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Vision Severity Rating Scale for Students with Additional Impairments

Purpose and Development

The Vision Severity Rating Scale for students with Additional Impairments is designed to provide consistency and objectivity among teachers of the visually impaired as well as the type and amount of vision services required. It is primarily intended for use with students who have additional moderate to profound impairments. Choice of appropriate Service Delivery Model or an indicated change in the frequency of service will be documented by data and substantiated by the Vision Severity Rating Scale for Students with Additional Impairments.

The purpose of this manual is to define criteria and guidelines for using the rating scale with visually impaired children with additional impairments. Further, it is intended to assist the IEPC in the selection of a vision service delivery model for existing as well as newly identified students.

This Severity Rating Scale consists of the following seven categories:

This scale is sequentially structured, based upon a student's need for intervention by a teacher of the visually impaired and the classroom teacher's need for assistance, rather than the severity of the child's handicapping conditions.

Each of the seven categories is structured in terms of impact of visual functioning upon the student's educational program. When using the Severity Rating Scale, the criteria provided are not all inclusive therefore the teacher of the visually impaired is encouraged to refer to additional resources.

Category Definitions

1. VISUAL STATUS - refers to the capability of attending to visual stimuli.

2. FUNCTIONAL VISUAL STATUS - refers to the student's ability to apply visual skills to the educational setting.

3. RESPONSE TO STIMULATION/INSTRUCTION - refers to the ability of the student to respond to stimulation and/or instruction.

4. EDUCATIONAL NEED - the Teacher of the Visually Impaired's projection of the extent that vision affects student's participation and programming in the educational settings.

5. EDUCATIONAL GROWTH - refers to the amount of growth the student has demonstrated during the previous year on vision related goals and objectives.

6. POTENTIAL FOR IMPROVED USE OF VISION - refers to the skills demonstrated by the student in the areas of sensory awareness and visual functioning.

7. PHYSICAL INDEPENDENCE - refers to the student's motoric involvement and to his ability to function independently within his classroom.

A Functional Vision Evaluation is required to complete this scale. The teacher of the visually impaired may refer to the following for assistance in completing this:

Li, Alicia. (1994) A Resource Manual for Teachers and Parents who are Visually Impaired and/or Students who are Visually Impaired with Multiple Disabilities in Developing Skills. Michigan State Board of Education.

Models of Service Delivery

1. MONITORING - The student does not receive direct vision services. Monitoring may include consultation with teachers, parents, and administrators. Informal evaluations may be episodic. The teacher of the visually impaired is not responsible for writing goals, objectives, or present educational levels on the IEP.

2. CONSULTATION - Direct instruction to the student is provided by teachers and/or parents. The teacher of the visually impaired may see the student for on-going evaluation and demonstration of teaching methods. Teachers and parents assume major responsibility for teaching with support from the teacher of the visually impaired. The teacher of the visually impaired is not responsible for writing goals, objectives, or present educational levels on the IEP.

3. INTERMITTENT DIRECT SERVICE - The teacher of the visually impaired provides direct instruction to the student in the classroom or other educational settings. The responsibilities include the following:

  • evaluate student’s learning environment
  • provide information relative to student’s vision functioning
  • demonstrate methods to develop vision functioning to teachers and/or parents
  • provide materials to facilitate instruction
  • evaluate student’s progress
  • provide direct instruction related to disability specific skills as needed

Determining appropriate vision goals, objectives, and methods of instruction is the shared responsibility of teacher, parent, and teacher of the visually impaired. The teacher of the visually impaired is responsible for writing goals, objectives, and vision present educational levels on the IEP.

4. DIRECT SERVICE - Instruction may be provided to the student in the classroom or individually in other educational settings by the teacher of the visually impaired. Responsibilities of the teacher of the visually impaired include the following:

  • evaluation of student’s learning environment
  • provide information relative to student’s vision functioning
  • demonstrate methods for providing instruction or enforcing visual skills
  • provide materials to facilitate instructions
  • observation of students with teachers or parents
  • provide recommendation for specific activities/approaches
  • evaluate and document student’s progress
  • provide direct instruction related to disability specific skills

Consultation with teachers and parents is continuous throughout the year. The teacher of the visually impaired is responsible for writing goals, objectives, and vision present educational levels on the IEP.

Professional Judgment Factors

On occasion the professional judgment of the teacher of the visually impaired can influence the selection of a service delivery model that has been determined by the Severity Rating. A choice of one or more of the Professional Judgment Factors on the Vision Severity Summary may be used to place a student at a higher or lower level Model of Service Delivery than indicated by the Severity Rating alone.

The use of the Professional Judgment Factors may be necessary when it appears that the Model of Service Delivery indicated by the Severity Rating does not reflect the true needs of the visually impaired student. Based upon the professional judgment of the teacher of the visually impaired, all factors that influence a modification of the Model of Service Delivery for Students with Additional Impairments should be marked.

The following factors are to be considered:

1. Age of student
2. Availability of materials/equipment
3. Classroom teacher's need for support
4. Transition to a new school/building
5. Additional support provided
6. Parent concern
7. Attendance
8. Progressive condition
9. Home environment
10. Visual field restriction
11. Other (e.g., educational placement, additional impairments)

Remember, each of these factors may be either positive or negative and should be marked if modifying a service delivery rating.

DIRECTIONS FOR COMPLETING THE VISION SEVERITY CHARACTERISTICS AND VISION SEVERITY SUMMARY FOR STUDENTS WITH ADDITIONAL IMPAIRMENTS

This chart may be used three times.

1. Category names are listed vertically along the left hand side of the Vision Severity Characteristics Worksheet. Refer to definitions on preceding page as necessary.

2. Descriptors are listed horizontally for each category. The descriptors are listed sequentially in terms of severity (of visual needs), from mild to profound.

3. The numbers attached to each severity are considered part of a continuum. The specific number under each severity name is the numerical rating to be given for that severity. For example, under MILD, a numerical rating of 0 - 2 is possible; while under PROFOUND, a numerical rating of 7 - 8 is possible.

4. For each category, mark the descriptor that best describes the student. Place the appropriate severity number in the right hand column (Severity Score Column). Three columns are provided for evaluation on three separate occasions.

5. Total the right hand column to get a TOTAL SEVERITY SCORE.

6. Using the Total Severity Score, refer to the Vision Severity Summary to determine:

  • Severity rating
  • Frequency of service
  • Total minutes of service per week.
  • Model of service delivery

Record these findings in the Recommendations of Services section on the Vision Severity Summary for Students with Additional Impairments.

| Characteristics Worksheet | Summary Form |

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Last Revision: May 24, 2005