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Functional Vision Learning Media Assessments (FVLMA)

Functional Vision Learning Media Assessments (FVLMA)

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Functional Vision Learning Media Assessments (FVLMA)

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  1. Functional Vision Learning Media Assessments (FVLMA) February 21, 2007

  2. Goals • Identify what is required by the State for functional vision and learning media assessments (FVLMA). • Identify key components of FVLMA • Identify strategies, training and tools needed to implement the change.

  3. What is the “FV” of the FVLMA? • The functional vision assessment portion of the FVLMA is a series of activities which help to determine how well a student uses visual information in performing daily activities in a variety of settings. Dr. LaRhea Sanford, Weekends with the Experts, February 16-17, 2006

  4. What is the “LMA” of the FVLMA? • The learning media assessment portion of the FVLMA is a series of observations and assessments used to determine how a student accesses, or may need to learn to access, printed information. Dr. LaRhea Sanford, Weekends with the Experts, February 16-17, 2006

  5. Visually Impaired –Accessing the Curriculum Modified from PowerPoint by Cheryl de Conde Johnson, Colorado

  6. VI – Accessing the Curriculum • Visual – Print, regular, enlarged, or using magnification devices • Alternative –braille, audio (i.e. talking books, digital text), tactile communication, tactile symbols, etc. Most students use multiple means of accessing text in different situations

  7. Learning Media How do students learn? What conditions, materials, or instructional techniques promote learning?

  8. Braille/Print Literacy Issues and the Learning Media Assessment Skim the article and select three key points.

  9. What are the non-negotiable aspects of assessments? IDEA, State Board Rule and School District Requirements

  10. IDEA Rules • In the case of a student who is blind or visually impaired, provision of instruction in braille and the use of braille unless the IEP team determines, after an evaluation of the student’s reading and writing skills, needs, including future needs, and appropriate reading and writing media, that instruction in braille or the use of braille is not appropriate for the student.

  11. For a student staffed into a program for the visually impaired …… braille is the default learning media. We have to demonstrate and document that braille is not needed. This includes a reasonable expectation braille will not be needed in the future.

  12. State Board Rule -Key Points Florida State Board Rule 6A-6.03014 Special Programs for Students Who Are Visually Impaired – NEWLY REVISED 12-07

  13. Revised 12-07 State Board Rules • Criteria for eligibility. A student is eligible for a special program for the visually impaired if the following medical andeducational criteria are met: • (a) Medical. There is a documented eye impairment as manifested by at least one of the following:

  14. State Board Rules 1. A visual acuity of 20/70 or less in the better eye after best possible correction; • 2. A peripheral field so constricted that it affects the student's ability to function in an educational setting; • 3. A progressive loss of vision which may affect the student's ability to function in an academic setting or,

  15. State Board Rules • 4. For children birth to five (5) years of age OR STUDENTS WHO ARE OTHERWISE UNABLE TO BE ASSESSED: bilateral lack of central, steady, or maintained fixation of vision with an estimated visual acuity of 20/70 or less after best possible correction; bilateral central scotoma involving the perimacula area (20/80-20/200); bilateral grade III, IV, or V Retinopathy of Prematurity (ROP); or documented eye impairment as stated in paragraph (3)(a) of this rule.

  16. Revised 12-07 State Board Rules (b) If a medical criterion listed in…. is met, then a comprehensive assessment of skills known to be impacted by a visual impairment, shall include, but is not limited to: functional vision evaluation, learning media assessment and if appropriate, orientation and mobility.

  17. APH Functional Vision and Learning Media Assessment Guide Book Soon to be released. All copies for today’s workshop are to be returned and used for discussion purposes only!

  18. APH FVLMA • Provides information that can be used for planning educational program. • Incorporates information from a variety of sources: • Cumulative records • Parents • Classroom teachers • Student • Observations • Informal assessments • Formal assessments Dr. LaRhea Sanford, Weekends with the Experts, February 16-17, 2006

  19. APH FVLMA • User-friendly instrument. • Provides a framework for systematic and thorough assessment of a student’s visual functioning. Dr. LaRhea Sanford, Weekends with the Experts, February 16-17, 2006

  20. Learning Media Assessment (LMA) • The learning media assessment is an objective process of systematically selecting learning and literacy media for students with visual impairments. This assessment process guides the educational team in making decisions on the range of instructional media needed to facilitate learning for students with visual impairments. The LMA, when used in a meaningful and holistic manner, will provide essential information needed to develop appropriate programs for all students, regardless of the level of vision or severity of additional disabilities. Koenig, A.J. & Holbrook, M.C., Learning Media Assessment 2nd Ed.

  21. Learning Media Assessment • Use of Sensory Channels • Location of assessment • Distances, lighting, materials • Results of checklist • Primary channel • Secondary channel

  22. Learning Media Assessment • John’s Basic Reading Inventory • Regular print • Large print • Braille Identifying the impact their visual impairment has on their reading and writing skills. And determining the appropriate learning media – regular print, large print, braille.

  23. Learning Media Assessment • Learning Media Assessment • Check reading speed (fluency) and comprehension in different sizes of print • Determine if there is a pattern of dropping ending of words or missing the beginning of words. • Loosing place while reading • Watch for consistent mistakes – e for o or c; v for u, etc.

  24. Learning Media Assessment • Using the John’s Basic Reading Inventory provides concrete, objective data on the student’s reading skills and modes (regular print, large print or braille) for consideration by the IEP team.

  25. Let’s Not Forget….. • Other ways in which students gather information (besides print and books) • Other classroom materials that are used for learning • Technology used for learing Which of these should be included in the FVLMA?

  26. Birth to Three and MHVI • For those students in non- traditional academic settings (pre-k, MHVI, etc.) instead of traditional “learning media” think in terms of Appetite and Aversion stimuli. • What stimuli or conditions support learning and what stimuli or conditions avert learning? • Sensory channels of learning

  27. Every Move Counts – Learning Media Assessment Handouts Read handout and then discuss strategies for assessing the “learning media / mode” for birth to three and MHVI students.

  28. Reports Review the reports you are given. Determine the strengths and weaknesses of each report based on the criteria discussed. Do the reports meet or exceeded the APH FVLMA protocols?

  29. Reports • Are key areas addressed? Learning Media Assessment, near acuity, far acuity, color, visual field, etc. • Are the recommendations appropriate and supported by data collection? • Does the report clearly identify the conditions that promote learning and the conditions that interfere with learning?

  30. What are your teachers using to determine the need for braille?

  31. What is needed for your district to have fabulous FVLMAs? Materials, training, mentors, partners? What can FIMC-VI do to help?

  32. Resources • www.APH.org • www.tsbvi.edu • www.fimcvi.org • www.visionkits.com • Slate Learning Media Assessment CD’s

  33. Contact Info: Kay Ratzlaff 4210 W. Bay Villa Ave, RM. 26 Tampa, FL 33611 813-837-7829 800-282-9193 kratzlaff@fimcvi.org www.fimcvi.org