|
Category
|
Accomplished (4)
|
Proficient (3)
|
Emergent (2)
|
Not Evident (1)
|
|
Parent and/or Caregiver Interview(s) |
Interview addresses:
·
Type of
visual impairment.
·
Onset of
visual impairment.
·
Any
additional disabilities.
·
ECC area
needs/strengths.
·
Medical/medication
information.
·
Educational
strengths/needs, including literacy, numeracy, and listening skills.
·
Visual
skills.
|
5 / 7 components are accurately addresses.
|
3 / 7 components are accurately addressed.
|
Parent and/or caregiver is
not interviewed.
|
|
|
4
|
3
|
2
|
1
|
|
Teacher and/or Service Provider Interview(s)
|
Interview addresses:
·
ECC area
strengths/needs.
·
Visual
behaviors in natural environment and/or classroom.
·
Other
educational strengths/concerns, including literacy, numeracy, and listening
skills.
|
2 / 3 components are accurately addressed.
|
1 / 3 components are accurately addressed.
|
Classroom teacher is not interviewed.
|
|
|
4
|
3
|
2
|
1
|
|
Child Interview
|
Interview addresses:
·
Visual,
auditory, or tactual difficulties.
·
Educational
strengths and needs, including literacy, numeracy, and listening skills.
·
ECC
strengths/needs.
|
2 / 3 components are accurately addressed.
|
1 / 3 components are accurately addressed.
|
Child is not interviewed.
|
|
|
4
|
3
|
2
|
1
|
|
Review of Records
|
Comprehensive review of records addresses:
·
Eye
health reports.
·
Clinical
low vision evaluation (if available).
·
ECC
information.
·
Other
medical information.
·
Records
from other service providers.
|
3 / 5 components are accurately addressed.
|
2 / 5 components are accurately addressed.
|
1 of the 5 components is accurately addressed.
|
|
|
4
|
3
|
2
|
1
|
|
Child
Observations
|
Observations assess:
·
Lighting.
·
Physical
arrangement of natural environment(s).
·
Visual
clutter.
·
Visual
behaviors,
·
Learning
styles,
·
Access
to media,
·
Classroom
behaviors.
|
5 / 7 components are accurately assessed.
|
3 / 7 components are accurately assessed.
|
1 of the 7 components is accurately assessed.
|
|
|
4
|
3
|
2
|
1
|
|
Appearance of Eyes
|
Assess appearance of eyes for abnormalities (i.e., discharge, crusty eyelids, & redness).
|
|
|
Appearance of eyes is not assessed.
|
|
|
4
|
3
|
2
|
1
|
|
Behavioral Abnormalities |
Assess behavioral abnormalities (i.e., light gazing, eye pressing).
|
|
|
Behavioral abnormalities are not assessed.
|
|
|
4
|
3
|
2
|
1
|
|
Functional/
Peripheral field
|
Confrontation assesses preferred visual quadrants.
|
|
|
Preferred visual quadrants are not assessed. |
|
|
4
|
3
|
2
|
1
|
|
Color Discrimination
|
Informal color identification and/or matching are
assessed.
|
Informal color identification is assessed.
|
Informal color matching is assessed.
|
Color discrimination is not assessed.
|
|
|
4
|
3
|
2
|
1
|
|
Light Sensitivity
|
Observation and child questioning assesses any light
sensitivitd.
|
Only student questioning assessed any light
sensitivity concerns.
|
Only observation assessed any light sensitivity
concerns.
|
Light sensitivity is not assessed.
|
|
|
4
|
3
|
2
|
1
|
|
Developmental Visual Perception Skills associated
with a visual impairment
|
If the student is having difficulty processing
information as a result of a visual impairment the following developmental
visual perception skills are assessed:
·
Visual
discrimination.
·
Form
perception.
·
Figure
ground perception.
·
Eye-hand
coordination
·
Imitation
of actions.
·
Visual
closure.
·
Visual
sequencing.
|
5 / 7 areas are assessed.
|
3 / 7 areas are assessed.
|
Developmental Visual Perception Skills are not
assessed for a child who has difficulty processing information as a result of
a visual impairment.
|
|
|
4
|
3
|
2
|
1
|
|
Near Acuity & Discrimination
|
·
Formal
near measures are assessed as appropriate for the child.
·
Functional
near measures are assessed using various objects in all educational/home
environments and address the following areas:
·
Object.
·
Distance.
·
Color.
·
Contrast.
·
Size.
|
Formal measures are assessed but not informal
measures.
|
Informal measures are assessed but not formal
measures.
|
Neither formal nor informal measures are assessed.
|
|
|
4
|
3
|
2
|
1
|
|
Distance Acuity & Discrimination
|
·
Formal
distant measures are assessed as appropriate for the child.
·
Functional
distant measures are obtained using various objects in all educational/home
environments and address the following areas:
·
Object.
·
Distance.
·
Color.
·
Contrast.
·
Size.
|
Formal measures are assessed but not informal
measures.
|
Informal measures are assessed but not formal
measures.
|
Neither formal nor informal measures are assessed.
|
|
|
4
|
3
|
2
|
1
|
|
Depth Perception
|
Depth perception is assessed through observation
and/or demonstration (as appropriate):
- Mobility
observation.
- Picks up
objects and places in container.
- Catches a ball.
- Kicks a ball.
- Pours from
containers.
|
Depth perception is assessed but through observation
only.
|
Depth perception is a heading with no information
assessed.
|
Depth perception is not assessed.
|
|
|
4
|
3
|
2
|
1
|
|
Contrast Sensitivity (CS)
|
Pediatric Contrast Sensitivity is assessed.
|
|
|
Contrast sensitivity is not assessed.
|
|
|
4
|
3
|
2
|
1
|
|
Current Learning & Literacy Functioning
|
Learning Media Assessment (LMA) forms 2, 3, 4, are
used as appropriate to assess and provide recommendations for:
·
Primary
and secondary sensory channels for eligibility or change in sensory
functioning (form 2).
·
Appropriate
learning media (form 3).
·
Initial
literacy medium for preschoolers (form 4).
|
All 3 forms are used but recommendations are not
provided in all areas.
|
One form is used but recommendations are not
provided.
|
Current learning & literacy functioning is not
assessed.
|
|
|
4
|
3
|
2
|
1
|
|
Functional Reading & Writing
|
·
Informal
near and distant measures identify assistive technology or technology needed to assist child in
functional reading and writing tasks.
|
Informal near measures identify assistive technology
or technology needed
to assist child in functional reading tasks.
|
Informal distant measures identify assistive
technology or technology needed
to assist child in functional writing tasks.
|
Functional reading and writing is not assessed.
|
|
|
4
|
3
|
2
|
1
|
|
ECC Needs Screening Tool
|
ECC Needs Assessment addresses the following
components:
·
Screening
tool adapted for individual child according to age/ability/acuity.
·
Input
from all team members.
·
Justification
statements developed
for each area.
·
Strengths
and needs stated.
·
Priority
areas identified.
|
3 / 5 areas are addressed.
|
2 / 5 areas are addressed.
|
Screening tool is not used to determine priority
areas for assessment.
|
|
|
4
|
3
|
2
|
1
|
|
ECC Assessment
|
A valid and reliable criterion-based assessment tool
is used to assess all identified ECC priority areas (2-3).
|
A valid and reliable criterion-based assessment tool
is used to assess only 2 / 3 priority areas.
|
A valid and reliable criterion-based assessment tool
is used to assess only 1 / 3 priority areas.
|
Teacher checklists are used instead of a
criterion-based assessment tool.
|
|
|
4
|
3
|
2
|
1
|
|
Measurable Goals
|
Measurable IFSP / IEP goals addresses 7 required
areas:
·
Conditions:
o Time.
o Situation.
o Materials.
·
Behavior.
·
Criterion.
·
Student.
·
ECC
content area.
|
4 / 7 areas are addressed.
|
1 / 7 areas are addressed.
|
Measurable goals are not addressed.
|
|
|
4
|
3
|
2
|
1
|
|
Criteria for Certification Statement
|
Criteria for certification statement include etiology, visual acuity, and needed accommodations to satisfy IDEA
requirement to document a disability.
|
2 / 3 items are included.
|
1 / 3 items are included.
|
Criterion statement is not addressed.
|
|
|
4
|
3
|
2
|
1
|
|
Recommendations and Educational Implications
|
Recommendations
and educational implications are data-driven as part of the Individualized
Family Service Plan (IFSP) or Individualized Education
Program (IEP)
to satisfy IDEA requirement to document impact of disability on the
educational program.
|
Educational
implications are data-driven as part of the IFSP/ IEP to satisfy IDEA
requirement to document impact of disability on the educational program.
|
Recommendations
and educational implications are not data-driven as part of the IFSP/ IEP to
satisfy IDEA requirement to document impact of disability on the educational
program.
|
Recommendations and educational implications are not
addressed.
|