VIDBE-Q Volume 69 Issue 4
that the latter two of these options will be identified. This information could
potentially be found in the present levels of academic and functional performance
(PLAAFP), IEP goals, accommodations, or deliberations. In some states, such as
Texas, the IEP paperwork contains a VI Supplement which addresses the nine
components of the expanded core curriculum (ECC), which includes AT (Sapp &
Hatlen, 2010). Teachers should be made aware of how they can support AT goals
that involve keyboarding and hot key skill acquisition as well as student self-
advocacy goals.
The AT at a Glance form is modeled after documents created as part of the
Special Education Students at a Glance approach (Jones, 2012). This form aims to
foster collaboration between TSVIs and general education teachers regarding
implementation of AT use outlined in the IEP. The use of the AT at a Glance form
serves to provide general education teachers with a way to become familiar with
special education paperwork. Furthermore, it provides TSVIs an opportunity to
witness each teacher's review of each student's records. The AT at a Glance form
also allows the teachers to leave with a one-page summary of the AT needs of a
particular student. This form could also be helpful for TSVIs to share information
on the AT needs of a student with other vision professionals when caseloads shift,
so that new personnel have a concise summary of the student's AT needs. Figure 1
provides a blank copy of the AT at a Glance form.
