Teacher of Students with Visual Impairments (TSVI)
The Teacher of Students with Visual Impairments (TSVI) has the following roles and responsibilities:
- Has primary responsibility for specialized instruction and services required to meet the unique educational needs of their students who are blind or have low vision.
- Possesses the skills and abilities necessary to provide and coordinate this specialized instruction.
- Assists the student, parents, special and general education personnel, and the student’s sighted peers in:
- understanding the unique educational needs and learning characteristics of students who are visually impaired,
- becoming aware of services and support available from local programs for students who are visually impaired,
- acquiring information regarding local, state, and national resources for the education of students who are visually impaired, and
- interpreting the student’s specific eye condition, the educational implications of the visual impairment, and the results of functional vision and learning media assessments.
- Consults regularly with the classroom teacher, other general and special education personnel, family members, and others to coordinate programs and services for the student who is visually impaired.
- Assists the site administrator and teachers in making environmental adjustments for their students in the school.
- Shares responsibility with classroom teachers in the identification of instructional areas in which the student requires assistance.
- Assures that large-type or braille texts, supplementary materials, educational, aids, and equipment needed by the student who is visually impaired, and the classroom teacher, are provided in a timely manner to ensure the student’s maximum participation in all classroom activities (appropriate educational materials may be prepared or adapted by the TSVI, or they may be obtained from educational, clerical, or transcriber services.)
- Provides instruction in the development and maintenance of expanded core curriculum (ECC) skills to meet the student’s unique educational needs in the following areas, as indicated in the IEP:
- assistive technology skills
- career education skills,
- compensatory skills (concept development, communication skills, braille literacy, listening skills, organizational skills to access the general education curriculum)
- independent living skills,
- recreation/leisure skills
- self-determination skills
- sensory efficiency skills (visual, auditory, tactile, as appropriate),
- social interaction skills
- support of orientation and mobility skills
- Prepares sequential and meaningful instruction geared to the student’s assessed needs, IEP goals and objectives, functioning, and motivational levels. This instruction should be reflected in lesson plans prior to each lesson.
- Collects data and keeps progress notes on each student.
- Provides assistance to the classroom teacher in academic subjects and activities of the classroom that, as a direct result of the student’s visual impairment, require adaptation for the student.
- Provides initial and ongoing assessment/evaluation:
- consults with assessment team to determine appropriate testing materials and modifications needed,
- assists with assessments when needed,
- interprets assessment results when needed.
- Conducts functional vision evaluations/learning media assessments and produces written reports with the results.
- Attends ARD and IEP meetings for students with visual impairments.
- Schedules time efficiently for assessment, planning, instruction, preparation of materials, travel, and conferences with relevant school and other key individuals.
- Maintains ongoing contact with family members to assist them in the development of a realistic understanding of their child’s abilities, progress, and future goals.
- Provides in-service training programs for school personnel and students and education for family members regarding the needs of students who are visually impaired and adaptations, programs, and services for these students.
- Makes available electronic links, pamphlets, and other public information materials that may be useful in developing realistic and unprejudiced attitudes toward students who are visually impaired.
- Coordinates with other personnel, such as transcribers, readers, counselors, O&M specialists, career/vocational education staff, rehabilitation counselors, and early childhood interventionists.
- Maintains a current reference library of professional materials and resources.
- Acquires information and training about current research, developments, and technology.
Orientation and Mobility Specialist
The Orientation and Mobility Specialist has the following roles and responsibilities:
- Instructs the student who is visually impaired in the development of skills and knowledge that enables them to move purposely and to travel independently, based on assessed needs and ability.
- Teaches the student who is visually impaired to travel with proficiency, safety, and confidence in familiar and unfamiliar environments.
- Consults regularly with sighted peers, family members, classroom teachers, physical education teachers, and/or other special education personnel to assist in home and classroom environmental modifications, adaptations, and considerations and to ensure reinforcement of appropriate O&M skills that will encourage the student to travel independently in these settings.
- Works with the TSVI to conduct the functional vision evaluation, as it relates to independent travel.
- Conducts assessments that focus on both long and short-term needs of the student.
- Includes in the assessment report the needs and strengths of the student and an estimate of the length and frequency of service necessary to meet identified needs.
- Prepares sequential and meaningful instruction geared to the student’s assessed needs, IEP goals and objectives, functioning, and motivational levels. This instruction should be reflected in lesson plans prior to each lesson.
- Prepares and uses equipment and materials, for example, tactile maps, models, distance optical devices, adaptive mobility devices, and long canes, for the development of O&M skills.
- Transports the student with parent permission to various community locations, as necessary, to provide meaningful instruction in realistic learning environments.
- Is responsible for the student’s safety at all times and in all teaching environments while fostering maximum independence.
- Evaluates the student’s progress on an ongoing basis with progress reports each 6/9 weeks as required.
- Collects data and keeps progress notes on each student.
- Participates in parent conferences and meetings.
- Provides inservice training to general and special education personnel, sighted peers, and family members concerning the O&M needs of the student and appropriate methods and procedures for interacting with the person who is blind or has low vision that will foster maximum independence and safety.
- Provide O&M instruction, where appropriate, in these areas:
- body imagery,
- laterality,
- environmental concepts,
- gross and fine motor skills related to independent travel,
- sensory awareness, stimulation, and training,
- spatial concepts,
- compass direction concepts,
- guide technique procedures
- basic protective, alignment, and information-gathering techniques
- orientation skills
- map skills
- mobility device skills (e.g., wearable canes, adaptive mobility devices, long cane skills)
- use of vision in the environment
- optical devices related to travel skills
- urban, suburban, and rural travel,
- travel in business districts,
- procedures for crossing streets including how to handle traffic control signals,
- use of public transportation systems,
- procedures for use of the phone for information gathering and for emergencies,
- use of electronic orientation aids and systems (e.g., GPS)
- procedures for interacting with the public
- knowledge and application of community address systems,
- procedures for travel and independent functioning in places of public accommodation,
- independent living and recreation/leisure skills,
- sensory/motor skills in coordination with the physical or occupational therapist and TSVI.
Adapted by Rona Pogrund (2024) from Quality Programs for the Visually Impaired, developed by Nancy Toelle.