Frank Noir: Accessible Eye!

ECC = Expanded Core Curriculum The body of knowledge and skills needed by students with sensory impairments due to unique disability-specific needs. The ECC should be used as a framework for assessing students, planning individual goals and providing instruction.

VI Expanded Core Curriculum Assistive Technology Compensatory Access Skills (ex: Braille, listening skills, abacus) Career Education Recreation and Leisure Orientation and Mobility Social Skills Self Determination Visual Efficiency (for those who have usable vision) Independent Living Skills

ACCROSS VI C – Compensatory Access Skills C – Career Education A – Assistive Technology C – Compensatory Access Skills C – Career Education R – Recreation and Leisure O – Orientation and Mobility S – Social Skills S – Self-advocacy V- Visual Efficiency I – Independent Living Skills

What is Included in the Expanded Core Curriculum (D/HH) Audiology Career Education Communication Family Education Functional Skills for Educational Success Social-Emotional Skills Technology ALL are focused on communication access.

Educational Interpreters

Frank Noir: Accessible Eye!

ACCROSS VI A – Assistive Technology C – Compensatory Access Skills C – Career Education R – Recreation and Leisure O – Orientation and Mobility S – Social Skills S – Self-advocacy V- Visual Efficiency I – Independent Living Skills

Implementing the ECC: What does it look like? 9/19/2018

Check Writing Template 9/19/2018

Goalball 9/19/2018

Greeting and Meeting 9/19/2018

Tactile Graphics & Enlargement 9/19/2018

Seeing-Eye Pony 9/19/2018

Folding Cane 9/19/2018

Knowledge Pre-check Do you know… NOT YET YES, I DO! 1. What the Learning Media Assessment (LMA) reveals about a student? 2. Why the LMA results are important in the Special Considerations section of the IEP? 3. Who holds the burden of proof that a student does NOT need Braille instruction? 4. What a functional vision assessment tells us about student’s vision? 5. Who performs a clinical low vision evaluation and who pays for it? 6. Why it could be important for districts to “grow their own” TVIs? Where you and your TVIs can find more in-depth professional learning on this topic?

Link to VI Eligibility Rules http://archives.gadoe.org/DMGetDocument.aspx/160-4-7-.05_VI_Eligibility_3-31-10.pdf?p=6CC6799F8C1371F6E31C808BFC500F0674BF020E8F819B1CBEDD61ED12E0686D&Type=D 9/19/2018

VI Eligibility Requires: Eye report from optometrist or ophthalmologist within one year Vision, even with correction, adversely impacting a child’s educational performance Best corrected acuity in better eye at 20/70 or worse Visual field of less than 20 degrees Progressive serious loss of vision 9/19/2018

Evaluations for VI Eligibility Learning Media Assessment Functional Vision Assessment Clinical Low Vision Evaluation Comprehensive Educational Evaluation 9/19/2018

Eligibility Evaluation 1 Learning Media Assessment – determines which media a student will use to access educational materials: Visual Auditory Brailled – for blind students; MUST be able to state that Braille is NOT required if it will not be provided. Must be updated regularly. 9/19/2018

Eligibility Evaluation 2 Functional Vision Evaluation is an assessment of how a child uses the vision he or she has in everyday life at near tasks, closer than 16 inches intermediate tasks, 16 inches to 3 feet distance tasks, more than 3 feet away 9/19/2018

Eligibility Evaluation 3 Clinical Low Vision Evaluation - completed by a low vision optometrist for children who are not totally blind, 8 years old, and w/o additional severe cognitive or physical disability – must be done within 120 days of permission to evaluate. Purpose – to determine what low vision assistance tools should be purchased for educational access. 9/19/2018

Evaluation 4 A comprehensive educational evaluation - to determine present levels of functioning and the impact of the visual impairment on the child's educational performance. May include: reading, academic, and cognitive, as well as other parts of the ECC A psychological is not REQUIRED for VI eligibility. 9/19/2018

Evaluations for VI Eligibility BUT only a certified TVI can perform the evaluations related to visual functioning – LMA Functional Vision Assessment 9/19/2018

Compliance in IEP creation process for students who are visually impaired or blind: a little how to…. 9/19/2018

Eligibility Discussion Results of evaluations for eligibility are reported and impact of disability is discussed. Results guide the team’s decision on VI eligibility 9/19/2018

Be sure to discuss in Present Levels of Performance: Current eye report information Low vision evaluation results (if LVE is appropriate) Expanded Core Curriculum evaluation Updated Learning Media or Function Vision Assessment(s) All of these give detail about deficits and strengths that lead to the construction of Goals/Objectives and Accommodations 9/19/2018

Special Considerations If a student is blind or visually impaired, must address the need for Braille as determined through the Learning Media Assessment. The burden for the district is to prove that Braille is NOT required, rather to prove that it is required.   9/19/2018

Special Considerations If the student will not receive Braille instruction, must state in that “The absence of Braille instruction will not impair Victor’s ability to read and write effectively because …” (explain why) 9/19/2018

Special Considerations If Braille will be used with a student, then must explain that Braille will be implemented as the primary mode for learning through integration with other classroom activities. 9/19/2018

The ECC should be mentioned in the student’s Goals/Objectives Example ECC Goal Goal 1: Victor will improve Literary Braille skills, per expanded core curriculum for students with visual impairments, starting 12/21/2011, as measured by the following objectives, completed by 12/20/2012. Methods of Evaluation: Observation, Data Collection 9/19/2018

Program Summary For VI students, service time must reflect amount of time/frequency/duration for the ECC and specifically for Braille and Nemeth Code if it will be taught. 9/19/2018

Professional Learning For ECC, VI Eligibility Rules, and Compliant Practices for IEPS: the essential Webinar for TVIs to view is… http://real.doe.k12.ga.us/vod/meetings/CIA-SE_05-13-10_The_New_VI_State_Rule_and_Eligibility.Movie.640x480.mp4 9/19/2018

Knowledge Post-check Do you know… NOT YET YES, I DO! 1. What the Learning Media Assessment (LMA) reveals about a student? 2. Why the LMA results are important in the Special Considerations section of the IEP? 3. Who holds the burden of proof that a student does NOT need Braille instruction? 4. What a functional vision assessment tells us about student’s vision? 5. Who performs a clinical low vision evaluation and who pays for it? 6. Why it could be important for districts to “grow their own” TVIs? Where you and your TVIs can find more in-depth professional learning on this topic?

Knowledge Post-check Do you know… 1. What the Learning Media Assessment (LMA) reveals about a student? The medium to access educational materials: EX: Print, Braille, Auditory 2. Why the LMA results are important in the Special Considerations section of the IEP? 3. Who holds the burden of proof that a student does NOT need Braille instruction? 4. What a functional vision assessment tells us about student’s vision?

Knowledge Post-check Do you know… 1. What the Learning Media Assessment (LMA) reveals about a student? The medium to access educational materials: EX: Print, Braille, Auditory 2. Why the LMA results are important in the Special Considerations section of the IEP? Does the student require Braille instruction? The LMA answers that question. 3. Who holds the burden of proof that a student does NOT need Braille instruction? 4. What a functional vision assessment tells us about student’s vision?

Knowledge Post-check Do you know… 1. What the Learning Media Assessment (LMA) reveals about a student? The medium to access educational materials: EX: Print, Braille, Auditory 2. Why the LMA results are important in the Special Considerations section of the IEP? Does the student require Braille instruction? The LMA answers that question. 3. Who holds the burden of proof that a student does NOT need Braille instruction? The local school district must show through assessment that a student does NOT need Braille instruction – not that the student does need it. 4. What a functional vision assessment tells us about student’s vision?

Knowledge Post-check Do you know… 1. What the Learning Media Assessment (LMA) reveals about a student? The medium to access educational materials: EX: Print, Braille, Auditory 2. Why the LMA results are important in the Special Considerations section of the IEP? Does the student require Braille instruction? The LMA answers that question. 3. Who holds the burden of proof that a student does NOT need Braille instruction? The local school district must show through assessment that a student does NOT need Braille instruction – not that the student does need it. 4. What a functional vision assessment tells us about student’s vision? How the student uses residual vision to perform daily life tasks.

Knowledge Post-check Do you know… 5. Who performs a clinical low vision evaluation and who pays for it? 6. Why it could be important for districts to “grow their own” TVIs? Where you and your TVIs can find more in-depth professional learning on this topic?

Knowledge Post-check Do you know… 5. Who performs a clinical low vision evaluation and who pays for it? An eye doctor who specializes in low vision assistive devices and paid for by the local school district. 6. Why it could be important for districts to “grow their own” TVIs? Where you and your TVIs can find more in-depth professional learning on this topic?

Knowledge Post-check Do you know… 5. Who performs a clinical low vision evaluation and who pays for it? An eye doctor who specializes in low vision assistive devices and paid for by the local school district. 6. Why it could be important for districts to “grow their own” TVIs? Only a certified TVI can perform vision related evaluations AND there are not enough TVIS in Georgia. Where you and your TVIs can find more in-depth professional learning on this topic?

Knowledge Post-check Do you know… 5. Who performs a clinical low vision evaluation and who pays for it? An eye doctor who specializes in low vision assistive devices and paid for by the local school district. 6. Why it could be important for districts to “grow their own” TVIs? Only a certified TVI can perform vision related evaluations AND there are not enough TVIS in Georgia. Where you and your TVIs can find more in-depth professional learning on this topic? The webinar about new state VI eligibility rules on the DOE website.

Communication and Curriculum Access for Students Who are Deaf or Hard of Hearing

Overview of this session Empathizing Activity Hearing Loss with Print Disability Communication Access Legal Mandates Deaf Child’s Bill of Rights “LRE” Classroom accommodations based on communication needs

Investing in Our Kids’ Education “Deafness is a sensory difference. It only becomes a disability when the educational system fails...” Christine Yoshinaga-Itano, PhD University of Colorado, Boulder, and Member, Hands & Voices Board of Directors

Grab your popcorn & enjoy the show…

IDEA’s Special Considerations for Students Who Are Deaf or Hard of Hearing “In the development, review and revision of an IEP…consideration of special factors: (iv) Consider the communication needs of the child, and in the case of the child who is deaf or hard of hearing, consider the language and communication needs, opportunities for direct communication with peers and professionals in the child’s language and communication mode, academic level, and full range of needs including opportunities for direct instruction in the child’s language and communication mode, and (v) Consider whether the child requires assistive communication devices and services.” IDEA Sec. 614 (3) (B)

Applications for IDEA Sec. 614 (3) (B) (iv) Consider the communication needs of the child, and in the case of the child who is deaf or hard of hearing, consider the language and communication needs, Language is not communication; Communication is not language! Expressive and receptive needs must be considered in the context of full and effective access! “Consider” the needs throughout the entire school day. (teacher/student; in the classroom; extracurricular activities; sports teams; recess; hallways; ‘specials’; cafeteria, fieldtrips…….) Considerations: School placement, proficiency of staff; extracurricular access;

(v) “Consider whether the child requires assistive communication devices and services.” Assistive Devices . Amplification Options (hearing aids, FM systems…) . TTY, Flashing Fire Alarms Communication Accommodations . Specialized seating arrangements . Obtain student’s attention prior to speaking . Reduce auditory distractions (background noise) . Reduce visual distractions . Enhanced speechreading conditions (avoid hands in front of face, mustaches well trimmed, no gum chewing) . Allow extra time for processing information . Repeat or rephrase information when necessary . Frequently check for understanding . Closed Captioning of films Assistance Communication Services . Notetaker and hard copy of classroom notes . Real-time Captioning Copyright 2007 Hands & Voices

Georgia Hands & Voices Terri Patterson, Executive Director terripat@earthlink.net Discussion Group: Hands_VoicesGA@yahoogroups.com Website: www.gahandsandvoices.org

Contact Information Frank Nesbit Program Specialist- Deaf and Hard of Hearing 404-844-8741 fnesbit@doe.k12.ga.us Elaine Thagard Program Specialist- Visual Impairments 404-463-0616 ethagard@doe.k12.ga.us www.gimc.org