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VIDBE - Q Volume 63 Issue 1
Educational
Programming
Advocate for your student's
least restrictive environment
(LRE). This may require
you as the vision expert to
educate other school
personnel.
Learn about LRE requirements/There is a
continuum of service options:
http://www.wrightslaw.com/info/lre.osers.m
emo.idea.htm
https://sites.ed.gov/idea/regs/b/b/300.115
If your student is functioning on grade level
academically, do not accept less than a
placement in general education with vision
services from an itinerant.
Co - existing
disabilities
Understand that students
can be eligible for more than
one disability and a VI does
not prohibit your child from
being identified in another
area (i.e., learning disabled).
If you suspect there is more going on than
just the visual issues, ask the school for
consideration of other disabilities; however,
understand how the vision will impact their
assessment for other disabilities (i. e., timed
IQ tests); make sure the school uses
batteries that are valid and reliable for
students with VI (normed for that
population).
Valid and
Reliable
Assessments
Help families understand
assessments that are being
used and those the school
might regularly use that may
be inappropriate for their
student; The absolute last
thing we want is for
professionals to get an
inaccurate picture of the
student's intelligence, based
on assessments that are not
reliable and valid for
individuals with VI.
Refer to:
http://www.tsbvi.edu/assessment/123 -
general - 2
Don't be afraid to question assessment
results:
-- Ask about the conditions under which the
test was administered and, if possible,
witness the activities your child is being
asked to do (i.e. perform tasks on iStation
or MAP testing)
-- Ask how results are being used to
determine IEP goals and how they
correlate to your state's adopted essential
knowledge and skills for each grade level.
*Note: Available from author upon request.
Conclusion
These tips are intended to empower TVIs and families to take a proactive role in
acquiring the needed services for their students. Namely, the suggestions provided are
targeted at ensuring students are not underestimated. Other essential areas of focus a re
the dissemination of information to each new team of providers every school year and
