Division on Visual Impairments

; Lorem Ipsum Dolor Spring 2016 9 c. Use assessment/evaluation results and medical reports to determine eligibility for vision specific services, with and without specific visual diagnoses d. Use functional vision, learning media, assistive technology, and other assessment/evaluation data related to individual characteristics to select appropriate assessment/evaluation measures, procedures, and supports e. Use assessment data and knowledge of the potential impact of visual impairment on psychosocial functioning to identify when referral for psychosocial and psychoeducational assessment/evaluations are necessary f. Adapt assessments/evaluations when tests are not validated on individuals with visual impairments and interpret results with caution g. Identify assessment/evaluation items and measures that are biased and make recommendations for non-visual accommodations and modifications h. Collaborate with team members and families to plan and implement assessments/evaluations and interpret assessment/evaluation results on issues specific to visual impairment i. Conduct functional vision, learning media, assistive technology (AT), and other expanded core curriculum-related assessments/evaluations matched to individual needs j. Assess cognitive, motor, social, and language concepts unique to individuals with visual impairments k. Use multiple sources of data, including functional vision, learning media, assistive technology assessment/evaluation data, clinical low vision evaluation data, and formal and informal literacy assessment/evaluation, to determine appropriate learning and literacy media (braille, print, or combination of both) and needed assistive technology, such as auditory and video magnification tools, recorded/digital books, and synthesized speech software settings, across a full range of learners l. Interpret assessment/evaluation results to determine individual needs to support acquisition of skills in both the general and expanded core curriculum m. Identify and advocate for accommodations and modifications for standardized assessments/evaluations 74

• Cover
• Message from the Guest Editor
• Table of Contents
• President's Message
• Making Astronomy Accessible for Students with Visual Impairments Through NASA's Airborne Astronomy Ambassador Program
• Determining the Effectiveness of an Adaptive Science Curriculum for Students who are Visually Impaired
• Introducing the New Assistive Technology Credential and Project VITALL University Training Program
• iOS in the Classroom: A Guide for Teaching Students with Visual Impairments- Book Review
• Creating Access to Computer Science: Enhancing Engagement and Learning for Students with Visual Impairments
• Integrating Math and Science into Camp Activities at The Ohio State School for the Blind
• Using Adapted Materials in Mathematics for Students with Visual Impairments and Additional Disabilities
• Input from the Field on Initial Licensure Standards for Teachers of Students with Visual Impairments
• Draft Specialty Set Standards for Initial Licensure: DVIDB September 19, 2016
• Messages from the Field: Anne Corn
• CEC Membership Application