Functional Vision & Learning Media Kentucky Exceptional Children's Conference Louisville, KY November 22, 2015 Presented by Cathy Johnson, APH Field Services Representative 1

FVLMA Workshop Objectives 2 Participants will Understand the FVLMA process and its application regarding identification, eligibility, and programming for students with visual impairments. Become familiar with the contents of the FVLMA materials in order to conduct functional vision & learning media for students with existing protocols used by KY TVIs Become more knowledgeable of the process in order to conduct a functional vision/learning media assessment for their students Gain understanding & application of the Expanded Core Curriculum Screening Record

What is a FVLMA? Used to determine how well a student uses visual information in performing daily activities in a variety of settings (FVA), and How a student accesses, or may need to learn to access, printed information (LMA) 3

4 Developed by LaRhea Sanford, Ed.D and Rebecca Burnett, Ed.D, based upon years of practice as teachers of students who are visually impaired Provides a framework for the systematic assessment of student’s visual functioning and needs for adapted educational media. Designed for students who are pre-academic or academic and visually impaired in grades K-12. Field tested by teachers of students with visual impairments. What is this FVLMA product?

5 Addresses most components contained with the Essential Assessments Rubric for children who are blind or visually impaired, ages Utilizes the RIOT approach: Review of records, interviews, observation, tests, screenings, checklists, assessments Can be modified for each student’s age and abilities

Why Conduct an FVLMA? 6 Required by: Federal law mandates State law mandates Understand visual functioning in variety of settings Determine: Primary and secondary learning media Ways to increase visual functioning Educational implications Establish eligibility certification Develop IEP goals, services, etc.

Who should be assessed with this FVLMA? 7 The APH FVLMA is designed for students who are pre-academic or academic with visual impairments in grades K-12. Students with visual impairments and additional disabilities may be assessed with other APH products such as ISAVE ®, ToAD ®, Tasha Tadpole ®, Sensory Learning Kit ®, SAM-Symbols and Meaning Kit ®, or others from the field. Students with cortical visual impairments may be assessed with materials available from other sources.

Benefits of the FVLMA 8 Provides information that can be used for planning educational program. Incorporates information from a variety of sources (e.g., RIOT): Cumulative records Interviews: Parent, teachers, student Observations of student Informal assessments and checklists Formal assessments

Additional Benefits of FVLMA 9 Framework for systematic and thorough assessment of a student’s visual functioning Reviewed and used by experts in field Previous versions have been used since 1993 by TVIs across the country Guidebook provides detailed directions Developed by practicing teachers of students with visual impairments User-friendly instrument TVIs can choose items and sequence

Best Practices 10 Obtain current eye report, answer questions, read about condition. Help family obtain resources. Evaluate in natural environments with actual classroom materials as possible. Utilize transdisciplinary approach. Consider and respect values and desires of student and parents. Other?

Glasses and Low Vision Devices 11 Always assess the student while wearing prescribed eye glasses or contacts. If available, assess the student while using prescribed low vision devices. If the student has not had a low vision evaluation, then help arrange, if appropriate. If student loses or breaks glasses, etc., may need to also assess without glasses/devices.

Components of the APH FVLMA 12 FVLMA Guidebook (including a CD) Interviews and Observations protocol Functional Vision Assessment protocol Learning Media Assessment protocol FVLMA Report form ECC Screening Record

Organization of Guidebook 13 Introduction, FVLMA Interviews & Observations ( pages 3 to 32) Assessment checklist Cumulative folder review Interviews: parent, classroom teacher, student Observations – visual behaviors, classroom O & M screening Physical education observations

Functional Vision Assessment (p ages 33-72) Appearance of eyes Behavioral abnormalities Peripheral fields Color and contrast discrimination Light sensitivity and preference Developmental and perceptual screening Near acuity and discrimination Distant acuity and discrimination 14 Organization of Guidebook

Learning Media Assessment (p ages ) Current print functioning Reading and listening Near reading and writing Distant reading and writing Appendix A – Materials Needed (pages ) 15 Organization of Guidebook

16 Appendix B – Direction/Resources Expanded Core Curriculum (pages ) Directions and resources Yearly screening form Screening record Appendix C – LMA Decision Making Guide (p ages 123- back cover page) Organization of Guidebook (cont.)

17 Organization of Guidebook (cont.)

Organization of Guidebook Sections 18 Area of assessment Background information Materials needed Assessment procedures Assessment protocol for each area Typical response examples Atypical response examples Examples of functional problems Educational implications from FVLMA Report

FVLMA Report Form When FVLMA is completed, the TVI must determine appropriate educational implications: consultation, equipment, materials, accommodations, adaptations, instruction, etc. 2. Provides space to summarize observations 3. Lists possible educational implications 4. Space to add additional implications. 5. Can be used as a reference or a report form.

ECC Screening Record 20 Pages in the Guidebook 1. Visual Efficiency Skills (EA Rubric: Sensory Efficiency) 2. Independent Living Skills 3. Compensatory Skills 4. Recreation and Leisure Skills 5. Orientation and Mobility 6. Technology 7. Social Interaction Skills 8. Self-Determination 9. Career Education

LMA: Decision-Making Guide Summary 21 Pages in the Guidebook The chart is a summary of points to consider when making decisions regarding a student’s primary and secondary learning media as presented in the Learning Media Assessment (LMA) by Koenig and Holbrook (1995).

Let’s review and become familiar with the Guidebook….. 22

RESOURCES A few of my favorites and ‘go to’ places: 

Questions? Comments? 24