Visual Impairment (VI)

“A visual impairment is a loss of sight which impacts a person’s ability to complete daily life activities, including education. Visual impairment is often defined by the level of impairment.

Visual impairments that can be corrected with lenses, such as refractive errors, would not qualify a student as having a visual impairment.

Partially sighted refers to any visual impairment which adversely affects educational performance, even when corrected as much as possible.

Low vision describes visual acuity between 20/70 – 20/160 which cannot be corrected. Students who are partially sighted or have mild visual impairments still use vision as a primary sensory channel for learning.

Students at the higher end of the low-vision range may be considered functionally blind, using residual vision for functional tasks but relying on other senses for learning.

A person who is legally blind has visual acuity lower than 20/200, or a field of vision that is 20 degrees or less at its widest point.

A person who lacks any light perception is considered totally blind.”

Excerpt From: Cirrus Teacher Certification Exam Prep Team. “Praxis Special Education Core Knowledge and Applications (5354) Study Guide.” Apple Books. https://books.apple.com/us/book/praxis-special-education-core-knowledge-and/id1483668131

“In order to qualify as a student with a visual impairment, the student must have medical documentation of a visual impairment”

"Students may qualify as having a visual impairment due to reduced visual acuity even with best correction (usually 20/60 or less with correction), a reduced visual field of 20 degrees or less, blind spots that severely impede vision, or a congenital or degenerative eye condition. The evaluation should also include a functional evaluation of visual abilities which may include near and distance acuity, peripheral visual field, print functioning, light sensitivity, color perception, convergence, eye movements, depth perception, and visual efficiency.

In addition to functional vision assessments, a student’s cognitive, academic, and adaptive behavior should be evaluated. For many students with visual impairments, assessments of language, fine motor, and gross motor skills should be completed. A student qualifies for special education services when the school team determines that visual impairment is present and that the impairment impacts educational performance. A student with a visual impairment that affects educational performance qualifies for service under the category of visual impairment. However, if the visual impairment coexists with other disabilities, such as orthopedic impairments, hearing impairments, or intellectual disabilities the student qualifies under the category of multiple disabilities or deaf-blindness.”

“In addition to typical team members, teams evaluating students with visual impairments should include a teacher of the visually impaired (TVI) who specializes in educating students with visual impairments. The team may also include an orientation and mobility specialist, especially for students who are blind or who have degenerative eye diseases. The team will likely also include physical and occupational therapists who can work closely with orientation and mobility specialists to assess and recommend strategies to improve motor performance for students with visual impairments.”

Excerpt From: Cirrus Teacher Certification Exam Prep Team. “Praxis Special Education Core Knowledge and Applications (5354) Study Guide.” Apple Books. https://books.apple.com/us/book/praxis-special-education-core-knowledge-and/id1483668131

• Auditory supports-auditory description of any information otherwise delivered through visuals

• Braille-tactile reading and writing system

• Braille notetakers-lightweight devices that students can use to take notes in braille

• Braille printers-convert computer text to printed braille

• Braille translation-technology that converts print into braille and braille into print

• Contrasting backgrounds-changing the background and/or print color

• Enlarged print-using a larger font size or magnification system

• Functional academics-instruction in skills of daily living in order to improve long-term independence

• Orientation and mobility training (O&M)-specialized instruction to teach individuals with visual impairments to move within an environment

• Raised print-printing raised above the surface of the paper (as in embossing)

• Screen readers-convert text on a screen to speech

• Self-advocacy training-teaching students when and how to seek help when needed

• Social skill instruction-direct instruction of expected social behaviors

Accommodations do not reduce grade level standards but rather help provide access to the course content. They do not alter the amount or complexity of the information taught to the student.

Changes in the medium used:

• braille

• large print

• audiotape

• electronic text

• oral testing/scribing

Changes made in the way materials are presented

• Copies of overhead projector/smartboard activities to be viewed at his/her desk as needed.

• The teacher or presenter should verbalize all information as it is written on the board or overhead.

• Information presented on the board should be in a high contrast color.

• Use a slant-board to position papers appropriately for reduced visual strain and to avoid glare.

• The computer screen should be eye level and tilted to avoid glare.

• Use recorded text as needed.

• Classroom recording of lectures/instruction by the student.

• Large Print textbooks/materials.

• Braille textbooks/materials.

• Clear, dark copies of worksheets.

• Use of a reading guide to assist in keeping place while reading and completing worksheets.

• Present materials against a plain background

• Use a good contrast background and present on a contrasting tray or mat.

• Time requirements:

• Time and a half or double time

• Consideration for the student's reading/writing speed

• Consideration for the time needed to use adaptive equipment

• Consideration for eye fatigue and scanning ability

Changes in the way students demonstrate learning

• Modified assignments (when appropriate and needed) to accommodate visual fatigue (extended time and/or shortened amount of assignments).

• Avoid activities requiring extensive visual scanning.

• Avoid visually cluttered materials.

• Allow students to use (bold marker, 20/20 pen, mechanical pencil, or another unique writing tool) to complete assignments.

• Use of bold line paper.

• Use of raised line paper.

• Abbreviated homework assignment (includes all concepts, just fewer items).

• Shorter written assignment.

• Oral testing.

Changes in Setting:

• preferential seating in the classroom for all films, assemblies and demonstration lessons.

• seated facing away from windows.

• permission to move about the room as needed to see information presented away from his/her desk.

Changes in the Setting: Environment

• Avoid glare in general from overhead lights. Consider placing light filters on fluorescent lights.

• Open and close doors fully (a half-open door can be a dangerous obstacle).

• Eliminate unnecessary background noise. Consider isolation headphones.

• Eliminate clutter from the room, particularly in aisles and movement paths.

• Place materials in consistent places so that students know where particular items are always located.

• Preferential locker position and locks with keys vs. combination locks.

• Use of task lighting as needed.

• Partially sighted, blind, or progressive visual impairment

  • What does it look like:

    • Partially sighted: Visual acuity is 20/70 to 20/200 in the better eye with the best correction.

    • Blind: Visual acuity is 20/200 in the better eye and with the best correction, or less, or the student has a subtended visual field of less than 20 degrees, regardless of central visual acuity.

    • The student has a progressive visual impairment, such as retinitis pigmentosa, that will lead to eventual visual impairment.

  • How to document

    • Document ophthalmologic information that provides evidence of a vision loss.

  • Data Sources (suggested ways of gathering data from a variety of sources)

    • Vision exam by optometrist or ophthalmologist.

    • Medical and developmental history

• There is an adverse effect on educational performance even with correction.

  • What does it look like:

    • The loss of vision even with best correction adversely affects educational performance.

  • How to document

    • Explain how the vision loss is adversely affecting the student’s performance in the educational setting or natural environment. (see * Identifying adverse effect …”)

  • Data Sources (suggested ways of gathering data from a variety of sources)

    • Vision exam by optometrist or ophthalmologist.

    • Medical and developmental history

    • Observation (in natural or educational environment).

    • Parent interview.

    • Teacher reports/student work.

    • Multiple assessment approaches:

      • Standardized testing.

      • Dynamic assessment.

      • Criterion referenced tests.

      • Curriculum-based measures.

      • Rating scales.

      • Checklists.

What are the unique difficulties or challenges the student is experiencing because of the vision loss?

• • Is academic learning affected?

  • Is communication affected?

  • Is independent functioning affected?

  • Are social/emotional interactions affected?

• In what ways are the defined areas affected? (Must be unique to the student.)

• Does the student need interventions that significantly differ in intensity & duration from what can be provided solely through general education resources and services currently in place?

• Is the need for specially designed instruction connected to the category for which the student was found eligible?

• What specially designed instruction does the student need?

• Hawaii School for the Deaf & Blind

• Teaching Students with Visual Impairments

• Hawaii Department of Human Services: Ho'opono Services for the Blind, Division of Vocational Rehabilitation

• Hawaii Association of the Blind: State Affiliate of the American Council of the Blind