NES Profile: Blind/Low Vision (603)

Content Domain II: Assessing Students and Developing Individualized Learning Programs

Competencies:

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0003 Understand assessment instruments, assessment practices, and methods for evaluating and interpreting assessment results to identify the strengths and needs of students who are blind/low vision.

Descriptive Statements:

Demonstrate knowledge of key assessment terminology and concepts associated with formal and informal evaluative measures and practices (e.g., formative and summative measures, criterion-referenced assessment, adaptive assessment, validity, reliability, baseline, ceiling).
Demonstrate knowledge of federal requirements for legal provisions, regulations, guidelines, and ethical considerations related to assessment of students who are blind/low vision (e.g., eligibility, access requirements, placement options).
Apply knowledge of data collection tools used to gather and record multiple sources of informal data and information to identify students' strengths and needs.
Apply knowledge of methods for developing, implementing, and continuously monitoring learning objectives and goals related to developing concepts, optimizing sensory efficiency, and accessing the curriculum across settings.
Apply knowledge of components of a functional vision assessment (FVA), including methods of conducting an FVA to determine a student's functional vision and to make recommendations to support the student's strengths and address needs.
Apply knowledge of components of a learning media assessment (LMA), including methods of conducting an LMA to determine a student's sensory channels and primary learning media and to make recommendations to support the student's strengths and address needs.
Apply knowledge of types and characteristics of formative, summative, and diagnostic assessments, including the use of a variety of methods and activities to identify a student's strengths and needs, develop individualized instructional plans, and monitor progress to plan and adjust instruction.
Interpret multiple sources of valid data (e.g., medical and vision-related evaluations, LMA, FVA, background information, formal/informal assessments, performance assessments) to evaluate the effectiveness of an intervention, instruction, specialized media and materials, equipment, and the physical environment in supporting a student's acquisition of general education curriculum skills and/or expanded core curriculum (ECC) skills.
Apply knowledge of methods and strategies for evaluating the cognitive, motor, social, and language skills of students who are blind/low vision.
Apply knowledge of identifying and adapting assessment types and measures that are biased, and make reasonable recommendations for nonvisual options or alternate accommodations to provide a valid assessment of a student's strengths and needs.
Apply knowledge of methods for assessing the accessibility needs of all students who are blind/low vision and methods for advocating for reasonable accommodations and modifications throughout the classroom and school setting.
Apply knowledge of formal and informal transition assessment methods for identifying a student's interests and preferences related to postsecondary education, prevocational and vocational training, and employment.

Sample Item:

Use the table below to answer the question that follows.

Activity	Meets	Partially Meets	Does Not Meet
Catches a medium-size ball with both hands	blank	blank	X
Brings both arms across midline	blank	X	blank
Turns pages of a book	blank	blank	X
Strings beads together	blank	blank	X
Sits with hands on the desk and feet on the floor	blank	X	blank
Reaches for and picks up large objects	blank	X	blank
Stands independently on two feet	X	blank	blank
Walks unassisted	X	blank	blank
Transfers small objects from one box to another	blank	blank	X
Turns head to sound	X	blank	blank
Reaches for and picks up small items in one hand	blank	blank	X
Holds an item with both hands	X	blank	blank
Understands directional concepts	blank	X	blank

A TSBLV observed a kindergarten student with CVI to assess sensorimotor and physical skills. The TSBLV recorded the data in the table. Based on this information, in which skill area does the student need the most instruction?

purposeful movement
visual discrimination
gross motor skills
eye-hand coordination

Correct Response and Explanation (Show Correct ResponseHide Correct Response)

D. This question requires the examinee to apply knowledge of types and characteristics of formative, summative, and diagnostic assessments, including the use of a variety of methods and activities to identify a student's strengths and needs, develop individualized instructional plans, and monitor progress to plan and adjust instruction. Based on the results of the observation conducted by the TSBLV, the student did not meet criteria for the activities of catching a ball with both hands, turning pages of a book, stringing beads together, transferring small objects from one box to another, and holding an item with both hands. These activities require eye-hand coordination, indicating that the student struggles most with this skill area and it should be a priority for instruction.

0004 Understand procedures for developing and implementing Individualized Education Programs (IEPs), Individualized Family Service Plans (IFSPs), and transition plans for students who are blind/low vision.

Descriptive Statements:

Apply knowledge of the components of IEPs and IFSPs, as well as the roles and functions of IEP and IFSP team members.
Demonstrate knowledge of the role of a teacher of students who are blind/low vision to increase and promote awareness of accessibility for students in physical and virtual environments and improve equitable access to information for families and the educational team.
Demonstrate knowledge of the relationships between individualized assessment, intervention planning/implementation, development of IEPs and IFSPs, progress monitoring, and placement specific to the individualized needs of students who are blind/low vision.
Apply knowledge of methods for selecting and developing instructional accommodations and modifications that address areas of strengths and needs, age, vision and vision prognosis, additional disabilities, family goals, and students' expressed priorities to facilitate students' access to the general curriculum.
Demonstrate knowledge of the roles and responsibilities of teachers and other educational professionals in providing services and supports for students who are blind/low vision.
Apply knowledge of federal laws, regulations, and guidelines related to early identification and intervention, eligibility, and placement for students who are blind/low vision (e.g., due process, Child Find, least restrictive environment [LRE], accessibility regulations and laws).
Apply knowledge of federal requirements and guidelines related to transition planning and services for supporting students' postsecondary education and employment opportunities.
Apply knowledge of the role of transition planning and ways to use person-centered planning to create individualized goals and support students' expectations.
Apply knowledge of the role of paraeducators, braille transcribers, and interveners, as well as methods for providing supervision and support to optimize their engagement with students who are blind/low vision.

Sample Item:

Which of the following actions should the TSBLV take first to provide students who are blind/low vision with access to virtual instruction?

reviewing the services identified on the student's Individualized Education Program (IEP)
ensuring the student's preferred learning media is available to the student for all lesson activities
providing clear expectations outlining the student's responsibility for their learning
enlisting support from the technology specialist regarding high- and low-tech materials

Correct Response and Explanation (Show Correct ResponseHide Correct Response)

B. This question requires the examinee to demonstrate knowledge of the role of a TSBLV to increase and promote awareness of accessibility for students in physical and virtual environments and improve equitable access to information for families and the educational team. Learning media rfers to sensory channels used for learning; sensory channels include visual, tactual, and auditory. A learning media assessment (LMA) can be used to identify the preferred learning medium/media for a given student, and using this medium/media should be a priority when conveying material and information from the teacher to the student.

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