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TVI Tasks in DoDEA
TVI Tasks in DoDEA
Ensure students with visual impairments, including blindness, access and make progress in the general curriculum through specially designed instruction (SDI), accessible formats/AEM, and assistive technology—within IDEA and DoD/DoDEA policy.
1) Evaluation, eligibility, and IEP development
Participate on case study/MDT teams: review medical/functional vision reports; conduct educational vision assessments (near/far acuity implications, functional vision, learning media assessment, ECC screening).
Author PLAAFPs & goals tied to Expanded Core Curriculum (ECC)—braille literacy, low-vision device use, tech/access skills, self-advocacy, organization/travel readiness, etc.
Define services (direct, consult, minutes, setting), accommodations (e.g., enlarged print, braille, extended time, reader), and AEM/AT needs in the IEP; maintain timelines and procedural safeguards.
2) Direct instruction (SDI)
Braille literacy (UEB reading/writing, Nemeth for math/science) and tactile graphics.
Low-vision efficiency: use of optical/non-optical devices, visual scanning, contrast management.
Technology access: screen readers (e.g., JAWS/VoiceOver), screen magnifiers, refreshable braille displays, notetakers; file navigation, annotation, test platforms.
ECC skills embedded in academics: organization, self-advocacy, study/workflow strategies, and pre-O&M readiness (basic spatial concepts and route planning; note: formal O&M is a related service delivered by a certified O&M specialist—TVI coordinates).
3) Accessible educational materials (AEM) & assistive technology (AT)
Select/procure formats (large print, braille, tactile diagrams, audio/DAISY, digital EPUB/PDF with tags).
Manage AT trials and implementation via the IEP “special factors” step; collaborate with district/region AT teams/lending libraries to borrow, test, and document devices.
Train students/staff on AT use and maintain an inventory; ensure accessibility features/accommodations are reflected on DoDEA assessments.
4) Collaboration, consultation, and scheduling
Co-plan with gen-ed teachers to adapt materials/assessments and set up accessible workflows before units start.
Consult with related services (SLP, OT, O&M), school psychs, counselors; brief substitutes and paraprofessionals.
Coordinate itinerant schedules across campuses; align pull-out with least restrictive environment (LRE) and minimize missed core instruction.
Services Offered
Individualized Instruction: Camille can develop and implement customized learning plans that cater to the unique needs and strengths of each student with visual impairment, focusing on strategies and supports that expand access to core curricula.
Braille Literacy & Learning Media: Camille can provide instruction in Braille reading and writing and in Nemeth math, enabling students to improve literacy, numeracy and STEM access through tactile means on varied devices.
Assistive Technology Integration: Camille supports student and staff use of assistive technologies such as screen readers and magnification tools that adapt and enhance access to curricula, interim and summative assessments.
Orientation and Mobility Support: Collaborating with specialists, Camille assists students in developing skills in mobility and in navigation within school environments.
Collaborative Consultation: Camille works closely with teachers, parents, and teams to adapt curricula and classroom environments in alignment with IEP/504 goals and with student success criteria. She collaborates to provide functional vision evaluations as per CSC assessment planning procedure.
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