Vision Services

The D155 vision team consists of teachers licensed in special education, who specialize in teaching students who are blind and visually impaired. Vision services employ an itinerant model across a continuum of service delivery options to support students with visual needs within their least restrictive environment. Ongoing professional development occurs through a variety of state, local, and district training opportunities.


Vision Service Qualification

  • A visual impairment refers to “an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.” (IDEA, 1997) Visual functioning ranges from low vision to blindness.

  • The Functional Vision Assessment (FVA) is conducted by the Teachers of Students with Visual Impairments (TSVI):

    • Addresses functional use of visual skills across the students educational environment

    • Guides the team in determining eligibility and appropriate supports for students with vision impairment(s)

  • The FVA interprets current medical diagnosis, addresses strengths and needs from a visual perspective, and makes recommendations for modifications and accommodations related to specific visual needs. This information is utilized to determine how the visual impairment impacts educational performance, what the student’s individualized educational needs are, and the recommended level of support within the educational setting.

Role of Teachers of Students with Visual Impairments (TSVI)

  • TSVIs services provide a wide variety of specialized instruction based upon individualized needs which include, but are not limited to:

    • Direct instruction and/or consultative services

      • Consultative services may include: accommodations/modifications, training for staff, adaptations of curriculum., instructional strategies, environmental access, test administration, team meetings, observations, etc.

    • Interpretation of oculars and impact of visual diagnoses

    • Braille instruction (UEB literary code; Nemeth: Mathematical and Scientific code)

    • Material adaptations/modifications

    • Tactile Enhancements/Graphics

    • Assistive Technology

    • Low Vision Aids/Adapted technology

    • Auditory resources

    • Skills related to efficient utilization of functional vision

    • Ongoing evaluation of visual skills

    • Instruction related to Expanded Core Curriculum for the Blind and Visually Impaired (ECC areas addressed may vary based upon individualized needs, as appropriate) may include:

      • Independent living skills

      • Recreation and leisure

      • Assistive technology for the students with vision loss

      • Career/College/Transition Planning

      • Self Determination skills

      • Compensatory skills

      • Sensory Efficiency

      • Social Interaction Skills

    • Connect students, families and staff to outside resources

    • Consistent collaboration with teams across various educational settings to promote a highly collaborative model of support in addressing identified needs set forth in the Individualized Educational Program (IEP)