Student Name Functional Vision & Learning Media Assessment & ECC Page 1/10

Student Name Functional Vision & Learning Media Assessment & ECC page 1/10

Functional Vision Learning Media Assessment (FVLMA) and

Expanded Core Curriculum (ECC)

Personal Data:
Name: Joe Student / Date of Birth: 8/1/06
School: Elementary / Age: 8
Grade: 2 / Assessment Date:
District: Any / Assessed by: TBVI
Parent/Guardian: Mom and Dad Student / Address:
City, State, Zip: / Phone:

Review of Records and General Information:

Joe is being referred for a FVLMA as part of the 3-year reevaluation process. He is currently receiving VI (45 min. 5 x week), O&M (60 min. 2 x month), OT (30 min. 1 x week), and PT (30 min. 1 x week) services. Joe was born prematurely. He has been diagnosed with ROP (Retinopathy of Prematurity). ROP is an eye condition that affects immature blood vessels of the retina in premature babies. Joe has functional vision loss in both eyes. He had surgery as an infant. He is under the treatment of an ophthalmologist. His primary learning media is Braille. His secondary learning media is auditory.

Joe is an 8 year old second grade student at Elementary. He remains in the regular classroom with the exception of the times he is receiving specialized instruction from the TVI, COMS, OT, and PT.

With appropriate accommodations and modifications, Joe is an average to above-average student. According to state and local assessments, he reads above grade level, but he is slightly below in math.

The purpose of this evaluation is to determine Joe's current level of visual functioning and what modifications or accommodations might be helpful in relation to any problems he may be experiencing during the school day.

Parent Interview:Joe’s mother, A.Student, stated that Joe’s visual impairment was caused by his prematurity and excess of oxygen. He has no other documented disabilities, but he has asthma and allergies. Joe wears prescription glasses, but she does not believe they help him to see better. He has not been prescribed any low vision devices. Mrs. Student believes that Joe has great listening skills and the ability to follow directions. She stated he will turn his head when he hears someone enter a room. She says he uses his hands to explore new objects, and by holding them close to his face. She thinks that math is the area in school that he has the most difficulty with. She says he has no difficulty completing homework assignments in Braille. Mrs. Student said that Joe has access to a computer at home as well as an iPad. She says he uses them for audio only, but can see some lights. Mrs. Student indicated that Joe has problems getting around in the dark and with bright light. He has tinted glasses to wear in bright light to help him adjust. She stated that he has trouble getting around in unfamiliar environments, and he does not travel independently outdoors. He uses a cane to locate things outside. Mrs. Student said that Joe watches television and plays video and computer games. She indicated that he has to get against the screen to view it. He also turns his head to the left to look at things. She believes he can see bright lights, bright colors and large objects best. He prefers toys with sound and texture. Joe reads Braille books and listens to audio books. When Joe is tired, over-exerted, or irritated, Mrs. Student stated that Joe will rub his eyes. The areas of daily living that she said he has the most difficulty with are: personal body care, self-help, home assistance, recreation/leisure skills, and moving in the near environment. She stated that he has trouble finding food or knowing what is on his plate. She says he has difficulty with dressing with shoes and socks. Mrs. Student describes Joe’s personality as normal and explained that he has friends and interacts with other children in about the same way as other children his age. She stated that he enjoys talking and listening to other kids and playing. Some of Joe’s favorite activities are audio books, video games, and fishing. She said that he enjoys playing basketball with help, but he avoids baseball. He likes to eat all kinds of food. He likes to listen to folk tales and short stories. She is pleased with his educational progress and believes his educational program is supporting his goals with availability to help from his VI teacher and related services for his needs. Mrs. Student stated that Joe’s goal is to one day go to college.

Student Interview:Joe stated that his favorite part of school is going to "Study Island math" because he gets to listen to stories on the computer. He also likes lunch because he gets to eat and likes getting to use the iPad. His least favorite part of school is math because he sometimes gets frustrated and it's hard to pay attention. He says he has a lot of friends at school, and describes some as funny and nice to talk to. Joe says he is a good listener. He says he doesn't have any problems in PE, except the day of this interview he was trying to play basketball and the ball came back after he threw it and hit him in the nose. He says he likes to go to movies because he likes the sounds and colors. Joe says he doesn't know what his visual condition is called, but that he knows he was born too early. He says at school he needs to use a Braillewriter, and Ms. Assistant to help him get places sometimes, and to help him understand math. He says he needs Mrs. Teacher to help him with reading, and Mrs. TBVI to help him understand math better, and to help him do abacus, listening things, and Braille reading and writing. He needs Mrs. Cane to help with his cane. Joe says during his free time he enjoys playing his GameBoy, GameCube and Atari, watching TV, playing with toys, playing with his mom and "Bub" when he's home, and playing with his dad. When asked what kind of work he wants to do when he grows up, he said, "sell things to people like Daddy."

Teacher Interview: Mrs. Teacher stated that Joe is in the second grade at Elementary School. She indicated that Joe wears glasses, but they do not appear to help him see better. Joe’s educational strengths are his good attendance, and he is on target in reading with same age peers. She states his weakness is listening to task. For example, when he is listening to oral directions given to the whole class, he needs to be redirected and he doesn’t want to ask the teacher for help. In her classroom, she addresses the areas of use of assistive technology, social interaction skills, and orientation and mobility. She explained that Joe is socially integrated in the class by having him sit with the whole group and participate with small groups and partners along with the rest of the class. She indicated that the iPad is an activity he particularly enjoys, and that exercise is an activity he tries to avoid. She believes that he is unable to perform activities of daily living at a level equal to other children his age, but that she has seen improvement. Mrs. Teacher explained that Joe has a reader to help with computer activities in the classroom. She indicated that he enjoys reading and uses Braille for reading media. She stated that she has seen Joe hold objects closely and turn his head to look at them, and most consistently looks at bright lights. Academically, Mrs. Teacher says math seems to be more of a struggle for him. She stated that he has no trouble losing his place when reading and can find specific passages in Braille. She indicated that Joe seems to keep up with his peers in the classroom and does not require extra time to complete assignments. She stated that the instructional assistant helps him to be organized. Mrs. Teacher said that Joe relates well with his peers and with adults, but sometimes does not understand jokes.

Assessment Instruments, Materials, and Strategies

•Assistive Technology for Students Who Are Blind or Visually Impaired
•Classroom/School Environment Observations
•Teacher, Parent and Student Interviews
•Review of Records
•Eye Report
•Natural and Teacher-made Materials / •FVLMA checklist
•WATI Assessment
•ECC Screening
•Braille Inventory
•EVALS Checklists

Medical History Information:

Eye Care Specialist
MD – Ophthalmologist OD – Optometrist / Clinical Low Vision / Functional Vision
Name: / Dr. Eye / TBVI
Date: / 1/5/15 / 3/2/12

1. Visual condition:

Primary: Retinopathy of Prematurity (ROP)

Secondary: None

1. Age of onset: Birth
2. Stability of visual condition: StableDeterioratingImprovingUncertain
3. Acuity (As reported by Dr. Eye)

Distance / Near
Without Correction / With Correction / With Low Vision Device / Without Correction / With
Correction / With Low
Vision Device
OD: / OD: / OD: / OD: / OD: / OD:
OS: / OS: / OS: / OS: / OS: / OS:
OU: / OU: LP / OU: / OU: / OU: LP / OU:

OD = Right EyeOS = Left EyeOU = Both Eyes

1. Visual fields:
2. Prescription lenses: Sph. Cyl. Axis

OD-.___+______

OS-.___+______

Date prescribed: Not available

1. Other references to visual functioning: suggestion for protective eyewear during PE
2. Medications: allergy and asthma medicine (albuterol, Zyrtec)
3. Additional disabilities: muscle weakness and lack of coordination

FUNCTIONAL VISION

A Functional Vision Assessment is an organized plan for observing how students use their vision to perform routine tasks in familiar and unfamiliar environments and to what extent this impacts learning and performance.

Physical appearance and eye movement:

Joe's eyes appear normal in shape and size. With the regular classroom lighting, Joe's right pupil appeared larger (7) and irregular in shape than his left pupil (3). Occasionally the white part of Joe’s eye appears a little red.

Behavioral Abnormalities:

Joe exhibits some behavioral abnormalities due to his vision. When he is listening, and not actively doing something, he moves his head right and left. Joe’s educational team is working on this by using the code word, “Straight” to help make Joe aware that he is doing this behavior and correct it.

Joe will also rub or poke his eyes from time to time, especially, it seems, when he is tired. Joe must be made aware that he is doing this so he will stop. This could injure his eye if not addressed.

Response to Light:

When a penlight was presented in Joe’s visual fields, he stated he was able to see the light on the left side when it was approximately 6” from his eyes and about 8” from his nose. On the right side, he said that he could “kind of see it” about 2” from his eyes directly in front of the right eye.

Light Sensitivity and Preference:

Joe does not appear to have any lighting preferences in the classroom other than regular lighting so he can see shadows. He stated that his eyes sometimes hurt when he goes out into bright sunlight.

Eye Preference:Joe holds lit-up objects like iPads up to his left eye.

Color Discrimination:

Using the iPad with large color blocks lit up, Joe’s response to colors was:

Red=red

Blue=blue

Green=blue

Yellow=white

Lime Green=white

Orange= red

Pink= red

Purple= blue

Confrontation Functional Peripheral Fields:With the lights off, using a pen light, Joe was able to see the light in the upper left, upper central, upper right, central left, and central fields only. (He could not see any light on the central right, or in any of the lower fields.)

Contrast Sensitivity:NA

Observations of functioning in near visual tasksup to 16 inches: When Joe is looking at a lit up object, like an iPad or smartphone, he holds it to within an inch of his left eye.

Observations of functioning in intermediate visual tasks from 16 – 36 inches: In well-lit environments, Joe is able to see large dark objects if he is paying attention. For example, he can sometimes tell when there is a person standing in the classroom within about 18 inches, but if he’s talking, he will walk right into them.

Observations of functioning in distance visual tasks beyond 3 feet:Joe was able to locate the location of light sources (window, outside door, and inside door). He could tell when the lights in the classroom were off and on. The TVI set up some objects (chairs, trash can) in unusual places and he was able to find ¾ with lights on, but none with the lights off, even with light from the window. Joe could not enter a room and locate an empty seat using only his vision.

LEARNING MEDIA

A Learning Media Assessment encompasses the selection of learning and literacy media for students with visual impairments. Learning media refers to the types of materials methods or modifications that a student uses in conjunction with the sensory channels (visual, tactile, and auditory) to obtain information and gain meaning. Literacy media refers to the range of tools for reading and writing in print and Braille.

Use of Sensory Channels:Joe is a tactile and auditory learner. His primary learning media is Braille and his secondary is auditory.

Formal Reading and Listening

Reading Efficiency:

Mode of reading:Braille– Joe does not always keep both feet on the floor and face straight forward when reading.

Reading Level / Type / Comprehension / Rate
2 / Braille / Independent/
Instruction / 80 wpm
3 / Braille / Independent/
Instruction / 76 wpm
4 / Braille / Frustration / 65 wpm

Grade Braille Reading Rate

351 WPM

458 WPM

566 WPM

667 WPM

College 115 WPM

(Taken from the TSBVI Assessment Kit)

Based on the reading rate tables attached to this report, it appears that Joe is reading at levels commensurate with same age peers.

Listening Comprehension:

Reading Level / Comprehension
2 / Independent/
Instruction
3 / Independent/
Instruction
4 / Frustration

Based on assessments of Listening Comprehension, it appears that Joe’s listening comprehension levels are commensurate with same age peers.

Functional Reading and Writing Skills

Tactual/Braille Skills:

Braille Skills Inventory Comments:

(Braille Assessment- TSBVI Assessment Kit)

Joe has mastered all pre-Braille skills. However, his posture is not always appropriate (facing forward with both feet flat on the floor).

Braille Skills:

Reads own name in Braille- yes

Identifies letters of the alphabet in Braille- yes

Reads clock time in Braille- yes

Looks up words in a dictionary- no

Reads sports scores in Braille- no

Braille Checklist- (mastery)

Whole-word contractions: 23/23

Part-word contractions: 7/7

Lower-cell contractions: 12/12

Whole-word or Part-word contractions: 12/12

Initial-letter, dot 5 contractions: 21/22

Initial–letter, dots 4,5 contractions: 4/5

Initial-letter, dots 4,5,6 contractions: 6/6

Final-letter, dots 4,6 contractions: 5/5

Final-letter, dots 5,6 contractions: 6/7

Final-letter, dot 6 contractions: 0/2

Short-form words: 57/76 (working on several new ones currently)

Composition signs: 2/7

Punctuation signs: 6/16

Handwriting:Joe is currently working on writing his first name with a pencil. He can form the letters but they are quite large.

Expanded Core Curriculum Needs Assessment

The expanded core curriculum addresses the unique educational needs that goes beyond the academic skill areas and emphasizes an expanded learning base necessary for students with visual impairments. The ECC areas include assessment observations in the skill areas of:

Assistive Technology: (See AT Evaluation for more details)

Joe’s Strengths in technology:

Perkins Braille writer

Mountbatten Braille writer (very basic)

Working on:

Keyboarding to access computer

Needs:

Computer access

Slate and Stylus

Career Education:Joe is in 2nd grade, but has discussed possible jobs he might like to do.

Compensatory Skills:

Basic Concepts:Joe has good understanding of most basic concepts: time, quantity, sequence, and position. He has less understanding of space and directions.

Organization:Joe utilizes an instructional assistant for most organization.

Auditory Readiness/Listening:Joe’s Jerry Johns Screening indicated he is at grade level for listening skills. However, in a room with talking or other sounds, he often listens to those sounds instead of what he should be focusing on. He has completed many listening activities from APH with at least 80%, but that is in a quite one-on-one setting.

Management of Live Reader:Joe is learning how to make requests of a live reader (ex. “please repeat the first paragraph”) when appropriate (MAP, STAR tests)

Study Skills:Joe appears to be functioning appropriately at this time.

Reference Skills:Joe appears to be functioning appropriately at this time, however, he is still working on learning print indicators (italics) and parentheses and brackets, headings, etc.

Note taking Skills:Joe uses his Braille writer when appropriate. He is currently learning to use Braille keyboard with iPad for note taking, etc.

Reading Charts, Graphs, Diagrams:Joe is proficient in reading picture graphs and bar graphs.

Map Skills:Joe is just beginning to learn to read maps.

Tactual Readiness:Joe has good tactual readiness skills.

Braille Code: (See Braille Assessment)

Braille Reading:Joe is reading on grade level. His silent fluency rate is 76 wpm. His most recent oral reading fluency rate probed by TVI was 86 wpm. The average silent reading rate for Braille students 4th-6th grades is 52-57. He is well above this rate.

Use of Braille Writer:Joe knows how to operate the Perkins and Mountbatten Braille writers though he prefers to allow instructional assistant or classroom teacher to load the paper for him.

Slate and Stylus:Joe has not begun using this yet.

Nemeth Code:Joe is able to perform Nemeth addition and subtraction problems with 3 digits, and write the answer, but he is not writing (formatting) the problems independently.

Math Formatting:Joe is not able to format math problems independently.

Use of Abacus:Joe is able to use abacus to perform simple addition and subtraction problems.