than one T.V.I. or O&M specialist, the caseload analysis may help allocate students between

teachers/specialists to most efficiently and effectively meet the needs of students.





Special considerations



Several sensitive issues may arise in caseload analyses. These include, but are not limited to, the issues

listed below:



 Students may not have access to instruction in the expanded core curriculum. (See Goal 8

of the National Agenda in the Resources Section)



 V.I. professionals may not have the skills needed to assess and/or provide instruction in the

expanded core curriculum.



 V.I. and O&M consultant (s) from the intermediate unit may provide technical assistance in

conducting the caseload analysis, assessing needs in the expanded core curriculum, or

arranging for professional development in areas not fully developed.



 Some V.I. professionals may view the caseload analysis process as a questioning of their

professional expertise, the use of district resources, or other personal factors.

50

V I S U A L I M P A I R M E N T S ( V . I . )









Which of the caseload analysis tools should I use?



Methods included in this section represent those that are most widely used. Each method reveals

approximately the same information. Data should include not only time that is currently spent with each

child, but also the time needed if the child was assessed in, and received, a full compliment of

compensatory skills.





Though the methods produce similar results, you and your staff may have a preference for one

method (or process) and find it easier to use than the others.





Summary of sample of caseload analysis tools

[The caseload tools and summaries are presented in no particular order. ]



 QPVI Caseload Analysis (from A Guide to Quality Programs for Students with Visual

Impairments)



This includes an array of forms and guidelines. The forms can be used with both V.I. and O&M staff.

One form is used to document all scheduled activity for one week. Another form is used to collect many

pieces of information about an individual staff member‟s caseload of students. Directions for completing

each form are provided, as well as guidelines for interpreting the data. Also included are completed

samples of each form.



 The Michigan Severity Rating Scales for Students with Visual Impairments





This comes in three sections, they are:



1. The Vision Severity Rating Scale would be applicable for students in general education

settings and may be applicable for some students with additional mild impairments.



2. The Vision Severity Rating Scale for Students with Additional Impairments is intended for students

who have additional moderate to profound impairments.



3. The Michigan Orientation &Mobility Severity Rating Scale is specific to Orientation and

Mobility specialists.



All scales are sequentially structured in terms of impact of visual functioning as it relates to the student‟s

educational program. These scales could be used to analyze a caseload before a vision professional is

hired because it predicts the amount of service needed based on the complexities of individual students.



The information for these scales is also on the TSBVI web site at: www.tsbvi.edu.programs/index.htm.







51

V I S U A L I M P A I R M E N T S ( V . I . )









 Iowa Caseload Size for Itinerant Teachers





This presents a straightforward formula for full-time equivalents (FTE‟s), which is intended to be used to

calculate the caseload size for itinerant teachers.







 The AER Itinerant Personnel Division or APSEA Guidelines for Determining Caseload Size

for Teachers of the Visually Impaired





This tool divides students into categories according to age groups. Within each age group, the hours

needed to adequately serve the student are specified. This data reflects vision status, direct service and/or

consultation needs, and time for adapting materials and/or preparation. Definitions of terms and

categories are provided. The outcome will be the total number of hours comprising the caseload of an

itinerant teacher with suggestions for an acceptable range of hours for both full and part-time positions.







What do I do with the information?



Depending on the method you use, you should start to see patterns emerge related to time spent working

with students, traveling, preparing materials, attending meetings, consulting with others, etc.



Remember that typically there are 37.5 hours in the work week (if you discount lunch). Compare the

totals of time spent against the 37.5 hours work week and you should get an idea of how much time your

V.I. professionals are taking to get the job done. If more than 37.5 hours per week per V.I. professional is

needed, then evaluate the following factors:



 The number of schools served. This impacts time spent traveling and the number of working

relationships required for each campus.





 The ages and grade levels of students. Infants require immediate intervention with frequent

training for families and EI personnel specific to development of infants with visual impairments.

Emergent readers, both tactile and low vision, require intensive intervention and coordination

with general education personnel. As students‟ get older and curriculum become more visually

challenging, coordination of modifications and direct instruction become critical. For example,

once students enter middle school, V.I. professionals must meet and plan with approximately 5

new teachers per semester to provide curricular adaptations and recommendations for

modifications.









52

V I S U A L I M P A I R M E N T S ( V . I . )









 Direct vs. Consult Service Delivery. Students receiving direct service require individualized

lesson planning for V.I. goals, in addition to classroom consultations with all staff. The consult

model requires frequent meetings with related service and instructional personnel, providing

specialized methods and materials as needed.







 The amount of time spent in travel. Travel for V.I. professionals is a critical part of the job. It

is also time and budget consuming. Are the travel patterns for the V.I. professional efficient and

workable?





 The number of hours per week spent performing activities in support of instruction.

Sufficient time should be allotted for materials procurement and preparation, lesson preparation,

research and consultation with agencies. Remember, each student‟s program is individualized. If

there are 15 students, there are at least 15 separate preparations.





 The number of Braille students. Braille students require a tremendous amount of preparation,

planning and consultation for them to be integrated smoothly into general education classes.

Braille readers in pre-kindergarten through 2nd grade may need three hours each day of the T.V.I.‟s

time (in instruction and preparation). Older Braille readers should receive approximately five

hours of direct service weekly, not counting the amount of time needed for preparation and

consultation. If the T.V.I. is responsible for brailling, the amount of time needed for brailling

materials (especially math and science materials) may be significant, even with computerized

programs.





These are the major factors you will consider. Once you have collected the data and discussed it with

your teacher, you will have a much clearer picture of the itinerant position and its demands. The data you

collect will help move the decision to hire additional staff beyond the realm of conjecture.









53

V I S U A L I M P A I R M E N T S ( V . I . )











Quality Programs for the Visually Impaired

(QPVI )







Nancy Toelle





Excessive caseloads often contribute to feelings of ineffectiveness for V.I. professionals. If there

is insufficient staff to meet the needs of all students, poor services are often the result. Without an

objective view of caseloads, appropriate staffing is difficult. Examples of practices that result in

inappropriate caseloads and staffing are: random allocation of students among staff members, the addition

of students to caseloads without evaluating their impact on the caseload, the absence of supervisory

participation n assigning students to caseloads, and ineffective scheduling. Another common practice is

that of the teacher who fills a part-time V.I. position as well as another part-time position, but who is

actually given the workload of two full-time positions. Because of the many complex issues involved, the

question of what constitutes an equitable caseload is not an easy one to answer. If no process is in place

to guide this activity, the outcome is often unsatisfactory.







It is important to note where caseload analysis occurs during the course of the QP/V.I. Self-

Study. A full caseload analysis is conducted as the seventh key component after many other aspects

of the V.I. Program have been considered, discussed and decided upon. Consultants conducting the

QP/V.I. process are frequently asked to address caseloads at the onset of the Self-Study, as caseload

problems frequently exist. A cursory look at caseloads to detect any emergency situations is often

helpful, but conducting a full fledged caseload analysis at the beginning of the Self-Study can be

counter productive. To do the analysis prior to making preliminary program decisions would be to

base the analysis on information that is subject to revision. A great deal of effort may be wasted

with little benefit to the program.









54

V I S U A L I M P A I R M E N T S ( V . I . )









.I.

V Staff Caseload Analysis Materials



The following is a description of materials and suggestions for using them to analyze staff caseloads.

These suggestions are intended to address those situations commonly found among V.I. Programs. The

resulting data can be used to make staffing and other caseload allocation decisions.





 Equitable Caseloads, Guidelines for Assigning Caseloads: Sample, Efficient Use

of Staff, and Estimating the Need for V.I. Staff



 V.I. Staff Member Schedule form, Completing the V.I. Staff Member Schedule

and Sample Schedule: This form provides V.I. Staff and supervisors with a method

for viewing individual schedules in an objective manner. If color coded, the time

allocated for various activities is easily identified.



 V.I. Staff Member Caseload Profile form, Directions for Completion and Sample

Profile, Evaluation of Data: This form is used to collect many pieces of information

regarding the nature of an individual staff member‟s caseload of students. Directions for

completing the form and evaluating the data follow the form.



 V.I. Staff Member Caseload Review form, Directions for Completion and Sample

Review: This form is used to summarize the information regarding an individual staff

member‟s caseload as entered on the “V.I. Staff Member Caseload Profile.” It is useful

if that data is wanted on a separate sheet for each individual. If data on the group is

preferred, this form may be omitted in favor of the “V.I. Program Caseload Summary”,

which summarizes the data of the entire staff on one sheet.



 V.I. Program Caseload Summary form and Sample Summary: Pertinent

information regarding each staff member‟s caseload, taken from the “V.I. Staff Member

Caseload Profile” or the “V.I. Staff Member Caseload Review”, is entered on is form. It

is used to make a comparison of all caseloads in the V.I. Program and to assist in

determining the equitable allocation of students to V.I. staff. Information form the

summary is useful in determining numbers of V.I. staff needed to serve the population

of students in the V.I. Program. Directions for entering information are included on the

form.



 Proposed V.I. Staff Caseloads form









55

V I S U A L I M P A I R M E N T S ( V . I . )









Equitable Caseloads



The following are factors to consider in determining equitable caseloads. This allocation should be

reevaluated periodically, especially when students enter or leave the program and at the beginning and end

of the school year. The V.I. staff and a member of administration should be involved. This activity

should be addressed from the point of view of meeting student needs, not as an exercise in dividing

available teacher time among students.





 Determine the number of hours per day worked by each T.V.I. or O&M. This should

include planning time but exclude lunch.



 Assure that each student on the Master List is in need of V.I. services.



 Develop proposed ranges for amount of services to students: i.e., direct service, consultative

service, service to Braille students, and service to infants. Determine how many students

there are in each category of service delivery.



 Consider the amount of time required to serve each child appropriately, including instruction

time, consultation time, travel time, ER, planning & testing, etc. One method is to: (1)

determine the amount of instruction or consultation time needed according to ER/IEP

recommendation, (2) add to that an appropriate amount of time to include planning, ER‟s,

etc.- consider doubling the amount of time for instruction and/or consultation, and (3) add

time for travel to (4) arrive at an estimate of the total amount of time required for each

student.



 The scheduling of students into a V.I. itinerant teacher‟s caseload should give priority to the

T.V.I.‟s schedule, otherwise travel time and costs are excessive and T.V.I. time is wasted.



 Allocate students to teachers based on the above referenced considerations.



 Assure that staffing is adequate to meet student needs including instructional staff, related

service personnel and support staff.









56

V I S U A L I M P A I R M E N T S ( V . I . )









Guidelines for Assigning Caseloads: Sample



The staff will meet as a group to develop three maps of the school district indicating:



1. the location of each student



2. the LEAs assigned to each teacher



3. the LEAs assigned to each O&M



Guidelines for assigning students to teacher caseloads:



 Each T.V.I. will work with at least one Braille student, if possible, to maintain proficiency in Braille

and non-academic compensatory skills. This will be the first division of students.



 Only one T.V.I. will work on a specific campus, if possible, to ensure efficient travel and allow staff

members to develop relationships with other school personnel on campuses. On campuses where

the student V.I. population is very large, more than one teacher may be assigned.



 Efforts will be made to equalize hours of service, with consideration for a mixture of direct and

consultative student assignments.



 The geographic location of schools will be considered when assigning students to caseloads, to

minimize travel time.



 One T.V.I. will be assigned to the year-round schools to serve students with visual impairments in

that program. The O&M staff works an extended year and can serve year-round students as needed.

Staff will be assigned, as appropriate, to meet the needs of that program.



 The V.I. staff has proposed assigning students across age and ability levels to each teacher starting in

the upcoming school year. This will allow more flexibility among district staff and is desirable from

the standpoint of individual professional development. The staff acknowledged the need to share

expertise with each other for mutual support as they learn about students with different abilities and

needs.



 Students will be assigned to a new T.V.I. and O&M specialist at least every three years, when

possible.



 New students and referrals will be assigned by the V.I. staff and supervisor. The staff and supervisor

will review caseloads at least quarterly.









57

V I S U A L I M P A I R M E N T S ( V . I . )









Efficient Use of Staff



Efforts must be made to make the most efficient use of staff time. There can be many ways of using staff

to meet student needs. This is an area where creative thinking may be necessary.





Ideas for efficient use of staff time:



 Reduce or eliminate any non-instruction related tasks by providing clerical and/or braillist

assistance. A well-trained braillist or paraprofessional can greatly reduce the amount of time

professional staff spends in material preparation and follow-up instruction.



 Evaluate whether the staff is providing appropriate amounts and types of services. If

possible, reduce the frequency and increase the time per lesson, to eliminate unnecessary

travel.



 Reduce amount of travel by scheduling student service efficiently. Assign caseloads

geographically.



 Develop a “cancellation system” to inform the T.V.I .of absent students.



 Conduct periodic supervisory reviews of staff schedules to assist staff in maintaining an

efficient schedule.



 Consider establishing “cluster schools” to meet high intensity, short term needs of selected

students, such as beginning Braille students.



 Train other school personnel to perform some tasks that would enhance their capabilities

and reduce the need for V.I. staff time. This might include instructing school nurses in

vision screening of students with multiple impairments and early childhood students, and

training teachers of students with multiple impairments in increasing student‟s functional use

of vision.



 Creative use if flexible work hours and/or “comp” time can make a difference in the staff‟s

ability to provide needed services. Examples of services often provided during non-school

hours are: night orientation and mobility evaluation and instruction, and recreation and

leisure programming.









58

V I S U A L I M P A I R M E N T S ( V . I . )









.I.

Estimating the Need for V Staff



When all options for the most effective use of staff time have been explored, determine how best to meet

identified needs and to propose caseloads and staff needed. Use of dually certified staff, employment of

braillists, paraprofessionals and/or clerical staff and staff who are trained to serve all grades and abilities

are all options for efficient service provision. Use the “Proposed V.I. Staff Caseloads” form to develop

proposed, equitable caseloads.





Factors to consider:



1. Numbers of students determined to need VI services, and the amount, frequency, and type

of service required.



2. Geographic location of students, distances to be traveled, numbers of schools to be served.



3. Numbers, certifications and abilities of existing staff and the hours they are available to serve

VI students.









.I.

V Staff Member Schedule



Complete a schedule for a typical week. Color code the completed form: Direct instruction-blue,

Consultation only-pink, Activities in support of service-green, Travel-yellow, Lunch-orange.

Analyze time spent as it relates to service delivery needs. Developed by C. Arseneau-Mason, Austin

ISD.



Blank schedule is on the following page.









59

V I S U A L I M P A I R M E N T S ( V . I . )

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY





7:30 - 7:45

7:45 - 8:00

8:00 - 8:15

8:15 - 8:30

8:30 - 8:45

8:45 - 9:00

9:00 - 9:15

9:15 - 9:30

9:30 - 9:45

9:45 - 10:00

10:00 - 10:15

10:15 - 10:30

10:30 - 10:45

10:45 - 11:00

11:00 - 11:15

11:15 - 11:30

11:30 - 11:45

11:45 - 12:00

12:00 - 12:15

12:15 - 12:30

12:30 - 12:45

12:45 - 1:00

1:00 - 1:15

1:15 - 1:30

1:30 - 1:45

1:45 - 2:00

2:00 - 2:15

2:15 - 2:30

2:30 - 2:45

2:45 - 3:00

3:00 - 3:15

3:15 - 3:30

3:30 - 3:45

3:45 - 4:00



4:00 - 4:15



4:15 - 4:30









60

V I S U A L I M P A I R M E N T S ( V . I . )









.I.

Completing the V Staff Member Schedule



Definition of terms:



Direct Instruction: Instruction provided directly to the child as outlined in the student‟s

individual educational plan. The purpose of the instruction is for the student to acquire

knowledge or learn skills and assumes teacher interaction with the student. Others may

participate in the instructional session, but the student must be present and be the focus of the

teacher‟s activity. Lesson plans are competed for each instructional session, in accordance with

district requirements.



Consultation Only: This refers to services provided to students who do not usually receive

direct instruction from the V.I. staff. Some instruction may occur, generally to model

procedures for other school personnel, but instruction is not the main purpose of consultation.

Services may include: collaborative assessment and planning, provision of materials and

technology, etc. For a more comprehensive list see the sample Roles and Responsibilities in

the Guide.



Activities in Support of Instruction: This term is used primarily to indicate those activities

required of the V.I. staff to support instructional services to students. These activities may

vary in relation to each caseload but may include: lesson planning; ER/IEP meetings;

preparation of materials; acquisition, familiarization and distribution of technological devices;

staff development; and team participation.



Travel: Time spent traveling to or from students or in the course of performing other job

related tasks.



Lunch: Daily lunch period.



Completing the form:



Entering information: The staff member should enter information regarding time spent on

various activities throughout the week. If schedules vary markedly from one week to the next,

it may be preferable to complete more than one schedule.



Time increments: Each line on the form represents a quarter hour increment of time. Four

lines represent an hour. Enter any appropriate information into the space, such as: student

name, location of service, purpose of visit.



Color coding: Color coding is a tool that is useful in analyzing staff time usage and

requirements. All forms should be color coded uniformly so comparisons can be made.

Directions for color-coding are written on the form.



Note: It may be preferable to show the sample to staff rather than provide each person with a copy.









61

V I S U A L I M P A I R M E N T S ( V . I . )









.I.

V Staff Member Schedule: Sample



NOTE: For purposes of this sample, the following were used: direct instruction-diagonal line,

Consultation only-crosshatched, Activities in support of instruction-shaded, Travel-not shaded,

Lunch-bold type. Meetings, planning, staff development, preparation, ARDs are “Activities in

Support of Instruction.” (Sample developed by K. Preece, Denton ISD)



See next page for a sample copy.









62

V I S U A L I M P A I R M E N T S ( V . I . )









Time/Day MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

8:00 - 8:15 office:pickup *start morning office: note to ard/ new student !work w/ ted

8:15 - 8:30 referral forms *w/ ray & joe parents " !& teacher on

8:30 - 8:45 ECI staffing *(brl students) +travel to school *start morning !routines

8:45 - 9:00 on new baby *" *work w/ sara *w/ ray & joe !

9:00 - 9:15 +travel to school *work w/ nat *(social skills) *work w/ nat +travel to school

9:15 - 9:30 observe sam *(braille) +travel to school *(braille) !work w/ kathie

9:30 - 9:45 in classroom *(abacus) *work w/ nat *(abacus) !& teacher: use

9:45 - 10:00 drop off brl accompany *on braille phone office !of vision

10:00 - 10:15 transcribe brl student to see *" +travel to school !consult w/ o.t.

10:15 - 10:30 meet w/ tchr ophthalmologist +travel to school !check on ted +travel to office

10:30 - 10:45 phone parent " amy absent !cons. w/ teacher VI staff meeting

10:45 - 11:00 transcribe brl " +travel to office phone office Quality

11:00 - 11:15 *work w/ sam " note to parent *work w/ sam Programs

11:15 - 11:30 *(social skills) !work w/ ted phone parent *(braille) "

11:30 - 11:45 *(organization) !& teacher %LUNCH *(recreation skills) "

11:45 - 12:00 *" !(observe class) %LUNCH *" "

12:00 - 12:15 *" !routines) meet w/ VI staff +travel to school "

12:15 - 12:30 %LUNCH +travel to office +travel to home *work w/ ann "

12:30 - 12:45 pick up forms work on lma kit *work w/ grace & *(independ. living) +travel to school

12:45 - 1:00 travel to school prepare for ARD *mom (infant) *work w/ ray & *work w/ sara

1:00 - 1:15 *work w/ ann " *" *joe: prepare *"

1:15 - 1:30 *(independent " *" *for regional *"

1:30 - 1:45 *living skills) " +travel to office *technology *"

1:45 - 2:00 !consult/tchr !phone/consult meet w/ district *olympics %LUNCH

2:00 - 2:15 travel to office !w/ teacher diagnostic staff *competition %LUNCH

2:15 - 2:30 call parent, memo/supervis, " %LUNCH +travel to school

2:30 - 2:45 tx commission plan parent " %LUNCH *work w/ sam

2:45 - 3:00 f/t blind, forms meeting, devel. " lesson planning *(independent

3:00 - 3:15 set up folder infant referral xerox for parent " *living: meal

3:15 - 3:30 for student form, info to mh meeting, lesson " *preparation)

3:30 - 3:45 select instruct. teacher on planning, phone " +travel to office

3:45 - 4:00 materials, switches, etc. calls meet w/ VI staff docum









63

V I S U A L I M P A I R M E N T S ( V . I . )









.I.

V Staff member Caseload Profile



Completion of this form provides the Work Group with a format for analyzing and comparing

caseloads. This form may be completed by T.V.I.s, O&M specialists and V.I.

paraprofessionals prior to the meeting on caseload analysis. Names of referrals should be

added at the end of each staff members‟ caseload list and clearly marked as such. Information

requested includes:



 Staff Name: Each staff member should complete a separate form listing students served.



 Number of Schools Served: Enter the total number of schools or sites visited by this

staff member, including home visits to infants.



 Number of Hours in Work Week: Enter the number of hours in the work week,

excluding lunch.



 Date: Always enter the date this form is completed, as caseload changes can be tracked by

looking for the most current date.



1. Student Name: List names alphabetically, last name first.



2. School/Grade: Enter the name of school and grade level of each student.



3. Direct/Consult: Indicate if student receives direct instruction or consultation only.



4. % Regular/Special Education Setting: Indicate the percentage of time spent in

regular and special education settings. Example: 80% regular, 20% special

education.



5. #Hours/week per IEP: Indicate the number of hours of service (direct or

consultation only) to be provided to each student as per IEP decision. Include

the frequency of service, if more than once a week. Example: 1 hour 3x/week =

3 hours/week. Translate monthly, semester or yearly hours into a weekly equivalent

for the sake of comparison. Example: 1 hour per month is written 15 minutes per

week. These hours should not include any teacher activities in support of instruction

(planning, preparation, ER/IEP meetings, in-services, etc.)









64

V I S U A L I M P A I R M E N T S ( V . I . )









Note: For the sake of analyzing the time commitment required to meet student‟s

needs, as determined by IEP team decision, it is requested that times for service be

calculated on a weekly basis. This is not to suggest that all students should be seen

weekly. Whatever the decision of the ER/IEP team, that time and frequency of

services should be provided. This is an aid to converting times from monthly to

weekly.



30 minutes/month = .12 hours/week (7.5 minutes/week)

1 hour/month = .25 hours week (15 minutes week)

2 hours/month = .50 hours/week (30 minutes)

3 hours/month = .75 hours/week (45 minutes/week)

4 hours/month – 1 hour/week (60 minutes/week)



6. # Hours per Week of Activities in Support of Instruction: Estimate the

amount of time needed to deliver the services mandated by IEP team decision.

Consider the time commitment for the staff member to fulfill all the roles and

responsibilities appropriate to each staff position. Before the VI staff completes these

forms, consider a group activity in which a list is made of all possible activities in

support of instruction. The results will be more useful if the entire staff is using the

same list of activities.





7. # Hours of Travel Per/Week: Estimate the amount of time spent weekly

traveling to and from students and to fulfill other professional responsibilities.



8. Areas of Instruction or Consultation: Indicate the focus or purpose of the direct

or consultative services.



9. Change Needed/Amount or Type of Service: this column may be left blank prior

to the QP/V.I. group meeting, to be completed after group discussion of each student,

When completed, it should reflect any change needed in the amount or type of

Services the student currently receives. Enter the addition or deletion of time or

Frequency of services in weekly terms. Examples: +1hour 2x/week or –30 minutes

1x/week. By indicating only additions or deletions in this column the task of

arriving at a grand total will be simplified (See Sample)



10. Braille/Dual: Enter “B” if a student is a braille or pre-braille student. Write “D”

for students performing in print and braille.



11. O&M: Indicate in this column those students receiving orientation and mobility

instruction.



The last row on the page provides space for totaling the figures in the non-shaded columns.

These should represent numbers of students or numbers of hours per week, depending on the

column.









65

V I S U A L I M P A I R M E N T S ( V . I . )









STAFF NAME: Carey Hardy VI STAFF MEMBER CASELOAD PROFILE NUMBER OF HOURS IN WORK

WEEK: 37.5

NUMBER OF SCHOOLS SERVED: 9 >

DATE: May 10,1995

** CONFIDENTIAL STUDENT INFORMATION **

STUDENT SCHOOL DIRECT/ % REG SP. # HOURS/ # HOURS/WK # HOURS AREAS OF CHANGE BRL/ O&M

NAME 1 & GRADE CONSULT ED. WEEK/ PER ACTIVITIES IN OF TRAVEL INSTRUCTION OR NEEDED: AMT DUAL X=

ONLY SETTING ARD SUPPORT OF PER/WK CONSULTATION OR TYPE OF B/D YES

INSTRUCTION SERVICE

SAM Fox / 6 D 100%R 2X1hr/wk 2 hrs/wk .5 hrs/wk soc. skills, organiza. -.5 hr/wk - X

ANN Gray / 5 D 50%R 2X.75 1.5 hrs/wk 0.5 indep.liv. skills, soc. -.5 hr/wk X

RAY Wren / 3 D 100%R 2X.75 3 hrs/wk 0.5 braille, abac., tech. + 1 hr/wk B X

JOE Tell / 3 D 100%R 2X.75 3 hrs/wk 0.5 SAME AS ABOVE + 1 hr/wk B X

NAT Sun / 7 D 100%R 3X.75 3 hrs/wk 0.25 brl maps, + 2 hrs/wk D X

SARA Sun / 7 D 80%R 2X.75 1.5 hrs/wk 0.25 soc.skills, lv devices X

AMY High / 2 D 100%R 1X1 1 hr/wk 0.25 organiz., lv devices X

GRACE Infant D ----------- 1X1 1 hr/wk 0.5 visual dev, language X

TED Post / 10 C 100%S 2X1.25 1 hr/wk 0.25 adapt. class - 1 hr/wk X

KATHIE Ray / K. C 100%R 1X1 1 hr/wk 0.5 effic. use of vision X

TOTAL: 2 8D 2C 3 4 15.75 5 18 hrs/wk 6 47 8 + 1.5 hrs/wk 9 3 10 10 11









66

V I S U A L I M P A I R M E N T S ( V . I . )









.I.

V Staff Member Caseload Profile: Evaluation of Data



Each piece of information entered on the caseload profile form is considered in developing an

overall picture of the status of staff caseloads. The following are suggestions for analyzing that

information.



 Staff Name: Self-explanatory



 Number of Schools Served: Consider how many schools each staff member serves.

For each school served, she must develop rapport with the principal, teachers and

other staff. If direct instruction is involved, a worksite must be identified in each

school. The number of schools served also has implications for the amount of travel

time required. Does each staff member serve a roughly equal number of schools?



 Number of Hours in Work Week: How many hours are available for the staff

member to complete their work? Is part-time staff expected to fill do a full-time job?

The thirty-minute duty free lunch allowed by the LEA should not be included in this

total.



 Date: Date each form so that changes over time can be tracked.







1. Student Name: It is important to have the name of each student served by the staff

member completing the form. Determine of every name on the TEA V.I. Registration

is listed on someone‟s caseload profile.





2. School/Grade: How many schools does the staff member serve? Is there equity

among staff in the amount of travel required for their caseloads. What grades are

served? Do all staff members serve all levels or do they allocate caseloads by

grades? The answers to these questions have implications for service delivery,

efficient use of staff and scheduling for efficient travel.





3. Direct/Consult Only: The number of direct and consultation only students served by

each staff member is considered for a number of reasons. Direct students require

more and effort than those receiving consultation. Is the caseload all direct or all

consultations? If so, is that appropriate? How do staff members decide which students

will receive direct and which will receive consultation?









67

V I S U A L I M P A I R M E N T S ( V . I . )









4. % Regular/Special Education Setting: The student‟s placement in a regular or

special education setting impacts the teacher‟s caseload. Students in regular

education, especially those on the secondary level, generally must function within

time and performance constraints. This has implications for what the student is

taught by the V.I. teacher and the rate at which it must be learned. The student‟s

performance must be comparable to his sighted peers. A student‟s placement for all

or part of the day in special education may signify that they have needs beyond those

attributable to a visual impairment. What are the student‟s additional needs and does

the V.I. staff member feel prepared to address them? If a student spends the majority

of time in special education, are compensatory skills taught by other special

education staff?





5. # Hours/week per IEP: Consider the amount of time needed to provide adequate

services to each student. Does time allocated appear appropriate? Is more or less

time needed. Are the amount and frequency of services adequate to effect change/

learning?





6. # Hours per Week of Activities in Support of Instruction: It is important to note if

sufficient time is included in each staff member‟s schedule to fulfill the roles and

responsibilities of their position as it relates to each student. A completed “V.I. Staff

Member Schedule” is useful in analyzing staff allocation of time. If insufficient time

is spent in planning, preparation, staff development, participation on teams and other

duties critical to the maintenance of a program of effective services to students, then

good services to students cannot be provided.





7. # Hours of Travel Per Week: Excessive travel can seriously detract from

instructional time. A plan for efficient travel may be helpful.





8. Areas of Instruction or Consultation: What is the purpose of the staff member‟s

service to the student? Is it appropriate? How are the students‟ needs identified? Are

academic and non-academic compensatory skills addressed?





9. Change Needed: Amount or Type of Service: Are any changes needed in the

amount or type of services the student currently receives? Consider student needs are

and not amount of staff time available.









68

V I S U A L I M P A I R M E N T S ( V . I . )









10. Braille/Dual: The number of Braille and dual media students served by each staff

member is important to note. Braille students generally require a great deal of staff

time and effort. This should be accounted for in scheduling time to adequately serve

each student. In analyzing caseloads determine if one staff member serves all the

Braille students, or if Braille students are divided equally among all staff. It may

serve the program better to have all staff members working with all types of students.







11. O&M: Which students are receiving O&M? Do all students receive evaluations

and services as needed, or are services limited to cane travelers? Are services

provided to young students and students with multiple impairments? What type of

services are provided to secondary students in support of the compensatory skills and

transition curricula?





 Totals: Total each column that is not shaded. In the Direct/consult column enter, for

example, 5D/3C. In the % Regular/Special Education column count students in the

placement where he/she spends ore than 50% of his/her time. It is important that all

hours be stated in weekly terms, even if delivered, monthly or by semester. The total in the

Change Needed column should reflect any additions or deletions that will be required of

the current hours, if the changes are made. This, then, may be a positive or a negative

number. In the Braille/Dual column, indicate, for example: 3B/2D.









69

V I S U A L I M P A I R M E N T S ( V . I . )









VI Staff Member Caseload Review



Staff Name: Position:





Number of Schools Served: Number of Students Served:



Date: Number of Braille/Dual Students:





Directions: Use the information entered on the “VI Staff Member Caseload Profile” to complete this form. Calculate the total time

commitment per week. Enter the number of hours in the staff member‟s work week on line (1). Enter the time commitment per week on line

(2). Subtract line (2) from line (1) and enter the number on line (3). That figure represents the number of hours over or under the work week

the staff member‟s caseload requires and may be a positive or negative number.



NUMBER OF HOURS PER WEEK OF:

Direct Instruction: (a) Number of Students:



Consultation Only: (b) Number of Students:



Activities in Support of Instruct: (c)



Travel (service related): (d)



Total Time Commitment/Week: (e) Number of Students Served:



(1) Total number of hours in work week, excluding lunch



(2) Time commitment per week in service to students and work related travel



(30 Number of hours over or under hours in the work week







Changes to be made (if needed), plans or concerns:









(a) DIRECT INSTRUCTION: Students receiving direct instruction from VI staff, as specified by

ARD committee decision.



(b) CONSULTATION ONLY: Students served by VI staff on a “consultation only” basis, not

receiving direct instruction.



(c) ACTIVITIES IN SUPPORT OF INSTRUCTION: All activities in support of instruction delivered

as per IEP team decision: for example, liaison with other school and non-school personnel, developing and

preparation of materials, staff development, etc.



(d) TRAVEL (SERVICE RELATED): Estimate the amount of travel to and from students and

executing other job related duties.



(e) TOTAL TIME COMMITMENT PER WEEK: Add lines a, b, c and d.









70

V I S U A L I M P A I R M E N T S ( V . I . )









.I.

V Staff Member Caseload Review



Directions for completion





This form is included for those who would like to document each staff member‟s caseload on a

separate sheet. Note: The V.I. Program Caseload Summary contains the same information, but lists

all staff members on the same form. Use the information from the V.I. Staff Member Caseload

Profile to complete this form.



 Staff Name: self-explanatory



 Position: Enter the position for which the analysis is being constructed. If a staff

member provides more than one type of service, complete a separate form for each

service. Each form should indicate the percentage of staff time allocated to that service.

For example: O&M specialist 50%, T.V.I 50%.



 Number of Schools Served: Enter the number of schools visited by the staff member to

deliver services to students, including home visits for infants.



 Number of Students Served: Enter the total from column 1 of the “V.I. Staff Member

Caseload Profile.” This should reflect the total number of students served by this staff

member.



 Number of Braille/Dual Students: Enter the total from column 10 of the “V.I. Staff

Member Caseload Profile.” For example: 3 braille/dual students.



 Date: Enter the date the form is completed.





Time commitment per caseload





 Line (a) Hours per Week of Direct Instruction: Indicate the number of hours of direct

service provided on a weekly basis and the number of students served.



 Line (b) Hours per Week of Consultation Only: Indicate the number of hours of

consultative services provided on a weekly basis to “consultation only” students; those

students who do not receive direct service. Enter the number of students receiving

consultative services.









71

V I S U A L I M P A I R M E N T S ( V . I . )









 Line (c) Hours per Week of Activities in Support of Instruction: Estimate the amount

of time spent weekly on those activities necessary to support the provision of both direct

and consultant services to students. These activities in support of instruction should

include the many activities outlined in the roles and responsibilities of the staff member.

Time for planning, preparation, meetings, IEPs, evaluations,







 liaison with other school personnel and outside agencies and lead teacher activities should

all be reflected in this number. A rule of thumb is to double the amount of direct or

consultation time the student is receiving. For example, if a staff member is providing 14

hours of IEP mandated services to students on a weekly basis, estimate 14 hours a week of

additional staff time to perform those essential tasks listed in the staff member‟s roles and

responsibilities. Please note that, in the case of TVIs, less time in support of instruction is

required if Braille transcriber or instructional assistant time is available to them.



 Line (d) Hours per Week of Travel: Enter the amount estimated in the “VI Staff

Member Caseload Profile.”



 Line (e) Total Time Commitment/Week: Add the numbers on the preceding four lines

to arrive at this total. This figure should reflect all the time that is needed to provide all

services to students, and includes travel time. Time for lunch should be excluded.



 Line (1) Total Number of Hours in the Work Week: Enter the number of hours the

staff member is employed to perform the job in question. This figure should exclude time

allotted for lunch.



 Line (2) Time Commitment per Week in Service to Students and Work Related

Travel: Repeat the figure from line (e) above and subtract it form the number of hours in

the work week.



 Line (3) Number of Hours Over/Under Hours in Work Week: Subtract line (2) from

line (1) to arrive at this number. This figure indicates if the time commitment of the staff

member‟s caseload is more or less than the time allotted during the work week. If the

number on line (3) is a positive number, there is time left in their schedule, which can be

allocated to other students of duties. If the number on line (3) is negative, that indicates

that the time commitment for their caseload exceeds their work week. In that case,

reallocation of duties or students should be considered. Please note that these totals are

only as accurate as the input figures. If a high level of accuracy has been maintained, the

results should provide a good idea of the time needs of the caseload and staff needs of the

program.



 Changes Needed, Plans/Concerns: Enter any major changes I the caseload, so that

impact can be evaluated. Are there any particular plans or concerns regarding the caseload

and how the students are currently served?







72

V I S U A L I M P A I R M E N T S ( V . I . )









.I.

V Staff Member Caseload Review: Sample



Staff Name: Carey Hardy Position: V.I. teacher



Number of Schools Served: 9 Number of Students Served: 10



Date: May 10, 1995 Number of Braille/Dual Students: 3



Directions: Use the information entered on the “VI Staff Member Caseload Profile” to complete this form.

Calculate the total time commitment per week. Enter the number of hours in the staff members‟ work week on

line (1). Enter the time commitment per week on line (2). Subtract line (2) from line (1) and enter the number on

line (3). That figure represents the number of hours over or under the work week the staff member‟s caseload

requires and may be a positive (under work week) or negative (over work week) number.





Time Commitment Per Caseload



Number of hours per week of:

Direct Instruction (a) 12.5 Number of Students 8

Consultation Only (b) 3/5 Number of Students 2

Activitie sin support of Instruct (c) 18

Travel 4

Total Time Commitment/Week (e) 38 Number of Students Served 10





Changes to be made (if needed), plans or concerns:



Note: negative answer indicates time needed over work week.

No major changes are needed. The VI supervisor may consult with the staff member to review his schedule. Opportunities for altering

the schedule to accommodate the need for an extra half hour per week should be considered.



(a) DIRECT INSTRUCTION: Students receiving direct instruction from VI staff, as specified by

ARD committee decision.



(b) CONSULTATION ONLY: Students served by VI Staff on a “consultation only” basis, not

receiving direct instruction.



(c) ACTIVITIES IN SUPPORT OF INSTRUCTION: All activities in support of instruction delivered

as per IEP team decision: for example, liaison with other school and non-school personnel, developing and

preparation of materials, staff development, etc.



(d) TRAVEL (SERVICE RELATED): Estimate the amount of travel to and from students and executing

other job related duties.



(e) TOTAL TIME COMMITMENT PER WEEK: Add lines a, b, c and d









73

V I S U A L I M P A I R M E N T S ( V . I . )









Staff Name # of students # of # hours # hours per/wk # hrs/wk activities in # hours # hrs/wk total time # hours in total # hours

and Position direct & schools per/wk of consultation support of per/wk of commitment work week over or

consultation served direct instruction travel under

Hardy, Carey direct: 8 9 12.5 3.5 18 4 38 37.5 .5 hr over



consult: 2

Williams, direct: 2 14 4 20 10 5.5 39.5 37.5 2 hrs over

Tammy

consult: 12

direct:



consult:

Total # Staff: 2 direct: 10 23 schools 16.25 23.5 28 9.5 77.5 75 2.5 hrs over



# Braille/ Dual consult: 14

Students: 4

INSTRUCTIONS: Enter information from the "VI Staff Member Caseload Profile" or the "VI Staff Member Caseload Review Form". For each staff member, add the totals of

columns 4,5,6 & 7 and enter the total in column 8. Subtract the figure in column 8 from the figure in column 9 to arrive at the time commitment per week over or under the

staff member's work week required by his/her caseload. Enter that figure in column 10 preceded by a plus or minus.









74

V I S U A L I M P A I R M E N T S ( V . I . )









VI Program Caseload Summary

Staff Name and # of students # of schools # hours/ # hours/wk # hrs/wk # hours/wk # hrs/wk # hours in work total

Position direct & served wk of direct consultation only activities in of travel total time week # hours

(# Braille Students) consultation instruct. support of commitment over or

instruction per/caseload under

(# Braille Students)



# Braille/Dual Students: direct:



consult:



Total #:







# Braille/Dual Students: direct:



consult:



Total #:







# Braille/Dual Students: direct:



consult:



Total #:







Total # Staff: direct:



consult:

# Braille/Dual Students:

Total #:

1





INSTRUCTIONS: Enter information from the "VI Staff Member Caseload Profile" or the "VI Staff Member Caseload Review Form". For each staff member, add the totals of columns 4,5,6 & 7 and enter

the total in column 8. Subtract the figure in column 8 from the figure in column 9 to arrive at the time commitment per week over or under the staff member's work week required by his/her caseload.

Enter that figure in column 10 preceded by a plus or minus. (See sample)

Caseload Analysis-QPVI









75

V I S U A L I M P A I R M E N T S ( V . I . )









Staff # of # of # hours # hours # hrs/wk # hours # hrs/wk # total #

Name students schools per/wk per/wk activities in per/wk total time hours hours

and direct & served of direct consultation support of of travel commitment in over or

Position consultation instruction work under

week







Hardy, direct: 8 9 12.5 3.5 18 4 38 37.5 .5 hr

Carey over

consult: 2

Williams, direct: 2 14 4 20 10 5.5 39.5 37.5 2 hrs

Tammy over

consult: 12

direct:



consult:

Total # direct: 10 23 16.25 23.5 28 9.5 77.5 75 2.5 hrs

Staff: 2 schools over

consult: 14

# Braille/

Dual

Students:

4

INSTRUCTIONS: Enter information from the "VI Staff Member Caseload Profile" or the "VI Staff Member Caseload

Review Form". For each staff member, add the totals of columns 4,5,6 & 7 and enter the total in column 8. Subtract the

figure in column 8 from the figure in column 9 to arrive at the time commitment per week over or under the staff

member's work week required by his/her caseload. Enter that figure in column 10 proceeded by a plus or minus.









76

V I S U A L I M P A I R M E N T S ( V . I . )









Proposed VI Staff Caseloads

DATE: COMPLETED BY:





Staff Name and # of students # of schools # hours # hours # hours # hours # hours total

Position direct & served per/wk per/wk per/wk per/wk in # hours

consult direct consult. in supp. of work week over or

services services of inst. travel under









direct:



# consult:

Braille/Dual

Students

direct:



# consult:

Braille/Du

al Students

direct:



# consult:

Braille/Dual

Students

direct:



# consult:

Braille/Dual

Students

direct:



# consult:

Braille/Dual

Students

direct:



# consult:

Braille/Dual

Students

TOTALS: # direct:

Braille/

Dual consult: 3 4 5 6 7 8 9

Students 2

5



1

77 6 7 8

V I S U A L I M P A I R M E N T S ( V . I . )









 Michigan’s Vision Severity Rating Scale







Introduction



The Vision Severity Rating Scale (VSRS) has been developed to assist the teacher of the

visually impaired in making recommendations for services to the visually impaired population

in the state of Michigan.



A VSRS should be completed before every Individualized Educational Planning Committee

meeting (IEPC). In addition, it is recommended that the Vision Severity Rating Scale be up-

dated at the end of each school year.



Each of the eight categories listed on the Vision Severity Rating Scale Characteristic Worksheet

is structured in terms of the impact on vision functioning as it relates to the student's

educational program (core curriculum). When using the Vision Severity Rating Scale, criteria

provided within each of the categories is not all inclusive and many criteria overlap from one

severity level to the next. Additional factors may influence the selection of the severity level by

the teacher of the visually impaired. Additional evaluations may be conducted to aid in the

choice of severity levels.



Rationale



A committee consisting of teachers of the visually impaired throughout the state of Michigan

and from Michigan School for the Deaf and Blind was formed to address the standardization

of service delivery to the visually impaired population. The need for consistency when

determining the educational needs of the visually impaired was voiced repeatedly. Other

concerns frequently mentioned were:



Frequency of services



Caseload management



Service delivery models



Preparations of materials



Teaching the use of tangible aids



Modifications to the learning environment



Visual skills evaluation



78

V I S U A L I M P A I R M E N T S ( V . I . )









Purpose and Development



The purpose of this manual is to define criteria and guidelines for using the Vision Severity

Rating Scale (VSRS) with students identified as visually impaired. It is primarily intended for

use with students in general education settings and may be applicable for some students with

additional mild impairments. Further, it is intended to assist the IEPC in the selection of a

vision service delivery model for existing as well as newly identified visually impaired students.

The Scale will also be used to document change from one service delivery model to another for

existing visually impaired students.



The VSRS consists of the following eight categories:



Functional Visual Status



Level of Vision (Medical)



Near Vision Acuity (Functional)



Reading Medium



Use of Tangible Aids/Low Vision Devices/Technology



Materials Preparation



Communication with Pertinent Individuals and Parents



Compensatory Skills



This scale is sequentially structured based upon a student's need for intervention by a teacher

of the visually impaired, the core curriculum teacher's need for assistance, and the amount of

time required for material adaptations. Each of the eight categories is structured in terms of

impact of visual functioning as it relates to the student's educational program. The severity

level descriptors within each category purposely overlap to some degree. To aid the teacher of

the visually impaired in the selection of the level that is most characteristic of the visually

impaired student, additional evaluations may be necessary.









79

V I S U A L I M P A I R M E N T S ( V . I . )









Category Definitions



1. FUNCTIONAL VISION STATUS -- refers to the student's ability to independently

apply visual skills to the core curriculum.







2. LEVEL OF VISION (MEDICAL) -- refers to the student's level of vision as

reported by an eye care specialist.







3. NEAR VISION ACUITY (FUNCTIONAL) -- refers to the student's ability to use

vision for near point tasks such as reading (i.e., Lighthouse Near Vision Test).







4. READING MEDIUM -- refers to the student's primary mode of receptive learning

(i.e., Braille, print, print modifications, tape, or combination). See Appendix B for

resources.







5. TANGIBLE AIDS/LOW VISION DEVICES/TECHNOLOGY -- refers to the

student's need for/use of low vision devices and technology (specialized equipment) to

facilitate maximum participation in the core curriculum.







6. MATERIALS PREPARATION -- refers to the estimated time needed by the

teacher of the visually impaired to modify materials necessary for the student's

participation in the core curriculum.







7. COMMUNICATION WITH PERTINENT INDIVIDUALS -- refers to the

amount of time needed for communication with school personnel, parents, medical

personnel, and agencies, regarding learning environment modifications necessary to

ensure the visually impaired learner's maximum participation in the core curriculum.







8. COMPENSATORY SKILLS -- refers to life role orientation which emphasize

disability related needs, including vocational, social, and personal management skills.







80

V I S U A L I M P A I R M E N T S ( V . I . )









Functional Vision Status



When determining a student with a visual impairment's ability to independently apply visual

skills to the core curriculum, results of the following assessments may be considered by the

teacher of the visually impaired.



 Distance Acuity - The following are suggested distance charts at 10 or 20 feet. Indicate

the type of lighting present in the school environment.







o Lighthouse Flash Cards - Identification of three pictures used for younger

students.

o HOTV - Identification of four items used for younger students.

o SOSH (Students of Optometry Serving Haiti) - This is a number chart and can

be used for students able to recognize numbers.

o Lighthouse Distant Acuity Card or Sloan - letter charts to be used to identify letters

of the alphabet.

o Feinbloom Low Vision Chart - a number chart that can measure up to 20/700.







 Near Point Acuity - Use of one of the following charts is recommended to screen near

point acuity from a distance of 14-16 inches.







o Lighthouse Near Acuity Pictures (apple, house, umbrella)

o Lighthouse Near Acuity- Numbers

o Lighthouse Near Acuity- Letters

o SOSH Near Acuity Chart- Numbers

o Sloan Test Reading Cards for Low Vision Patients







 Field Screening - If a student has a suspected field loss that has not been indicated by

the eye care specialist, the following may be used to get a determination of field loss:







o Informal Screening

o Referral to eye specialist with statement of concern









81

V I S U A L I M P A I R M E N T S ( V . I . )









 Fixation - The ability to look at or maintain gaze on the object or person. At first the

child may fix for one or two seconds (a duration of 10-15 seconds is preferable).







 Shifting of Gaze - Shifting of visual attention from object (or person) to object (or

person).







 Convergence - Eyes turn in simultaneously to focus on the approaching object.







 Scanning - A student's ability to coordinate head and eyes to systematically search for

stationary objects in the environment.







 Tracking - The student visually follows a slowly moving target crossing midline, in a

vertical, diagonal, horizontal, and circular pattern. Observe the student's eyes to

determine if smooth eye movement is present.







 Saccadic Movement - Successive, sequential eye movements characterized by eye

jumps--ability to shift gaze from one point to another as in reading a line of print and

shifting from one line to another.







 Print Size - Using a variety of print sizes including the student's reading book, math

book and a sample of the worksheets used in class, have the student read selected

portions of the material. Record the following observations:

o Size of print

o Contrast of materials

o Distance from materials when reading

o Posture of student

o Sustained reading time









82

V I S U A L I M P A I R M E N T S ( V . I . )









Model of Service Delivery





1. MONITORING -- The student is seen by a teacher of the visually impaired 1-5 times

per school year. An annual functional vision evaluation may be conducted by the

teacher of the visually impaired. Contact with the student, and pertinent individuals is

intermittent throughout the remainder of the school year.









2. CONSULTATION -- The student receives services from the teacher of the visually

impaired on a monthly basis and/or regularly scheduled times throughout the school

year. The services can be direct, as with a vision evaluation, or indirect, such as

consultations with pertinent individuals in which specific recommendations to

appropriately modify the student's learning environments are suggested.









3. SUPPORTIVE -- The student is seen directly by the teacher of the visually impaired

1-2 times/week or 30-100 minutes per week. Functional vision evaluation is on-going

throughout the school year. A minimal amount of preparation of materials or adapted

aids might be needed. In addition, the teacher of the visually impaired may provide

direct support to pertinent individuals, and make recommendations for changes in the

student's learning environment.









4. INTEGRATED -- The student in this model requires direct service from the teacher

of the visually impaired 3-5 times/week or 60-300 minutes per week. Preparation of

materials (print modification, etc.) needs become frequent. The student might need to

be introduced to some new tangible aids or new skills, i.e., multiplying on the abacus,

keyboarding, or life skills. The teacher of the visually impaired provides regular

communication to pertinent individuals regarding the student's needs.









83

V I S U A L I M P A I R M E N T S ( V . I . )









5. INTENSIVE -- The student in this model is most likely to be one whose learning

needs require intensive instruction 5 or more times/week or 180-360 minutes per week

by the teacher of the visually impaired in order to facilitate academic growth and

participation in the regular classroom. The student may be learning to use tangible aids

and technology to facilitate communication in school work. Modifications in a

student's learning environment (including frequent material preparation) and

instruction in disability specific skills is on-going throughout the school year. The

teacher of the visually impaired also has the responsibility of communicating regularly a

student's visual strengths and weaknesses to all pertinent individuals.









6. COMPREHENSIVE -- the student in this model is one who needs almost total

intervention (5+ times or 240-600 minutes per week) by the teacher of the visually

impaired in the adaptations/preparation of materials. Many of the students in this

model are learning/utilizing high technology. Consultation with school personnel may

occur on a daily basis to facilitate maximum participation in the core curriculum.

Ongoing communication with other pertinent individuals is necessary.









84

V I S U A L I M P A I R M E N T S ( V . I . )









Professional Judgment Factors



On occasion the professional judgment of the teacher of the visually impaired can influence

the selection of a service delivery model that has been determined by the Severity Rating. A

choice of one or more of the Professional Judgment Factors on the Vision Severity Summary

may be used to place a student at a higher or lower level Model of Service Delivery than

indicated by the Severity Rating alone.



The use of the Professional Judgment Factors may be necessary when it appears that the

Model of Service Delivery indicated by the Severity Rating does not reflect the true needs of

the visually impaired student. Based upon the professional judgment of the teacher of the

visually impaired, all factors which influence a modification of the Model of Service Delivery

should be marked.



The following factors are to be considered:



Age of student



Availability of materials/equipment



Classroom teacher's need for support



Transition to a new school/building



Student cooperation



Parent concern



Attendance



Progressive condition



Home environment



. Visual field restriction



. Other (e.g., educational placement, additional impairments)



Remember, each of these factors may be either positive or negative and should be marked if

modifying a service delivery rating.









85

V I S U A L I M P A I R M E N T S ( V . I . )









DIRECTIONS FOR COMPLETING THE VISION SEVERITY CHARACTERISTICS

AND VISION SEVERITY SUMMARY



This chart may be used three times.



1. Category names are listed vertically along the left hand side of the Vision Severity

Characteristics Worksheet. Refer to definitions on preceding page as necessary.







2. Descriptors are listed horizontally for each category. The descriptors are listed

sequentially in terms of severity, from mild to profound.







3. The numbers attached to each severity are considered part of a continuum. The specific

number under each severity name is the numerical rating to be given for that severity. For

example, under MILD, a numerical rating of 0, 1, or 2 is possible; while under

PROFOUND, a numerical rating of 11 or 12 is possible.



4. For each category, mark the descriptor that best describes the visually impaired student.

Place the appropriate severity number in the right hand column (Severity Score Column).

Three columns are provided for evaluation on three separate occasions.



5. Total the right hand column to get a TOTAL SEVERITY SCORE.



6. Using the Total Severity Score, refer to the Vision Severity Summary to determine:



Severity rating



Frequency of service



Total minutes of service per week.



Model of service delivery









86

V I S U A L I M P A I R M E N T S ( V . I . )









Vision Severity Characteristics Worksheet

Student Name: _______________________________________________ Date of Birth: _______________________





0-2 3-4 5-6 7-8 Severity

Category Mild Moderate Visual Severe Visual Profound Score

Visual Needs Needs Needs Visual Needs Date|Date|Date



No medically identified vision Medically identified vision

Medically identified vision Medically identified vision

problem, but ability to attend problem, with impaired

1. Visual Status problem, with ability to attend problem resulting in

to visual stimuli is ability to attend to visual

to visual stimuli profound loss of vision

questionable stimuli





Visual skills being

New visual skills being Visual skills flucuate

2. Functional Visual Status maintained/reinforced in a Totally blind-no input

introduced or developed depending on activity

variety of settings





3. Response to Minimal response to Occassional response to Frequent response to Consistent response to

Stimulation/ Instruction stimulation/ instruction stimulation/ instruction stimulation/ instruction stimulation/ instruction







Classroom participation is Classroom participation is Classroom participation is

Classroom participation is not

4. Educational Need occasionally affected by vision frequently affected by consistently affected by

affected by vision loss

loss vision loss vision loss







No measurable gains even Minimal growth even after Demonstrating growth but Continues to demonstrate

5. Educational Growth

after intervention intervention on a plateau steady growth





Some improvement

Prognosis for improved

6. Potential for Improved Currently functioning at a level appears possible, gains

Minimal, gains appear remote visual functioning appears

Use of Vision equal to developmental ability probable with vision

to be good

services





Dependent on special care for Dependent on a modified

Dependent on others for daily

7. Physical Independence medical and daily living environment, difficulty with Basically independent

living functions

functions certain activities





TOTAL SCORE









87

V I S U A L I M P A I R M E N T S ( V . I . )









VISION SEVERITY SUMMARY FOR STUDENTS

WITH ADDITIONAL IMPAIRMENTS





Student: ______________________________________ Date of Birth: ________________



Educational Setting Teacher of the Visually Impaired Date Completed







RECOMMENDATIONS OF SERVICE





SEVERITY MODEL OF SERVICE

DATE FREQUENCY MIN/WEEK

RATING DELIVERY









PROFESSIONAL JUDGMENT FACTORS:



_____ 1. Age of student _____ 7. Attendance



_____ 2. Availability of

_____ 8. Progressive condition

materials/equipment



SEVERITY SEVERITY FREQUENCY OR MODEL OF SERVICE _____ 3. Classroom teacher's need

_____ 9. Home environment

SCORE RATING MIN./WEEK DELIVERY for support



_____ 4. Transition to a new

0-20 1 1-5/YEARLY MONITORING _____ 10. Visual field restriction

school/building

MONTHLY OR BI- _____ 5. Additional support _____ 11. Other

21-36 2 CONSULTATION

MONTHLY provided ____________________

37-46 3 2-4/MONTHLY INTERMITTENT DIRECT _____ 6. Parent concern ____________________________



47-56 4 90-240 MIN/WEEKLY DIRECT









88

V I S U A L I M P A I R M E N T S ( V . I . )









Vision Severity Rating Scale for Students with

Additional Impairments



Purpose and Development



The Vision Severity Rating Scale for students with Additional Impairments is designed to

provide consistency and objectivity among teachers of the visually impaired as well as the type

and amount of vision services required. It is primarily intended for use with students who have

additional moderate to profound impairments. Choice of appropriate Service Delivery Model or an

indicated change in the frequency of service will be documented by data and substantiated by

the Vision Severity Rating Scale for Students with Additional Impairments.



The purpose of this manual is to define criteria and guidelines for using the rating scale with

visually impaired children with additional impairments. Further, it is intended to assist the

IEPC in the selection of a vision service delivery model for existing as well as newly identified

students.



This Severity Rating Scale consists of the following seven categories:



Visual Status



Functional Visual Status



Response to Stimulation/Instruction



Educational Need



Educational Growth



Potential for Improved Use of Vision



Physical Independence



This scale is sequentially structured, based upon a student's need for intervention by a teacher

of the visually impaired and the classroom teacher's need for assistance, rather than the severity

of the child's handicapping conditions.



Each of the seven categories is structured in terms of impact of visual functioning upon the

student's educational program. When using the Severity Rating Scale, the criteria provided

are not all inclusive therefore the teacher of the visually impaired is encouraged to refer to

additional resources.









89

V I S U A L I M P A I R M E N T S ( V . I . )









Category Definitions



1. VISUAL STATUS - refers to the capability of attending to visual stimuli.







2. FUNCTIONAL VISUAL STATUS - refers to the student's ability to apply visual

skills to the educational setting.







3. RESPONSE TO STIMULATION/INSTRUCTION - refers to the ability of the

student to respond to stimulation and/or instruction.







4. EDUCATIONAL NEED - the Teacher of the Visually Impaired's projection of the

extent that vision affects student's participation and programming in the educational

settings.







5. EDUCATIONAL GROWTH - refers to the amount of growth the student has

demonstrated during the previous year on vision related goals and objectives.







6. POTENTIAL FOR IMPROVED USE OF VISION - refers to the skills

demonstrated by the student in the areas of sensory awareness and visual functioning.







7. PHYSICAL INDEPENDENCE - refers to the student's motoric involvement and

to his ability to function independently within his classroom.



A Functional Vision Evaluation is required to complete this scale. The teacher of the visually impaired may refer to the following for

assistance in completing this:



Li, Alicia. (1994) A Resource Manual for Teachers and Parents who are Visually Impaired and/or Students who are Visually

Impaired with Multiple Disabilities in Developing Skills. Michigan State Board of Education.









90

V I S U A L I M P A I R M E N T S ( V . I . )









Models of Service Delivery



1. MONITORING - The student does not receive direct vision services. Monitoring may

include consultation with teachers, parents, and administrators. Informal evaluations may be

episodic. The teacher of the visually impaired is not responsible for writing goals, objectives, or

present educational levels on the IEP.



2. CONSULTATION - Direct instruction to the student is provided by teachers and/or

parents. The teacher of the visually impaired may see the student for on-going evaluation and

demonstration of teaching methods. Teachers and parents assume major responsibility for

teaching with support from the teacher of the visually impaired. The teacher of the visually

impaired is not responsible for writing goals, objectives, or present educational levels on the

IEP.



3. INTERMITTENT DIRECT SERVICE - The teacher of the visually impaired provides

direct instruction to the student in the classroom or other educational settings. The

responsibilities include the following:



 evaluate student‟s learning environment

 provide information relative to student‟s vision functioning

 demonstrate methods to develop vision functioning to teachers and/or parents

 provide materials to facilitate instruction

 evaluate student‟s progress

 provide direct instruction related to disability specific skills as needed



Determining appropriate vision goals, objectives, and methods of instruction is the shared

responsibility of teacher, parent, and teacher of the visually impaired. The teacher of the

visually impaired is responsible for writing goals, objectives, and vision present educational

levels on the IEP.



4. DIRECT SERVICE - Instruction may be provided to the student in the classroom or

individually in other educational settings by the teacher of the visually impaired.

Responsibilities of the teacher of the visually impaired include the following:



 evaluation of student‟s learning environment

 provide information relative to student‟s vision functioning

 demonstrate methods for providing instruction or enforcing visual skills

 provide materials to facilitate instructions

 observation of students with teachers or parents

 provide recommendation for specific activities/approaches

 evaluate and document student‟s progress

 provide direct instruction related to disability specific skills



Consultation with teachers and parents is continuous throughout the year. The teacher of the

visually impaired is responsible for writing goals, objectives, and vision present educational

levels on the IEP.





91

V I S U A L I M P A I R M E N T S ( V . I . )









Professional Judgement Factors



On occasion the professional judgment of the teacher of the visually impaired can influence

the selection of a service delivery model that has been determined by the Severity Rating. A

choice of one or more of the Professional Judgment Factors on the Vision Severity Summary may be

used to place a student at a higher or lower level Model of Service Delivery than indicated by the

Severity Rating alone.



The use of the Professional Judgment Factors may be necessary when it appears that the Model of

Service Delivery indicated by the Severity Rating does not reflect the true needs of the visually

impaired student. Based upon the professional judgment of the teacher of the visually

impaired, all factors that influence a modification of the Model of Service Delivery for Students with

Additional Impairments should be marked.



The following factors are to be considered:



1. Age of student



2. Availability of materials/equipment



3. Classroom teacher's need for support



4. Transition to a new school/building



5. Additional support provided



6. Parent concern



7. Attendance



8. Progressive condition



9. Home environment



10. Visual field restriction



11. Other (e.g., educational placement, additional impairments)



Remember, each of these factors may be either positive or negative and should be marked if

modifying a service delivery rating.









92

V I S U A L I M P A I R M E N T S ( V . I . )









DIRECTIONS FOR COMPLETING THE VISION SEVERITY CHARACTERISTICS

AND VISION SEVERITY SUMMARY FOR STUDENTS WITH ADDITIONAL

IMPAIRMENTS



This chart may be used three times.



1. Category names are listed vertically along the left hand side of the Vision Severity

Characteristics Worksheet. Refer to definitions on preceding page as necessary.







2. Descriptors are listed horizontally for each category. The descriptors are listed

sequentially in terms of severity (of visual needs), from mild to profound.







3. The numbers attached to each severity are considered part of a continuum. The

specific number under each severity name is the numerical rating to be given for that

severity. For example, under MILD, a numerical rating of 0 - 2 is possible; while under

PROFOUND, a numerical rating of 7 - 8 is possible.







4. For each category, mark the descriptor that best describes the student. Place the

appropriate severity number in the right hand column (Severity Score Column). Three

columns are provided for evaluation on three separate occasions.







5. Total the right hand column to get a TOTAL SEVERITY SCORE.







6. Using the Total Severity Score, refer to the Vision Severity Summary to determine:

o Severity rating

o Frequency of service

o Total minutes of service per week.

o Model of service delivery









93

V I S U A L I M P A I R M E N T S ( V . I . )









Student:____________________________________________ School: __________________________

Visual diagnosis: _______________________________ Date: __________________________ Teacher of V.I. ______________________



0-2 3-4 5-6 7-8 Severity

Category Mild Moderate Visual Severe Visual Profound Score

Visual Needs Needs Needs Visual Needs Date|Date|Date

No medically identified Medically identified Medically identified

Medically identified vision

vision problem, but ability vision problem, with vision problem

1. Visual Status problem, with ability to

to attend to visual stimuli impaired ability to resulting in profound

attend to visual stimuli

is questionable attend to visual stimuli loss of vision



Visual skills being

2. Functional Visual New visual skills being Visual skills flucuate

maintained/reinforced in a Totally blind-no input

Status introduced or developed depending on activity

variety of settings



3. Response to Minimal response to Occassional response to Frequent response to Consistent response to

Stimulation/ Instruction stimulation/ instruction stimulation/ instruction stimulation/ instruction stimulation/ instruction



Classroom

Classroom participation is Classroom participation

Classroom participation is participation is

4. Educational Need occasionally affected by is frequently affected by

not affected by vision loss consistently affected

vision loss vision loss

by vision loss

Continues to

No measurable gains even Minimal growth even after Demonstrating growth

5. Educational Growth demonstrate steady

after intervention intervention but on a plateau

growth

Some improvement Prognosis for

Currently functioning at a

6. Potential for Minimal, gains appear appears possible, gains improved visual

level equal to

Improved Use of Vision remote probable with vision functioning appears to

developmental ability

services be good

Dependent on a

Dependent on special care

7. Physical Dependent on others for modified environment,

for medical and daily Basically independent

Independence daily living functions difficulty with certain

living functions

activities









94

V I S U A L I M P A I R M E N T S ( V . I . )









Michigan Severity Rating Scale



The following is a draft of the Severity Rating Scale developed earlier this year by Division 9 of

Michigan AER. It was promised to be printed and distributed as a Department of Education,

Special Education Services pamphlet along with SRSs developed by Teachers of VI and for VI

students with multiple impairments. A massive exodus (due to early retirement incentives) of

some of our most valuable allies in SES has prevented this project from being followed

through on. I hope you're able to make use of this draft. If, for some reason, it isn't legible feel

free to e-mail me and I'll send you a paper copy.



Susan Langendonk, COMS

Lansing School District

Hill AVC S. Mezzanine

5815 Wise Road

Lansing, MI 48911

517-325-6953

fbarton@pilot.msu.edu



edited by:



 Susan Bradley, Orientation & Mobility Specialist, Livonia Public Schools

 Jennifer Burch, Orientation & Mobility Specialist, Teacher Consultant for Visually

Impaired, Calhoun Intermediate School District

 Janet Damon, Orientation & Mobility Specialist, Calhoun Intermediate School District

 Wayne Jansen, Orientation & Mobility Specialist, Michigan School for the Deaf and

Blind

 Susan Langendonk, Orientation & Mobility Specialist, Lansing Public Schools

 Chuck Luken, Orientation & Mobility Specialist, Kalamazoo Valley Intermediate

School District

 Meri McGegor, Orientation & Mobility Specialist, Teacher Consultant for Visually

Impaired, Macomb Intermediate School District

 Thomas Van Hoven, Orientation & Mobility Specialist, Teacher Consultant for

Visually Impaired, Jackson Intermediate School District



adapted from:

Pennsylvania's Montgomery County Intermediate Unit 23

Program for the Visually Handicapped Severity Rating Scales Handbook



March 1991



To fit the needs of visually impaired students within Michigan









95

V I S U A L I M P A I R M E N T S ( V . I . )









INTRODUCTION



The Orientation & Mobility Severity Rating Scale (O&MSRS) has been developed to assist

Orientation & Mobility Specialists in making recommendations for services to the blind and

visually impaired population in the state of Michigan.



An O&MSRS should be completed before every Individualized Educational Planning

Committee meeting (IEPC). In addition, it is recommended that the O&M Severity Rating

Scale be up-dated at the end of each school year.



Each of the six categories is structured in terms of impact on independent travel skills as it

relates to the student's age appropriate needs. When using the O&M Severity Rating Scale,

criteria provided within each of the categories is not all inclusive and many criteria overlap

from one severity level to the next. Additional factors may influence the selection of the

severity level by the Orientation & Mobility Specialist.









RATIONALE



A committee consisting of Orientation & Mobility Specialists throughout the state of Michigan

and from Michigan School for the Deaf and Blind was formed to address the standardization

of service delivery to the visually impaired population. The need for consistency when

determining the Orientation & Mobility needs of the blind and visually impaired was voiced

repeatedly. Other concerns frequently mentioned were:



 Current level of age appropriate independent travel

 Visual functioning / visual efficiency

 Visual status as reported by an eye care specialist

 Use of mobility aids

 Cognitive level of the student

 Need for travel

 Additional impairments



Each of the these concerns was discussed extensively. The O&MSRS is the result of these

discussions.









96

V I S U A L I M P A I R M E N T S ( V . I . )









PURPOSE AND DEVELOPMENT



The purpose of this manual is to define criteria and guidelines for using the Orientation &

Mobility Severity Rating Scale (O&MSRS) with students identified as visually impaired. It is

intended to assist the IEPC in the selection of an appropriate program of Orientation &

Mobility training for blind and visually impaired students. The Scale may assist in documenting

change from one service delivery model to another.



The O&MSRS consists of the following six categories:



 Level of Vision (Medical)

 Level of Vision (Functional)

 Use of Travel Tools

 Proficiency in Use of Travel Tools

 Current Age-Appropriate Independence

 Complexity or Introduction of New Environment



This scale is sequentially structured based upon a student's need for instruction in age

appropriate travel skills by a certified Orientation & Mobility Instructor with input from the

parents other staff and other interested individuals.



Each of the six categories is structured in terms of impact on independent travel skills as it

relates to the student's age appropriate needs. The severity level descriptors within each

category purposely overlap to some degree. To aid the Orientation & Mobility Specialist in the

selection of the level that is most characteristic of the visually impaired student, additional

evaluations may be necessary.



CATEGORY DEFINITIONS



 Level of Vision (Medical) - refers to the student's level of vision as reported by an

eye care specialist.

 Level of Vision (Functional) - refers to the student's ability to use vision for all travel

tasks (i.e. movement within the classroom, school building and community) as reported

by the Orientation & Mobility Specialist.

 Use of Travel Tools - refers to the student's need for use of a white cane or

alternative mobility device (i.e.pre-cane, etc.).

 Proficiency in Use of Travel Tools - refers to the student's skill level in use of a

travel tool.

 Current Age - Appropriate Independence - refers to the student's ability to travel

safely and proficiently in a developmentally age-appropriate manner.

 Complexity or Introduction of New Environment - refers to the type of

environment in which instruction is required (i.e., business district, new school,

neighborhood).



See Appendix A for samples of vision related travel tasks.



97

V I S U A L I M P A I R M E N T S ( V . I . )









MODEL OF SERVICE DELIVERY



MONITORING / CONSULTATION -- The student is seen by a Certified Orientation &

Mobility Specialist 1 to 5 times per school year. An annual evaluation may be conducted by the

Certified Orientation & Mobility Specialist. Contact may be with the student or other pertinent

individuals.



SUPPORTIVE-- The student is seen directly by the Certified Orientation & Mobility

Specialist 1 to 2 times a month or during regularly scheduled times throughout the school year

for 20 to 60 minutes each. In addition, the Certified Orientation & Mobility Specialist may

provide direct support to pertinent individuals.



INTENSIVE -- This direct service model is designed for a severely visually impaired traveler

who may need to carry a cane for identification purposes / limited use or for a traveler with

emerging orientation and mobility skills. A non-visual traveler who is maintaining and applying

orientation and mobility skills in various settings would also be included. The student in this

model requires direct service from the Certified Orientation & Mobility Specialist 1 to 2 times a

week for 30 to 90 minutes each. The Certified Orientation & Mobility Specialist provides

regular communication to pertinent individuals regarding the student's needs.



COMPREHENSIVE-- The student is seen by the Certified Orientation & Mobility Specialist

3 or more times a week for 20 to 90 minutes each. This model is designed primarily for a non-

visual traveler who requires an inclusive program in all areas of instruction related to becoming

a safe and independent traveler.









98

V I S U A L I M P A I R M E N T S ( V . I . )









PROFESSIONAL JUDGMENT FACTORS



On occasion the professional judgment of the Certified Orientation & Mobility Specialist can

influence the selection of a service delivery model that has been determined by the Severity

Rating. The selection of one or more of the Professional Judgment Factors on the O&M

Severity Summary may be used to place a student at a higher or lower level Model of Service

Delivery than indicated by the Severity Rating alone.



The use of the Professional Judgment Factors may be necessary when it appears that the

Model of Service Delivery indicated by the Severity Rating does not reflect the true needs of

the visually impaired student. Based upon the professional judgment of the Certified

Orientation & Mobility Specialist, all factors which influence the modification of the Model of

Service Delivery should be marked.



The following factors are to be considered:



 Posture, gait and motor development

 Cognitive ability of the student

 Other physical or mental impairments

 The nature of eye disease / condition

 Transition to a new school, neighborhood, worksite, etc.

 Recent vision loss

 New, hazardous, complex or difficult environment

 Potential for improvement

 Age of on-set of blindness

 Maturity and motivation

 Parental concern / input

 Parental commitment for follow-up

 Travel time needed to transport student to area of instruction

 Certified Orientation & Mobility Assistant

 Instruction in low vision aids

 Instruction in electronic travel aids

 Other (explain)



Remember, each of these factors may be either positive or negative and should be marked if

modifying a service delivery rating.









99

V I S U A L I M P A I R M E N T S ( V . I . )









DIRECTIONS FOR COMPLETING THE ORIENTATION & MOBILITY SEVERITY

CHARACTERISTICS AND VISION SEVERITY SUMMARY



This chart may be used three times.



1. Category names are listed vertically along the left hand side of the O&M Severity

Characteristics Worksheet. Refer to definitions on the preceding page as necessary.



2. Descriptors are listed horizontally for each category. The descriptors are listed

sequentially in terms of severity, from mild to profound.



3. The numbers attached to each severity are considered part of a continuum. The

specific numbers under each severity name are the numerical rating to be given for that

severity. For example, under MILD, a numerical rating of 0, 1, or 2 is possible, while

under SEVERE, a numerical rating of 6, 7, or 8 is possible.



4. For each category, mark the descriptor that best describes the visually impaired student.

Place the appropriate severity number in the right hand column (SEVERITY SCORE

COLUMN). Three columns are provided for evaluation on three separate occasions.



The LEVEL OF VISION (MEDICAL) category may receive two scores under

MODERATE or SEVERE if the student has both a field loss and an acuity loss.



5. Total the right hand column to get a TOTAL SEVERITY SCORE.



6. Using the TOTAL SEVERITY SCORE, refer to the O&M SEVERITY SUMMARY

to determine:



 Severity rating

 Frequency of service

 Total minutes of service per week

 Model of service delivery



7. Record these findings in the RECOMMENDATIONS OF SERVICES section on the

ORIENTATION & MOBILITY SEVERITY SUMMARY.









100

V I S U A L I M P A I R M E N T S ( V . I . )









MILD MODERATE SEVERE PROFOUND SEVERITY

NEEDS NEEDS NEEDS NEEDS SCORE



RATING 0-2 3-5 6-8 9-11

CATEGORY DATE DA



Distance 20/120 - 20/200 - 20/600 - Light perception

LEVEL OF VISION Acuity 20/200 20/600 Light perception Nil

(MEDICAL) and / or and / or

Visual No score here 30 degree field - 10 degree field - No score here

Field No visual field loss 10 degree field 1 degree field No peripheral vision

Visual skills adequate Visual impairment Visual imp. affects ability to No usable vision & has

LEVEL OF VISION for developmentally affects ability to travel travel in all environments. need for immediate

(FUNCTIONAL) age appropriate in most environments Instruction needed for independent travel in

independent travel future independent travel. 1 or more environments

USE OF Travel tool Travel tool Travel tool Travel tool

TRAVEL TOOLS not needed used in used in used in

(CANE / AMD*) except as some travel most travel all travel

identifier environments environments environments

PROFICIENCY Proficiency is Competency. Refining current skills. Introduction of

IN USE OF adequate May review or Introduction of new new skills

TRAVEL TOOL for present refine skills using skills and / or and / or

travel needs existing tool travel tool travel tool

CURRENT

AGE In all In most In some In no

APPROPRIATE environments environments environments environments

INDEPENDENCE

COMPLEXITY OR Travel needs Maintains & refines Needs some Needs extensive

INTRODUCTION met in skills in all current instruction of skills instruction in new or

OF NEW current travel in all current travel more complex

ENVIRONMENT environment environments environments environment









101

V I S U A L I M P A I R M E N T S ( V . I . )









Orientation & Mobility Severity Summary

Student: _______________________________________________________ Birthdate: __________________________________



Grade/Program: _______________________________ O & M Specialist: _______________________ Date Completed: __________



Grade/Program: _______________________________ O & M Specialist: _______________________ Date Completed: __________



RECOMMENDATIONS OF SERVICES

DATE SEVERITY FREQUENCY MIN/WEEK MODEL OF

RATING SERVICE PROFESSIONAL JUDGMENT FACTORS:

DELIVERY

_____ 1. Posture, gait and motor development

_____ 2. Cognitive ability of student

_____ 3. Other physical or mental impairment

_____ 4. Nature of eye disease / condition

_____ 5. Transition to a new school, neighborhood, work

etc.

_____ 6. Recent vision loss

SEVERITY SEVERITY FREQUENCY MODEL OF _____ 7. New, hazardous, complex or difficult environme

SCORE RATING OR MINUTES / WEEK SERVICE _____ 8. Potential for improvement

DELIVERY _____ 9. Age of on-set of blindness

0 - 17 1 1 - 5 times / year Monitoring/ _____ 10. Maturity and motivation

Consultation _____ 11. Parental concern / input

18 - 34 2 1-2 times / month Supportive _____ 12. Parental commitment for follow-up

20 - 60 minutes each _____ 13. Travel time needed to transport student to area

35- 50 3 1 - 2 times / week Intensive instruction

30 - 90 minutes each _____ 14. Certified Orientation & Mobility Assistant

51 - 66 4 3 or more times / week Comprehensive _____ 15. Instruction in low vision aids

20 - 90 minutes each _____ 16. Instruction in Electronic Travel Aids

_____ 17. Other (explain)_______________________









102

V I S U A L I M P A I R M E N T S ( V . I . )









APSES* Guidelines for Determining Caseload Size for

Teachers of

Students with Visual Impairments



By P. Anne MacCuspie, Ph.D.



Toolbox Editors’ Note: The APSEA is an educational organization in Ontario, Canada. This was published by

the Itinerant Division of the Association for the Education and Rehabilitation of the Blind and Visually

Impaired. (Division 16). It is reprinted here with their permission.



Drivinz Force‘s Editor’s Note: Dr. MacCuspie responded to Nancy Toelle’s article ―An Introduction to

Caseload Management Guidelines‖ with a letter to Nancy. The letter included another formula for figuring out

service hours. Since there has been a large response to Nancy’s article, I thought this information was critical

to get out. I thank both Ann and Nancy for allowing me to share this portion of their correspondence.







Introduction



Children and youth with visual impairments served by APSEA are an extremely

heterogeneous group. They vary in age (birth to 21 years), degree of vision loss, grade

placement, cognitive ability, presence of additional disabilities, degree of independence and

motivation, etc. Itinerant teachers of students with visual impairments working with these

students must develop schedules to accommodate an array of responsibilities such as direct

instruction of compensatory skills, adaptation of materials, assessment, programming

planning, consultation with parents and teachers, ordering and distributing adapted

materials and travel from school to school.



When assigning caseloads to itinerant teachers, their supervisors must attend to all these

considerations as well as those associated with environmental factors (e.g. weather

conditions, road conditions, distance between schools, local school policies and practices

relevant to inclusion). Because of this multiplicity of factors, the following suggested

service levels can only be used as guidelines in developing appropriate levels of service to

any given student.



Note: Numbers are hours per week of itinerant teacher’s time. To establish times based on a

per month schedule, simply multiply ―Direct Service‖ by 4 and adjust ―Consultation,‖

―Adapting Materials‖ and ―Preparation.‖ The amount of time required to complete the

travel requirements of the specific caseload must be incorporated. A final total of 35-45

hours per week is considered acceptable, recognizing that a teacher should not have a

caseload at the upper limit for several consecutive years.









103

V I S U A L I M P A I R M E N T S ( V . I . )









PRESCHOOL (birth to 4 years)

Vision Status Direct Service Consultation Adapting Materials Preparation

Blind 1 to 2 0 to 1 0 to 1 0 to 1



20/200 or less 1 to 2 0 to 1 0 to 0.5 0 to 1



20/70—20/200 0.5 to 2 0 to 1 0 to 0.5 0 to l



VI with MD .5 to 1 0 to 1 0 to 1 0 to 1





PRESCHOOL CHILD (year prior to school entry—transition year)



Vision Status Direct Service Consultation Adapting Materials Preparation



Blind 1 to 4 0 to 1 0 to 1.5 0 to 1.5

20/200 or less 1 to 4 0 to 1 0 to 1 0 to 1

20/70 – 20/200 5 to 2 0 to 1 0 to 1 0 to 1

VI with MD 0.5 to 1 0 to 2 0 to 1 0 to 1





ELEMENTARY SCHOOL STUDENTS

Vision Status Direct Service Consultation Adapting Materials Preparation

Blind 5 to 8 0 to 2 1 to 2 1 to 2

20/200 or less 1 to 5 0 to 2 0 to 1 0 to 2

20/70 – 20/200 0 to 3 0 to 1 0 to 0.5 0 to 2

VI with MD 0 to 1 0 to 1 0 to 0.5 0 to 0.5





JUNIOR & SENIOR HIGH SCHOOL (grades 7 – 12)

Vision Status Direct Service Consultation Adapting Materials Preparation



Blind 3 to 6 0 to 3 0 to 2 1 to 2

20/200 or less 1 to 4 0 to 2 0 to 1 0 to 2

20/70 – 20/200 0 to 2 0 to 1 0 to 0.5 0 to 1



VI with MD 0 to 0.5 0 to 1 0 to 0.5 0 to 1



104

V I S U A L I M P A I R M E N T S ( V . I . )









Points to Consider When Assigning a Caseload



The type and quantity of service provided to a student with a visual impairment will be

based on the results of comprehensive assessment and recommendations by the

student’s planning team. When assigning students to an itinerant teacher, the

following should be considered:



 It is unlikely that a student will ever receive the maximum level of service in all

categories (e.g. direct service, consultation).



 When there is only one itinerant teacher in an area, creative options to meet

the needs of all students may include assignment of specific types of task to

other service providers with the appropriate qualifications under the direction of the

itinerant teacher.



Some of the following considerations are mutually exclusive and will require the

supervisor to incorporate additional factors specific to the particular situation.



 There should not be more than two academic Braille students assigned to one itinerant

teacher.



 Factors associated with the type of travel required in a given area should be

considered (e.g. types of roads, distance, urban or rural setting).



 Considerations should be given to the type of programs being offered by the student’s

school and the goals identified on the Individual Education Plan (IEP).



 Both direct and consultative services should be included on each caseload.



 Where possible, the same itinerant teacher should serve all students in a given school or

in a single family.



 Given the previously suggested guidelines, one itinerant should serve a given

geographic area.



 Where possible, the specific skills and talents of an itinerant teacher should be

considered (e.g. assigning preschool children to an itinerant teacher with specific

training in early childhood development).



 Students will need different levels and types of service at various points in their

development. It is unlikely a student will receive the same service in all categories each

year.









105

V I S U A L I M P A I R M E N T S ( V . I . )









Guiding the Assignment of Formula for Budgeting Itinerant Teacher

Caseloads





Formula Items





1. Hours of Direct Service

Hours of direct service are the actual number of hours spent with a student e.g.

1/week, 3/weeks, ½ week = .5/w, 1/2w = .5/w



For preschool staff which frequently spends two or more hours in one visit, they would

record this as two or more hours per week.



Hours of direct service do not include service completed once a month.







2. Consultation Time

The following equivalence for consultation time has been determined:



1/month 15 minutes/week



1/week =30 minutes/week



1/week + = 45 minutes/week (i.e. seeing more than 1 hour/week)



1/ 2 week = 30 minutes/week







3. Braille Transcription and Translation

This item should be discussed with the itinerant teacher to determine the actual time

spent which maybe more or less than the following guidelines. The guidelines are:



5 hours/week per each elementary Braille student



3 hours/week for each junior/senior student as stated above



more or fewer hours may be assigned in exceptional circumstances









106

V I S U A L I M P A I R M E N T S ( V . I . )









4. Preparation Time



½ number of pupils on the caseload in hours.







5. Travel Time _____ hours.



km [miles] per month divided by 200 = _____ hours.









Formula Summary



Number of hours of direct service + consultation time + Braille transcription and translation

+ preparation time + travel time = the number of hours comprising the caseload of an

itinerant teacher.



A range of 35 to 45 hours is acceptable for a full-time itinerant teacher. A range of 17 to 23

is acceptable for a half-time itinerant teacher.



Published with permission from the AER itinerant Division (16) Newsletter: Driving Force:

Summer, 1998









107

V I S U A L I M P A I R M E N T S ( V . I . )











Iowa Caseload Tool









When caseload sizes for itinerant teachers of students with visual impairments are not specified, it is

recommended that the maximum caseload be established at 10 full time equivalents (FTEs) with

appropriate adjustments made through application of the formula specified for the following three

factors:

1. The number of students receiving direct services



2. With number of students receiving consultation services



3. Average daily amount of time spent traveling



While professional services and traveling time are qualitatively equivalent, both factors must be

considered in applying the formula below.



Use the following formula to calculate caseload size for itinerant teachers:



It is the State of Iowa‟s recommendation that the maximum caseload for itinerant teachers of

students with visual impairments be established at 10 full-time equivalents (FTEs) with appropriate

adjustments made through the following formula:

1. Count each student receiving direct services as 1 FTE regardless of the amount of contact time.



2. Count 5 students receiving consultative service as 1 FTE, using a fraction if necessary.



3. Calculate the total number of hours spent traveling in performance of job duties during a typical week and

divide by 5 to get the average daily amount of time.



4. Count 1 hour of average daily traveling time as 1 FTE using a fraction if necessary.



5. Add the numbers for 91), (2) and (4) above for the total FTEs.



The total FTEs should not exceed 10 for one full-time teacher of students with visual

impairments.Other factors influencing caseload size which are built into the formula include

activities such as parent conferences, pupil staffings, consultation, assessment, evaluation,

observation, records and correspondence. Also included are the frequency and duration of contacts

with students receiving direct services, time for professional development and materials preparation.









108

5

Chapter

V I S U A L I M P A I R M E N T S ( V . I . )









Frequently Asked Question

(FAQ)

A collection of common questions supervisor’s may have:



What is vision therapy?



Vision therapy – also known as vision training, orthoptics, eye training, visual training,

eye exercises – is a clinical approach designed to correct and ameliorate a number of eye

movement disorders, non-strabismic binocular dysfunctions, focusing disorders, strabismus,

ambloyopia, nystagmus and certain visual perceptual or information processing disorders.

Vision therapy encompasses a wide range of treatments from the relatively simple (such as

patching an eye as part of amblyopia therapy) to a more complex process involving

sophisticated instrumentation and computers. This type of therapy typically involves a series

of treatments during which activities are carried out by a patient under professional supervision

in order to correct the visual problem in order for the patient to achieve optimal visual

efficiency and comfort.





What is the Core Curriculum for vision therapy?

Compensatory or Functional Academic Skills, Including Communication Modes

Orientation and Mobility

Social Interaction Skills

Independent Living Skills

Recreation and Leisure Skills

Career Education

Technology

Visual Efficiency Skills









109

V I S U A L I M P A I R M E N T S ( V . I . )









Is there a requirement for a visual acuity level in order to be eligible for special

services?



There is no longer neither a statutory, or regulatory requirement for a visual acuity level

for school-age determination of eligibility as visually impaired. Nor is the provision of a

medical report by the parent mandated by law. Although a thorough medical exam

should be part of the protocol for any child suspected of having a visual disability. Use

of functional visual efficiency evaluation instruments and a team examination of

educational need form the basis for determining eligibility as visually impaired.





What is the purpose of a functional vision assessment?



A Functional Vision Assessment assists in describing how the visual impairment impacts the

development and learning of the child. It also describes the educational setting where services are to

be delivered, amount of services needed and specific skills and concepts the student needs to acquire

in order to meet with success.







What is a learning media assessment?



A Learning Media Assessment is a means of systematically determining the most appropriate

learning and literacy media for students with visual impairments. This information allows educators

to provide appropriate students with visual impairments the most appropriate access to the

educational curriculum.









110

6

Chapter

V I S U A L I M P A I R M E N T S ( V . I . )









Resources

A collection of resources has been compiled to assist with a variety of issues,

needs, and concerns.



This section identifies various resources to assist supervisors with various aspects related to

programs for students with Visual Impairments. It includes the following :







 Website resources related to various aspects of Visual Impairments







 Current supervisors of Visually Impaired programs, across the state of

Pennsylvania.







 Expanded core curriculum which describes the curriculum opportunities

which need to be implemented for students with visual impairments.







 Roles and Responsibilities for key individuals who work with students with

visual impairments.









111

V I S U A L I M P A I R M E N T S ( V . I . )









Website Resources



AbilityHub



This web site will direct you to adaptive equ9ipment and alternative methods available for accessing

computers.

http://222.abilityhub.com/









Academy Certification of Vision Rehabilitation and Education Professionals

http://www.acnrep.org/main.html









American Council of the Blind



The American Council of the Blind is the nation’s leading membership organization of blind and

visually impaired people. It was founded in 1961 and incorporated in the District of Columbia.

http://www.acb.org/









American Foundation for the Blind



Non-profit organization whose mission is to enable people who are blind or visually impaired to

achieve equality of access and opportunity.

http://www.afb.org









American Printing House for the Blind



Promoting the independence of blind and visually impaired persons by providing special media,

tools, and materials needed for education and life.

http://www.aph.org









American Speech-Language-Hearing Association. (ASAH)



The major organization dealing with the audiological and linguistic needs of individuals.

http://www.asha.org/images/splash/students.gif









112

V I S U A L I M P A I R M E N T S ( V . I . )









Ask ERIC Educational Resources Information Center



The Educational Resources Information Center (ERIC) is a national information system designed to

provide users with ready access to an extensive body of education-related literature. ERIC,

established in 1966, is supported by the U.S. Department of Education, Office of Educational

Research and Improvement, and the National Library of Education. Articles, documents and

bibliographies are obtainable at this site. Covers all aspects and topics on disabilities and gifted

education.

www.askeric.org









Assistive Devices for Use with Personal Computers



The devices listed in this reference circular are designed to assist people who have visual or

physical disabilities to access information displayed on a computer screen. The information

includes screen magnifiers, screen readers, web browsers, and other devices that convert print into

synthetic speech or Braille.

www.loc.gov/nls/reference/assistive.htm









Association for Education and Rehabilitation of the Blind and Visually

Impaired (AER)



AER Online, where you can access the latest information on the Association for Education and

Rehabilitation of the Blind and Visually Impaired.

www.aerbvi.org









Blindness Related Resources on the Web and Beyond



Gopher and web sites, organizations, technology, free software, Braille resources, mobility, libraries

for the blind.

www.hicom.net/-oedipus/blind.html









Blindness Resource Center



Blind history and literacy, deaf-blind, medical conditions, organizations, university programs,

homepages of blind community, research.

www.nvise.org/blind.htm









113

V I S U A L I M P A I R M E N T S ( V . I . )









Blindness and Visual Services



Vocational Rehabilitation, Specialized Services and Independent Living.

Counseling/skills training to adapt and adjust to vision loss

Orientation/mobility instruction

Rehabilitation teaching

Assistive aids/devices

Vocational evaluation/training

Job placement

http://www.pitt.edu/~uclid/bcblind1.htm









Boys Town National Resource Hospital



The website for the Center for Hearing Loss in Children and has valuable information pertaining to

educational programming for children regarding vision and hearing loss including Usher Syndrome

Http://www.boystownhospital.org/images/homepage/asiankids.jpg









Canadian Deafblind and Rubella Association



The Canadian Deafblind and Rubella Association is committed to assisting all persons who are

deafblind to achieve with Intervention the best quality of life.

http://www.cdbra.ca/missionstatement.html#one









Canadian National Institute for the Blind (CNIB)



The Canadian National Institute for the Blind (CNIB) is a national voluntary agency providing

services to individuals across Canada to whom loss of vision is a central problem in personal and

social adjustments. The CNIB also acts as a consultant and resource agency to the helping

professions, government departments and private industry

http://www.cnib.ca/eng/index.htm









114

V I S U A L I M P A I R M E N T S ( V . I . )









CHARGE Syndrome Foundation, Inc.



CHARGE Syndrome refers to children with s specific set of birth defects. ―CHARGE‖ originally

came from the first letter of some of the most common features seen in these children: C =

coloborna, H =heart defects, A = atresia of the choanae, R = retardation of growth and development,

G =genital and urinary abnormalities, E = eear abnormalities and/or hearing loss.

The diagnosis of CHARGE is based on finding several of these and possibly other features in a

child. The diagnosis should be made by a medical geneticist who has ruled out other disorders with

overlapping findings.

http://www.chargesyndrome.org/









Clearinghouse for Specialized Media & Technology (CSMT)



Supports access to general education curricula by students with disabilities. This unit of the State

Special Schools and Services Division produces accessible versions of textbooks, workbooks, and

literature books adopted for all public schools by the State Board of Education. Products and

services are provided pursuant to California Education Code.

www.cde.ca.gov









Core Curriculum for Blind and Visually Impaired Students, Including those

with Additional Disabilities





With respect to blind and visually impaired students, the existing core curriculum, as

developed for sighted students, is entirely appropriate and generally available; then the

issue of education of visually impaired students is solved by adaptation of the existing core

curriculum.



www.tsbvi.edu









Council for Exceptional Children (CEC)





Offers information on training, publications, policy issues, legislative updates and more.



www.cec.sped.org









115

V I S U A L I M P A I R M E N T S ( V . I . )









DB-LINK





The National Information Clearinghouse on Children Who Are Deaf-Blind



DB-LINK is federally funded information and referral service that identifies, coordinates, and

disseminates (at no cost) information related to children and youth who are deaf-blind (ages 0 to 21

years). Four organizations have pooled their expertise into a consortium-based clearinghouse. The

collaborative effort utilizes the expertise and resources of:



Voice: 800-438-9376



TTY: 800-854-7013



http://www.tr.wou.edu/dblink/index.htm





Disability Resources Monthly's (DRM): Blind Resources Page





The Internet is filled with useful information for (and by) people who are blind or partially

sighted. Rather than reinvent the wheel, we've listed a few of the best meta sites (indexes)

to online resources about blindness and visual impairments, followed by a quick list of

major national and international organizations. Be sure to see the related sites for more

indepth information about particular blindness-related issues and disorders.



www.disabilityresources.org







Kutztown University of Pennsylvania VI Program





Program graduates are certified to teach in regular elementary education program and in special

education programs for students with visual impairments (K-12).



www.kutztown.edu









116

V I S U A L I M P A I R M E N T S ( V . I . )









National Agenda for the Education of Children and Youths with Visual

Impairments, Including Those With Multiple Disabilities





Is now accessible through the Texas School for the Blind's Website. You will find the following

materials on the World Wide Web linking from this page.



www.tsbvi.edu









National Agenda – Pennsylvania





The National Agenda is a national project aimed at achieving eight priority goals for improving the

quality of educational services for children and youths with visual impairments. The National

Agenda project has benefited from an unprecedented grassroots effort by parents, professionals and

consumers since the fall of 1993. The National Agenda document www.afb.org published by

AFB Press, details the programmatic and policy framework necessary to empower communities

across the United States to improve educational opportunities for children and youths who are blind

or visually impaired equal to those received by their sighted peers. We urge you to join us in

achieving the goals of the National Agenda" Donna Stryker and Phil Hatlen – Co-Chairs



The National Agenda Committee in Pennsylvania has responded by adding a ninth goal: Transition,

and creating a detailed web site and booklet, that addresses the issues surrounding the nine goals



http://www.obs.org/napa/NA-PA%20Home%20Page.htm





National Center for Accessible Media





A research and development facility that works to make media accessible for people with

disabilities



www.ncam.wgbb.org









117

V I S U A L I M P A I R M E N T S ( V . I . )









National Center to Improve Practice in Special Education (NCIP) Library





NCIP Library is a compendium of resources on eight topics: Word Prediction, Technology for

Students Who Are Visually Impaired, Technology in Early Childhood Education, Organizing Tools,

Instructional Uses of Video & Captioning, Multimedia, Multimedia, and Providing Access to

Portable Tools.



www.edc.org







National Family Association for Deaf-Blind





The National Family Association for Deaf-Blind (NFADB) is a non-profit, volunteer-based family

association. Our philosophy is that individuals who are deaf-blind are valued members of society

and are entitled to the same opportunities and choices as other members of the community NFADB

is the largest national network of families focusing o issues surrounding deaf blindness



Http://www.nfadb.org/aboutus.htm







National Federation of the Blind (NFB)







A consumer and advocacy organization of the blind. NFB has fifty thousand members and has

affiliates in all 50 states plus Washington, D.C. and Puerto Rico.



www.nfb.org







The National Technical Assistance Consortium for Children and Young

Adults Who Are Deaf-Blind





The National Technical Assistance Consortium for Children and Young Adults Who Are Deaf-

Blind is a federally funded project that provides technical assistance to families and agencies

serving children and young adults who are deaf-blind (ages birth to 28 years). NTAC combines the

resources, expertise, and experience of two major organizations: Teaching Research and The Helen

Keller National Center



Http://www.tr.wou.edu/ntac/ntac.htm



118

V I S U A L I M P A I R M E N T S ( V . I . )









netLibrary -- The Next Generation Library





netLibrary offers the world's largest library of eBooks. Our "electronic books" give you the

power to read and research. From anywhere. At any time of day. You can read eBooks

online. Search through them instantly. Even borrow them



www.netlibrary.com









Office of Special Education and Rehabilitative Services (OSERS)





Supports programs that assist in educating children with special needs, provides for the

rehabilitation of youth and adults with disabilities, and supports research to improve the lives of

individuals with disabilities.



www.ed.gov









Office of Special Education Programs (OSEP)





Focuses on the free appropriate public education of children and youth with disabilities

from birth through age 21.



http://www.ed.gov/offices/OSERS/OSEP/









Overbrook School for the Blind





Develops and delivers education that enhances the options available for persons with visual

impairment and other challenges so that they have the greatest opportunity to experience active and

fulfilling lives.



www.obs.org





119

V I S U A L I M P A I R M E N T S ( V . I . )









Penn-Del AER





The Association for Education and Rehabilitation of the Blind and Visually Impaired (AER) is the

only international membership organization dedicated to rendering all possible support and

assistance to the professionals who work in all phases of education and rehabilitation of blind and

visually impaired children and adults. It was formed in 1984 as the result of a consolidation between

the American Association of Workers for the Blind and the Association for Education of the

Visually Handicapped



www.penndelaer.org









Pennsylvania College of Optometry





Programs include the Master of Science and Certificate in Low Vision Rehabilitation, the

Master of Education and Certificate in the Education of Children and Youth with Visual

and Multiple Impairments, the Master of Science in Orientation and Mobility Therapy, the

Master of Science and Certificate in Rehabilitation Teaching, a dual Certificate program in

Education of Children and Youth with Visual and Multiple Impairments and Orientation

and Mobility, and a variety of short-term continuing education programs.



www.pco.edu









Pennsylvania Department of Education (PDE)





Pennsylvania Department of Education



www.pde.state.pa.us/pde_internet/site/default.asp









120

V I S U A L I M P A I R M E N T S ( V . I . )









Project C.A.T.S.





Is a website with a mission to develop and promote travel opportunities for individuals who

are deafblind and may have additional disabilities. It is designed to be used primarily by

teams working collaboratively to provide specialized services [e.g., Individual Education

Program (IEP), Personal Futures Plan (PFP), Individualized Work Plan (IWP)]. The ten-

phase decision-making model outlines a process to support students learning to move from

place to place more successfully. This includes the movement related steps needed to get to

an activity location as well as those within the activity sequence itself.



www.cats.indstate.edu









Pennsylvania Training and Technical Assistance Network (PaTTAN)





The Pennsylvania Training and Technical Assistance Network, PaTTAN, serves as the training and

technical assistance branch of the Pennsylvania Department of Education, Bureau of Special

Education. PaTTAN consultants work collaboratively with intermediate units to provide services in

the areas of professional development, technical assistance and information dissemination to

support school districts within the Commonwealth of Pennsylvania.



http://www.pattan.k12.pa.us/







Project Salute





Is a federally funded project intended to improve instruction for children and youth who are

deafblind through a better understanding of the use of touch for learning. Please join

Deborah Chen, June Downing and others for stimulating discussions on Successful

Adaptations for Learning to Use Touch Effectively. You will find fact sheets, photographs

and other valuable resources.



www.projectsalute.net









121

V I S U A L I M P A I R M E N T S ( V . I . )









SKI-HI Institute





The SKI-HI Institute is a unit of the College of Educations’ Department of Communicative

Disorders and Deaf Education at Utah State University, Logan. Our outreach programs to Utah

citizens, and to families and professionals in nearly all 50 states and Canada, are a vital asset to the

university’s role as the state’s land-grant university. Utah State University is also a Carnegie I

research university, and the SKI-HI Institute is a strong contributor to the ranking. We are one of

three research units for human services within the College of Education – unique among colleges of

education and universities in the scope of its research and development emphasis beyond traditional

teacher training.



http://www.skihi.org/home.html









St. Lucy Day School for Children with Visual Impairments





Saint Lucy Day School was founded in 1955 at the request of parents who wanted their children to

receive the special education services they needed in a spiritually enriching environment.

Administered by the Sisters, Servants of the Immaculate Heart of Mary, this school revolutionized

the idea of providing education for children who are blind or partially sighted without isolating them

from family and the regular school system. St. Lucy Day School is one of the five Special Education

schools in the Archdiocese of Philadelphia, and serves Visually Impaired students from a five

county area.



http://www.stlucydayschool.org/







Technology Guide to Assist Students With Visual Impairments in Meeting

Curriculum Goals





The guide provides a sequential framework addressing a range of technology options to

meet the general learning expectations across BC curricula from Kindergarten to Grade 12.

Braille, print enhancement and speech output technologies are included. While the guide

has applicability to all subject areas and grade levels the suggested strategies and

modifications focus on the learning outcomes in reading, writing and mathematics.



http://www.stbc.org/special/virg/









122

V I S U A L I M P A I R M E N T S ( V . I . )









Texas School for the Blind and Visually Impaired





A leading center of educational expertise for students with visual impairments in the United States.



http://www.tsbvi.edu/









The Pennsylvania Office of Labor and Industry





OVR is the Pennsylvania Office of Vocational Rehabilitation, a State Agency that provides

services to help persons with disabilities prepare for, start, and maintain employment.

Vocational Rehabilitation is one of the oldest programs in which state funds are matched

with federal funds. In 1920 Congress passed the Civilian Vocational Rehabilitation Act

encouraging states to provide rehabilitation services to disabled veterans. Subsequent

legislation has greatly expanded the available services and those who can receive them. The

Vocational Rehabilitation program now operates under the authority of the Rehabilitation

Act of 1973, the Rehabilitation Act Amendments of 1992 and the Pennsylvania Vocational

Rehabilitation Act.



http://www.dli.state.pa.us/landi/cwp/browse.asp?A=3









U.S. Department of Education









This site provides research statistics, news, events, programs, services, publications

and funding information. All information is as current as possible and is frequently

updated.



http://www.ed.gov/









123

V I S U A L I M P A I R M E N T S ( V . I . )









University of Pittsburgh's Vision Studies





Prepares professionals to educate children and rehabilitate adults with visual disabilities. The

specialization enables students to acquire dual certification as teachers of children with visual

disabilities and as orientations and mobility (O&M) specialists with a Master's of Education degree.



http://www.education.pitt.edu/images/posvar2.jpg









Western Pennsylvania School for Blind Children





The School is dedicated to helping all students gain as much independence as possible so

that they can experience positively the companionship of family, friends, and the

community. The School, further, offers assistance to families and serves as a resource to the

public.



http://www.wpsbc.org/









124

V I S U A L I M P A I R M E N T S ( V . I . )









Website Resources





Kenneth Albaugh

Mifflin County School District

Director of Student Support Services

201 Eighth Street - Highland Park

Lewistown PA 17044

kja45@mcsdk12.org





Michael Barr

Brandywine Heights Area School District

200 West Weiss Street

Topton PA 19562-1500

micbar@bhasd.k12.pa.us





William Benz

Carbon-Lehigh Intermediate Unit 21

4750 Orchard Road

Schnecksville PA 18078

benzw@cliu.org





Jeff Brown

Riverview Intermediate Unit 6

270 Mayfield Road

Shippenville PA 16254

jbrown@riu6.org





Barbara Burger

Delaware County Intermediate Unit 25

Vision Support Services/Education Service Center

200 Yale Avenue

Morton PA 19070

bburger@dciu.org





Michael Clayton

Philadelphia

mclayton@phila.k12.pa.us





Denise Collins

I.U. 29

dc@iu29.0rg









125

V I S U A L I M P A I R M E N T S ( V . I . )









Brenda Coulter

Mifflin County School District

201 Eighth Street - Highland Park

Lewistown PA 17044-1197

blc38@mcsdk12.org





Kerri Dach

Seneca Highlands Intermediate Unit 9

PO Box 1566

119 Mechanic Street

Smethport

PA 16749

kdach@iu9.org





Carol T. Dale

Royer-Greaves School for the Blind

118 South Valley Road

Paoli PA 19301-0913

rgschool@AOL.COM





Mary Desmone

Northwest Tri-County Intermediate Unit 5

252 Waterford Street

Edinboro PA 16412

mary_desmone@iu5.org





Sandi Dinardi

Tuscarora Intermediate Unit 11

2527 US Highway 522 South

McVeytown PA 17051

sdinardi@tiu11.org





Angela Durr-Stevens

Beaver Valley Intermediate Unit 27

225 Center Grange Road

Aliquippa PA 15001

ams@iu27.bviu.k12.pa.us





Brenda Egan

Western Pennsylvania School for Blind Children

201 North Bellefield Avenue

Pittsburgh PA 15213

began@wpsbc.org









126

V I S U A L I M P A I R M E N T S ( V . I . )





Lee Evans

Luzerne Intermediate Unit 18

PO Box 1649

368 Tioga Avenue

Kingston PA 18704-0649

Ime@epix.net





John Evans

Montgomery County Intermediate Unit 23

1605-B West Main Street

Norristown PA 19403

jevans@mciu.org





Sandy Finkel

Overbrook School for the Blind

6333 Malvern Avenue

Philadelphia PA 19151

sandy@obs.org





Molly Finley

Lancaster-Lebanon Intermediate Unit 13

1110 Enterprise Road

East Petersburg PA 17520

molly_finley@iu13.org





Christina Fish

Central Susquenanna Intermediate Unit 16

PO Box 213

Lewisburg PA 17837

cfish@csiu.org





Sr. M. Margaret Fleming

St. Lucy Day School

Archdiocese of Philadelphia

130 Hampden Road

Upper Darby PA 19082

aplucy01@nni.com





Cassandra Giardina

Overbrook School for the Blind

6333 Malvern Avenue

Philadelphia PA 19151

cassandra@obs.org





William Grochowski

Scranton School District

425 North Washington Avenue

Scranton PA 18503-1396

grochoww@ns.neiu.k12.pa.us





127

V I S U A L I M P A I R M E N T S ( V . I . )







Debby Hartman

Allentown School District

PO Box 328

31 South Penn Street

Allentown PA 18105-0328

hartmand@allentownsd.org





Joyce Harwood

Boyertown Area School District

911 Montgomery Avenue

RR 6 Box 61

Boyertown PA 19512-9607

jharwood@boyertownasd.org



Brian Hocking

Berks County Intermediate Unit 14

PO Box 16050

1111 Commons Boulevard

Reading PA 19612

brihoc@berksiu.org





Rosemary Holecki

Capital Area Intermediate Unit 15

PO Box 489

55 Miller Street

Summerdale PA 17093

rholecki@caiu.org





Donna Hopstetter

Colonial Intermediate Unit 20

PO Box 3060

6 Danforth Drive

Easton PA 18045

dhopstetter@ciu20.org





Tom Hull

Schuylkill Intermediate Unit 29

PO Box 130

17 Maple Avenue

Mar-Lin PA 17951

tlh@iu29.schiu.k12.pa.us





Patricia N. Jachimowicz

Westmoreland Intermediate Unit 7

RR 12 Box 205 Donahue Road

Greensburg PA 15601-9217

pnolanj@hotmail.com









128

V I S U A L I M P A I R M E N T S ( V . I . )







Theresa Johnson

Norristown Area School District

Supervisor of Special Education

401 North Whitehall Road

Norristown PA 19403-2799

trinker@nasd.k12.pa.us





Bernadette Kappen

Overbrook School for the Blind

6333 Malvern Avenue

Philadelphia PA 19151-2597

bmk@obs.org





Gigi Kilroe

BLaST Intermediate Unit 17

501 East Third Street

Williamsport PA 17701

gkilroe@iu17.org





Suzanne Knapp

Elwyn Institute

Non-Public School Program

4040 Market Street

Philadelphia PA 19104

fluffymiss@hotmail.com





Greg Koons

Luzerne Intermediate Unit 18

PO Box 1649

368 Tioga Avenue

Kingston PA 18704-0649

gkoons@liu18.org





Clarance LaManna

Northeastern Educational Intermediate Unit 19

1200 Line Street

Archbald PA 18403

lamanna@ns.neiu.k12.pa.us



Debra Levy

Philadelphia

debbielevy@comcast.net





Gina MacFalls

Williamsport Area School District

Director of Special Education

201 West Third Street

Williamsport PA 17701-6463

gmacfall@wasd.org





129

V I S U A L I M P A I R M E N T S ( V . I . )





Jean Marsicano

Schuylkill Intermediate Unit 29

PO Box 130

17 Maple Avenue

Mar-Lin PA 17951-0130

jim@iu29.org







Diane Maurey

Western Pennsylvania School for Blind Children

201 North Bellefield Avenue

Pittsburgh PA 15213

dambrose@wpsbc.org





Donald Mazreku

Lincoln Intermediate Unit 12

PO Box 70

New Oxford PA 17350

dawns@iu12.org





JoAnn McNamee

Overbrook School for the Blind

6333 Malvern Avenue

Philadelphia PA 19151

joanne@obs.org





Gail McQuown

Bucks County Intermediate Unit 22

705 Shady Retreat Road

Doylestown PA 18901

gmcquown@bucksiu.org





Vincent McVeigh

Chester County Intermediate Unit 24

Supervisor of Special Education

455 Boot Road

Downingtown PA 19335

vincem@cciu.org





James Molleca

Daniel Boone Area School District

Director of Special Education

1445 East Main St

Douglassville PA 19518

jmollec@ucfsd.org





Patrick Moore

151 West Nittany Avenue

State College PA 16801

pjm11@scasd.org





130

V I S U A L I M P A I R M E N T S ( V . I . )





Helene Morano

Overbrook School for the Blind

6333 Malvern Avenue

Philadelphia PA 19151-2597

helene@obs.org









Suzanne Mutic

Central Dauphin School District

600 Rutherford Road

Harrisburg PA 17109

smutic@cdsd.k12.pa.us





Paul Nobile

Hazleton Area School District

Supervisor of Special Education

1515 West 23rd Street

Hazleton PA 18201

nobilep@.hasd.k12.pa.us





Frances Parker

Central Intermediate Unit 10

374 Link Road

West Decatur PA 16878

fparker@ciu10.com





Terri Prout, Ph.D.

Appalachia Intermediate Unit 8

4500 6th Avenue

Altoona PA 16602

tfp@iu08.apiu.k12.pa.us





Ronald Rill

Fleetwood Area School District

801 North Richmond Street

Fleetwood PA 19522-1031

rrill@fleetwoodasd.k12.pa.us





Lois Robbins

Overbrook Educational Center

6714 Landsdowne Avenue

Philadelphia PA 19151

Jjmillie@aol.com





Rita Robertson

Stewart Middle School

1315 West Marshall Street

Norristown PA 19401

rrobertson@nasd.k12.pa.us





131

V I S U A L I M P A I R M E N T S ( V . I . )





Tricia Setar

Colonial Intermediate Unit 20

PO Box 3060

6 Danforth Drive

Easton PA 18045

tsetar@ciu20.org





Lynn Severns Murphy

Pathfinder School

Donati Road

Bethel Park PA 15102

lynn.murphy@aiu3.net





Mary Rita Sheldon

Overbrook Education Center

11th & Catherine

Philadelphia PA 19151

msheldon@phila.k12.pa.us







Linda Shoop

Northwest Tri-County Intermediate Unit 5

252 Waterford Street

Edinboro PA 16412

linda_shoop@iu5.org





Janet Simon

Western Pennsylvania School for Blind Children

201 North Bellefield Avenue

Pittsburgh PA 15213

jsimon@wpsbc.org





Rose Skolnick

Overbrook Educational Center

6714 Landsdowne Avenue

Philadelphia PA 19151

skolnick@phila.k12.pa.us





Asst. Director of Special Ed

Armstrong School District

410 Main Street

Ford City PA 16226





Dennis Taylor

Intermediate Unit 1

One Intermediate Unit Drive

Coal Center PA 15423-9642

taylord@iu1.k12.pa.us









132

V I S U A L I M P A I R M E N T S ( V . I . )







Robert Truscello

ARIN Intermediate Unit 28

2895 West Pike

Indiana PA 15701-9769

rtuscello@arin.k12.pa.us





Barry Webb

Exeter Township School District

3650 Perkiomen Avenue

Reading PA 19606

barrywebb@exeter.k12.pa.us





Susan Weigand

Special Education Specialist

2140 Saw Mill Boulevard

Pittsburgh PA 15212

sweigand1@pghboe.net





Lauri Wilde

Overbrook School for the Blind

6333 Malvern Avenue

Philadelphia PA 19151-2597

lauri@obs.org





Ben Williams

Montgomery County Intermediate Unit 23

1605-B West Main Street

Norristown PA 19403-3286

bwilliam@mciu.org





Lynne Joy Williams

Overbrook School for the Blind

6333 Malvern Avenue

Philadelphia PA 19151-2597

lynne@obs.org





Toby Woodward

Midwestern Intermediate Unit 4

453 Maple Street

Grove City PA 16127-2324

cheryl_mansour@miu4.k12.pa.us





Cynthia Zerr

Hamburg Area School District

Special Ed Coordinator

Windsor Street

Hamburg PA 19526

cinzer@hasdhawks.org





133

V I S U A L I M P A I R M E N T S ( V . I . )









Expanded Core Curriculum



Compensatory Skills - Literacy/Communication/Functional Academic Skills:

Compensatory skills are those needed by blind and visually impaired students in order to

access all areas of core curriculum. Mastery of compensatory skills will usually mean that

the visually impaired student has access to learning in a manner equal to that of sighted

peers. Functional skills refers to the skills that students with multiple disabilities learn that

provide them with the opportunity to work, play, socialize, and take care of personal needs

to the highest level possible.



Compensatory and functional skills include such learning experiences as concept

development, spatial understanding, study and organizational skills, speaking and listening

skills, and adaptations necessary for accessing all areas of the existing core curriculum.

Communication needs will vary, depending on degree of functional vision, effects of

additional disabilities, and the task to be done. Student will need instruction from a teacher

with professional preparation to instruct students with visual impairments in each of the

compensatory and functional skills they need to master. These compensatory and functional

needs of the student with visual impairment child are significant, and are not addressed with

sufficient specificity in the existing core curriculum.



The ability to access written/print information is an important component of independent

living. Reading ability affects decisions made in everyday life and the quality of

participation in community activities. Effective readers have a command of basic reading

and comprehension skills, recognize their reading needs and make the necessary

adaptations in order to meet those needs. They also recognize the value of efficient reading

skills and are willing and able to work through frustrations to complete reading tasks.

Individuals with visual impairments often cannot read printed material without special

adaptations, such as adaptive technology and devices or the use of assistive techniques,

strategies, and resources. As a result they may avoid certain tasks or activities that involve

reading. Furthermore, without adequate Literacy/Communication

Technical skills in at least one type of reading medium (e.g., Braille, large print), these

individuals may lose out on reading opportunities crucial to the development of language.



The ability to use written communication is essential to the completion of various tasks and

participation in the many activities associated with daily living and learning. Successful

integration into adult daily living requires that one be able to write a signature, write checks

accurately, interact with peers, express thoughts in writing, etc. Effective writers recognize

that written work, whether it is produced by hand or through the use of some type of

technological device, must be produced in a manner that can be deciphered by others. In

addition, they are able to organize information into formats that are coherent and

appropriate to the context. Students with visual impairments are often unable to complete

written tasks or participate effectively in activities that require written communication skills

without using adapted or assistive devices. Perceptual difficulties may impact their ability

to organize at both the concrete and abstract level, and delayed or poor concept

development may make it difficult for them to conceptualize their ideas and then transfer

those ideas to paper. These difficulties may cause the individual with a visual impairment to

avoid writing tasks.

134

V I S U A L I M P A I R M E N T S ( V . I . )





Functional Academics



The completion of tasks and participation in activities associated with daily living requires

that an individual draw upon the concepts and skills acquired as the result of formal

mathematical learning. Examples of such tasks and activities are balancing a checkbook,

making change, tipping at a restaurant, estimating floor space for new tile or carpeting,

computing income tax, budgeting, reading charts and maps, and estimating income/payroll.

Persons who effectively complete such tasks are able to draw upon their mathematical

knowledge and skills and employ strategies that facilitate effectiveness. Because

development of many mathematical concepts relies on spatial awareness or application of

visual perceptual abilities, many individuals with visual impairments may have difficulty

acquiring these concepts. Furthermore, these individuals may lack skills and/or strategies to

efficiently complete mathematical processes such as computation, mental arithmetic, or

estimation. Without sufficient understanding of mathematical concepts, effective

mathematical skills and strategies, and the ability to apply mathematical knowledge and

competencies to real-life situations, independence and effectiveness in daily living may be

severely limited.





Examples of compensatory and functional skills to be considered may include, but are not

limited to:



―Concept Development and Reasoning: The development of spatial and language

concepts and the ability to reason at the level of abstraction may require special

instructional planning or direct intervention by a teacher of the visually impaired and 0 &

M specialist. The ability to solve problems and evaluate one’s problem-solving strategies in

addition to the development of decision making skills is crucial to overall cognitive growth.

Concept development and reasoning are the joint responsibilities of the classroom teacher,

teacher of the visually impaired, and 0 & M specialist, and should be integrated into all

levels of instruction, in academics as well as special skill areas.‖ (citation) More specific

examples of concept development and reasoning may include:





 Developing a good sense of body image







 Understanding these concepts: laterality, time, position, direction, size, shape,

association, discrimination, sequence, quantity, sensations, emotions, actions,

colors (to the best of the individual’s ability), matching, and classifying.









135

V I S U A L I M P A I R M E N T S ( V . I . )









 Developing listening skills appropriate to the level of the student’s functional,

including the development of auditory reception, discrimination, memory,

sequencing, closure, and association skills. This also includes developing

auditory comprehension and analysis skills appropriate to the level of the

student’s functioning, such as the development of the ability to summarize;

classify; compare; recognize cause and effect; predict outcomes; visualize;

understand character; understand setting; recognize climax, foreshadowing, and

purpose; and distinguish fact from opinion. Functionally blind and low vision

individual do not automatically develop better listening skills; these must be

systematically taught and practiced. The development of good listening skills

does not stop with work in auditory perception skills but extends to the

development of auditory comprehension, analysis, and memory skills. Good

listening skills will be needed by the student to interpret the environment when:



1. the student works in the regular classroom;

2. books are read to the student (by reader or on tape):

3. an older student tries to retain the maximum amount of information

from lectures.







Social and Interpersonal Relations:

Almost all social skills used by sighted children and adults have been learned by visually

observing the environment and other persons, and behaving in socially appropriate ways

based on that information. Social interaction skills are not learned casually and incidentally

by blind and individuals with visual impairments as they are by sighted persons. Social

skills must be carefully, consciously and sequentially taught to blind and students with

visual impairments. Nothing in the existing core curriculum addresses this critical need in a

satisfactory manner. Thus, instruction in social interaction skills becomes a part of the

expanded core curriculum as a need so fundamental that it can often mean the difference

between social isolation and a satisfying and fulfilling life as an adult.



Students with visual impairments often find themselves at a disadvantage in social

interaction for a variety of reasons. Disadvantages must be overcome for the need to

effectively interact socially in society on a daily basis. Effective societal integration

requires an individual to be socially competent, to develop and maintain friendships and

relationships, interact with strangers, ask for directions when lost or confused, demonstrate

common social politeness, order food in a restaurant, seek-receive- and evaluate community

services, or effectively communicate personal assets in an employment interview. These are

social skills taken for granted by sighted persons, but skills people with visual impairments

can learn with extra effort and skills that must be taught to them.









136

V I S U A L I M P A I R M E N T S ( V . I . )









The ability to effectively interact socially with others and to communicate one’s thoughts to

enable constructive daily living interaction:

-Is dependent upon a person’s ability to obtain assistance from others and utilize

their advice appropriately;

-Nonverbal communication and body language;

-Special social issues, problems and skills for people with visual impairments

-Effective conversational skills and social group skills





Assistive Technology:



Technology is a tool to unlock learning and expand the horizons of students. It is not, in

reality, a curriculum area. However, it is added to the expanded core curriculum because

technology occupies a special place in the education of blind and visually impaired

students. Technology can be a great equalizer, for the braille user, it allows the student to

provide feedback to teachers by first producing material in braille for personal use, and then

in print for the teacher, classmates, and parents. It gives blind persons the capability of

storing and retrieving information. It brings the gift of a library under the fingertips of the

person with visual impairments. Technology enhances communication and learning, as well

as expands the world of blind and visually impaired persons in many significant ways.

Thus, technology is a tool to master, and is essential as a part of the expanded core

curriculum.



This specialized portion of the core curriculum includes awareness of and proficiency in the

use of specialized devices which are used to increase, maintain or improve the functional

abilities of students with visual impairments and can provide access to information which is

presented in a visual form that is not immediately accessible to the student with visual

impairment. The term most associated in this area is access technology, the method of

providing access to information in the student’s primary learning medium and presenting

information generally displayed in a visual form in an appropriate alternate auditory, tactile,

or visual format. Examples of these areas are the use of a



closed circuit television reading system to enhance the size and contrast of printed

information; a refreshable braille display to access the information presented on a computer

screen; and talking scientific calculator to perform mathematical functions.



Assistive technology includes no tech, low tech and high tech options. The student with

visual impairment needs to develop a variety of skills which utilize the range of options as

the situation dictates. These skills need to be taught in conjunction with other

communication and compensatory skills.









137

V I S U A L I M P A I R M E N T S ( V . I . )









Independent Living Skills:

This area of the expanded core curriculum is often referred to as ―daily living skills.‖ It

consists of all the tasks and functions persons perform, in accordance with their abilities, in

order to lead lives as independently as possible. The curricular needs are varied, as they

include skills in personal hygiene, food preparation, money management, time monitoring,

organization, etc. Some independent living skills are addressed in the existing core

curriculum, but they often are introduced as splinter skills, appearing in learning material,

disappearing, and then re-appearing. This approach will not adequately prepare blind and

visually impaired students for adult life. Traditional classes in home economics and family

life are not enough to meet the learning needs of most students with visual impairments,

since they assume a basic level of knowledge, acquired incidentally through vision. The

skills and knowledge that sighted students acquire by casually and incidentally observing

and interacting with their environment are often difficult, if not impossible, for blind and

visually impaired students to learn without direct, sequential instruction by knowledgeable

persons.



Students with visual impairment need to be capable of independently managing all personal

care needs. Among the tasks that can be accomplished are eating and table etiquette,

personal grooming, hygiene, dressing, health, as well as needs associated with

accomplishing these tasks (e.g. shopping for and organizing clothes, closet/dresser, using

bath/shower, organizing refrigerator, labeling medicines and toiletries, etc.)



Students with visual impairment need to be capable of independently managing all personal

care needs. Among the tasks that can be accomplished are eating and table etiquette,

personal grooming, hygiene, dressing, health, as well as needs associated with

accomplishing these tasks (e.g. shopping for and organizing clothes, closet/dresser, using

bath/shower, organizing refrigerator, labeling medicines and toiletries, etc.)



Students who have impaired vision need to have competencies in skills related to telephone

usage, time and money management in order to live a fully independent life. There are

techniques and technology available to assist people with vision impairments in becoming

independent in these areas. Students should be adept at using the telephone, keeping track

of time, and in handling both coins and currency without assistance from other persons.



Students with vision impairments should be efficient in the organization and completion of

complex tasks within a reasonable time economy. There are numerous methods and

techniques for improving organizational efficiency in all areas of human productivity

whether it is personal, daily living, or work related. The competent student is expected to be

able to describe these methods and techniques and explain how he employs and

demonstrates many of them in everyday life.









138

V I S U A L I M P A I R M E N T S ( V . I . )









Students with visual impairments need to be completely capable of independently

completing tasks associated with shopping, housekeeping, meal preparation and child care.

Special methods and techniques are required for completing these tasks in a safe, efficient

and expeditious manner. No student should leave school without the knowledge and

practice of these methods and techniques.



Students with visual impairments need extra help in developing the personal skills that their

sighted peers learn through the visual channel. Some understanding (e.g., physiology of

sexes, clothing differences) must be carefully developed through tactile means. Visually

impaired students need special assistance in developing appropriate self concepts and

accepting their disability.





Emergencies occur infrequently, but they are a fact of life that requires pre-planning and

preparation. Students who have impaired vision are equally responsible for caring for

themselves and those in their charge during emergencies. While common sense and

thoughtful upbringing are the primary ways people learn to respond to emergencies they are

not adequate for persons who may be blind. These topics are so critical that they must be

addressed as part of a special education program. The end result should be a graduate who

can if necessary depend upon him/herself for responsible action during emergencies.



NOTE: Personal management skills can only be fully developed when graduates are

responsible for their own independent setting. For example, when students are still with

their parents, learning is not as realistic and the student is not nearly as motivated.

Therefore, it should be recognized that additional training in specific environments will

usually have to be provided after a student graduates, thereby supplementing general skill

training before graduation.



 Ability to manage daily living tasks using established low vision and blindness

techniques in the following areas:

- Home safety

- When and how to perform household tasks/chores/repairs

- Labeling, organizing and proper use of household tools and supplies

- Food preparation and management skills

- Taking care of others needs

- Proper use of appliances



 Ability to manage eating and other personal care needs using established low

vision and blindness techniques in the following areas:

Labeling and organizing personal items for easy access and appropriate usage

-





- Personal appearance skills

- Effective use of personal service people

- Eating skills









139

V I S U A L I M P A I R M E N T S ( V . I . )









 Competence in the practical skill areas: telephone usage, time and money skills in

the following areas:

- Effective use of the telephone

- Money management

- Concept of time and telling time

Ability to obtain or purchase items necessary to daily living





 Knowledge of proper prevention of and procedures for responding to emergencies

in the following areas:

- Emergency prevention

- Emergency preparedness



 Demonstrates a well-developed knowledge of self in the following areas:

- Physical/sexual information and the development of sexuality

- Understanding of their disability

- Knowledge of personal abilities and areas for improvement





 Ability to set goals, organize tasks toward meeting goals, and carry out plans

commensurate with personal, daily living, or work (employment) needs in the

following areas:

- Organization of ideas and possessions

- Task analysis and response planning

- Recognizing personal goals and lifestyles









Orientation and Mobility:



As a part of the expanded core curriculum, orientation and mobility is a vital area of

learning. Teachers who have been specifically prepared to teach orientation and mobility to

blind and learners with visual impairments are necessary in the delivery of this curriculum.

Students will need to learn about themselves and the environment in which they move from

-





basic body image to independent travel in rural areas and busy cities. The existing core

curriculum does not include provision for this instruction. It has been said that the two

primary effects of blindness on the individual are communication and locomotion. The

expanded core curriculum must include emphasis on the fundamental need and basic right

of people with visual impairments to travel as independently as possible, enjoying and

learning from the environment through which they are passing to the greatest extent

possible.









140

Students with visual impairments need to be technically capable of freely moving about by

themselves and on foot. While there are a variety of methods and techniques for

independent foot travel, the end result should be a graduate who is confident and competent

in orienting and safely traveling about in his living, neighborhood, community and work

environments.





Students with visual impairments need to be technically capable of safely using all the

forms of public transportation available to them including bus, train, plane, cab, etc. This

capability includes knowledge of entry/exit (fare/ticketing) procedures; ability to locate and

interpret transportation schedules; ability to articulate an efficient travel plan with

knowledge of destinations and means for competing travel between starting/ending points

and public transportation entry/exit points; and ability to execute the travel plan.



Students with visual impairments need to have confidence and capability to plan, orient

themselves and safely travel to desired destinations in unfamiliar environments. There are a

wide variety of techniques for achieving independence in orientation and mobility. The

student needs to be capable of employing whichever of these techniques are necessary to

achieve safe and successful travel in an unfamiliar city or town, and return to point of

beginning.



While reading braille may not be the most efficient means for acquiring large amounts of

printed information for many people with vision impairments, the student needs to be

capable of reading and applying common survival symbols in public places. Often the

speed and crowd of public places or the position of appropriately sized information does not

allow for the time required to obtain appropriate information. Independence can be greatly

enhanced when the student can quickly and independently decipher survival symbols

required on many of today’s public buildings.



***Assessment and Instruction***

 Technical ability to move about in one’s living, neighborhood, community and

work environments:

- Concept development

- Perceptual and cognitive processes of orientation

- Mobility skills

- Planning for travel

- Ability to negotiate specific travel obstacles



 Technical ability to use all major forms of public transportation:

- Planning for travel

- Use of specific travel skills









141

 Technical ability to travel to specific destinations in an unfamiliar community of a

least moderate size (approximately 50,000) and return to point of beginning:

- Evaluating, decision making and planning regarding travel

- Specific travel skills

- Interacting effectively with others and using their assistance appropriately



 Ability to locate and read survival symbols in order to access public places

(elevators, rest rooms, restaurants, etc.):

Understanding the basic components and designs of public buildings

-





- Using the assistance of others in an appropriate fashion

- Has technical reading skills









Recreation and Leisure:



Skills in recreation and leisure are seldom offered as a part of the existing core curriculum.

Rather, physical education in the form of team games and athletics are the usual way in

which physical fitness needs are met for sighted students. Many of the activities in physical

education are excellent and appropriate for students with visual impairments. In addition,

however, these students need to develop activities in recreation and leisure that they can

enjoy throughout their adult lives. Most often sighted persons select their recreation and

leisure activity repertoire by visually observing activities and choosing those in which they

wish to participate. The teaching of recreation and leisure skills to blind and students with

visual impairments must be planned and deliberately taught and should focus on the

development of life-long skills.



The following expectations and skills promote participation in active leisure or recreation

activities:

- Social and interaction skills

- Knowledge of activities that are available for people with visual impairments, when

and where are they held

- Resourcefulness in adapting to activities of sighted persons

- Self-orientation to engage in physical activities and games



Persons with visual impairments need to be capable of participating in many of the wide

variety of leisure and recreation activities available to the seeing public. Skills, experiences

and hobbies during the developmental years typically form the basis for future leisure and

recreation interests and participation. Persons with visual impairments need to be expected

to participate on a regular basis in specific active endeavors throughout each calendar year.

Active endeavors refer to those activities requiring participation away from the home and

which involve interaction with other persons.









142

Career Education and Productivity:



There is a need for general vocational education, as offered in the traditional core

curriculum, as well as the need for career education offered specifically for blind and

students with visual impairments. Many of the skills and knowledge offered to all students

through vocational education can be of value to blind and students with visual impairments.

They will not be sufficient, however, to prepare students for adult life, since such

instruction assumes a basic knowledge of the world of work based on prior visual

experiences. Career education in an expanded core curriculum will provide the

learner with visual impairment of all ages the opportunity to learn first-hand the work done

by the bank teller, the gardener, the social worker, the artist, etc. It will provide the student

opportunities to explore strengths and interests in a systematic, well-planned manner. This

plan needs to be reflected in the transition section of the student’s IEP. Once more, the

disadvantage facing the learner with visual impairment is the lack of information about

work and jobs that the sighted student acquires by observation.





Because unemployment and underemployment have been the leading problem facing adult

visually impaired persons in the United States, this portion of the expanded core curriculum

is vital to students, and should be part of the expanded curriculum for even the youngest of

these individuals. Transition is the overall umbrella preparation plan for life.



Students who have impaired vision need to leave school with a viable plan for making the

transition from school to work. These vocational plans should reflect a reasonable

expectation of employment given personal interest, skills, academic preparation and

abilities.

They should additionally address issues related to independence and economic self-

sufficiency in attempting to achieve a planned vocational objective.



Students with vision impairments need to be efficient in the organization and completion

of complex tasks within a reasonable time economy. There are numerous methods and

techniques for improving organizational efficiency in all areas of human productivity

whether it is personal, daily living or work related. The competent graduate is expected

to be able to describe these methods and techniques and explain how he/she employs and

demonstrates many of them in everyday life.



***Assessment and Instruction***

 Ability to set goals, organize tasks toward meeting goals and carry out plans

commensurate with personal, daily living or work (employment) needs:

- Organization of ideas and possessions

- Task analysis and response planning

- Recognizing personal goals and lifestyles









143

 Ability to articulate a realistic vocational/career goal or vocational education plan:

- Knowledge of vocational options

- Knowledge of personal vocational skills and abilities and resources for enhancing

them

- Job searching/unemployment techniques







Visual Efficiency Skills:

The visual acuity of children diagnosed as being visually impaired varies greatly. Through

the use of thorough, systematic training, most students with remaining functional vision can

be taught to better and more efficiently utilize their remaining vision. The responsibility for

performing a functional vision assessment, planning appropriate learning activities for

effective visual utilization and instructing students in using their functional vision in

effective and efficient ways is clearly an area of the expanded core curriculum. Educational

responsibility for teaching visual efficiency skills falls to the professionally prepared

teacher of learners with visual impairments.



Students with visual impairments need to be knowledgeable of their sensory abilities, the

severity of their own vision impairment, its causes, the likely course of events affecting

their sight and current prognosis. Such information and understanding will facilitate the

functioning of individuals in their communities. Complete understanding of the facts and

implications associated with these factors reduces the likelihood of impairment-associated

dysfunction and can facilitate positive educational and social behavioral functioning as well

as physical and economic independence.





Students notably need to be knowledgeable of their personal vision functioning capabilities

but also knowledgeable about how to maintain or improve efficient vision productivity.

Important components of these abilities are knowledge of efficient means for maximizing

vision functioning, knowledge about where to obtain information about current

developments in adaptive technology and understanding of resources for obtaining training

in their appropriate use and care.



***Assessment and Instruction***

 Knowledge of personal visual loss and functioning:

Participation in eye exams

Personal responsibility for eye care

 Knowledge of assistive devices, techniques and resources for maximizing visual

efficiency:

On-going vision utilization/efficiency training

Personal responsibility for evaluating, selecting and using optical aids and

other techniques for maintaining and improving visual efficiency









144

ROLES AND RESPONSIBILITIES OF KEY INDIVIDUALS





Teacher of Students with Visual Impairments

The teacher of students with visual impairments holds an instructional certificate issued by

the Pennsylvania Department of Education. The teacher is required to possess the skills and

abilities necessary to provide and coordinate specially designed instruction.



The teacher has varied roles and responsibilities:



 To primarily provide specially designed instruction, but also in coordination with

other professionals, to meet the unique educational needs of the student. These

skills need to be developed and maintained in the following areas as indicated in

the IEP. They include:



Low vision and visual efficiency skills.



Independent living skills including:



Self-advocacy in coordination with orientation & mobility instructor, classroom

teacher, parent and other agencies



Emergency survival skills



Compensatory skills, such as communication media/modes which include:’



Braille reading and writing as appropriate





Keyboarding skills





Listening





Organizational skills





Concept development and reasoning skills in coordination with the

classroom teacher and others.









145

 Recreation and leisure skills in coordination with the physical education

instructor, occupational therapist & physical therapist, parent and orientation &

mobility instructor.





●Social and interpersonal relations skills, in coordination with parents,

counselors, orientation & mobility instructors, psychologists and

classroom teachers.



●Orientation and mobility skills.



●Career education and transition skills in coordination with career and

vocational education staff and rehabilitation staff.



●Assistive technology.



 To assist the student, parents, special and regular education personnel, and sighted

peers in:



●Understanding the unique educational needs and learning

characteristics of students with visual impairments.



●Becoming aware of services and support available from local programs

for students.



●Acquiring information regarding local, state, and national resources in

the education of students with visual impairments.



●Interpreting the student’s specific eye condition, the educational

implications of the visual impairment, and the results of functional vision

and learning media assessments.



●Providing instruction and support for student for the purpose of relating

information and expressing need on personal vision loss and visual

functioning.



 To confer regularly with the classroom teacher, other regular and special

education personnel, parents, and others to coordinate programs and services for

the student with visual impairment.



 To assist the local education agency and teachers in making adaptations and

modifications for the student in the school environment and in the improvement

of practices and procedures.



 To share responsibility with classroom teachers in the identification of

instructional areas in which the student requires assistance.



146

 As part of the team process, to select and obtain textbooks and supplementary

materials in the student’s appropriate medium. This may also include educational

aids and assistive technology needed by the student and/or the classroom teacher

to ensure the student’s maximum participation in classroom activities.

Appropriate educational materials may be prepared or adapted by the teacher of

students of visual impairments, the classroom teacher, or they may be obtained

from educational, clerical, or transcriber services.



 To provide specially designed instruction for the student with visual impairment,

school personnel, and parents in the use of necessary educational aids and

assistive technology.



 To provide assistance to the teacher in academic subjects and activities of the

classroom that, as a direct result of the visual impairment, requires adaptation or

reinforcement.



 To provide assistance, as needed, for any assessment.



 To conduct the functional low vision assessment and learning media assessment

in coordination with the orientation & mobility instructor and others as

appropriate at least yearly.



 To attend and participate in the MDE process and IEP meeting for students with

visual impairments.



 To share responsibility for initial and ongoing assessment, program planning,

short term and long range, and scheduling. This involves the student, parents, the

classroom teacher, principal, counselor, and other school personnel.



 To schedule adequate time for assessment, instruction, planning, preparation of

materials, travel as well as conferences with school personnel. Scheduling should

be flexible to meet the varying needs of each student.



 To maintain on going contact with parents to assist them in the development of a

realistic understanding of the student’s abilities, progress, and future goals.



 To provide in-service training programs for all school personnel and students and

education for parents regarding the needs, adaptations, programs, and services for

students with visual impairments.



 To facilitate the development of realistic and unbiased attitudes toward students

with visual impairments through public information resources materials.









147

 To assist in the coordination of other personnel, such as transcribers, readers,

counselors, orientation and mobility specialists, career/vocational education staff,

and rehabilitation counselors.



 To update skills in effective practice, research, development, and technology for

the purpose of enhancing professional growth and development.









The teacher of students with visual impairments in a classroom or school for students with

visual impairments may be responsible for instruction in all subjects in addition to

undertaking most of the previously listed responsibilities.









148

Orientation and Mobility Specialist



The Pennsylvania Department of Education does not provide an orientation and mobility

specialist certificate due to the small number of personnel involved. The Academy IDEA

’97 designates orientation and mobility as a related service.

The orientation and mobility specialist has the following roles and responsibilities:



 To instruct the student with visual impairment in the development of skills and

knowledge the enables him or her to travel independently to the highest degree

possible based on assessed needs and the student’s IEP.



 To teach the student with visual impairment to travel with proficiency, safety, and

confidence in familiar and unfamiliar environments.



 To confer and provide regular consultations with parents, classroom teachers,

physical education teachers, and/or other special education personnel to assist in

home and classroom environmental modifications, adaptations, and considerations

and to ensure reinforcement of appropriate orientation and mobility skills that will

encourage the student with visual impairment to travel independently in these

settings.



 To work with the teacher of students with visual impairment to conduct the

functional vision assessment as it relates to independent travel.



 To conduct assessments that focus on both long and short term needs of the

student.



 To include in the assessment report the needs and strengths of the student and an

estimate of the length and frequency of service necessary to meet identified needs.



 To prepare sequential and meaningful instruction geared to the student’s assessed

needs, both short and long term, IEP goals and objectives, functioning level, and

motivational level.



 To prepare and use equipment and materials for the development of orientation &

mobility skills, e.g., tactile maps, models, low vision devices, long canes.



 To transport students to various community locations as necessary to provide

meaningful instruction in realistic learning environments.



 To be responsible for student’s safety in all instructional environments, while

fostering maximum independence.



 To assess student progress on an ongoing basis and maintain progress notes on

each student.



 To attend and participate in the MDE process and IEP meeting for the student with

visual impairment.

149

 To provide in-service training to regular and special education personnel, including

teachers of the student with visual impairment, sighted peers, and parents

concerning the orientation and mobility needs of the student with visual impairment

and appropriate methods and procedures for interacting with the person with visual

impairment that will foster maximum independence and safety.



 To provide orientation & mobility instruction, where appropriate, in a number of

specific areas. These include:



●Body imagery

●Laterality

●Environmental concepts

●Gross and fine motor skills related to independent travel

●Sensory awareness, stimulation, and training

●Spatial concepts

●Compass direction concepts

●Sighted guide procedures

●Basic protective and information-gathering techniques

●Orientation skills

●Map skills

●Cane skills

●Use of residual vision

●Low vision devices related to travel skills

●Urban, suburban, and rural travel

●Travel in business districts

●Procedures for crossing streets, including how to deal with traffic control

signals

●Use of public transportation systems

●Procedures for use of the telephone for information gathering and for

emergencies

●Procedures for interacting with the public

●Knowledge and application of community address systems

●Procedures for travel and independent functioning in places of public

accommodation

●Skills of daily living

●Sensory/motor skills in coordination with the physical or occupational

therapist and teacher of the student with visual impairment









150

Classroom Teacher

The classroom teacher has the following roles and responsibilities:



 To provide direct classroom instruction for the student with visual impairment along

with the other students.



 To work cooperatively with the teacher of the student with visual impairment to:



●coordinate instruction and services to meet student’s educational needs.



●determine mutually convenient times during the school day for scheduling

the teacher of the student with visual impairment for specially designed

instruction.



●exchange information concerning the student with visual impairment with

parents and other individuals on a regular basis.



●identify the student’s areas of educational need, including unique educational

needs.



●modify classroom procedures and environment to meet the specific needs of

the student with visual impairment for participation in classroom activities.



●provide the teacher of the student with visual impairment with classroom

materials that need to be reproduced in another medium in a timely manner

and as appropriate.





Supervisor

The supervisor of programs serving students with visual impairments will hold a certificate

as a supervisor of special education issued by the Pennsylvania Department of Education. If

the supervisor does not possess a certificate as a teacher of students with visual

impairments, there should be access to a certified staff person as lead teacher with release

time to assist other staff members.



The supervisor of programs serving students with visual impairments has the following

roles and responsibilities:



 To understand the unique educational needs of students with visual impairments and

the roles and responsibilities of personnel being supervised so that effective

instruction and services are provided.









151

 To provide technical assistance and in-service training to all personnel working with

students with visual impairments and their parents including release time for

personnel for the purpose of staff development.



 To understand program options and services.



 To manage data collection.



 To assure appropriate service delivery for students with visual impairment.



 To coordinate the ongoing process of program self review for services for students

with visual impairments.



 To support the improvement of effective instruction and services based on the

changing needs of students, staff and parents.





Site Administrator or Designee



The site administrator or designee has the following roles and responsibilities:



 To understand the needs of students with visual impairments and the roles and

responsibilities of the regular teacher, the teacher of students with visual

impairment, the orientation & mobility instructor and other staff working with these

students.



 To assist in the coordination of all instruction and services in the school, including

regular course of study and special services (such as bilingual education, assistive

technology and special education) and the implementation of alternative

instructional strategies and proficiency standards.



 To assist in promoting and supporting the appropriate placement of students with

visual impairments in the least restrictive environment by facilitating the schools

acceptance of the students, special staff and the parents of the students as part of

the school.



 To provide facilities that are appropriate to meeting the unique needs of students

with visual impairments.









152

Teacher Aide/Assistant

The teacher aide/assistant has the following roles and responsibilities as directed by the

classroom teacher and the teacher of students with visual impairments:



 To facilitate the organization of the classroom and other environments.







 To reinforce the individualized instruction provided by the teacher to achieve IEP

goals and objectives.



 To plan and prepare materials.



 To assist in the management of unique needs of students in the class.



 To foster and promote independence for the student with visual impairment. The

ultimate goal is for the student to function independently of the aide.





Reader

The reader has the following roles and responsibilities:



 To possess the skills necessary to read/record print materials to students with

visual impairments, including:



●Knowledge in the use of recording equipment.

●Good articulation, pronunciation, and pleasant voice.

●Ability to meet deadlines.

●Ability to follow the directions of the teacher and ultimately the student.



 When the reader is a student or volunteer, he works under the supervision of the

teacher of students with visual impairments.

Transcriber or Material Specialist

The transcriber or material specialist has the following roles and responsibilities:



 To hold a Library of Congress certification for preparing materials in braille.



 To adhere to standards of the Braille Authority of North America when preparing

braille materials in literary braille, mathematics, music, foreign languages, or

computer notation.



 To be knowledgeable about embossing tools, techniques, and media; and to

understand the concepts being presented when preparing tactile materials.



 To adhere to the transcribing standards and procedures for large type of the

National Braille Association and qualify as a typist according to the standards of

the local educational agency when preparing materials in large type.





 To demonstrate necessary competencies to prepare aural media, including

knowledge of recording equipment, the ability to comprehend and present

materials at an appropriate pace and a well-modulated voice.







Parent or Legal Guardian

The parent or guardian has the following roles and responsibilities:



 To be fully informed as to why an assessment is being conducted and how it is to

be conducted.



 To provide pertinent information relating to the assessment, including medical

information.



 To give informed written consent before an individual assessment is conducted

and receive a copy of the assessment report when requested.



 To be knowledgeable about the assessment results prior to the IEP meeting in

order to participate more effectively in the meeting.



 To participate as a member of the IEP team by sharing observations about the

strengths, needs and interests of the child as well as expectations and goals. To

cooperate with school and other personnel to determine IEP goals and objectives

for the child. To accept responsibility for assisting in the implementation of IEP

goals and objectives.



 To participate in ensuring that an appropriate educational program is planned

and implemented to meet the individual needs of the child and maintain

communication with school personnel to accomplish this goal, including providing

feedback and suggestions about the instruction and services being provided.

 To provide, in cooperation with school personnel, an appropriate educational

program in the home to improve the student’s daily living skills, career and

vocational skills, O&M skills and other developmental skills as a supplement to

special instruction and services to meet the child’s unique educational needs.



 To provide ideas for and participate in formal and informal parental education

programs designed to assist parents in understanding and meeting the needs of

children with visual impairments.



 To obtain information and assistance from school personnel and other sources to

acquire the knowledge and skills necessary to participate in meeting the unique

educational needs of the child.







School Nurse



The school nurse has the following roles and responsibilities:



 To act as a liaison with health professionals, educators of children with

visual impairments, other school personnel and parents.



 To coordinate screening of vision and hearing, including making referrals

and screening the hearing of students with visual impairments.



 To provide assistance in determining the need for additional health

assessments, for example, physical examinations or referrals to other

agencies.



 To cooperate with the teacher of students with visual impairments in

teaching students specialized health care needs, such as how to insert

eye drops and how to care for, insert and remove prosthetic eyes.









Student with Visual Impairment

The student with visual impairment has the following roles and responsibilities:



 To be involved, unless it is clearly not appropriate, in all decisions about

his or her education.



 To be encouraged to provide information about his or her unique

educational needs, strengths and expectations as part of assessment.

 To participate, when appropriate, in the development of the IEP.



 To give feedback and suggestions about the instruction and services

being provided.



 To develop and maintain high expectations and strive to make

independent achievements.



 To develop and demonstrate skills in self-advocacy and responsibility.





Eye Specialist

The eye specialist has the following responsibilities:



 To make vision-related recommendations to the classroom teacher,

teacher of students with visual impairments, O&M specialist and other

professional staff.



 To specialize in low vision impairments and have the appropriate

equipment and expertise to assess low vision as well as prescribe low

vision devices.





Regular or Adapted Physical Education Specialist





The regular or adapted physical education specialist has the following roles and

responsibilities:



 To be knowledgeable about the unique educational needs of the student with visual

impairment in the area of sensory/motor skills.



 To work closely with the teacher of students with visual impairments, the

orientation

& mobility instructor and the occupational or physical therapist to share needed

information so that coordinated and integrated services may be provided.



 To utilize specialized techniques for adaptation designed for students with visual

impairments to maximize participation in physical education.



 To involve students in appropriate physical education activities that can be applied

in daily life.

Occupational or Physical Therapist

The occupational or physical therapist has the following roles and responsibilities:



 To be aware of the unique educational needs of individuals with visual impairments,

particularly in the area of sensory/motor skills.



 To work closely with the teacher of students with visual impairments, the O&M

instructor and physical education staff to provide coordinated and integrated

services.





Counselor, Psychologist, or Social Worker

The counselor, psychologist or social worker has the following roles and responsibilities:



 To be aware of the unique educational needs of the student with visual impairments

and the student’s family.



 To work closely with the teacher of students with visual impairments to provide

coordinated and integrated services.



 To be knowledgeable about special considerations, adaptations and

accommodations for students with visual impairments when conducting

assessments.







Ancillary Staff



The roles and responsibilities of staff members will vary, depending on the agency in which

they work:



 Dormitory and other residential care personnel, including staff in state

hospitals/intermediate care facilities, have the following responsibilities:



●To ensure the health, safety and well-being of students when they are not in

school.





●To be aware of the unique needs of students and coordinate their efforts with

instructional staff, so that consistency in expected behavior occurs.

 Food service staff members have the following responsibilities:



●To plan, prepare and serve meals to students while featuring independence.



●To monitor diets to meet the special needs of students.



●To coordinate activities with the instructional staff in reinforcing students’

eating skills.

 Health services staff members have the following responsibilities:





●To attend to health and medical needs of students.



●To communicate with appropriate personnel regarding changing health and

medical needs of students, for example, medications and special health care

needs.









158