Download DETA Review of Disability Criteria for Vision Impairment Report

Review
of
Disability Criteria
for
Vision Impairment
November 2006
Nicole Anthonysz
State-wide Verification Officer – Vision Impairment
EAP Verification Team
Department of Education Training and the Arts
Education Queensland
Abstract
A multi-disciplinary working party from across both the medical and education sector
was set up to review the existing DETA criteria for the category of Vision
Impairment. The report examined:
o Models used for identification in the category of Vision Impairment
o The activity limitation/participation restriction in an educational setting,
associated with vision impairment.
o The effectiveness of the current verification form.
The findings of the review indicated a number of changes needed to occur to ensure
that students diagnosed with a vision impairment and associated educational impacts
are captured and identified.
This will enable schools to make appropriate
adjustments based on a clear understanding of the students needs. This will also
ensure that DETA has met it’s obligation under the Disability Standards for Education
2005 and reduced any associated exposure for litigation.
The recommendations of the working party are:
1. To include in the DETA category of vision impairment those students
diagnosed with conditions involving the functions and structures adjoining
the eye which cause significant fluctuating visual access.
2. To include students with visual acuity of ≤ 6/18, according the Snellen
Chart.
3. Students must have documented evidence of significant educational
impacts resulting from the Vision Impairment in one or more the following
focus areas:
o Curriculum,
o Disability Specific curriculum, and
o Learning environment.
4. A standard Medical Specialist form be developed that seeks information
that is informative to the verification process and educational planning.
These recommendations have been made in light of the Disability Standards for
Education 2005; the Disability Discrimination Act; the draft EAP Guidelines and
Procedures; and the CRP-PR-009 Inclusive Curriculum (DETA).
Based on the recommendations the new DETA criteria for the category of Vision
Impairment would be:
Student must
o
o
o
With either:
be diagnosed with a vision Impairment involving:
Ocular components; or
The Visual Cortex; or
the Functions and Structures Adjoining the eye.
a visual acuity of ≤6/18, according the Snellen Chart, best corrected;
or
a visual field loss; or
significant fluctuating visual access.
And have documented evidence of significant educational impact resulting from the
Vision Impairment in one or more of the following focus areas:
o Curriculum,
o Disability Specific curriculum, and
o Learning environment
2
Table of Contents
Abstract ..................................................................................... 2
Introduction................................................................................ 4
Models used for identification in the category of Vision Impairment ... 5
The activity limitation/participation restriction in an educational
setting,associated with vision impairment. ............................... 9
The effectiveness of the current verification form. ..........................13
Conclusion.................................................................................14
Acknowledgements .....................................................................15
Resources and Reference Material ................................................16
Appendicies ...............................................................................17
3
Introduction
Historically processes for identifying students with vision impairment in the
Department of Education, Training and the Arts (DETA) have been based on the
World Health Organisation’s (WHO) definition of ‘Impairment’. In the past, under the
ascertainment process, support and educational adjustments required were identified
through the provision of a level from 1-6 by either, the state-wide moderator for
levels 4-6 or at the local level by the school team for levels 1-3. It was assumed
that the higher the level, the greater the severity of disability and the resultant
educational need.
With the introduction of the Educational Adjustment Program (EAP), there is an
increased focus on the nature of the school’s response to a student’s educational
needs (educational adjustments), and consequently there is a need to review the
identification processes.
Evidence obtained from the 2006 verification process, indicated a need to clarify the
link between impairment and activity limitation/participation restrictions. One major
objective of this review is to ensure the diagnostic criteria for identifying students
with disabilities in the category of Vision Impairment is in accordance with the World
Health Organisation (2001) definition of disability, with a framework based on the
concepts of impairment (at the level of the body function and structure) and activity
limitation and participation restriction within the school context. This framework
aims to ensure that students with an impairment and associated educational impact
will be able to be more appropriately identified and the required adjustments better
determined.
To investigate the impairment-disability link, three specific issues are addressed
within the current review:
1. What models and evidenced based practice can be used for identification of vision
impairment;
2. How might activity limitation/participation restriction in an educational setting,
associated with vision impairment, be best described?
3. What is the effectiveness of the current verification form in identifying students
with a disability?
(Appendix 1-Terms of Reference)
4
Models used for identification in the category of Vision
Impairment
“Seeing function”, according to the WHO in the publication International
Classification of Functioning, Disability and Health (ICF), identifies vision as “sensing
the presence of light and sensing the form, size, shape and colour of the visual
stimuli”. (WHO, 2001, p62) It includes:
1. visual acuity functions (sensing form and contour, both binocular and
monocular, for both distance and near;
2. visual field functions (relating to the entire area that can be seen with
fixation of gaze);
3. quality of vision (involving light sensitivity, colour vision, contrast
sensitivity and the overall quality of the picture);
It also includes the functions and structures adjoining the eye (the functions and
structures in and around the eye that facilitate seeing functions). Which are:
1. the internal and external muscles of the eye;
2. the functions of the eyelid; and
3. the lachrymal glands.
It excludes perceptual functions, as not being part of the “seeing functions”
of vision.
Review of both international and national criteria for the evaluation and assessment
of vision impairment has identified inconsistencies in definitions of eligibility.
Comparison of the criteria used within the Organisation for Economic Co-operation
and Development (OECD) countries for the category of vision impairment was
extremely difficult due to inconsistent terminology and lack of diagnostic criteria,
(See Appendix 2-Diagnostic criteria used by countries within the OECD). Comparing
the diagnostic criteria for vision impairment across the States and Territories of
Australia identified the following consistencies:
• visual acuity;
• field loss; and
• a report (required reports varied between a functional vision report, an
educational impact statement or an assessment of need).
What was inconsistent was the base limit for additional funding to support the
adjustments required to meet a student’s needs i.e. visual acuity ranged from 6/18
to 6/60 for various education department funding models (see Appendix 3-Diagnostic
criteria used nationally). Not a single State or Territory, including Queensland,
considered the quality of vision or the functions and structures around the eye within
their criteria.
The 2005 DEA criteria (Sec 8.6, Detailed Guidelines for Verification) for identification
within the category of vision impairment in Queensland are:
• Visual acuity 6/18 or less corrected in the better eye; or
• Field loss impairs visual functioning; or
• Damage to the visual centres of the brain which impacts significantly on visual
functioning.
This is in line with the 10th Revision of the of the WHO International Statistical
Classification of Diseases, Injuries and Causes of Death, which defines
“low vision as visual acuity of less then 6/18, but equal to or better
than 3/60, or corresponding visual field loss to less than 20 degrees, in
the better eye with best possible correction. Blindness is defined as
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visual acuity of less than 3/60, or corresponding visual field loss to less
than 10 degrees, in the better eye with best possible correction.
Visual impairment includes low vision as well as blindness” (WHO,
1972).
These criteria, exclude students who are diagnosed with some vision impairments,
such as:
• students diagnosed with high myopia with the associated risk of retinal
detachments, for which school will need to make significant adjustments to
activities which may increase risk;
• the student with cloudy media (Ocular Albinism, Cataracts), who has an
acuity of 6/12 in optimal lighting conditions but under high illumination and
glare may experience considerable reduction in capacity to participate and
access learning;
• student diagnosed with deteriorating conditions which have not deteriorated
to the extent of meeting criteria, which require monitoring;
• students diagnosed with conditions which affect the functions and structures
adjoining the eye (e.g. Ptosis, Diplopia).
Many of these diagnoses do not meet existing criteria but do have
significant educational impact. DETA have a duty of care to ensure that
information is provided to schools regarding the unique characteristics of
these conditions which may be at risk if appropriate adjustment aren’t
made.
Current criteria established 30 years ago may require review in light of the 21st
Century educational context. There are very limited studies available on the impact
of vision loss in the educational setting. Most studies are pertaining to the aging
population of 40+ and the resultant impact of a vision impairment on quality of life
and independence. Studies have shown that a “visual acuity below a critical
level of 6/12 is associated with disability and affects participation…”Taylor,
H.R, (2003, p.1413). Taylor also indicates ”data from the Salisbury eye study and
the Blue Mountains eye study show that a moderate level of vision impairment –that
is
less
than
6/12
has
a
significant
impact
in…daily
living,
social
functioning…”(p.1413).
The latest research of Dandona and Dandona (2006)
suggests the WHO classification of vision impairment is outdated. They suggest that
with increasing human development the visual acuity requirements are also
increasing. This would indicate that even a mild visual loss has a greater impact in
today’s society. Current research consistently uses <6/12 as the baseline visual
acuity measurement for a person as having a vision impairment. The 2004 report –
Clear Insight – The Economic impact and cost of Vision Loss in Australia defines
“visual impaired in both eyes’ as a visual acuity <6/12”. Students with visual acuity
<6/12 are limited in career options, transport arrangements and lifestyle choices. As
the above studies show a visual acuity of less then 6/12, limits activity and restricts
participation in essential aspects of life. In Australia a visual acuity of <6/12 inhibits
the capacity to get a drivers license.
Australian epidemiological studies on children with vision impairment since 2005 use
the <6/12 criterion rather than the established ≤6/18 criterion. The effect of this
change in criteria on overall identifications now and in the future is unclear.
Published studies suggest that a significant increase in the population of visually
impaired children is likely as a result of this change. However, this evidence should
be considered carefully, as criteria for inclusion in epidemiological studies varies.
6
Evidence from local practitioners’ data bases suggests that only a small number of
children with acuity between 6/18 and 6/12 have been identified (personal
communication, Paediatric Low Vision Clinic, 2007). Given the clear indication from
international and national prevalence studies, however, it is likely that local referral
data are influenced more by existing understandings of disability criteria than by
underlying population characteristics.
Other factors can contribute to conflicting information on identification rates for this
6/18 to 6/12 group.
Historically, the Snellen Chart has been used to identify children with a vision
impairment. This chart has a metric of acuity 6/18, then 6/12. Children were
therefore assessed at either one level or the other. Where a child had actual visual
acuity of 6/15, for example, they were reported with visual acuity of ≤6/18, as they
were not able to identify the 6/12 criteria. It is therefore likely that many children
with acuity between 6/18 and 6/12 are included in the current VI population. With
publication of more accurate measurement instruments, it is possible to identify
acuity of 6/15. Under current DETA diagnostic criteria, this group of students may be
no longer eligible for consideration within the VI category, where newer
measurement instruments are used.
Pending publication of more research on the group of children with visual acuity
between 6/12 and 6/18, it is recommended that the wording of the diagnostic criteria
be changed to include the use of the older Snellen Chart as the measure of acuity for
DETA diagnostic criteria. In addition, this group recommends that an investigation of
the educational impact of acuity between 6/18 and 6/12 be investigated.
The usage of visual acuity alone, as a measure of sight is problematic in that it only
measures the smallest detail a person can see; this does not indicate the quality of a
person’s vision (W. Strouse Watt). Visual acuity relates to the ability to identify
small letters, in high contrast, from a specific distance.
It doesn’t give any
information regarding seeing larger objects or objects with poor contrast; it also
doesn’t provide information on whether meaning is obtained from the visual input or
how much effort is required to see or what environmental conditions optimize or
impede visual access. It is a measure of the size an object needs to be or distance
from the object a person can be before the object can be identified, i.e. A person
with a visual acuity of 6/12 needs the letters/symbols to be twice the size or twice as
close as a person with 6/6 acuity. It is imperative to consider all aspects of the
visual condition to better plan for improved educational access and positive outcomes
for the student with a vision impairment.
Recommendation:
1. To include in the DETA category of vision impairment those
students diagnosed with conditions involving the functions and
structures adjoining the eye which cause significant fluctuating
visual access.
2. Pending publication of more research on the group of children with
visual acuity between 6/12 and 6/18, it is recommended that the
wording of the diagnostic criteria be changed to include the use of
the older Snellen Chart as the measure of acuity for DETA
diagnostic criteria. In addition, this group recommends that an
7
investigation of the educational impact of acuity between 6/18
and 6/12 be investigated.
8
The activity limitation/participation restriction in an
educational setting, associated with vision impairment.
The International Classification of Functioning, Disability and Health (WHO, 2001),
refers to ‘activity limitation’ as the “difficulties an individual may have in executing
activities”, and ‘participation restriction’ as “the problems an individual may
experience in involvement in life situations”. Under EAP, this relates to curriculum
access and participation within the school community, which is referred to as
‘Educational Impact’.
It is globally recognised that the majority of learning (80%) occurs through vision
(Kelley and Gale. Ed, 1998). It is the primary sense that education strategies and
curriculum delivery rely on. The absence or reduction of vision dramatically limits a
student’s understanding of the world and their capacity to engage in it, no other
sense can stimulate curiosity, combine information or invite exploration in the same
way or as efficiently and effectively as vision. Consequently, with this sense
compromised, the impact within an educational setting is significant.
The level of impact vision impairment will have on learning, depends on the demands
of the environment and on the student’s ability to meet those demands. This may
necessitate that students engage in additional curriculum (Disability specific or
Expanded core), to that of their peers. This disability specific curriculum addresses:
“concept development, academic functioning, communication skills, sensory/motor
skills, social/emotional skills, orientation and mobility, daily living skills,
career/vocational skills” (Taylor, J.L., 2005. p2) and visual efficiency skills. Table 1
expands on these areas:
Table 1
Disability Specific Curriculum
Compensatory skills are what are required in order to access
Compensatory or
functional academic the core curriculum in a manner equal to that of sighted peers.
skills including
Functional skills, refers to the skills a student with multiple
communication
disabilities learns in order to maximize participation in the
modes.
school and wider community.
Orientation and
Students need to learn about themselves in the environment
Mobility
in which they move, and move safely.
Social Interaction
Social skills are learned through observation and modelling.
skills
Vision Impairment impacts on the capacity to observe and
learn appropriate social interaction incidentally. This needs to
be specifically taught.
Independent Living
Students with a vision impairment often require direct
Skills
sequential instruction on the tasks and functions persons
perform for independent living.
Recreation and
The repertoire of leisure and recreation activities is developed
Leisure skills
through visually observing and participating in subjects such
as Physical Education.
To reduce the impact of vision
impairment on developing this repertoire, deliberate teaching
of these skills is required and access to appropriate activities.
Career education
It is important to ensure students with a vision impairment
have opportunities to explore strengths and interests in a
systematic, well planned manner.
Ensuring that their
knowledge of the working world and career opportunities are
9
Technology
Visual Efficiency
Skills
not compromised or based on poor or reduced visual
experiences. It is important to ensure that students are
directed into pathways of future employment that will be
suitable for them as a number of employment opportunities
will not be available due to the nature of having a vision
impairment.
Technology enhances communication and learning, it has the
capacity of reducing the educational impact of vision
impairment in the educational setting.
Teaching so that students maximise the efficiency of their
remaining vision and promote positive attitudes of students
towards themselves and the tools they use. Many of the
factors influencing a student’s visual efficiency are directly
related to the quality of the learning environment.
The regular and the disability specific curriculum are not mutually exclusive, as Table
2 shows, the disability specific curriculum complements and supports the regular
curriculum.
Table 2
Relationship between Disability Specific and Regular Curriculum
Disability Specific Curriculum
Regular Curriculum
Literary Braille supports access to…
Literacy
Nemeth Braille to…
Mathematics
Music Braille to…
The Arts
Spatial Development, Living Skills,
Orientation and Mobility to…
Physical Education and Health and Wellbeing
Concept Development, Visual Efficiency
Skills, and the use of high and low
Technology supports access to…
All areas of the regular curriculum
Listening Skills and Social Skills support
the development of…
Communication Skills
Organisational Skills and Techniques for
Management support the development
of…
Self-management Skills
Social Skills support the development of… Social and Co-operative Skills
The Expanded Core Curriculum for Learners who are Blind and Vision Impaired, 1996
New Zealand Curriculum Framework.
The impact a vision impairment has in an educational setting can be summarised as
follows:
•
Delays in concept development which severely impact on the student's social,
emotional, academic, and vocational development;
•
Compromised capacity to be independent, both in immediate learning
environment and the wider school community.
•
Reduced reading rates to that of sighted peers, requiring additional time for
all reading tasks and regular monitoring of low vision aids.
10
•
Required development of alternate mediums, i.e. tactile and auditory sense,
for learning;
•
Reduced access to standard learning materials, requiring the development of
specialised skills as well as modified specialised books, materials and
equipment for learning through alternate modes,
•
Compromised capacity to gather information through observation and
therefore reduced incidental learning. (Lewis and Allman, 2000)
These individual impacts alone and in combination result in the student with a vision
impairment requiring individualised instruction, since group instruction for learning
specialised skills may not be provided in a meaningful manner, and a modified
learning environment to ensure maximum visual access.
Table 3 highlights
examples of impact in reduction of vision verses learning environments requiring
adjustments.
Table 3
Impact of reduction in...
Learning Environments requiring
adjustments
Distance Vision
Board viewing, teacher demonstrations,
television viewing, overhead projection
material, sport activities, mobility outdoors
and recreation activities
Central Vision
(affects fine detail vision)
Activities involving reading, writing and
close and fine visual tasks
Peripheral Vision
(central vision is largely
intact but surrounding vision
is affected)
Mobility, sporting activities and night vision
may be affected, depending on the amount
of field loss
Three focus areas have been consequently identified as being reflective of the
educational context a student, with a vision impairment, may experience activity
limitation and participation restriction. These areas are:
A. Curriculum;
B. Disability specific Curriculum; and
C. Learning Environment.
ICF has identified nine domains that cover the full range of life areas which can be
considered when addressing activity limitation and participation restriction. These
nine domains are: learning and applying knowledge; general tasks and demands;
communication; mobility; self-care; domestic life; interpersonal interactions and
relationships; major Life areas; and community, social and civic life. Table 4, in
Appendix 4, identifies how the above three focus areas fit within the nine domains
identified by ICF.
Including being diagnosed with a vision impairment, students must have significant
impact in one or more of the three focus areas for verification in the DETA criteria for
the category of vision impairment. ‘Significant’ in this context indicates that there is
an impact which limits activity and restricts participation at the same level as their
11
peers by the student with the vision impairment and requires the school to make
adjustments. In order to better inform educational planning, it is necessary to
investigate the impact a student’s vision impairment has on all three focus areas.
Recommendation:
3. Students must have documented evidence of significant
educational impacts resulting from the Vision Impairment in one
or more the following focus areas:
o Curriculum,
o Disability Specific curriculum, and
o Learning environment.
12
The effectiveness of the current verification form.
With the introduction to the centralised 2006 Verification Process, a state-wide
verification team decision was taken to trial changes to the 2005 forms and to
promote a more consistent approach to the diagnosis. To promote this consistency,
each impairment area individually considered, from their own perspective, the WHO
definition of disability.
In 2006, 130 verifications in the category of vision impairment were carried out.
Data gathered from this process identified a need to clarify the link between
impairment and educational impact. Although the information provided was by
Vision Impairment specialists in the field, there was a misinterpretation of the
information required (see Appendix 5). This indicated not only a need for form
changes but also to ensure that the guidelines provide detailed guidance as to what
is considered an Educational impact resulting from a vision impairment.
The verification data also indicated a need for consistency in information required by
medical specialists. Currently medical specialist reports are in multiple formats (see
Appendix 6) and can also be in summary if provided through the Paediatric Low
Vision Clinic (PLVC). In order to ensure that a true indicator of impact is provided,
the Vision Impairment specialist teacher in the field and the verifier needs to have
detailed information. For the purposes of consistency and clarity a standard medical
specialist form needed to be developed (see Appendix 7).
It is expected that the Specialists information be current. This does not mean that
the report needs to be recent but rather that the information within the report is
reflective of the student at the time of the verification request.
Recommendation:
4. A standard Medical Specialist form be developed that seeks
information that is informative to the verification process and
educational planning. See Appendix 7 - Proposed EAP Verification formVI.
13
Conclusion
With the introduction of the Educational Adjustment Program (EAP), there is an
increased focus on the nature of the school’s response to a student’s educational
needs (educational adjustments). This means ensuring that students diagnosed with
an impairment that have associated educational impacts are captured and identified,
enabling schools to make appropriate adjustments based on a clear understanding of
the students needs.
This is in accordance with meeting Commonwealth/State
legislative requirements and the Disability Standards for Education 2005 which under
section 5.2.2 where “a Provider must consult the student, or an associate of the
student about whether the disability affects the students ability to participate in the
course or programs for which the student is enrolled…”
If the recommendations are accepted the new DETA criteria for the category of
Vision Impairment will be:
Student must be diagnosed with a vision Impairment involving:
o Ocular components; or
o The Visual Cortex; or
o the Functions and Structures Adjoining the eye.
With either:
a visual acuity of ≤6/18, best corrected, according to the
Snellen Chart; or
a visual field loss; or
significant fluctuating visual access.
And have documented evidence of significant educational impact resulting
from the Vision Impairment in one or more of the following focus areas:
o Curriculum,
o Disability Specific curriculum, and
o Learning environment.
14
Acknowledgements
Chris Gilbert – Transition Coordinator, Darling Downs-South West Region
Kerry Tait – HOSES, Narbethong Special School
Leanne Smith – HOSES, Aspley East State School
Narelle Bredhauer – State-wide Advisory Visiting Teacher O & M, DSSU
Dr Peter Cranstoun – Ophthalmologist
Anne Lamont – Optometrist Clinician, QUT
In consultation with:
Bronwyn Hein – State-wide Education Advisor, DSSU
Nikki Murray – State-wide Education Advisor, DSSU
15
Resources and Reference Material
Access Economics, Clear Insight – The Economic Impact and Cost of Vision Loss in
Australia, Melbourne: Eye Research Australia, 2004.
Commonwealth of Australia, Disability Standards for Education 2005, Federal
Register of Legislative Instruments, 2005.
Dandona, L. & Dandona R., Revision of Visual Impairment Definitions in the
International Statistical Classification of Diseases, 2006. BMC Medicine 2006, 4:7
Department for Education and Children Services (DECS), STUDENTS WITH
DISABILITIES: TARGETED SUPPORT PROGRAM (in accordance with the 1991
Students with Disabilities Policy) ELIGIBILITY CRITERIA
www.decs.sa.gov.au/svpst/files/links/ec.pdf Accessed 2006.
Department of Education.
Program for Students with Disabilities and Language
Support Program Handbook. Victoria. 2006.
www.sofweb.vic.edu.au/wellbeing/disabil/index.htm Accessed 2006.
Department of Education and the Arts (DEA), Detailed Guidelines for Verification,
Queensland, June 2005.
Department of Education and Training Western Australia. Schools Plus Eligibility
Criteria
www.schoolsplus.det.wa.edu.au/splus/Publications/eligibiily_criteria Accessed 2006
Hatlen, P. 1996 The Core Curriculum for Blind and Visually Impaired Students,
Including those with Additional Disabilities
http://www.tsbvi.edu/Education/corecurric.htm Accessed 2006.
Kelley, P. & Gale, G., Ed. Towards Excellence: Effective Education for Students with
Vision Impairments (1998) Sydney: North Rocks Press
Lewis, S. & Allman, B. (2000) Seeing Eye to Eye: An Administrators Guide to
Students with Low vision. New York: American Foundation for the Blind
OECD, Students with disabilities, Learning Difficulties and Disadvantages Statistics
and Indicators, Paris, France, 2005.
16
Strouse Watt, Dr W, How Visual Acuity is Measured
www.mdsupport.org/libray/acuity.html. Accessed 2006.
Tasmanian Education Department. Eligibility Criteria
www.aist.tas.edu/documents/Eligibility Criteria.doc Accessed 2006
Tasmanian Education. Register of Students with Severe Disabilities Eligibility Criteria
and Guidelines
http://www.education.tas.gov.au/school/educators/support/disabilities/supportmater
ials/deptresources/register_of_students_with_severe_disabilities Accessed 2006
Taylor, H. R., (2003). Eye Care for the Future. The Weisenfeld Lecture.
Investigative Ophthalmology & Visual Science. P. 1413 – 1418
Taylor, J. L., (2005). Educating Students with Visual Impairments for Inclusion in
Society. New York: American Foundation for the Blind
http://www.afb.org
Tennessee Department of Education, (2003). Resource Packet Assessment of Visual
Impairment
http://www.state.tn.us/education/speced/doc/sevisimpairpkt.pdf Accessed 2006
Wisconsin Department of Public Instruction, (2002).
Eligibility Criteria for Visual
Impairment Evaluation Guide.
http://dpi.state.wi.us/sped/pdf/viguide.pdf. Accessed 2006.
World Health Organisation, International Classification of Functioning, Disability and
Health: ICF, 2001.
World Health Organisation, International Statistical Classification of Diseases,
Injuries and Causes of Death, 10th Ed, 1972.
17
Appendices
1. Terms of Reference……………………………………………………18
2. Diagnostic Criteria used by Countries within the OECD………..21
3. Diagnostic Criteria Used Nationally…………………………………24
4. Table 4…………………………………………………………………….31
5. Examples of Educational Impacts statements from 2006 data…33
6. 2006 EAP Verification Form–VI (Specialist report and Education
Impact statement)………………………………….……………………34
7. Proposed EAP Verification Form–VI (Specialist report and
Education Impact statement)…………………………………………37
Appendix 1
DETA Review of Disability Criteria for Vision Impairment
Terms of Reference – Working Party
2006
Mission:
To review the diagnostic criteria for identifying students with disabilities in the category of Vision Impairment in accordance
with the Department of Education, Training and the Arts. DETA has adapted the World Health Organisation (2001) definition of
disability with a framework based on the concepts of impairment (at the level of the body function and structure) and activity
limitation and participation restriction within the school context for the purposes of this review.
Problem:
Historically students with vision impairment have been identified by the Queensland Education Department based on the World
Health Organisation’s definition of ‘Impairment’. Impairment has been effectively synonymous with disability in the past
ascertainment process. Support and educational adjustments required were identified through the provision of a level from 1-6
by either, the state-wide moderator for levels 4-6 or at the local level by the school team for levels 1-3. One could assume that
the higher the level, the greater the severity of disability and the resultant educational need. With the move to EAP, where a
new focus on the nature of the school’s response to a student’s educational needs (educational adjustments) has developed,
there is a need to review identification processes.
Evidence obtained from the verification process, thus far, indicates a need to clarify the link between impairment and activity
limitation/participation restrictions. The identification of disability in the category of vision impairment needs to be better
aligned with the definition of impairment + activity limitation (impact) = disability. This will ensure that students with an
impairment and associated education impact will be able to be more appropriately identified and required adjustments better
determined.
A review of vision impairment category has not been conducted since the commencement of the ascertainment process.
Boundaries of the Review:
• The Review of Vision Impairment will provide a report that identifies appropriate criteria for a student with a vision
impairment to be identified as having a disability.
• The process will reflect on the verification process thus far, improvements that need to be made and better ways to
identify students with a vision impairment and/or disability.
• The review will not make the final decision but rather, recommendations to DETA.
19
•
Recommendations will be made in light of the Disability Standards for Education 2005; the Disability Discrimination Act;
draft EAP Guidelines and Procedures and CRP-PR-009 Inclusive Curriculum (DETA)
Specific Issues to be addressed:
The review will:
• Analyse how a vision impairment may or may not have an impact in an educational setting
• Identify evidence based practices and models for identification/evaluation of education impact
• Determine the effectiveness of the current verification form in identifying students with a disability
The following methods will be used to address the issues:
• Reflecting on past reviews and definitions of disability by other national and international education service providers.
• considering the identification approach of other low incidence categories to gain an element of consistency within the
verification process
• Consulting with multi disciplinary team as represented by the working party
• Reviewing current research pertaining to the educational impact of different levels of vision loss
• Seeking professional opinion from specialists who identify vision impairment and its impact
Desired Outcomes/Outputs:
A report to the Assistant Director General – Office of Planning, Resourcing & Performance, with recommendations for identifying
students with vision impairment as having a disability, according to the DETA disability criteria. This report may also make
recommendations about the identification of students with vision impairment who may not be verified as having a disability.
Persons Involved:
• Nicole Anthonysz, State-wide Verifier: VI
• Dr Peter Cranstoun, Ophthalmologist
• Leanne Smith, HOSES Aspley East SS – previously Verifier
• Kerry Tait, HOSES Narbethong Special School – previously AVT VI and verifier
• Narrelle Bredhauer, State-wide AVT: O&M (Disability Services Support Unit, DETA)
• Chris Gilbert: TC (Toowoomba District) – previously AVT VI and verifier.
• Anne Lammont: Optometrist – Clinician QUT
In consultation with:
• Bronwyn Hein, State-wide Education Advisor: VI (Disability Services Support Unit, DETA) – previously state-wide
ascertainment moderator
• Nikki Murray, State-wide AVT: O&M (Disability Services Support Unit, DETA)
20
Project Administration:
Timeframes
Since term 2, 2006 there has been background work to the review in terms of:
• reviewing research relating to educational impact of vision impairment
• identifying current practices in educational districts
• review of international and national criteria
• identification processes and consequent service delivery models in other states
The formal review will commence in term 4, 2006. It will commence with the VI verifier communicating to the working
party findings to date and suggesting possible recommendations for discussion.
By the end of term 4, 2006 the VI working party will have discussed the information provided by the verifier and
formulated a rough draft of possible recommendations.
Meetings
The VI Verifier will conduct virtual discussions via an electronic discussion list to allow working party members greater
flexibility in providing input and to ensure that the discussion is continuous.
Working party members may or may not contribute to aspects of discussions in light of their professional background
and expertise.
Teleconferences may occur to facilitate more intense discussions that are not being progressed timely through the
discussion list.
A workshop is not planned but may occur to refine the working party report.
Resources
Working party members will be brought up to date via email presentation.
A discussion list created by the VI verifier will facilitate communication and virtual meetings for working party members.
Teleconferences will be organised through the verification team by the VI verifier.
Reporting Guidelines
The VI Verifier will make presentations to the reference group of stakeholders at regular intervals – dates to be
determined by the reference group.
Progress reports will be provided to Margaret McFarland (Manager – Verification) at regular intervals – dates to be
determined through discussions with Manager.
21
Appendix 2
Diagnostic Criteria used by Countries within the OECD for the Category of Vision Impairment
Country
Belgium
Canada
Czech Republic
Finland
France
Germany
Greece
Hungary
Criteria
Visual handicap – Type 6. This category covers pupils with a visual handicap. Education in type6 of special education
is organized for blind or visually impaired children who regularly need medical or paramedical treatment and/or special
teaching materials. This type of education is organized at pre primary, primary and secondary level.
Physical. Medical/health; physically handicapped students who, because of physically challenging condition, require
mobility assistance or adaptation to the physical environment and/or personal care. These include hearing and
visually impaired students who received services from Atlantic Provinces Special Education Authority.
Sight Handicaps. Students with sight handicaps – blind, partially sighted, etc. – who need special education.
Visual impairment (VI). Education of the visually impaired. Includes blind and partially sighted pupils who have been
transferred to special needs education and IEP has been drawn up for them.
Blind. Blindness is a serious sensory impairment. Such impairment may be marked (very poor vision or partial
blindness), almost total (severe or almost total blindness) or total (no perception of light). It may affect one or both
eyes.
Partially sighted. Other visual impairments include astigmatism, accommodation deficiency, diplopia (strabismus),
amblyopia, and sensitivity to light.
Partially sighted or blind. Students: 1) having central vision acuity in the better eye or in both eyes of 0.3 or less for
distance despite a correction by glasses but without other aids; or 2) having a visual acuity of 0.3 (Nieden V) or less for
the proximity regarding a working distance of at least 30 centimeters; or 3) whose faculty of vision is impaired to a
similar degree despite better visual acuity; or 4) blind children or youths without visual faculty or whose visual faculty is
largely impaired resulting in an inability to act like seeing persons (even after an optical correction, e.g. glasses).
Visual impairments. According to the Law of Special Education 2817/14-03-2000 students maybe called blind,
amblyopic or partially sighted, if they have serious problems in vision. The term “blind” refers to students who learn via
Braille of other non-visual media. The term “partially sighted” refers to students who require adaptation in lighting or
the size of print in order to learn through reading.
The Greek educational system insists that students use their residual vision so that the sensory motor abilities may be
reinforced. Delays or losses in orientation, mobility, communication, cognitive, and/or social development may be
prevented.
Blind students attend special education school at primary level and mainstream schools for secondary education.
There is no differentiation for partially sighted students. Blind and partially sighted students follow the general
educational curricula. The Ministry of Education develops special measures in order to meet the needs of the blind.
Visual disabilities. Visual impairment is officially regarded when the visual acuity in the corrected better eye is between
0 and 0.33 or the field of vision is not greater then 20 degrees because of an organic defect within the visual system.
Italy
Japan
Korea
Mexico
Netherlands
Poland
Slovak Republic
The category includes the following subcategories: blind students, students having low vision, partially sighted
students and multi-handicapped visually impaired students. There exist two types of special schools for this group: the
school for the blind and the school for partially sighted, however the great majority of the latter group attends regular
schools. Students belonging to this category follow the regular curriculum with a few modifications.
Visual Impaired. Includes blind children and partially sighted children.
Blind and partially sighted. Those with corrected visual acuity of less then 0.1 for both eyes. Those with corrected
visual acuity of over 0.1 but less than 0.3 and who require education through Braille or who require such education in
the future. Impairment of visual functions other than visual acuity such as contraction of visual field and who require
education through Braille or who will require such as education in the future.
Visual impairments
1) A person with a visual acuity of below 0.04 in both eyes after the correction.
2) A person has possibility of being educated not by vision but only by Braille of listening because of severe
visual impairments.
3) A person with a corrective visual acuity of over 0.04 but who cannot perform visual tasks with specific learning
materials or modification of tasks.
4) A person who can perform visual tasks only with specific material and equipments.
Blindness. Children or youth without visual faulty or whose faculty is largely impaired. Optical correction does not
improve their visual capacity and they cannot function like seeing persons. This is usually a permanent condition.
Blind persons require alternative options and/or equipment for curriculum accessibility. They have serious problems of
displacement and need special instruction to obtain autonomy for self-care. Blindness does not affect intellectual
performance.
Partial visual disability. It is the diminution of the visual sharpness in both eyes. People with partial visual disability
benefit from optical supports such as; magnifying glasses, eyeglasses, binoculars or amplifying screens, but they
cannot read regular size text or images. They can overcome problems for curriculum accessibility through special
equipment or alternative written language supports. They need references to be able to move from one place to
another. Regularly they can only see shades or bulks. Visual disability can be progressive until it becomes blindness.
This condition does not affect the person’s intellectual performance.
Visual Handicap. This category includes blind and partially sighted. A pupil is admissible when the visual acuity is
<0.3 or the field of vision is not greater than 30 degrees. This category also includes pupils with a visual handicap in
combination with a mental handicap.
Blind. Total lack of sight. Acuity of sight on level 0-1/20 healthy acuity of sight, or acuity of sight no larger then 1/20
healthy acuity of sight, limited field of vision no longer then 20 degrees, regardless of acuity of sight. Blind pupils
cannot read at the close distance printing Sn. 1.5 even after correction.
Partially sighted. Acuity of sight between 1/20 and 5/20 healthy acuity of sight; field of vision limited to 30 degrees,
regardless of acuity of sight (acuity of sight can be better than 5/20 healthy acuity of sight). Partially sighted pupils can
read better with seeing after correction printing Sn. 1.5 at close distance.
Visual Impairment. This category includes a) blind, b) partially sighted, c) dim-sighted, d) squint-eyed – this means
Spain
Sweden
Switzerland
Turkey
United Kingdom
with disorders of binocular eyesight. In the instructional process the educational methods and special compensation
aids are applied. In education of blind pupils the textbooks and other teaching texts in Braille are required.
Visual impaired. Significant or complete vision loss.
Pupils with impaired hearing, vision and physical disabilities. Special schools exist for deaf, hard-of-hearing, sight
impaired and speech- or language impaired children with secondary disabilities. There are eight special schools on
Sweden with approximately 800 students.
Visual handicap: special schools
The Swiss Federal Disability Insurance has laid down the following eligibility criteria to receive additional resources for
schooling: insured persons with visual impairment of blindness, with a corrected vision which is less than 0.3 in both
eyes.
Visual impairment. A condition characterized by a partial or total absence of vision that negatively affects the
educational performance and social adjustments of the individual.
Children with statements of special educational needs.
The following has been taken from RNIB: certificate of vision
http://www.rnib.org.uk/xpedio/groups/public/documents/publicwebsite/public_cert_vi.hcsp
Generally to be registered as severely sight impaired (blind) your sight has to fall into one of the following categories:
• Visual acuity of less than 3/60 with a full visual field.
• Visual acuity between 3/60 and 6/60 with a severe reduction of field of vision, such as tunnel vision.
• Visual acuity of 6/60 or above but with a very reduced field of vision, especially if a lot of sight is missing in the
lower part of the field.
United States
To be registered as sight impaired (partially sighted) your sight has to fall into one of the following categories:
• Visual acuity of 3/60 to 6/60 with a full field of vision.
• Visual acuity of up to 6/18 if a large part of your field of vision is missing or a lot of your peripheral vision is
missing.
Visual impairments “Visual impairment including blindness” means an impairment in vision that, even with correction,
adversely affects a child’s educational performance. The term includes both partial sight and blindness (34 Code of
Federal Regulations §300.7).
Students with Disabilities, Learning Difficulties and Disadvantages – Statistics and Indicators – ISBN-92-64-00980-9 OECD 2005
Appendix 3
- Diagnostic Criteria Used Nationally for the Category of Vision Impairment
Queensland
8.0 Vision impairment guidelines and procedures:
8.1 Vision Impairment in educational terms is any diagnosed condition of the eye or visual system that results in reduced visual functioning for
learning.
Disease, damage or injury causing Vision Impairment can occur to any part of the visual system, such as the eye, the visual pathway to
the brain or visual centre of the brain.
8.2 A Vision Impairment can:
o be present at birth
o occur at any time from disease or accident
o be part of a medical condition or syndrome.
8.3 Most visual conditions in children are stable and vision remains relatively unchanged. Some conditions, however, are progressive, resulting in
reduced vision over varying periods.
8.4 The following conditions are not recognised as Vision Impairment:
o normal vision in one eye (with no disease in that eye)
o strabismus (or known as squint, lazy eye or turned eye)
o colour vision defect and normal vision measurement
o visual perceptual problems and normal vision measurement (Visual perception occurs in the brain and problems can range in
severity. In educational terms a visual perception problem is the inability to interpret written symbols. No specific eye disease is
known to cause such problems. These children may have other support needs.)
o some conditions which affect the muscles of the eye.
Diagnosis / Specialist Assessment:
8.5 Education Queensland recognises a Vision Impairment when:
o visual acuity is 6/18 or less corrected in the better eye; or
o a field loss impairs visual functioning; or
o damage to visual centres of the brain impacts significantly on visual functioning. A diagnosis of cerebral (cortical) Vision
Impairment is necessary for this to apply.
8.6 A diagnosis of a condition that results in a Vision Impairment is provided by an ophthalmologist, or in some cases of cerebral (cortical) Vision
Impairment by a paediatrician or neurologist. (EQ form EAP 8a).
Verification:
8.7 In the category of Vision Impairment, verification refers to confirmation that the information in the diagnostic report meets Education
Queensland criteria for Vision Impairment (Education Queensland form EAP 8b).
8.8 Students whose diagnostic report is verified are eligible for special education services.
8.9 The verifier also confirms the school’s entitlement to submit the student’s data for resourcing purposes. In order for this entitlement to be
obtained, the information provided by the ophthalmologist must show that one or more of the following criteria are met:
o a visual acuity that is 6/24 or less corrected in the better eye
o a field loss which impacts significantly on visual functioning
o a documented history of significant visual dysfunction
o a documented condition that results in deterioration of visual acuity or visual fields.
8.10
Additional information is requested from the school about the student’s level of functional vision as well as the student’s performance in
communication, mobility, motor skills, the use of visual aids, self-care, cognitive development, recreation and social skills (Education
Queensland form EAP 8a). This report must be current at time of submission.
8.11
Verification is carried out by one verifier nominated by Education Queensland who has suitable qualifications in Vision Impairment (a
teacher who has a major in Vision Impairment studies as part of their qualifications) and appropriate and current teaching experience.
Note: Point 8.10 and 8.11 are no longer valid as all students who are verified under the category of VI are eligible to submit a profile and
verification is now carried out centrally by one state-wide verifier.
DEA - Education Adjustment Program: Detailed Guidelines for Verification June 2005
Australian Capital Territory
Vision Impairment or Blindness
Eligibility
The student is said to have a vision Impairment where there is a permanent vision loss in both eyes that impacts significantly on the student’s
learning.
Level 1 Vision loss is 6/24 (corrected) in better eye; or
Visual fields reduced to an arc of less then 20 degrees
Level 2 Blind or functionally blind. Student requires oral instruction and demonstrations in a non-visual format. Student requires all written work in
Braille or auditory format.
Evidence:
• An assessment and report by an ophthalmologist, or a relevant agency
• In addition, a functional report from a specialist teacher of the Vision Impaired outlining the impact of the vision impairment on the child’s
learning.
Reports must be recent enough for a valid determination to be made.
ACT – Interim ACT Student Disability Criteria 2004
Victoria
Criteria Evidence
Visual acuity less than 6/60 with corrected vision;
OR
Visual fields are reduced to a measured arc of less than 10 degrees.
Note: Partially sighted students may obtain support from visiting teachers and/or the State-wide Vision Resource Centre.
Eligibility for these services is:
• visual acuity less than 6/18 with corrected vision; OR
• visual fields reduced to a measured arc of less than 20 degrees.
Assessment/report from the Educational Vision Assessment Clinic; OR
Assessment/report from the student’s ophthalmologist.
Program for Students with Disabilities and Language Support Program Handbook 2007
www.softweb.vic.edu.au/wellbeing/disabil/index.htm
South Australia
SENSORY DISABILITY (VISION) (V)
General information
• Visual difficulties may range from a simple refractive problem that can be corrected with glasses to blindness.
• Students with significant visual impairment will require adjustments and curriculum accommodations in order to access the curriculum,
and specific training that will allow independent learning and functioning.
• As students may experience the impact of low vision differently, they will require differing levels of support, accommodation and training.
Impairment criteria
• Visual acuity that is 6/18 or less in the better eye after correction and/or a visual field of 20 degrees or less.
Disability criteria
There must be documented evidence of the ways in which the student’s vision impairment does or will significantly impact on progress in the
curriculum, mobility and the ability to participate in learning activities or other aspects of school life. Some of the curriculum implications may
include difficulty with:
• accessing print and other learning materials
•
•
•
•
•
orientation in the environment (school, community)
conceptual development
mastering technology and low vision aids
development of appropriate social behaviour
learning independent living skills.
Students with more severe visual disabilities may require intensive support to access, participate and succeed in all the required learning areas
and intensive instruction in ‘extended core curriculum’ (i.e. orientation and mobility, Braille, keyboard skills, adaptive technology, training in the use
of residual vision, independent living skills and social skills).
Evidence
The following must be provided:
• report from an ophthalmologist indicating the nature and severity of the vision impairment/s
• school evidence and a report from a DECS school support teacher (SST) from the South Australian School for Vision Impaired, identifying
significant educational implications for the student resulting from the vision impairment.
http://www.decs.sa.gov.au/svpst/files/links/ec.pdf
STUDENTS WITH DISABILITIES: TARGETED SUPPORT PROGRAM (in accordance with the 1991 Students with Disabilities Policy)
ELIGIBILITY CRITERIA
Tasmania
To be eligible for the register of Students with Severe Disabilities (Category A) on the basis of vision impairment a student must:
• Have severe vision impairment as measured through appropriate assessment by an ophthalmologist, optometrist or orthoptist. This
means a visual acuity of less then 6/48 or a visual field of 20 degrees or less (after best possible correction and surgical intervention).
A student’s functioning and needs in the following areas are also considered:
• Literacy
• Curriculum adaptations and methodology
• Low vision aids
• Orientation, mobility and safety, and
• Interplay of vision impairment and other disabilities.
These students are usually identified at an early age.
Information required for decision:
1. Medical assessment;
2. Profile of the student’s competencies and needs written by a Resource Teacher: Vision Impairment in consultation with the parents/carers
and the school;
3. Other relevant documentation.
All information should be current and relevent.
Model includes a two-tier approach. Students are supported via either ‘central’ or ‘district’ special education resources or process. This model
clearly differentiates between students with most severe level of disability (category A funded students), who undergo state-wide moderation, and
those with mild to moderate disabilities (category B funded students who may or may not have a specific diagnosis but are supported on the basis
of their educational need. (Chp 2 Defining Disability and Level of Need).
Criteria
Mild: 6/18
Moderate: 6/48
Severe: 3/60
In general, if vision acuity, after correction is less than 6/18, funding is likely to be available.
www.aist.tas.edu.au/documents/eligibilitycriteria.doc
Tasmania – Register of Students with Severe Disabilities 2006
Western Australia
Difficulties with vision take many forms with a wide range of implications for a student's education. These span relatively minor and remediable
conditions to total blindness. A significant vision impairment has a life long impact on learning. The impact is not static and the student’s needs will
vary at different stages throughout his/her educational life. Whatever the cause of the student's vision impairment, the major indicators in
identifying and assessing the required teaching and learning adjustments relate to his/her degree and nature of functional vision and ability to
adapt socially and psychologically.
Students with significant vision impairment may have a range of specific needs including:
• regular support and in some cases daily teaching from a specialist Visiting Teacher (Vision) in order to access the curriculum,
• safety supervision, particularly in practical lessons,
• modification and adaptation of normal print and other teaching materials,
• regular mobility training in order to move independently and safely in their environment,
• provision of specific assistive technology.
Criteria
• Visual acuity that is 6/18 or less in the better eye after correction and/or a visual field of 20 degrees or less, and
• Clear-recorded evidence that the student’s vision impairment does or could significantly impair his/her access to the curriculum.
Evidence
• Documented diagnosis indicating severity and nature of the vision impairment, and
• Documentation of the educational implications, including clear evidence of one or more of the following, resulting from the vision loss:
o the student uses/will use Braille
o the student needs modified print in all areas of the curriculum
o the student requires support to gain safe and effective access to the curriculum
o mobility training is required
o significant emotional or behavioural difficulties
o impaired ability to participate in learning activities and/or participate in aspects of preschool/school life
o a marked discrepancy between the student’s attainment in the learning areas and the attainment of the majority of learners of the
same age.
Evidence must be provided by
Current reports from an Ophthalmologist / Optometrist, on the degree and severity of the vision impairment, and from Vision Impairment Service
DET, on the functional vision and the educational implications resulting from the identified vision impairment.
www.schoolsplus.det.wa.edu.au/splus/Publications/eligibility_criteria
Northern Territory
Vision is a perceptual process with three parts:
• the eye
• optic pathways
• brain
A vision impairment is a diagnosable condition of the eye or visual system that results in less than normal visual functioning.
Vision impairment may be the result of:
• eye injury or infection
• illness or disease
• an inherited condition
• prenatal injury or infection (e.g. rubella)
• unknown circumstances
Children with:
• colour vision defects
• vision in one eye only
• vision that has been corrected to normal with glasses
• a turned eye
• visual perceptual problems
are not considered to have a vision impairment. Teachers can contact the Education Officer for Vision for information and advice on the
implications for students with these conditions.
Northern Territory Educational Resource Centre for the Vision Impaired
http://www.deet.nt.gov.au/education/students_with_special_needs/vision.shtml
New South Wales
Students must have a current diagnosed vision impairment, which details:
• a permanent vision loss that is 6/24 or less in the better eye corrected, or
• less than 20 degrees field of vision.
A report is required from the AP/ET Vision which indicates that the student requires additional support to access the curriculum in
alternative formats or with significant modification of materials. There must also be information on the student’s ability to access the
physical environment and daily living, orientation, mobility and social skills. NSW Department of Education and Training 2001
Appendix 4 - Table 4
ICF Activities and
Participation Domains
1.
Learning and applying
knowledge
Knowledge application,
thinking, solving problems
and making decisions
2. General Tasks and
demands
Educational impact
•
Compromised purposeful sensory experiences via
vision
•
Compromised incidental learning
•
Reduced reading rates
•
Need to develop good listening skills
•
Concept development compromised
•
Delayed development in literacy skills
•
Compromised capacity to develop basis and complex
competencies in integrated sets of actions i.e.
manipulation of tools
•
Specific teaching required to develop problem solving
skills
•
Educational impact
statement focus areas
A.
Curriculum
B.
Disability Specific
Curriculum
C.
Learning
Environment
Compromised organizational skills.
A.
Curriculum
B.
Disability Specific
Curriculum
C.
Learning
Environment
A.
Curriculum
B.
Disability Specific
Curriculum
C.
Learning
Environment
•
Complex tasks need to be broken into simple steps.
Ability to carry out single and
multi-tasks, organise
routines and handle stress.
•
Day to day procedures require specific teaching.
•
Compromised capacity to handle stress.
3. Communication
•
Language, signs and
symbols including receiving
and producing messages.
Compromised receptive language due to missing visual
cues and non-verbals.
•
Concepts behind language not developed.
•
Compromised capacity to pick up on environmental
language.
•
Compromised gathering of information via pictures and
graphic displays.
•
Compromised capacity to receive messages via print.
•
Specific teaching in the usage of non-verbals and the
social conventions of communication.
•
Specific teaching in the meaning of signs/symbols, both
environmental and specific.
•
Compromised knowledge about body in space.
A.
Curriculum
•
Compromised safety while moving.
B.
•
Specific teaching to explore environments and therefore
move within environments.
Disability Specific
Curriculum
C.
•
Learning
Environment
Specific teaching required to move from location to
location
•
Specific teaching required in the use of mobility aids
•
Specific teaching required to use public transport.
•
Compromised development of self care due to inability
A.
Curriculum
4.
Mobility
Moving by changing body
position or location, moving
objects and using transport.
5.
Self-care
Caring for oneself, washing,
dressing, eating, drinking
6.
Domestic Life
•
B.
to access incidental learning.
B.
Specific teaching required in self care, food preparation
and handling of equipment, dressing, menstrual care,
eating and using conventional implements, sex ed.
Disability Specific
Curriculum
C.
Learning
Environment
Specific teaching in life skills required.
B.
Disability Specific
Curriculum
C.
Learning
Environment
A.
Curriculum
B.
Disability Specific
Curriculum
C.
Learning
Environment
A.
Curriculum
B.
Disability Specific
Curriculum
C.
Learning
Environment
A.
Curriculum
B.
Disability Specific
Curriculum
C.
Learning
Environment
Everyday actions and tasks
7. Interpersonal
interactions and
relationships
•
Compromised incidental learning regarding social
interaction and relationships.
Basic and complex
interactions with people in
contextually and socially
appropriate manner
•
Compromised capacity to engage at the same level as
peers in educational settings without support.
•
Support required ensuring specific skills are developed
to enable work and employment.
•
Specific teaching required regarding economic
transactions and handling finances – this may involve
identification of money.
9. Community, social and
civic life
•
Specific teaching required to ensure ability to engage in
recreation and leisure activities.
Actions and tasks required
to engage in community,
social and civic areas of life.
•
Exposure to a variety of social and civic opportunities
may need to be provided to ensure knowledge of what
is available and how to participate.
8. Major Life areas
Tasks and actions required
to engage in education, work
and employment ad to
conduct economic
transactions.
Appendix 5
Examples Educational Impacts Statements from 2006 data
Functional
Vision
Communication
Very low to
none.
Relies on
other
senses.
Uses Switch.
Short clear
instruction. Body
language.
Gross &
fine
Motor
Unsteady.
Needs
sensory
play
Impacts
across the
board in
relation to
accessing
curriculum
Short clear
instructions.
Large Print,
Magnification &
good contrast.
Increasing
impact in
all areas
Touch typing
Impacts on
all areas of
curriculum
Difficulty in
displaying and
responding to
non verbals
All areas
Concepts
affected.
All areas
Follows simple
instruction
Reduced
ability
with glare
Technology/Low
Vision Aids
Self-care
Cognitive
Leisure/ Recreation
Switch Cause &
effect
eat & drink
needs
toileting.
Follow short
clear
instructions
Enjoys listening to
music/stories/sounds
Magnification
software,
binoculars,
sunglasses.
O&M. Extra
time/specific
dressing
strategies.
On line with
peers.
Colour
concept
probs
Enjoys construction
and listening to
stories.
Academically
bright
Counseling in coping
strategies
Monocular,
CCTV
Specialist
Program
O & M,
Therapy
O&M
Social Skills
O&M
Does not see
verbal
communication.
Requires
modeling of
social play
Counseling
Program
required
Adult Initiated
Interactions
O&M training
ongoing O&M
neglect
possibility of
environmental
changes
ongoing O &
M
Posture
problems
due to
close
working
distance
Some fine
motor
difficulties
Monocular.
Computer
adaptations
Independent
Age
appropriate
Modifications to play
areas
All print in
electronic format,
high reliance on
technology
Additional
time. Relies
on Adult
feedback
High
achiever
Unaware of
incidental social
modes.
Limited
independence
Safety
Issues
Specialised
programs
required
Requires
supervision
& support
for self care
tasks
Obsessive
behaviours
impact on
concentration
and
participation
Prefers adult
interaction to
independent play
Social Program
Appendix 6 2006 EAP Verification Form–VI
Specialist report and Education Impact statement form
PART B: Evidence Supporting Department of Education and the Arts Criteria for Vision Impairment
Name of Specialist:
Position:
Ophthalmologist
Paediatrician
Neurologist
Provider number:
Address:
Telephone contact:
Fax:
Email contact:
Signature:
Date:
Information relating to Vision Impairment
Major cause of low vision:
Other ocular conditions:
Visual acuity information
Right eye
Left eye
Both eyes
Best corrected
vision
Near & Distance
Visual field loss
Constricted fields
NO
YES Measurement
Hemianopia
NO
YES
Description:
Other (e.g. Scotoma – a blind spot or area of reduced sensitivity in the visual field)
NO
Visual dysfunction
Diagnosis of cerebral (cortical) Vision Impairment
NO
YES
If Yes, is there a documented history of visual dysfunction?
NO
YES
YES Measurement
Change in visual functioning
Is there evidence of deterioration of visual acuity?
NO
YES
Is there evidence of deterioration of visual fields?
NO
YES
Other information:
Please attach information that will assist educational planning.
Section 2: Specialist report attached (this section to be completed by a teacher with
training and experience in Vision Impairment).
The attached report is provided by the Paediatric Low Vision Clinic or another specialist (as in Section 1) and
includes a copy of the student’s most current vision assessment:
Paediatric Low Vision Clinic
Other
Name: ____________________________________ Provider Number: ____________
Ophthalmologist
Paediatrician
Neurologist
Section 3: Educational Impact Statement to support the verification of eligibility for the
category of Vision Impairment (to be completed collaboratively with a teacher with training and
experience in Vision Impairment)
Educational impact on curriculum areas
Functional vision
(including near and
distance vision)
Written/oral
communication
Gross and fine motor
Curriculum adjustments
Strategies/programs for access and participation
Educational impact on curriculum areas
Curriculum adjustments
Strategies/programs for access and participation
Technology and low
vision aids
Self-care
Concept development
Leisure/recreation
Specialist program (e.g.
Active Learning, O & M)
Social skills
Name:
Teacher Qualified & Experienced in VI
Date:
Signature:
Telephone:
Email contact:
Other Persons Involved:
Name:
Signature:
Fax:
Appendix 7
Proposed EAP Verification Form-VI
PART B: Evidence Supporting Department of Education and the Arts Criteria for Vision Impairment
Section 1 Medical Specialists Report
This report to be filled in by an Ophthalmologist or for a diagnosis of CVI, a Paediatrician/Neurologist
NAME OF STUDENT: ___________________________________________________________________________________
D.O.B. _____/______/________
GENDER:
MALE/FEMALE
SCHOOL _________________________________________
YEAR LEVEL: _________
I. CAUSE OF VISION IMPAIRMENT
A.
Primary Ocular Condition:____________________________________________________________________________
B.
Probable age at onset:______________________________________________________________________________
C.
Is the condition:
D.
Secondary Ocular Condition/s:________________________________________________________________________
genetic,
acquired, or
unknown.
II. MEASUREMENTS
A.
VISUAL ACUITY
Distance Vision (include at what distance acuity was measured)
Without Correction
With Best Correction
Acuity with Low Vision Aid
Right Eye (O.D)
Left Eye (O.S)
Both (O.U)
Near Vision (include at what distance acuity was measured)
Without Correction
With Best Correction
With Low Vision Aid
Right Eye (O.D)
Left Eye (O.S)
Both (O.U)
Glasses Prescription:
Right Eye:____________________________________________________________________
Left Eye:_____________________________________________________________________
When are they to be worn:
Constantly,
For close work only
Other (specify)_______________________
Low vision aid (Specify type and recommendation for use)
_____________________________________________________________________________________________________
B.
FIELD OF VISION
Is there a limitation?
Yes
No
Record results of test on chart.
What is the widest diameter (in degrees) of remaining visual field? O.D. ____________________ O.S. ___________________
C.
COLOUR
Is there impaired colour perception?
Yes
No
If so, for what colour(s)?
____________________________________________________________________________________________________
D.
OTHER VISUAL CONSIDERATIONS (e.g. Glare sensitivity)
_____________________________________________________________________________________________________
PROGNOSIS AND RECOMMENDATIONS
A.
Is the student’s vision impairment considered to be:
Stable
Deteriorating
Capable of Improvement
Uncertain
B.
What treatment is recommended, if any? ____________________________________________________________
C.
When is re-examination recommended?_____________________________________________________________
D.
Lighting requirements:
E.
Physical activity:
Average
Unrestricted
Better than average
Less than average
Restricted as follows: _________________________________________
Name of Specialist:
Position:
Ophthalmologist
Paediatrician
Neurologist
Provider number:
Address:
Telephone contact:
Signature:
Fax:
Email contact:
Date:
Section 2: Educational Impact Statement to support the verification of eligibility for the
category of Vision Impairment (to be completed collaboratively with a teacher with training and
experience in Vision impairment)
Curriculum:
Disability Specific Curriculum (Expanded Core):
Learning Environments:
Name:
Teacher Qualified & Experienced in VI
Date:
Signature:
Telephone:
Email contact:
Other Persons Involved:
Name:
Signature:
Fax: