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Winter 99 Table of Contents
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IEPs for Consult Students - A Helpful Note from Chrissy Cowan

Reprinted with permission from VI Connection, Fall 1998, Region XIII Educational Service Center

We were unclear on whether or not we are supposed to write VI specific IEPs for students we designate as "consult"; so we contacted TEA for clarification. Because the term "consult" is not clearly defined across the state (or between any 2 teachers, for that matter!) it is best to clearly state on the ARD paperwork summary section what is meant whenever you use the term. Examples of consultative services wording might be "VI consult services will consist of:  

These are just some ideas. The range of what you can do within the consulting model is limitless. Just remember to specify what it is you plan to do, and try to assign a time frame to it. Note: ESC-XIII advocates the concept of writing an "integrated" IEP in concert with the parents and other professionals who work with your student, rather than a "stand alone" IEP for students with multiple impairments and multiple service delivery professionals. An integrated IEP is one in which the team has assessed and selected objectives which develop skills across disciplines.

If you have a "consult only" student who receives NO OTHER SPECIAL EDUCATION SERVICE but VI, you MUST write an IEP goal. Notice I said "an". One is sufficient. Since these tend to be those high academic low vision kids, the goal might look like one of these examples:

Example 1

Goal 1: The student will master 5th grade course work as measured by classroom criterion referenced tests, while addressing these specific identified educational needs, using modified techniques to access print and classroom learning materials.  

Example 2

Goal 1: The student will participate in a Circle of Friends meeting monthly.  

Example 3

Goal 1: The student will prepare a variety of up to 5 after-school snacks by the end of the first semester.

Again, these are just some ideas of goals for the consult student who has no other IEP. By the way, I hope you detect my effort to make both my goals and objectives measurable. This is a new requirement of IDEA-B, and we should probably get ready to have our IEP paperwork scrutinized on this regard.

For those of you whose directors require an IEP even if you don't work directly with the student, you should still give a description of your consultative services in the summary section of the ARD (see above). An example of an IEP in these situations might be:

Goal 1: The student will respond to visual cues within two routines during the first semester.  

If you have an IEP like this, remember that you will be responsible for updating it. To do this, you will need to design some sort of checklist to be used by the school personnel to keep track of how the student is doing. You would describe your consultation on the ARD paperwork in terms of modeling appropriate practices to enhance vision utilization and organizing and reviewing data collection with other personnel.

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Last Revision: September 4, 2003