PLAAFPs for Students With Visual Impairments
Authors: Rebekka Berry, Teacher of Students with Visual Impairments (TSVI) and Certified Orientation and Mobility Specialist (COMS)
Often, Teachers of Students with Visual Impairments (TSVI) and Certified Orientation and Mobility Specialists (COMS) are required to attend training on how to write Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements with minimal instruction specific to students with visual impairments or the Expanded Core Curriculum (ECC). The goal of this article is to give some guidance into ensuring that PLAAFP statements for students with visual impairments include all the necessary pieces.
As with any PLAAFP, the following information should be included:
- A review of information about the student’s visual impairment and how it impacts the student’s access to the general curriculum. This information can be gathered from the Full Individual Evaluation (FIE), including the eye medical report, the Functional Vision Evaluation and Learning Media Assessment (FVE/LMA), and the Orientation and Mobility (O&M) assessment as the sources of information.
- Information on the specific accommodations needed for the student to access the curriculum and make progress in their educational program. There should be quantifiable data from a variety of sources such as: assessments, observations, and teacher input when making decisions about appropriate accommodations for the student.
- Information about current services and additional support the student is receiving. For example, “The student is receiving direct and consultative services from a TSVI as well as a COMS. The student spends most of his instructional day in a co-teach classroom. Guidance for implementation of accommodations specific to the student’s visual impairment is provided by the TSVI in collaboration with the Special Education teacher, and the classroom teacher”.
- Information regarding the student’s strengths and areas of critical instructional need for all areas of the ECC. Again, it is important that data come from a variety of sources including specific ECC assessments, family interviews, observations, and input from other professionals.
The ultimate goal is to craft a PLAAFP statement that gives a full picture of the student and includes specific information about the student’s vision and visual functioning.
Some information can be included in multiple categories. Below are some guiding questions for developing a PLAAFP statement with corresponding responses from a sample PLAAFP.
Does the PLAAFP reflect a review of the student’s visual impairment based on FIE data?
Review and Impact Statement
Student A is a 5th grader and qualifies as a student with a visual impairment. Student A has exotropia which is a form of strabismus (eye misalignment) in which one or both of the eyes turn outward. In his case, it is in his left eye. Student A also has nystagmus which is a vision condition in which the eyes make repetitive, uncontrolled movements. He has reduced acuities in both eyes (clarity of vision) that impact his ability to see clearly beyond 5 feet and access print without accommodations. More detailed information can be found in the student’s eye medical report dated 1/2/2023, and the Functional Vision Evaluation and Learning Media Assessment dated 2/4/2024.
Is there information about the accommodations and services the student currently receives that enables access and progress in the general curriculum?
Educational Considerations:
Based on data from the Learning Media Assessment, the Decision Making Guide to Print Size Selection, student observations and interview, the following accommodations are recommended:
- Student A requires preferential seating. Specifically, he needs to be seated close to the board or screen during instruction.
- Student A needs frequent breaks from close visual tasks to reduce eye fatigue.
- Student A needs adequate lighting. Specifically, he benefits from classroom fluorescent lighting.
- Student A should have line markers available to help keep his place on a page, as needed.
- Student A needs enlarged print (22 point font) and/or magnification devices in order to access instructional materials in the classroom.
Student A is in a general education classroom. He receives collaborative consultation services from a TSVI to assist his teachers in implementing accommodations, along with direct services on a monthly basis. Orientation and Mobility services are not recommended at this time based on information from the Orientation and Mobility Assessment dated 2/4/2024.
Is the identification of strengths and instructional needs based on multiple sources of data, including parent input?
Strengths and areas of critical instructional need in the Expanded Core Curriculum (ECC) were determined based on data from a parent interview conducted by phone on 1/18/2024, along with information from teachers and direct assessment of ECC skills using the Student Performance Indicators assessment and the ECC High School Readiness Checklist.
Career Education: Student A participates in field trips to various agencies and has been exposed to the services that each provides. He is able to name jobs and responsibilities of 5 familiar adults. No critical needs at this time.
Independent Living Skills: Student A participates in the buying of his own clothes. He is able to dress himself and take care of his basic hygiene needs. Student A can estimate the cost of a purchase and order independently at a restaurant. No critical needs at this time.
Recreation and Leisure skills: Student A participates in a school sanctioned band. He enjoys playing board games with his family. PE is his favorite class of the day. No critical needs at this time.
Self-Advocacy: Student A is able to articulate very clearly his likes and dislikes. He asks for help and or clarification when needed. He is able to describe his particular eye condition and its impact on his learning. His mother states that he does not like working in groups with his peers because he has difficulty keeping up with the pace of work and feels left out of the group. Developing self-advocacy skills when interacting with peers is an area of critical instructional need.
Social Skills: Student A maintains appropriate eye contact and posture. He is able to shake hands appropriately. Student A is also able to initiate a conversation with new acquaintances. No critical needs at this time.
Assistive Technology: Student A currently uses a CCTV in his math, science and reading classes. He mastered the previous goals of adjusting the camera for distance tasks and using the controls to enlarge material and change contrast colors. However, he reports that he does not like using it because it is too bulky and difficult to move. His teacher reports advising him to use a pen over a pencil because he is able to see his writing better that way. Trialing several alternative optical devices in order to find one that is more effective for him is an area of critical need.
Sensory Efficiency: Student A is able to use listening skills to access instructional information. He is able to scan the board and other areas of the classroom visually to find information when needed by moving himself to within 5 feet of the area. No critical needs at this time.
Orientation and Mobility: Student A’s mother reports that he knows the route from his home to a store in the community. At school, he travels between classes including band, which is across campus, without incident. No areas of critical need at this time per the O&M report dated 2/4/2024.
Compensatory Skills: Student A has mastered the previous year’s goal of typing 20 words per minute with 90% accuracy. He is currently typing at a speed of 22 wpm with 93% accuracy using Typio, an online typing program. He needs to increase his typing speed to allow for more efficient use of digital instructional activities. Based on the Learning Media Assessment dated 2/4/2024, Student A is able to access printed classroom materials with accommodations. He is able to read enlarged text at a rate of 90 words per minute. There is no need for braille instruction at this time.
Critical Needs Summary:
- Self-advocacy skills when interacting with peers
- Use of a variety of optical devices
- Increase typing speed
In conclusion, a well written PLAAFP statement creates a true picture of a student’s abilities and instructional needs and drives the development of appropriate and relevant student-driven IEP goals.