**** SCHOOL SYSTEM
VISUALLY IMPAIRED PROGRAM
UNIQUE NEEDS SHEET- IEP Attachment
Student Name:Susie Q
From: 5/21/14
To: 5/20/15
Susie Q is a rising 8th grade academic student who is totally blind due to Glaucoma;she lost her vision during her 6th grade year. Susie Q is an independent cane traveler and can move about familiar environments without assistance. Susie Q enjoys school and is served in EC classrooms for her academics and receives VI support for access and success to all of her classes. She is an auditory and tactual learner; she has good listening skills and comprehension skills, and is a beginning Braille reader; she is able to produce her work in Braille, but her Braille reading skills are emerging and she cannot typically read her own writing. Susie Q is supported by VI staff that provide her classroom assignments in an accessible format (Braille or auditory) and support the individual instruction needed for Susie Q to understand the teacher-created curriculum in an accessible format. Susie Q is currently exempt from EOG testing because of her recent blindness and developing reading medium.
The following is a checklist of modifications, requirements, and special considerations to be provided by the school, so that the student with visual impairment can be successful in the classroom.
Seating Placement
Susie Qshould have a large table, or two student desks to accommodate her material needs in all classrooms that she attends regularly. Her seating position should be in a location close to the door that will be easy for her to locate independently. A second chair should be available for VI staff use when they are supporting Susie Q within the mainstream classroom
Susie Q should be allowed to move about the room as needed to access information presented away from her desk, when necessary.
Presentation
The teacher or presenter should verbalize all information as it is written on the board or overhead.
Susie Q should be allowed to manually explore materials/manipulatives that support the curriculum or lesson.
Real objects should be used whenever available, example- use real coins in a money lesson.
Environmental
Open and close doors fully, a partially-opened door or cabinet can be a dangerous obstacle.
Eliminate unnecessary background noise.
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.
Provide Susie Q with a preferential locker position and/or use of a VI room to store materials.
Susie Q will need a consistent location by the classroom door that she will store her cane.
Material Adaptation
VI teacher to receive materials needed for modification no less than 3days, but preferably 1-2 weeksbefore the teacherneeds them in class.
Susie Q will use audio text, to support or substitute for written text, as needed.
Susie Q may record classroom lectures for further review, if necessary.
Susie Q will use Braillebooks and modified materials.
Susie Q may mark answer with sticky dots or by circling answer instead of rewriting.
Susie Q’s brailled work will be transcribed (translated) by a VI staff for the classroom teacher to review or grade.
Not all materials are able to be modified or would be meaningful to Susie Q. Some materials or lessons may be excluded and appropriate substitutions will be determined by the VI staff and classroom teacher.
Susie Q will receive modified assignments, including:extended time, abbreviated assignments and substituted lessons, when appropriate and necessary.
Testing Adaptations
Susie Qshould be excluded fromtransferring answers to a separate answer sheet and should Braille, circle, or mark her answers with sticky dots to be bubbled/transferred by a VI staff member.
Dictation of test/materials not received in time for modifications.
Technology
Susie Q will use both low-tech and high-tech technology, including:
-a manual Braillewriter, a Braille embosser (printer)
-speech output on a computer
-a talking calculator and a talking scientific calculator
-an e-tablet with Accessibility features (ZOOM and VOICEOVER)
-a Cranmer Abacus for math
Susie Q is an auditory and tactual learner, she will use an e-tablet to access emails, Word documents, Power Points, etc. from her teachers and will listen to the material with VOICEOVER, using headphones.
The VI Staff is actively available to ensure that Susie Q has the materials in an accessible format for her unique learning needs. This is a true team approach to teaching, in which the classroom teacher is responsible for the presentation of the content of the material, and for providing the VI staff with all materials that need to be modified in a timely manner. The VI staff will ensure that Susie Q is able to understand the material through tangible materials and supportive one-on-one explanations, as necessary, and that the classroom teacher is supported in any way necessary for her success.
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