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Special education teachers can be found at all grade levels. They instruct students with a variety of disabilities, such as visual and hearing impairments, learning disabilities, and physical disabilities. Special education teachers design and modify instructions to meet the special needs of their students.
The Shoreline School District's vision of special education is to provide high-quality, individualized, equitable, inclusive education to all students. All students will learn the academic and work-life skills to achieve student-centered post-secondary success.
1. What are visual disorders? Visual disorders are abnormalities of the eye, the optic nerve, the optic tracts, or the brain that may cause a loss of visual acuity or visual fields. A loss of visual acuity limits your ability to distinguish detail, read, or do fine work. A loss of visual fields limits your ability to perceive visual stimuli in the peripheral extent of vision.
4. What evidence do we need to evaluate visual disorders, including those that result in statutory blindness under title II? To evaluate your visual disorder, we usually need a report of an eye examination that includes measurements of your best-corrected central visual acuity (see 2.00A5) or the extent of your visual fields (see 2.00A6), as appropriate. If you have visual acuity or visual field loss, we need documentation of the cause of the loss. A standard eye examination will usually indicate the cause of any visual acuity loss. A standard eye examination can also indicate the cause of some types of visual field deficits. Some disorders, such as cortical visual disorders, may result in abnormalities that do not appear on a standard eye examination. If the standard eye examination does not indicate the cause of your vision loss, we will request the information used to establish the presence of your visual disorder. If your visual disorder does not satisfy the criteria in 2.02, 2.03, or 2.04, we will request a description of how your visual disorder affects your ability to function.
c. Testing using a specialized lens. In some instances, you may perform visual acuity testing using a specialized lens, such as a contact lens. We will use the visual acuity measurements obtained with a specialized lens only if you have demonstrated the ability to use the specialized lens on a sustained basis. We will not use visual acuity measurements obtained with telescopic lenses.
g. Use of corrective lenses. You must not wear eyeglasses during visual field testing because they limit your field of vision. You may wear contact lenses to correct your visual acuity during the visual field test to obtain the most accurate visual field measurements. For this single purpose, you do not need to demonstrate that you have the ability to use the contact lenses on a sustained basis.
1. These listings are only examples of common special senses and speech disorders that we consider severe enough to prevent an individual from doing any gainful activity. If your impairment(s) does not meet the criteria of any of these listings, we must also consider whether you have an impairment(s) that satisfies the criteria of a listing in another body system.
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However, research also shows that an even higher percentage of children with special needs may have vision problems that are undiagnosed because their associative behaviors are perceived as part of their special needs diagnosis.
It is therefore crucial for parents and caregivers to understand the importance of bringing a child with special needs for eye exams to comprehensively assess both their vision and the functioning of the visual system.
Vision therapy may involve the use of lenses, prisms, filters, occluders, and other equipment as part of the training program. In recent years, advanced technologies and new computer-based therapies such as vision therapy apps have turned traditional vision therapy exercises into fun and interactive activities.
Vision therapy can enable your child with special needs to understand their surroundings with greater certainty and consequently improve associated behaviors such as anxiety, social skills, and verbal skills.
Public school data in the USA shows that up to 14% of all public school students aged 3 to 21 receive special education services. This statistic does not account for all of the children with special needs, as many are educated privately.
Many children with special needs struggle with multiple challenges that can make academic achievements seem almost impossible to obtain. Working with professionals who are both familiar and comfortable with the requirements of a special needs child can be invaluable in helping families help their children to achieve their potential.
A comprehensive assessment of children with special needs usually requires a developmental vision evaluation to determine the integrity of their visual skills. If the eye doctor detects reduced vision or visual skills, corrective eyewear and/or a personalized program for vision therapy will be recommended. Early identification of vision conditions is essential in order for treatment to be successful.
There is now a larger range of options for eyeglasses for children with special needs designed specifically with them in mind. For example, children with Down syndrome have a unique shaped face and nose, which can make it difficult to find the right optical frames. However, with custom-fit eyeglasses, the bridge can be adjusted and the temples modified to keep the glasses from constantly slipping down. Frame designs also include lightweight plastics and flexible materials.
In recent years, thanks to advanced technologies and new computer-based therapies, computer programs for vision therapy have turned traditional vision therapy exercises into fun and interactive activities.
While up to 25% of all children struggle with reading and learning difficulties because of undiagnosed vision conditions, research shows that an even higher percentage of children with special needs may have vision problems that are undiagnosed.
In the past few years, the range of glasses for children with special needs has expanded to offer a variety of options. Children with Down syndrome, who often have distinct facial and nasal structures that make it difficult to fit them with frames, can now enjoy custom-fit glasses that can be adjusted at the bridge and temples to prevent constant slipping. Additionally, frame designs incorporate lightweight plastics and flexible materials to enhance comfort.
The Lending Library provides videos and books on deaf- blindness, visual impairments, Braille, life skills, communication, adjusting to loss of vision, eye conditions, mobility, and much more. Materials are available to Wyoming agencies, educators, families or clients in Wyoming as part of the Wyoming Deaf-Blind Project.
The National Library Service for the Blind and Physically Handicapped (NLS), Library of Congress, administers this free program that loans recorded, large print and braille books and magazines, and specially designed playback equipment to residents of the United States who are unable to read or use standard print materials because of learning disability, a visual impairment or physical limitations. This program is available through all of the regional offices of Services for the Visually Impaired. Talking Books Application.
Students with low vision or who are blind and/or those with significant complex needs, sometimes require specialized instruction and supports to attain skills needed to get post-secondary training and employment, without these skills this transition can sometimes be challenging. In an effort to better ensure post-secondary preparedness and success for these students, the Division of Vocational Rehab and Vision Outreach Services are partnering to provide resources, training and support to educational teams working with transition aged youth who are blind or have low vision. We have been working hard with an independent contractor and several experts in the field to bring you a line up of great professional development opportunities which will culminate with a two-day summer event in Casper.
Roy Montgomery left a portion of his estate to the State of Wyoming for the purpose of alleviating the condition of the visually impaired in order that their lives be made more productive, pleasant, comfortable and enjoyable. Interest from the trust is used each year to fund grant applications for adaptive equipment and specialized training. In order to qualify for funding, the trust must be the last source of funding available and the individual or group applying must be a client of WDE Vision Outreach Services and meet the qualifications and requirements of the Montgomery Trust Fund Review Board.
Definition in State Rule: Blind and Visually Impaired Blind and visually impaired means even after correction a child's visual functioning adversely affects educational performance. The IEP team may identify a child as blind and visually impaired after all of the following events occur: 1. A teacher of the blind and visually impaired licensed under s. PI 34.051 conducts a functional vision evaluation which includes a review of medical information from an ophthalmologist or optometrist, formal and informal tests of visual functioning, and a determination of the implications of the blindness or visual impairment on the educational and curricular needs of the child. 2. An orientation and mobility specialist licensed under s. PI 34.089 evaluates the child to determine if there are related orientation and mobility needs in home, school, or community environments. A child may meet the criteria under this subdivision even if they do not have orientation and mobility needs. PI 11.36 (3), Wis. Admin. Code
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