Visual Impairment (B/VI) — Blended Guide (Definition + Supports)
This page blends a state-facing ‘Visual Impairment’ definition/assessment overview with a practical field guide for classroom access, assistive technology, and IEP/504 planning. Original wording from both sources is preserved and lightly organized under universal anchors for retrieval.
Supports & Features
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AI Field Guide — Supports for Students who are Blind or Visually Impaired (B/VI)
Purpose: Help a team (student-centered) identify, obtain, and teach the effective use of supports so the student can access gradelevel standards and become an independent selfadvocate. Regular tech becomes assistive technology (AT) when the IEP team identifies it as necessary to ensure FAPE (so the school must provide and support it).
1) Core Principles
Grade-level first. Plan instruction around the gradelevel standards. Use supports (not lowerlevel content) to maintain rigor.
Student agency. The goal is for the student to learn to choose, set up, and use tools. Adults carry more responsibility early; responsibility shifts steadily to the student.
Featurematching. Pick tools by needed features (e.g., refreshable braille, speech output, magnification, tactile graphics) — not brand names.
Timely access matters. Materials must be accessible when peers get them.
2) Required Specialized Evaluations (what they answer)
Functional Vision Evaluation (FVE): How the student uses vision across settings (lighting, contrast, distance, fatigue, glare, stability, fields). Informs environmental changes and AT for visual efficiency.
Learning Media Assessment (LMA): Primary/secondary media for literacy and learning (print, braille, audio, tactile, digital) now and in the future. Informs print/braille/dualmedia decisions and screen reader instruction.
Orientation & Mobility (O&M) Evaluation: Safe, efficient travel and spatial concepts at school and in the community. Informs cane skills, routes, wayfinding, and team roles.
Expanded Core Curriculum (ECC) Assessments: Nine ECC areas (below) drive goals, services, and minutes beyond academics.
Update cadence: Treat these as living documents—update when vision, demands, or environments change (commonly at reevaluation and sooner if needed).
3) Learning Media & Literacy Decisions
Braille: Provide instruction unless a thorough evaluation shows it’s not appropriate now or in the foreseeable future. Consider prognosis (stable vs. progressive vision), stamina, reading speed, and environments. Many students benefit from dual media (print and braille).
Screen reader vs. magnification:
Introduce screen reader skills early if magnification is high, fatigue is common, fields are limited, or the condition is progressive.
Use magnification/contrast when it keeps pace without excessive fatigue; pivot to speech/braille when visual effort limits efficiency.
Math/technical braille: Plan for UEB Math/Science or UEB with Nemeth based on student needs, testing, and materials. Document the code choice so textbooks and assessments match.
4) Accessible Instructional Materials (AIM)
What to secure: Braille, tactile graphics, large print, and tagged accessible digital text (with proper structure and alt text).
Where from: Your state’s AEM/NIMAS/NIMAC pipeline, APH/LOUIS, Bookshare/Learning Ally, or local producers.
Timelines: Order early; complex STEM/tactile content takes longer. Ensure classroom platforms and apps are accessible.
Checklist for teachers
Request AIM for new units/texts as soon as they’re adopted.
Provide original files (not screenshots/PDF scans) for conversion.
Confirm braille code choice (UEB Math/Science vs. UEB with Nemeth).
Include tactile graphics where visuals carry meaning.
5) Classroom & Environmental Supports
Seating & viewing
Preferential seating based on task (board, screen, lab), control glare, and provide task lighting as needed.
Provide copy stands, slant boards, or monitor mirroring.
Print & slides
Clear, sansserif font; large print per student’s LMA/FVE; strong contrast; leftaligned; adequate spacing; avoid italics and allcaps blocks.
Digital materials
Use headings/lists/tables properly; write meaningful alt text; ensure keyboard navigation and reading order; avoid imageonly PDFs.
Tactile access
Provide tactile graphics/models for diagrams, maps, data displays; label classroom objects in braille/large print when useful.
6) Assistive Technology — Feature Menu (examples)
Access to computers & tablets
Screen readers (speech & braille output) — quick navigation, forms, web, docs.
Screen magnification — adjustable zoom, enhanced pointers/focus, invert colors.
Refreshable braille displays & notetakers — on-device or paired with computers/tablets/phones.
OCR & scanning — capture printed handouts; output to speech/braille.
Reading & study
Structured digital text (EPUB/HTML), book sources (e-libraries), note capture with headings and bookmarks.
Math & STEM
Accessible graphing/calculator tools with audio tracing and braille output.
Tactile math tools (abacus, tactile rulers/protractors, braille/talking calculators) and embossed/tactile graphs.
Lowvision optics
Video magnifiers (CCTV), handhelds, optical magnifiers; glare filters; highcontrast materials; task lighting.
Wayfinding & independence
O&Mtaught cane skills; tactile maps/models; audio wayfinding tools where appropriate; consistent classroom layout.
Implementation tip: Start with one primary workflow (e.g., accessible digital text + screen reader + braille display), then add specialized tools as classes demand.
7) STEM & Lab Access (quick wins)
Provide digital files in advance for conversion; identify what must be tactile.
Use tactile rulers, notched syringes, talking scales/thermometers, and safe substitutes for fragile glassware where possible.
Pair tactile graphics/models with concise verbal description; keep a clear bench layout.
Clarify roles for lab partners that maintain the student’s active participation and safety.
8) Orientation & Mobility at School
Map safe, efficient routes (arrival, class changes, cafeteria, lab, PE, evacuation).
Teach route planning, landmarking, human guide etiquette, and indoor navigation strategies.
Coordinate changes (construction, schedule shifts) with the O&M specialist.
9) Expanded Core Curriculum (ECC) — nine areas with examples
Compensatory & access skills (braille, tactile graphics, study skills, AT, screen reader commands)
O&M (cane skills, route travel, public transportation)
Assistive technology (device selection, setup, troubleshooting)
Social interaction (nonvisual cues, conversation repair, group work)
Independent living (organization, cooking safety, money/time management)
Career education (interest inventory, workplace tech, resume/interview)
Sensory efficiency (efficient use of residual vision, hearing, touch)
Recreation & leisure (accessible sports, arts, games)
Selfdetermination (goal setting, selfadvocacy, disclosure, requesting AIM)
10) IEP/504 Planning — what to write down
Services: Minutes for TVI (direct/consult) and O&M; specify ECC instruction areas.
Accessible formats: Braille/large print/digital/tactile; code choice for math/science; timelines for delivery.
Environments & tools: Seating, lighting, glare control; devices and software features; homeschool use.
Instruction & training: Who teaches what (screen reader, braille, math code, OCR, notetaking); frequency and progress measures.
Assessment accommodations: Use accessible calculators/graphing solutions; tactile diagrams; extended time only if needed to access, not to reduce rigor.
11) CVI (Cerebral/Cortical Visual Impairment) Notes
Expect variability with crowding, complexity, motion, latency, visual fields, color preferences, and lighting.
Prioritize salient features, reduce visual clutter, increase spacing, and present familiar targets first.
Build strong multisensory foundations; connect real objects/actions to symbols; teach in meaningful contexts.
Use CVIspecific assessment results to select interventions; reassess as environments and demands change.
12) Troubleshooting & Red Flags
Slow reading vs. peers → consider braille or speech; check code match for math.
High fatigue/headaches → reduce visual load; increase speech/braille use; adjust lighting/contrast.
Late materials → escalate through AEM/NIMAC channels; provide interim digital text.
Inaccessible apps → offer accessible alternatives; file tickets; document barriers.
13) Quick Intake Prompts (for teams or an AI helper)
Profile basics
Visual diagnosis & prognosis? Stable or progressive?
Current literacy media and reading rate (print/braille/speech)?
Typical magnification/contrast settings? Fatigue patterns?
Current screen reader and braille skills?
Math code in use (UEB Math/Science vs. UEB with Nemeth)?
O&M status: cane use, routes, evacuation plan?
AEM sources in place? Turnaround times?
Environment
Primary classroom platforms (LMS, Google/Microsoft, calculators)?
Lighting/glare/contrast needs? Seating for board/labs?
Courses with heavy diagrams/data (geometry, chemistry, geography)?
ECC & training
Which ECC areas need instruction now? Who’s teaching them? Schedule?
Family training needs? Student selfadvocacy goals?
14) Student Skill Transfer Plan (independence roadmap)
Elementary: Adults model setup; student practices basic commands, cane skills, and requests preferred formats.
Middle: Student selects tools for tasks; completes assignments in accessible formats; manages simple troubleshooting; learns route planning.
High school transition: Student independently orders materials, configures devices, maintains braille/magnification workflows, travels campus/community, and selfadvocates for accommodations.
15) Notes for Content Creators (teachers, vendors)
Provide structured docs (styles, headings), meaningful links, tagged PDFs only when necessary.
Write alt text that conveys the learning purpose; pair complex visuals with tactile graphics.
Ensure keyboard access, visible focus, and logical tab/reading order; test with a screen reader.
For math, keep expressions as true text/MathML, not images.
16) Phrases the AI can use (plainlanguage)
“Let’s keep gradelevel expectations and add supports so the student can do the same thinking with different tools.”
“Because your reading speed drops with high magnification, let’s pair magnification with a screen reader for long readings.”
“This course has dense diagrams—let’s plan tactile graphics and a consistent verbal description script.”
“Your math materials should arrive in braille using [chosen code]; I’ll note that in the IEP and textbook orders.”
Appendix A — Common Supports by Need
Distance tasks: Digital board mirroring; seat placement; video magnifier aimed at board.
Near tasks: Copy stand/slant board; large print; magnifier; proper lighting.
Writing: Highcontrast pens/paper; bold line paper; screen reader/braille notetaking; speech input.
Data/graphs/maps: Tactile graphics plus concise narration; accessible graphing tool; embossed graphs for assessments.
Navigation: Cane skills, tactile markers, consistent layout, route rehearsal; audio beacons if appropriate.
Appendix B — Minimal AT Starter Kits
Braillefirst kit: Braille display + screen reader, embossed/tactile graphics workflow, accessible ebooks.
Lowvision kit: Video magnifier (class & portable), platform magnification/contrast presets, OCR app; consider screen reader onboarding.
STEM addons: Accessible graphing/calculator, tactile math tools, embossed graph pipeline.
This guide is intentionally brandagnostic; substitute specific tools that meet the required features and are accessible in your district.
Student Context
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Visual Impairment
Definition Students who are visually impaired include students who are blind, have no vision, or have little potential for using vision or students who have low vision. The term visual impairment does not include students who have learning problems that are primarily the result of visual perceptual and/or visual motor difficulties. The corresponding definition is found in State Board of Education Rule 6A-6.03014, Florida Administrative Code (F.A.C.).
General Overview
Many areas of development are impacted by a visual impairment. Consequently, skill development in these areas may warrant additional instruction. This specific instruction is provided by teachers of students with visual impairments. For students who are visually impaired, these skills are addressed in the Expanded Core Curriculum (ECC). According to the National Agenda for the Education of Children and Youths with Visual Impairments, Including Those with Multiple Disabilities, the ECC consists of:
Compensatory academic skills, such as communication modes
Orientation and mobility
Social interaction skills
Independent living skills
Recreation and leisure skills
Career education
Use of technology and assistive technology
Sensory efficiency skills
Self-determination
The effect of the visual impairment on individual learning may also be tied to the onset, the severity, and the type of visual loss, as well as to any coexisting disabilities that may be present in the child. Children who have multiple disabilities may have visual impairments resulting in motor, cognitive, and/or social developmental delays. Common Causes
Congenital. Visual impairment or blindness occurs during fetal development, at birth, or immediately following birth; visual impairment is present before visual memory has been established.
Adventitious. Visual impairment or blindness occurs after having normal vision either through a hereditary condition or trauma; visual memory may remain.
Hereditary. Visual impairments can be caused by hereditary conditions, infectious diseases such as rubella, cancer, injuries, and environmental conditions.
Diagnostic Indicators Visual impairments are generally diagnosed by a licensed ophthalmologist or optometrist when at least one of the following conditions manifest. These are:
A visual acuity of 20/70 or less in the better eye after best possible correction.
A peripheral field so constricted that it affects the student’s ability to function in an educational setting.
A progressive loss of vision that may affect the student’s ability to function in an educational setting, not including students who have learning problems that are primarily the result of visual perceptual and/or visual motor difficulties.
For children birth to five (5) years of age or students are otherwise unable to be assessed, a 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); or bilateral grade III, IV, or V Retinopathy of Prematurity (ROP).
Characteristics
If one of the medical criteria listed under Diagnostic Indicators is met, then a comprehensive assessment of those skills known to be impacted by visual impairment may be performed. To provide appropriate accommodations for additional testing, the functional vision-learning media assessments (FV-LMA), should be completed prior to performing additional evaluations. Conducted by teachers of students with visual impairments, the FV-LMA assessment may address the following characteristics that may impact visual functioning in many students with visual impairments throughout the day:
peripheral fields/blind spots
color discrimination
functional acuities
depth perception
contrast sensitivity, glare, or lighting
fatigue
proximity to source of instruction
Because a student cannot see parents, peers, or teachers, he/she may be unable to imitate social behavior or understand nonverbal cues. Visual impairments can create obstacles to a growing child’s independence. It should be noted that students who have the same medical condition may visually function quite differently. In addition to assessing the student’s visual functioning, teachers of students with visual impairments will determine the most appropriate learning media for students of all ages and ability levels. A learning media assessment addresses the following:
use of sensory channels
how a student can best access print and visual materials
reading and writing skills in all media
tactual skills
listening skills