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Required Qualifications

  • A bachelor’s degree from a college or university
  • A certification/license for teachers of students with visual impairments

Preferred Qualifications

  • Certification in visual impairments
  • Experience working with teams
  • Experience educating students with disabilities, either as a classroom or special education teacher

Job Summary

The itinerant teacher for students with visual impairments travels to the students and is assigned schools to provide direct and/or consultative special education services relating to visual impairments.  These services enable the students to learn in classroom and community environments. Services for infants may be provided in the infants’ homes or child-care settings (within district boundaries).  The students range in age from birth through 21, and may or may not have additional disabilities. The cognitive levels of the students range from severely impaired to gifted and talented.

Major Responsibilities and Duties

Assessment and Evaluation

  • Perform functional vision and learning media assessments on new referrals and at intervals as designated by the Individuals with Disabilities Education Act (IDEA).
  • Interpret medical eye reports as they relate to educational environments
  • Contribute to the development of the IEP/IFSP with recommendations for goals, modifications, and learning styles
  • Provide screening and referral procedures to appropriate personnel
  • Recommend appropriate specialized evaluations and assessments, such as for low vision, orientation and mobility, psychosocial, and adaptive physical education
  • Consult with diagnosticians, classroom teachers, students, and parents concerning appropriate evaluations, modifications, and test administrations
  • Be knowledgeable about possible modifications for statewide testing, and arrange for necessary modifications.
  • Obtain modified standardized testing materials (NAPT, ITBS, TAAS, SAT, ACT) and administer or assist in the administration of the test as needed
  • Administer various other evaluations as appropriate (Oregon Project, Insite, Hawaii, Boehme, LAP, E-LAP) and interpret the results as appropriate to parents and other educators
  • Participate in team assessments for students with moderate to severe cognitive disabilities
  • Work as liaison with other agencies in vocational assessment process
  • Provide assessment, instruction, and consultation to other educational team members on issues related to assistive technology, especially computer-based assistive technology

Maintain Appropriate Learning Environment

  • Assist in determining need for and procuring classroom equipment and materials necessary for students with visual impairments to learn (braille, low-vision devices, assistive technology, computer, etc.), including ensuring necessary room modifications and lighting changes
  • Provide team members with information regarding the specialized strategies needed for success with each VI student, including those working with infants in non-school-based settings
  • Consult with other educational team members, including parents and rehabilitation service providers to provide information necessary to maximize incorporation of the expanded core curriculum into the entire instructional setting
  • Provide modified materials to team members
  • Provide braille, recorded/enlarged materials, and tactile symbols as appropriate for each child

Instruction in the Expanded Core Curriculum

  • Assistive Technology and technology skills;
  • Career education;
  • Compensatory or access skills, including communication modes, braille reading and writing, signature writing, and organization;
  • Independent living skills;
  • Orientation and mobility;
  • Recreation and leisure skills;
  • Self-Determination skills;
  • Sensory Efficiency skills, and
  • Social interaction skills

Support Services

Provide assistance to students with visual impairments to facilitate positive attitudes and those of others concerning their visual impairment

  • Facilitate social integration and interaction with peers
  • Provide training and support to parents of students with visual impairments to enhance their children’s independence
  • Provide the teachers, staff, and family of students with visual impairment with information regarding their individual needs, methodology, and strategies
  • Participate with other school personnel and agencies to secure job-related experiences for students
  • Participate in transition planning

Administrative/Record Keeping Duties

  • Provide updated pupil information (e.g., VI registration, deafblind census, textbook projections)
  • Submit requests for instructional materials, conferences, field trips, and personnel needs
  • Inform various special education and campus personnel of progress and needs of the students with visual impairment on a regular basis
  • Identify and set up a work and storage space at each school to be used by the VI teacher to instruct students as necessary
  • Provide input into students’ schedules, planning for all special services, such as direct instruction and orientation and mobility
  • Maintain adequate record of all assessments, related to the IEP, progress reports and signed parental release forms for things such as photographs and registration with various agencies
  • Provide 6-week, 9-week, or 12-week progress reports as indicated by student program on students with visual impairment in regular education classes and follow up with teacher and/or parent conferences as appropriate
  • Register students with visual impairments with appropriate agencies such as Recordings for the Blind and Dyslexic, and the state library for the blind and physically disabled, and assist with referral to the state’s commission for the blind
  • Prepare paperwork as appropriate and attend IEP meetings and IFSP meetings on students with visual impairments
  • Distribute information to parents concerning workshops, conferences, and equipment acquisition
  • Communicate with low-vision specialists, ophthalmologists, and optometrists concerning exams, and attend exams when appropriate
  • Supervise material preparation and acquisition

Liaison between Community and School

  • Provide information about district and/or regional vision programs to the schools and community
  • Provide information concerning recreational and summer programs to parents and students and assist with application forms and procedures. Such activities might include the state’s school for the blind summer program, Space Camp for Interested Visually Impaired Students (SCI-VIS), summer work programs, or special camps, such as those sponsored by Lion’s clubs.

Professional Standards

  • Maintain a reference library
  • Acquire information about current research, development, and technology by attending conferences, workshops, and area meetings and by reading journals in the field of visual impairment
  • Maintain certification


A supervisor will evaluate performance on the job.  Individual(s) knowledgeable in programs for visually impaired students will complete evaluation.