NH Vision/Hearing Network

Providing support to NH students with vision and/or hearing loss

Text Box: SERVICES FOR STUDENTS WHO ARE BLIND or VISUALLY IMPAIRED SERVICES COVERED UNDER THE NH DOE GRANT Needs Assessment (Request for Services required) Once a completed Request for Services has been received, an educational consultant will contact the school to discuss the individual needs of the student and make recommendations as to the appropriate level of support services. Instructional Materials Center services (registration required) Loan of Large Print/Braille materials and low vision aids Assistance with book orders Low-Cost Centralized Training (workshops held at Dolloff Building in Concord, NH) General Information and Referral SERVICES AVAILABLE FOR A FEE The services listed below are provided by a certified educator of students who are blind or visually impaired and are available for a fee of $100.00 per hour, and reimbursement for mileage costs at the established federal rate (.505 per mile as of 1/1/08). Complete Record review and analysis Review student's special education file to gather relevant data regarding vision condition, communication, gross and fine motor issues, and overall medical status. This is especially necessary when students have VI and multiple disabilities to investigate possible data related to CVI and other medical/neurological issues that may impact functional use of vision. Observation In-class observation of academic instruction time and specials classes (music, art, PE, computer classes, etc) with evaluation of instructional strategies, visual accommodations/modifications, access to the general curriculum, and the visual environment. Walk through of the school to identify potential vision problem areas (gym, cafeteria, library, playground, stairwells, etc.) Educational Consultation Available on a number of topics, such as: Observation follow-up meeting to share recommendations with the academic team, including parents, teacher(s), Special Education Staff, paraprofessionals, and child if appropriate. Research-based information around concept development, efficient use of residual vision, literacy modes including Braille and tactile graphics, social skills, and strategies for independent living, and educational placement. Educational strategies for learners with multiple needs, including vision impairment. Specialized equipment and/or materials adaptations to maximize visual functioning and learning. Development of student literacy programs (Braille, large print, tape) Helping prepare team and child for various academic transitions. Evaluation planning and determining appropriate assessment tools. Follow-up phone or email consultation and support Consultants available over phone or email to consult with educators or parents after initial consultation has occurred. Report                  Written document detailing observation/recommendations sent to parent/school staff. Meeting               One or more of the following:       Progress meeting IEP or 504 meeting Three-year Evaluation planning meeting Three-year Evaluation meeting (teacher certified in the area of disability is required) Transition meeting   Teacher In-Service Presentation/training/simulation about the student’s eye condition and the impact on access to the general curriculum. Vision support Review and interpret medical eye reports, provide information and training around optical aids, low vision devices (CCTV, magnifiers, monoculars). Provide support to the team on Braille, tactile graphics, and materials adaptations. Functional Vision Assessment The functional vision assessment assists the school team in identification of and program planning for the blind or visually impaired student by taking a detailed look at the student's visual performance and advises on how the student can best use their visual abilities in various settings. Learning Media Assessment The LMA includes data collection relative to the student's use of sensory channels (vision, hearing, touch) to determine which sensory channel or combination allows the student to process information for learning. The assessment will consider the efficiency with which the student uses the various channels and devise a plan to improve their use if needed. For students accessing print, a literacy media assessment is needed to determine if the student is functionally blind and requires Braille instruction. The literacy media also provides essential information about print literacy for reading and writing and whether or not the student should be a dual literacy student learning both print and Braille.

 
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