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Program for the Visually Impaired

Vision Services

Students with vision impairments or blindness have unique learning needs that require specialized strategies to ensure equal access to education and promote independence.  They also require tools like braille, large print, and assistive technology to access academic content and participate fully in class activities. In addition, many require training in Orientation and Mobility (O&M) to navigate their environment safely and confidently. A Teacher of the Visually Impaired and O&M specialists are trained to address these specific needs for students to develop essential skills for both academic success and lifelong independence.

Teacher of the Visually Impaired (TVI) 

The TVI is a specialized educator who supports students with visual impairments by providing direct instruction and ensuring access to the school curriculum. TVIs play a crucial role in helping these students develop the skills needed to succeed academically and independently. 

Two of the main assessments provided by the TVI is The Functional Vision Assessment (FVA) which gathers essential information about a student’s eye condition, eye health, prognosis, and how they use their vision in everyday activities. This assessment helps determine what type of services and support they will need from a Teacher of the Visually Impaired (TVI).  The Learning Media Assessment (LMA), outlines how a student learns best. Together, these assessments help the IEP team make informed decisions about the most effective instructional formats for the student. This could include:  

  • Large Print 
  • Digital Print
  • Braille  
  • Dual Media (both print and Braille)  
  • Auditory methods (such as listening to text)  
  • Tactile strategies (like using raised graphics or tactile symbols)  
  • A combination of different media based on the task.  

These assessments ensure that the student’s learning experience is tailored to their strengths and provides the tools they need to succeed both academically and functionally.

Orientation & Mobility

Orientation and Mobility (O&M) is a specialized field focused on teaching individuals who are blind or have low vision the skills necessary to travel safely, efficiently, and independently in various environments. It empowers people with sensory impairments to develop spatial awareness, navigate their surroundings confidently, and access the school and community. Orientation is about understanding one’s position in space and the relationship to objects, landmarks, or destinations. Mobility is learning how to move efficiently and safely from one place to another.

O&M Skills may include:

  • Guide Technique
  • Protective Technique
  • Cane Skills
  • Street Crossings/ Analyzing Intersections and Understanding Traffic Patterns
  • Safe and Effective use of Public Assistance
  • Public Transportation: Navigating buses, trains, or trolly 
  • Concept Development: Body Image, Spatial, Temporal, Positional, Directional, and environmental Concepts
  • Using other senses with vision
  • GPS navigation tools: Using accessible tech like apps or dedicated devices to find directions

Instructors individualize lessons based on the client's abilities, environment, and goals. The goal is not just physical travel but also fostering independence and self-confidence. O&M training can include anything from basic skills like finding dropped objects to more complex activities like navigating busy city intersections or using public transit.

Curriculum for the Blind

The Expanded Core Curriculum (ECC) was developed in 1996 by Dr. Hatlen to help students who are blind or visually impaired build the skills needed for success in adulthood. All TVIs and O&M are trained in how to assess and teach the ECC. It consists of nine key areas of skills and knowledge essential for independence. Students who are blind need systematic instruction to develop these skills effectively.

Learn more about the ECC or download a brochure in English or Spanish.  https://www.tsbvi.edu/programs/ecc

California Organizations

Fun Stuff

National Organizations

International

  • International exchange programs for blind and low vision Students guide for exchange students provided by ICEVI-Europe offers clear instructions for students on how to start the application process, what documents are needed, how to find the best school or job, and what to expect and be ready for in the county of their choice. In this guide, your students will also find information on how to take their guide dog to another country, what questions to ask POCs and coordinators at the school abroad, etc.

CVI Resources

Psychologist Testing Resources

The following resources and descriptions were shared freely by May Nguyen, MS, LEP, NCSP, ACUE Licensed Educational Psychologist California School for the Blind, Assessment Center California Association of School Psychologist (CASP) Assessment Co-Specialist California State University, East Bay (CSUEB) School Psychology Adjunct Faculty National Association of School Psychologists (NASP) BVIPsych Interest Group Co-Coordinator

  • Psycho-educational Assessments in Children with Visual Impairments is a free LearningHub course designed for psychologists with expertise in psychoeducational assessment of children and adolescents. Learn to apply previously learned evaluation skills to assessing students with visual impairments. This course may also be helpful for TSVIs who are collaborating with psychologists. Registration for a free account is required to access the content.
  • Handout- Psychoeducational Evaluations of Students with Visual Impairments is a live document that gets updated regularly and contains ample information regarding psychoeducational evaluations of students with visual impairments. This document includes lists of tests to consider.
  • Intelligence Testing of Individuals Who Are Blind or Visually Impaired (APH) is an excellent resource for guidance on testing students who are blind or visually impaired. Information from this document may assist you in considerations when interpreting and reporting your results. Reporting qualitatively is highly recommended for any testing done where the construct intended to be measured is impacted. Viewing this guidance document and other report writing samples may be helpful for this case.
  • Woodcock Johnson IV (WJ IV), the standard kit’s WJ IV Tests of Cognitive Abilities Examiner’s Manual provides guidance for testing individuals with VI on pages 49 to 55. Page 54 includes a table with specific considerations for each subtest in relation to VI. This manual was written before the adapted large print and braille versions were created, so the information does not include consideration of the now available adapted versions.
  • We have strived to answer many common questions regarding comprehensive student assessment in our Consultation FAQ.
  • More than Meets the Eye Presentation (42-minute YouTube video) was created by the California School for the Blind to help educators who are new to the needs of students with visual impairments.
  • Psychoeducational Evaluations of Students with Visual Impairments (2-hour 53-minute YouTube video) is an introduction to best practices that are essential for psychoeducational evaluations of students with visual impairments.
  • Handout – What’s in Your Assessment Toolbox is a document that includes assessment tools for FVA/LMA, psychoeducational, and speech and language evaluations.

Technology Resources

Vision Simulators

Shout-Outs

Scholarships