PROGRAM DESCRIPTION:

Services are provided to students with visual impairments who have reduced acuity or field loss that affects their educational performance. Specialized support allows students to function within the regular educational setting and provides district teachers with strategies to enhance instruction. Services may be direct or consultative and are provided in collaboration with the student’s educational team.

Specialized instruction may include: self–advocacy skills, Braille instruction, use of specialized technology devices, computer access, use of optical devices, career skills and mobility training. Braille, large print material, and audio texts are provided by the Intermediate Unit.

Services are provided to eligible students ages birth to 21 years.
 
Students are instructed in the following areas: Efficient use of residual vision, Braille instruction, Braille reading/writing, listening skills, concept development, sensory motor skills, use of optical low vision devices, screen access software and technology device training. They also receive instruction in the following expanded core curriculum areas: social interaction skills, daily living skills, career skills and orientation/mobility training.

 

The Primary Goal is to: Provide the educational support and adaptive materials that will allow each student to access the general educational curriculum in their home district and achieve academic success.

PROGRAM FEATURES:

• Functional Vision Assessments
• Learning Media Assessments
• Orientation and Mobility Assessment and Instruction
• Taped textbooks, Braille and large print materials
• Consult and Training for Assistive Technology
• Literary Braille and Braille Math Instruction
• Adaptive equipment (braillers, digital playback devices, etc.)
• Training in use of optical and non-optical aids
• Strategies for classroom modifications, material adaptations and instruction
• Career awareness and pre-vocational instruction
• School Nurse consultation
• Support & consultation to district teachers
• Communication with parents and families
• Communication systems for students with additional disabilities (calendar/sequence systems, tactile/Braille symbols)
• Coordinated Professional Development Program
• Ability to adjust to shifting district population
• Program supervision and management
• Team planning and participation in IEP development