VIDBE-Q Volume 67 Issue 3
• Emotional disturbance;
• Cultural factors;
• Environmental or economic disadvantage; or
• Limited English proficiency.
The key phrase in CFR 300.309(a)(3) is PRIMARY RESULT. The SLD cannot be
a primary result of a visual impairment which counters practices that use the
language of "exclusionary factors" or "rule out". When evaluating students with
visual impairments for dyslexia, it is important the multidisciplinary team,
including parents and the TSVI, closely collaborate when answering evaluation
questions and considering all areas of the suspected disability while formulating an
evaluation plan. To make informed decisions, information from multiple data
sources must be considered by the team to avoid making decisions based on a
single data source, such as cognitive or achievement assessments results.
If a student with a visual impairment is struggling with reading acquisition,
additional screening or evaluation is needed. Some factors for consideration
include:
• Does the student lack understanding of sounds and symbols?
• Are they unable to decode familiar words using phonics or patterns?
• Does the student have difficulty with rhyming words?
