VIDBE-Q Volume 66 Issue 4
Figure 1
Helpful Hints for Successful Programming
Image Description: Figure 1 depicts three elements of programming that need to be
considered: (a) assessment, (b) service provision, and (c) special education
processes.
Assessment
• Formal Assessments:
• Parents can decline
formal cognitive (IQ)
and acheivement
testing for a child with
only a sensory
disability
• It is possilble to be
eligivle as VI and LD;
if foraml testing is
needed, refer to Loftin
(2005).
• Ensure your student
has had a LMA, FVE,
and a Low Vision
Evaluation, as well as
assessment in the areas
of the ECC
• Informal Assessments:
• The IEP team can
reduce the number of
assessments (i.e.
MAP testing) that are
required
• Some assessments
may not be
appropriate at all; ask
questions!
Processes
• Include your child in
his/her IEP meetings
• Make sure that time is
taken to craft a
comprehensive PLAAFP
statement and that IEP
goals are linked to data
in the PLAAFP
• Paperwork should
include a VI/HI and AT
supplement
• You should receive
progress updates on IEP
goals at the same interval
as report cards are
distributed
• You can request that a
back to school
orientation meeting be
included in the IEP
Service Provision
• Direct service and
consultation minutes
should be linked to data
• The IEP Team is a
powerful group; if there
is an issue, bring it to the
table and ask the team to
problem solve
• Be aware that it often
takes students with VI
longer to learn to read
and write fluently
because of the use of
technology; the
classroom teacher and
TSVI need to work
together and tools such
as audiobooks may need
to be reserved until after
learning to read
