1. UNDERSTANDING STUDENTS WITH VISUAL IMPAIRMENTS CHAPTER 15

2. DEFINING VISUAL IMPAIRMENTS  Legal definition based on clinical measurement of acuity  IDEA definition “an impairment in vision that even with correction adversely affects a child’s educational performance.”

3. DESCRIBING THE CHARACTERISTICS o Incidental learning is problematic o Limitations in range and variety of experiences - knowledge of world is different - potential for inadequate development of social skills o Limitation in ability to get around o Limitation in interactions with environment

4. CAUSES  Congenital- occurs at birth  Adventitious- hereditary, trauma

5. EVALUATING STUDENTS WITH VISUAL IMPAIRMENTS  Functional vision assessment – assess how a student uses vision in the natural environment  Learning media assessment- used to determine appropriate reading media

6. SPECIAL EDUCATION AND RELATED SERVICES  Provisions of instruction to support the child’s success in general education curriculum: slate and stylus, abacus, braille  Nonacademic priorities  Location of special education and services  Ways in which partners will communicate to meet student’s needs

7. SUPPLEMENTARY AIDS AND SERVICES Adapted materials: braille, large print, magnifying lens Assistive technology: braille note taker, braille translation software, optical character reader

8. OTHER EDUCATIONAL NEEDS o Daily living skills o Orientation and mobility o Self determination

9. ASSESSING PROGRESS  General education progress is measured the same as peers: take the same math, social studies, language arts, and science tests  Expanded core curriculum progress is measured through informal teacher observations, evaluation of needed prompt levels

10. ACCOMMODATIONS FOR ASSESSMENT  Additional time  Reader, scribe, or computer  Quiet testing area  Frequent breaks