Assessment given to students as part of this program (including those used for student placement in this program):
The Individuals with Disabilities Education Act (IDEA) and Regulations Governing Special Education Programs for Children with Disabilities in Virginia require that all students with disabilities participate in the Virginia Assessment System (VAS) either through the Standards of Learning (SOL) assessments or the Virginia Alternate Assessment Program (VAAP). B/VI students participate in the standardized testing given at their grade level as determined appropriate by their IEPs. Appropriate accommodations (e.g. Read aloud, simplified language, small group) may be used as determined by the IEP team.
Blind/Visually Impaired students participate in the standardized testing given at their grade level as determined appropriate by their IEPs. Appropriate accommodations (e.g. read aloud, Braille or large print, small group) may be used as determined by the IEP team. TVI's work with school teams in order for B/VI students to access ECART assessments.
Additionally, the following assessments may be employed to help determine eligibility and plan instruction:
Functional Vision Assessment (FVA): provides information on the educational impact of the student’s vision impairment, including near and distant visual functioning, visual fields, the use of optical aids, lighting considerations. Specific tools used include:
- Snellen Chart
- Logarithmic Visual Acuity Chart “2000”
- Lighthouse Card of Near Vision
- Lighthouse Continuous Text Card for Children
- Apple-House-Umbrella Flash Cards
- Apple-House-Umbrella Near Vision Chart;
- LEA Symbols Playing Cards
- LEA Low Contrast Test
- Learning Media Assessment (LMA): assesses the student’s ability to access and use different learning media in reading and writing. This may include Braille, large print, optical aids, and auditory materials. The Johns Basic Reading Inventory and/or Qualitative Reading Inventory (QRI) may be used to determine the student’s reading level and speed. Results of the FVA/LMA (mentioned above) may be used to determine the student’s primary literacy medium as print and/or Braille.
- Orientation and Mobility Assessment: provides information about the development of skills and knowledge that enable the student to travel safely and independently (e.g. spatial concept development, pre-cane, and cane skills).
- Assistive Technology Assessment: helps determine what assistive technology devices or strategies may best help the student gain access to the curriculum. (These may be computers, low vision aids, CCTV/video magnifiers, Braille note-takers, screen enlargers/readers, audio devices, etc.)
- Low Vision Program Assessment: Teachers facilitate the process of taking students through state requirements in order to qualify for the use of Low Vision aids from the Virginia Department for the Blind and Visually Impaired.
- Expanded Core Curriculum Checklist: provides information on a student’s functioning in the nine unique areas of knowledge and skills that students with vision impairment require due to their vision condition.