Policy

The most up-to-date policy relevant to the education of blind and low vision students in Maryland will be housed here.

OSEP letter-on-visual-impairment-5-22-17.pdf

Dear Colleague Letter from US Department of Education: RE Eligibility Determinations for Children Suspected of Having a Visual Impairment Including Blindness under the Individuals with Disabilities Education Act

This memorandum came out in 2017 and makes it clear that eligibility for visual impairment under the IDEA CANNOT be done on acuity, rather than on educational need.

"In contrast, in the definition of “visual impairment including blindness,” the regulations do not contain a modifier; therefore, any impairment in vision, regardless of significance or severity, must be included in a State’s definition, provided that such impairment, even with correction, adversely affects a child’s educational performance."

Orientation and Mobility Guidelines.pdf

Orientation and Mobility Guidelines

This technical assistance bulletin put out by MSDE lays out the O and M Guidelines. They state:

The term ‘‘Orientation and Mobility Services’’ is defined as services provided to blind or visually impaired students by qualified personnel to enable those students to attain systematic orientation to and safe movement within their environments in school, home, and community.
O&M instruction must be considered for each blind or visually impaired child.
The extent to which orientation and mobility services are necessary for an individual child and, if necessary, the amount and duration of those services that are required for a child to receive FAPE are decisions for the child’s Individualized Education Program (IEP).
Assessments ordered must be conducted by a qualified individual.
A qualified individual is one that holds a Bachelor’s degree from an accredited college or university and must have completed one of the following:
- Hold a certificate as a Certified Orientation and Mobility Specialist (COMS) from the Academy for Certification of Vision Rehabilitation and Education Professionals (ACVREP).
- Hold National Orientation and Mobility Certification (NOMC) from the National Blindness Professional Certification Board (NBPCB).
- Complete all requirements of a university-based program in orientation and mobility, including a supervised internship or externship in orientation and mobility.

(Full document uploaded to the left)

BrailleBill.doc

Braille Bill

This bill (uploaded to the left) reinforces the IDEA regarding instruction in braille. It states:

Braille must be considered at an IEP meeting unless the IEP team determines otherwise.
Some remaining vision must not be the sole reason to deny a child braille.
A child may be a dual media reader.
Certification standards must be adopted at the state level.

Links to Reading Media Assessments:

LMA (with forms)
NRMA

Argument against the use of a single reading media assessment:

Journal of Visual Impairment and Blindness

OSEP POLICY LETTER: November 15, 2021 to Boals. RE Students with Disabilities that are English Learners

Becoming a TVI in Maryland

COMAR 13A.12.02.23

.23 Blind/Visually Impaired.

A. The requirements for initial certification to teach blind/visually impaired students and renewal of certification to teach blind/visually

impaired students are those set forth in §§B—D of this regulation.

B. Special Education Background. For initial certification to teach blind/visually impaired students, an applicant shall complete the

following coursework.

(1) Special Education Course Work:

(a) Introduction to exceptional children; and

(b) Education of students with multiple disabilities.

(2) Specialized Content Course Work. An applicant shall submit a minimum of 21 semester hours of credit of Department-approved

Continuing Professional Development credits including the following areas:

(a) Knowledge of literary Braille, including methods of teaching Braille reading and writing;

(b) Knowledge of Nemeth Code for Mathematics and Science and other Braille codes (foreign language, Braille formats, computer, Unified English Braille Code);

(c) Medical aspects and disorders of the eye including their current and future impact on the development of the student and current and future literacy needs;

(d) Curriculum, instructional methods, and adaptations to meet the individualized needs of blind/visually impaired students (including the Expanded Core Curriculum and access to the general education curriculum);

(e) Assessment, diagnosis, and prescriptive techniques to meet the individualized needs of blind/visually impaired students (including the Expanded Core Curriculum and access to the general education curriculum);

(f) Introduction to orientation and mobility training emphasizing the development of concepts and skills required for independent travel; and

(g) A supervised practicum or 1 year of satisfactory teaching experience with blind/visually impaired students.

(3) Professional Education Course Work. An applicant shall have a minimum of 12 semester hours in course work or its equivalent

including the following areas:

(a) Human Growth and Development (birth through adult);

(b) Methods of Reading Instruction;

(d) Methods of Teaching Mathematics.

C. Special Provision. A teacher professionally certified in early childhood, elementary, middle school, secondary, generic special

education, or PreK—grade 12 education who seeks an endorsement to teach students with visual impairments shall meet the requirements of §§B(1)—(3) of this regulation.

D. Renewal. A teacher certified or teaching blind/visually impaired students shall submit 6 semester hours of course work from an IHE or Department-approved Continuing Professional Development credits or Continuing Education Units (CEUs) which must include maintenance of knowledge of Braille code.