Division on Visual Impairments

DVI Quarterly Volume 59(4)

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.

Issue link: http://dvi.uberflip.com/i/374077

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Page 27 of 59

; Lorem Ipsum Dolor Spring 2016 2 channels, general learning media (visual, tactile, or auditory), and literacy media (print, braille, or print and braille) (McKenzie, 2009). The LMA is meant to be an ongoing process comprised of a variety of instruments, testing sessions, and observations over time. Determination of the student's literacy medium is not an "either/or" decision or a final one. Student's needs change as well as their need for accessing and processing different types of information (Massachusetts Department of Education, 2012), which makes it imperative for the LMA to be continuous. Best practice indicates that the LMA be an ongoing process and after the initial decision is made, the educational team should provide ongoing assessment to continually review the appropriateness of the initial decision (Koenig & Holbrook, 2005). In the continuing assessment of the LMA the educational team reviews results of any new medical information, reading rates and reading grade levels, academic achievement, and the effectiveness of the student's existing literacy tools. This will determine the appropriateness of the initial decisions and examines the student's need to develop new literacy skills. If it is determined that the student is not making adequate progress, the team 28

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