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New concern arises from:

  1. Full Independent Evaluation process or
  2. Expressed concern by staff or parents about possible vision loss or
  3. New medical information or
  4. Teacher

Step 1

School nurse conducts vision screening. Was the concern about the vision loss validated? NOTE: If Vision Loss Quick Check indicates possible field loss, current screening may not address this type of loss – Continue to step 3.

If YES or Could Not Test, Staff requests ARD and collects information:

  1. Preparation for ARD When Vision Loss is Suspected (Appendix B-1)
  2. Team conducts Informal Vision Skills Inventory (Appendix C-1).
  3. Teacher of the Visually Impaired (TVI) is contacted (TEA Q & A – Appendix E)

If NO:

Vision loss is ruled out. No additional information is needed at this time.

Step 2

At ARD to consider new assessment:

  1. TVI is invited to ARD
    • Team requests VI eligibility information including but not limited to: eye doctor’s report, FVE and
  2. Team develops Vision Testing Plan before eye doctor’s visit with informal support from the Teacher of the Visually Impaired–Appendix D-1
    • Obtain parents’ permission for additional assessment
  3. Following receipt of eye doctor’s report, TVI and TD&HH collaborate to complete the FVE/LMA and to review the Communication Assessment for needed

(Note: In completing the FVE/LMA and reviewing the Communication Assessment it must be determined if vision loss impacts access to the child’s preferred communication form in any educational environments.) Reference the following articles:

  1. Issues Regarding the Assessment of Vision Loss in Regard to Sign Language, Fingerspelling, Speechreading, and CuedSpeech–AppendixF
  2. Making Sure the LMA, FVE and Communication Assessments Address Dual Sensory Loss – Appendix G

Step 3

All assessment is completed. ARD committee receives all results. Is vision loss confirmed?

If YES:

ARD committee:

  1. Considers educational need and deafblind (Deafblind Checklist Appendix Questions about identifying the student as deafblind should be directed to Regional Deafblind Specialist or to the Texas Deafblind Project
  2. Amends related services, accommodations, adaptations and modifications as needed (see Documenting Adaptations, Accommodations, Modifications, and Related Services in the IEP for the Student with Deaf-Blindness)
  3. Amends IEP goals and as (Reference the IEP Quality Indicators for Students with Deafblindness)
  4. Paperwork completed by designated school to add student to Texas Deafblind Child Count

If NO:

Vision loss is ruled out. If there is still concern, the ophthalmologist will make a referral for medical follow-up. Otherwise, no additional information is needed at this time, but results must be reported back to ARD committee.