Division on Visual Impairments

VIDBE-Q 66.4 FALL 2021

A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

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VIDBE-Q Volume 66 Issue 4 vision. However, this was simply meant to ensure students were not determined LD when their difficulties were due to vision or hearing, but it should not exclude students with sensory impairments from being appropriately identified and served when a LD truly exists. Informal assessments (i.e. MAP testing, iStation, district benchmarks) have also proven to be an area in which I have had to advocate for appropriate accommodations and application of common sense. I have found that for these tests to be administered appropriately, it requires individual administration and considerable time out of the classroom—often at the convenience of the personnel ad mistering the assessment instead of in a fashion to minimize my children missing instruction. Therefore, please do not hesitate to bring up these concerns during your child's individual education program (IEP) meeting. It may be reasonable to reduce the number of assessments being required. Lastly, I would ask how the assessments are being used to drive educational programming (i.e. do they directly link to the state curriculum standards and are they analyzed according to them). Special Education Processes Other discoveries I have made along our journey have to do with basic processes. First, I have found it immensely valuable to include my children in their IEP meetings—and from an early age. There are just things that are more powerful

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