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Supporting Students with Visual Impairments: A Guide for RTI Meetings

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This resource provides an overview of visual impairments and how educators can support students like Alexis, a 1st grader with albinism at Spring Mill Elementary. It discusses early identification red flags, the early intervention process, and the importance of functional vision assessments. Additionally, it offers practical accommodations and assistive technology recommendations for both academic and non-academic settings, ensuring an inclusive environment for all learners. Key insights from specialists including an occupational therapist, physical therapist, and classroom teacher are included.

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Supporting Students with Visual Impairments: A Guide for RTI Meetings

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  1. Visual Impairments Maggie Orzeske

  2. Welcome to the Response to Intervention (RTI) Meeting! • Help! • Classroom Teacher – Maggie • Occupational Therapist- Devin • Physical Therapist- Kaylen • Administrator- Shawna

  3. Meet Alexis • 1st grader at Spring Mill Elementary • In Ms. Orzeske’s Class • Attended Preschool at St. Lukes In Indianapolis • Enjoys Stories, Music, Coloring and Friends • One Sibling, New baby sister • Albinism

  4. What are Visual Impairments?

  5. Severity of Impairment

  6. Physical Indications of a Visual Impairment

  7. Common Visual Impairments

  8. Early Identification • Red Flags: • Premature birth, • Low birth weight • Family history of eye conditions • Maternal intrauterine infections • Delays in motor skills • Delay in cognitive development • Visible conditions such as congenital cataracts or congenital glaucoma

  9. Early Intervention Process Begins with a Functional Vision Assessment of how the child uses vision An assessment of the developmental impact of the vision impairment. Assess the child’s orientation and mobility needs A health evaluation to determine whether the child had an associated health problems or conditions including hearing loss A learning media assessment to document how child uses senses to gather information Assessment of family strengths and needs

  10. Accommodations/ Assistive Technology

  11. Accommodations/ Assistive Technology • Environmental Accommodations • Preferential seating • Flexibility to move around the room • Additional space to work, larger table • Additional shelving space for their assistive technology or braille books. • Verbal cues or sounds for transitioning or getting students’ attention

  12. Non-academic Assessments • Students with visual impairments need accommodations in non-academic classes as well as academic. • Art Class- • use verbal cues when giving instruction • enlarge assignments • preferential seating • grade student on abilities • Gym Class • “Sighted Peers” • use a ball with colors are high contrast, larger or softer shape, or some kind of sound mechanism to help the student locate it • Ropes or physical boundaries can help with track and swimming

  13. Activity • http://www.youtube.com/watch?v=v9CawJSUy2c • http://www.youtube.com/watch?v=LS-SgDaqYKM

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