SCSC > Special Education > Blind/Visual Impairments

Contacts:
Cathy Rieber, Ph. 507.389.5083, catbrl@juno.com
Kristi Portugue, Ph. 507.389.5086, kportugue@mnscsc.org
Paula Sydow, Ph. 507.389.6012, psydow@mnscsc.org

Blind/Visual Impairments

Our philosophy is based on the premise that visually impaired children are first of all children with the same basic needs as all other children. One of the primary concerns of a vision consultant is to assure proper placement and program adaptation for visually impaired/blind students.

The vision consultant will participate as part of the team throughout the screening, assessment, educational planning and programming for any students with a visual impairment. The consultant will serve as a resource to all team members including parents, administrators, classroom and resource teachers, and support staff.

The itinerant consultant for students with visual impairments travels to the students' assigned schools to provide direct and/or consultative special education services relating to vision loss.

Eligiblility

• Students ages 0–21 who have medically diagnosed as having a visual impairment and show an educational need
• An acuity of 20/60 or less in the child's best eye with corrections
• A visual field of less than 20 degrees
• A degenerative condition which will cause a significant vision loss
• A serious temporary loss due to patching, accident, injury, etc.
  

Behaviors that could signify a vision problem

• Shows sensitivity to light
• Squints to see things close or far away
• Turns or tilts head to one side to see better
• Rubs eyes a lot
• Blinks often when reading or watching TV
• Closes or covers one eye to see things close or far away
• Stares at lights for long periods of time
• Has trouble locating or picking up small objects
• Has crusty eye lids, red and water eyes, or frequent styes
• Eyes do not move together
• Eyes are crossed

Services are individualized for each student based on his/her educational needs. Services may include:

• Instruction in the reading and writing of Braille
• Support in assistive technology
• Daily living, socialization, and communication skills
• Development and use of residual vision
• Orientation and mobility (travel) skills
  

Materials and resources that may be available:

• Educational materials in Braille, large print, or auditory
• Specialized instructional materials and adaptive equipment
• Training in the proper use and care of equipment
• Provide resources, information, and materials to teachers and parents
• Assist in the coordination of interaction between agencies
• Serve as an IEP member to help develop appropriate and realistic goals and objectives
  

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Page modified: 12/7/09