This evaluation is being provided to collect input concerning the content and usefulness of this Field Test Edition of the Functional Literacy Assessment Guidelines. Your response will help us to complete the final edition of these Guidelines. Please complete and mail this form by June 1, 1997. Thank you.

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Thank you for completing this evaluation. Please remove it from the Guidelines booklet, fold, fasten, affix postage, and mail to the address listed.

Indiana Department of Education
Division of Special Education
Room 229, State House
Indianapolis, Indiana 46204-2798

In 1993, Indiana Public Law 188-1993 was passed which amended Indiana Code 20-1-6.3 regarding the literacy of students who are blind or visually impaired. This amendment insured the right of students to be taught braille based on the recommendation of the case conference committee. In cooperation with this law, these Functional Literacy Assessment Guidelines (the "Guidelines") attempt to assist all involved parties to successfully achieve the goal of literacy for all students who are visually impaired. State agencies, independent organizations, school corporations, and concerned individuals have collaborated to make this document possible.

The Indiana Department of Education, Division of Special Education would like to thank the following participants for their involvement in the development of these Guidelines:

Any questions or comments regarding these Guidelines should be made to the attention of:

Indiana Department of Education, Division of Special Education, Room 229, State House, Indianapolis, Indiana 46204-2798; 317/232-0570; FAX: 317/232-0589; INTERNET:sknoth@inspeced.mhs.compuserve.com

The challenges presented to all students during their primary and secondary years of education are designed to enable these students to become productive adults. Basic skills taught during the first several years of their education provide a means by which students learn to meet the more difficult challenges during the later years of education and life. These skills and abilities include reading and writing, also known as literacy. It is through these skills that students learn to communicate, process information, and present and respond to ideas.

These Guidelines attempt to provide a method by which all students are insured to achieve levels of literacy commensurate with their abilities. If a student is visually impaired, everyday tasks, such as homework can become even more challenging. In order to provide a visually impaired student with the necessary skills to work and achieve to his/her full potential, a different method of obtaining the same information and level of literacy should be incorporated into the student's educational program. Alternative methods might include: large print, braille, and auditory means. In most cases, a combination of these with regard to individual needs and preferences will provide the student with the ability to learn on his/her own.

It should be stated that no technology or alternative method will now or ever take the place of one's ability to read and write independently. Large print, braille, or a combination of the two are all successful methods by which a student with a visual impairment may read and write.

These Guidelines assume that all professionals involved are qualified and competent. It is not assumed that an individual student's reading medium can be successfully decided purely by following these or any other Guidelines. Instead, a fully-informed case conference committee should make this decision. Provided herein are the minimum components which should be considered in order to properly decide which medium should be used in order to best serve a student's needs. When this decision is made without concern to financial restraints, present convenience, or preconceived ideas, the student will be more successful in his/her educational and even more distant pursuits.

When a student is referred for possible special education services, a multi-disciplinary team is assigned. The membership of this team is determined by the individual district's written procedures as stated in 511 IAC 7-10-3(2). If the student is suspected of having a visual impairment, 511 IAC 7-11-13(e) requires a written report by a licensed ophthalmologist or optometrist. This is considered the clinical component of the prognosis for a visual impairment.

511 IAC 7-11-13(e) is very specific in what is required for this component. The requirements are:

(1) Etiology and prognosis of the visual dysfunction.
(2) Secondary or accompanying visual conditions such as nystagmus or photophobia.
(3) Diagnosis and proposed treatment regimen.
(4) Near/distance and corrected/uncorrected acuity measures for left, right, and both eyes.
(5) Measures of visual fields for both eyes, if appropriate.
(6) Recommendations for use of aids, glasses, or special lighting requirements.

The district is responsible for ensuring that all of these components are on file for the student and that the optometric or ophthalmological report is no more than 36 months old.

Should the optometric or ophthalmological report return to the school without the required components, every effort to obtain the missing requirements must be made. If there are still requirements of 511 IAC 7-11-13(e) which are not present, the multi-disciplinary team's functional vision assessment should address those components.

Functional vision assessment is just one of the initial steps the multidisciplinary team must take in determining a student's literacy potential. Functional vision assessments may be completed in a variety of ways. Ideally, the components listed here (and throughout this booklet) should be divided among the various members of the multidisciplinary team and conducted in a variety of environments under variable lighting conditions. The parent or primary caregiver should be involved in the functional vision assessment. A thorough knowledge of a student's visual efficiency and potential for efficiency is vital when preparing his or her educational program. Through the use of a true multidisciplinary team (the viewpoint from several individuals working with the student) a more holistic picture of the student's abilities will emerge.

A student who is of pre-reading age or level will have different needs for a visual efficiency assessment than one who is currently reading but perhaps experiencing difficulties with the medium in use. The visual efficiency and potential assessment should be viewed as an on-going assessment which will be reviewed and reassessed by the multidisciplinary team at least triennially.

The following are components which should be addressed in a functional visual assessment.

_ Visual Efficiency and Potential
_ Recognition of Objects
_ Distance Requirements
_ Size Requirements
_ Lighting Requirements
_ Color Perception
_ Visual Discrimination
_ Subtle
_ Obvious
_ Contrast Sensitivity
_ Exploration of Objects
_ Visual
_ Tactual
_ Mouthing
_ Auditory
_ Any components which were contradictory or omitted from the optometric or ophthalmological report which may be assessed functionally

Appendix A provides sources for additional guidance with regard to the issue of visual efficiency and potential.

An evaluation of the student's use and preference for various sensory channels should be conducted in preparation for selecting a student's literacy medium. There are independent sources that produce and/or publish assessments for this area. Whichever assessment selected should look at the student while participating in a variety of activities and be conducted by the parent or primary care giver in cooperation with one of the student's teachers. Caution should be used to ensure that determination of a literacy medium is not made based on a student's sensory channel preference alone as the student may be unaware of the possible benefit of using another sensory mode. The sensory channel preference is one of several factors the case conference committee should take into consideration when determining literacy medium for a student.

The teacher of the visually impaired should use the information gathered from a sensory channel assessment to augment his or her lesson plans in all areas of the student's educational program. Mobility in the classroom as well as throughout the building, independent play and playing with others, learning of new activities, reinforcement of skills already learned, etc. are some of the important environments and activities used in a sensory channel assessment. It is most likely that the student will have a preference for different sensory channels depending on the task, expectations of the student, the student's "comfortability" with the task, etc.

At a minimum, a sensory channel assessment should determine the modality of preference when:

_ learning a new task;
_ involved in an independent/or pleasurable activity;
_ reinforcing a skill which has already been learned;
_ engaged in high-interest tasks; and
_ engaged in tasks the student is not fond of conducting.

The teacher of the visually impaired should also note which modality seems to be the most efficient for a particular task. The modality of preference and the most efficient modality may not always coincide.

Appendix B provides additional information on sensory channel assessments.

The importance of determining the most productive literary medium for reading, writing , and computing cannot be overstated. It will greatly assist the student to master a literary medium (or mediums) early in the educational process. After a student learns to read and write independently s/he will be more likely to continue through out his or her educational career with less assistance and greater success. When deciding which literary medium is most suited for a student, parents, teacher(s), the case conference committee, and the student should not sacrifice future potential, learning ability, or quality of education. No bias should be placed on a literary medium because of anyone's personal beliefs, stereotypes, or pride.

Experimentation with Various Mediums

When considering the various types of literary mediums available, the teacher of the visually impaired will need to take into account the information gathered thus far in the assessment process. It is at this stage that different sized fonts may be shown to the student for reading/viewing preference and braille symbols may be introduced for his/her exploration. Just as any youngster would doodle and casually explore the literary medium they use, the student with a visual impairment should be given opportunities to play with and manipulate whichever literary medium for which they show preference.

The student's ability to write and take notes independently should not be overlooked either. Writing is accomplished in a variety of ways including, but not limited to slate and stylus, pen and paper, word processor, laptop computer, electronic note takers, etc. The student should be given ample opportunity to explore various means of writing and select whichever combination best suits his or her needs.

It is erroneous to assume that just because a student has a visual impairment large print books will be helpful and should be provided. The student's reading efficiency and comfortability with regular print, regular print with a magnifier, large print, and braille should be evaluated. Large print inherently presents several disadvantages: bulkiness, less clarity in the printed letters, blurred pictures and diagrams, awkward to lay on a regular desk top, difficulty to obtain, etc. To merely select large print, without consideration of the effect it does or does not have on the student would be unconscionable.

When experimenting with various literary mediums, it should be noted that the literary medium may be subject to change and should be reconsidered at least triennially to see whether it is still meeting the student's needs. If there is any question that a student may lose additional vision in the future, this should be discussed at the case conference committee meeting, as well.

Although a student with a visual impairment should have an emphasis placed on auditory learning this will, in most if not all cases, augment the student's primary literary medium. It should be noted that listening skills must be taught, practiced, and refined. It is a fallacy to state that an individual's hearing is superior because s/he has a visual impairment. Their hearing is better because s/he has been taught and have practiced and improved upon their listening skills. As students move on to secondary educational programs, access to braille and large print will be reduced considerably. Post-secondary education students rely heavily on auditory processing skills. Therefore, the case conference committee should look at the student's current and potential need for goals and objectives pertaining to this skill as well.

Every student should be assessed for using each literary medium. It should not be assumed that a student could best use any one literary medium. Most students will learn best using a variety of literary mediums contingent upon the task they are presented. For each of the following categories, suggestions are given to test the usefulness of particular literary media.

When selecting the most productive literary medium consider:

Print

_ the distance at which materials are held;
_ the ability to see the whole word as opposed to reading the word letter by letter;
_ the length of time able to sustain the reading task;
_ the ability to use print for recreational and pleasure reading;
_ the use of print giving the student independence and functional life skills;
_ the student's ability to write on a comparable level as s/he reads; or

Large Print

_ the increase in print size correlates to an increase in recognition skills;
_ the increase in print size enables entire word vs. individual letter recognition;
_ the increase in print size reduces eye strain and/or fatigue;
_ the increase in print size increases the time focus is maintained on a task;
_ the increase in print size is applicable to real life situations (ability to "function" outside of the classroom);
_ the increase in print size provides access to recreational and pleasure reading;
_ the increase in print size enables the student to read on a comparable level as s/he writes; or

Braille

_ the use of braille increases reading speed and comprehension;
_ the use of braille enables the student to read on a comparable level as s/he writes;
_ the use of braille will provide the student skills necessary for future independence (ie: progressive loss of vision);
_ the use of braille provides access to recreational and pleasure reading;
_ the use of braille will be a benefit skill in addition to use of print or large print.

Functional Braille

In some cases, a basic understanding of braille will allow students in school and as future adults to perform many tasks that would otherwise be impossible. This may be necessary for students with multiple impairments or those for whom reading is not pragmatic. Functional braille is comparable to a student learning survival words or gaining a working knowledge of basic signs and symbols seen in everyday life experiences.

When considering the possibility of functional braille for a student, consider:

_ the benefit(s) gained from a basic understanding of braille or other symbols;
_ the ability to perform basic life skills with the assistance of braille; and
_ the need to learn to recognize particular words for mobility purposes (elevator usage, bathroom markings, etc.).

Auditory

A student should learn either print or braille whenever possible even if s/he shows preference for auditory means. Nonetheless, if a student is visually impaired, the importance of auditory learning should always be stressed no matter which literary medium is selected. This is particularly true when college is an option for the student. Post-secondary students access a vast majority of their course materials through an auditory format. If the student is unable to use either print or braille due to additional disability(ies), auditory learning may be the only literary medium used.

When looking at the use of auditory medium, consider:

_ the ability to comprehend text in a more expedient manner;
_ the ability to use auditory texts for pleasure reading;
_ the ability to use auditory means for reinforcing skills already learned; and
_ the use of auditory skills for lengthy reading assignments.

Appendix C lists additional information regarding literary medium assessment.

Experimentation with Adaptive Equipment or Assistive Technology

The world of technology has greatly expanded opportunities and accessibility to information for people with disabilities. There are many types of devices made specifically for use with individuals who are blind or visually impaired, but there are also many types of equipment which may be modified for use with a specific type of visual impairment. It is usually best to start with " low tech " items and see whether minor adjustments will assist the student rather than going out and purchasing an expensive piece of equipment which may not be appropriate to meet the student's needs. The best way to select a piece of equipment is to try it out with the individual who will be using it to see whether or not it meets his or her individual needs. Whichever type of equipment or technology used, it should permit the student to use it independently while furthering his or her educational goals and keep them on par with their peers. Consult your district's assistive technology assessment procedures for additional information in this area.

The following questions should be considered when selecting a piece of adaptive equipment or assistive technology.

_ Is the student able to hold and independently use a magnifier?
_ Does the student have sufficient fine motor control which would enable him/her to develop keyboarding skills?
_ Are the student's auditory processing skills such that speech-output would be a viable alternative to use with the student?
_ Does the student have sufficient eye/hand coordination to use adaptive equipment such as a closed circuit television?
_ Is the student's cognitive functioning such that sophisticated types of computer equipment are an option?
_ Is the student's visual acuity such that enlarged print or an enlarged screen on a computer will be sufficient for the student?
_ Will the use of adaptive equipment assist the student in achieving his or her educational goals?

Appendix D lists additional information regarding adaptive equipment and assistive technology.

Helen Keller

Once a medium has been selected for the student, there should be a continual evaluation of whether it is viable for the student. The triennial evaluation would be a normal time for one to do a formal evaluation of the student's current literacy. However, informal assessments may occur throughout the school year. When evaluating the usefulness of the selected literacy medium, one should not forget to look at the student's:

_ reading comprehension level;
_ independent reading level;
_ mastery reading level; and
_ frustration reading level;
_ auditory comprehension level; and
_ writing speed and efficacy.

There are numerous types of assessments available commercially. Many of these may easily be adapted for use with a student who has already learned the basics of reading and writing. Appendix E provides sources for reading assessment.

When evaluating the student's independent writing ability one should look at their ability to complete educational assignments as well as writing grocery lists, jotting down telephone messages, writing down appointments or classroom assignments and other daily activities. An on-going assessment of a student's ability to write and take notes may be accomplished via:

_ student interviews/questionnaires;
_ parent interviews/questionnaires;
_ informal observation of the student in situations where the need to take notes or write down messages is presented; and/or
_ obtaining input from other teachers working with the student or primary care-givers.

The ability to listen while writing is essential for students. The teacher of the visually impaired should ensure that they present opportunities for the student to develop this skill to their maximum potential.

In that listening skills are taught and must be refined, an on-going evaluation of the usefulness of the student's auditory functioning should occur. Auditory processing skills may be assessed by:
_ reading a short story or passage and asking the student questions;
_ placing the student in a class where a lecture occurs and asking them about what was presented (checking comprehension); and/or
_ using commercially produced assessments. Appendix F provides a list of resources for assessing listening skills.

The multidisciplinary team may find other factors relevant to the student's current ability level which will need to be addressed by the case conference committee. A student's literacy potential may or may not be affected by these factors. It will be the responsibility of each individual case conference committee to make that determination. These factors generally fall into three categories: cognitive ability, psychological/behavioral influences, and psychomotor development.

Cognitive Ability
_ The student's capacity to learn and retain what is taught may influence the case conference committee's determination of literary medium.

Psychological/Behavioral Influences
_ The student's maturity level, attitude and motivation for learning, family involvement and support may influence the case conference committee's determination of literary medium.

Psychomotor Development
_ The student's stamina and endurance level, tactile ability, finger dexterity, spatial and fine motor skills may influence the case conference committee's determination of literary medium.

Appendix G lists information regarding the assessment of students with additional challenges.

Student's Name:
Date(s) of Functional Literacy Assessment:
Assessment Team Members:

Any item not completed on the optometric or ophthalmological report or any report more than 36-months old is not compliant with 511 IAC 7-11-13. If there are any components missing, the multidisciplinary team must evaluate them during the functional literacy assessment.

The next step in the functional literacy assessment is to share the information you have pulled together in this summary at the student's case conference committee meeting. Whenever possible, the student should be a part of the case conference committee [provided the parent(s) agree to their attendance]. It is at this meeting that a decision is made as to whether the student will be taught using regular sized print, large print, braille, auditory means, or a combination of these. This decision must then be documented in the student's individualized education program ("IEP").

If consensus cannot be reached, either party may request Special Education Mediation and/or a due process hearing. If you have any questions regarding either of these procedures, please contact the Division of Special Education at 317/232-0570.

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