functional vision & learning media kentucky exceptional children's conference louisville,...

Functional Vision & Learning MediaKentucky Exceptional

Children's Conference

Louisville, KY

November 22, 2015

Presented by Cathy Johnson, APH Field Services Representative

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FVLMA Workshop Objectives2

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)

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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?

What is this FVLMA product?5

Addresses most components contained with the Essential Assessments Rubric for children who are blind or visually impaired, ages 5-22.

http://earubric.com/index.html 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?

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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 FVLMA8

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 fieldPrevious versions have been used since 1993 by

TVIs across the countryGuidebook provides detailed directionsDeveloped by practicing teachers of students with

visual impairmentsUser-friendly instrumentTVIs can choose items and sequence

Best Practices10

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 Devices11

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 protocolFunctional Vision Assessment protocolLearning Media Assessment protocolFVLMA Report formECC Screening Record

Organization of Guidebook13

Introduction, FVLMA Interviews & Observations (pages 3 to 32)

Assessment checklistCumulative folder reviewInterviews: parent, classroom teacher, studentObservations – visual behaviors, classroomO & M screeningPhysical education observations

Functional Vision Assessment (pages 33-72) Appearance of eyesBehavioral abnormalitiesPeripheral fieldsColor and contrast discriminationLight sensitivity and preferenceDevelopmental and perceptual screeningNear acuity and discriminationDistant acuity and discrimination

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Organization of Guidebook

Learning Media Assessment (pages 73-100)Current print functioningReading and listening Near reading and writingDistant reading and writing

Appendix A – Materials Needed(pages 101-102)

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Organization of Guidebook

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Appendix B – Direction/Resources Expanded Core Curriculum (pages 103-122)Directions and resourcesYearly screening formScreening record

Appendix C – LMA Decision Making Guide (pages 123- back cover page)

Organization of Guidebook (cont.)

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Organization of Guidebook (cont.)

Organization of Guidebook Sections18

Area of assessmentBackground informationMaterials neededAssessment proceduresAssessment protocol for each areaTypical response examplesAtypical response examplesExamples of functional problemsEducational implications from FVLMA Report

FVLMA Report Form19

1. 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

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Pages 103-122 in the Guidebook

1. Visual Efficiency Skills (EA Rubric: Sensory Efficiency)

2. Independent Living Skills3. Compensatory Skills4. Recreation and Leisure Skills5. Orientation and Mobility6. Technology7. Social Interaction Skills8. Self-Determination9. Career Education

LMA: Decision-Making Guide Summary 21

Pages 123 -127 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…..

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RESOURCES

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

http://www.aph.org/ http://earubric.com/index.html http://www.tsbvi.edu/recc/

http://www.tsbvi.edu/eye-conditions http://www.afb.org/default.aspx http://www.perkins.org/

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Questions? Comments?

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