Job Description
Teacher of the Visually Impaired
Special Education Director
Itinerant Special Ed (Org 202)
The itinerant teacher for student with visual impairments travels to the students’ assigned schools to provide direct and/or
consultative special education services relating to vision loss. These services enable the students to learn in a variety of
settings. Services for infants may be provided in the infants’ homes or child care settings. The students range in age
from birth through 21 and may have only a visual impairment or additional disabilities. The cognitive levels of the
students range from severely impaired to gifted and talented.
Bachelor’s degree / certification in Special Education
Texas certification for teachers of students with visual impairments
The ability to travel between sites
Special Knowledge/Skills:
Ability to work cooperatively with campus staff and itinerant staff
Three years of teaching experience
Assume responsibility for the organization and operation of work within the area of supporting
a. students and staff working with deaf education students following federal program guidelines as directed by the
district and as specified in 34 Code of Federal Regulations §300.208 (a)(1).
II. Assessment and Evaluation
a. Perform functional vision and learning media assessments on new referrals and three-year reevaluations
b. Interpret eye medical reports as they relate to educational environments
c. Contribute to the development of the IEP/IFSP with goals, modifications, learning styles
d. Recommend appropriate specialized evaluations as needed, such as low vision, orientation and mobility,
psycho-social, and adaptive physical education
e. Consult with diagnosticians, classroom teachers, students, and parents concerning appropriate evaluations,
modification, and test administration
f. Obtain modified standardized testing materials and administer or assist in the administration of the test as
g. Work as liaison with other agencies in the vocational assessment process
h. Administer various other tests as appropriate
i. Participate in team assessments for students with moderate to severe cognitive disabilities
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Teacher of the Visually Impaired
JD – 820/830
Provide screening and referral procedures to appropriate personnel
III. Appropriate Learning Environment
a. Assist in determining and procuring classroom equipment and materials necessary for the student with visual
impairments to learn (brailler, low vision devices, assistive technology, computer) including ensuring necessary
room modifications and lighting changes
b. Provide the classroom teacher with information regarding the specialized strategies needed to teach a VI student
c. Consult with other instructional staff to provide information to incorporate the expanded core curriculum into
the entire instructional setting
d. Provide modified materials to the classroom teacher
e. Provide braille, recorded/enlarged materials, and tactual symbols as appropriate for each child
IV. Direct Instruction in the Unique Curriculum
a. Monitoring the students’ progress in academic subjects and provide instruction in compensatory skills as needed
in the areas the students may have difficulty with as a result of the visual impairment (this does not include
tutoring in subject areas once materials and methods have been modified to accommodate the vision loss)
b. Braille reading and writing
c. Low vision devices
d. Abacus
e. Typing/keyboarding
f. Adaptive devices (e.g., computers, note takers, tape recorders)
g. Listening skills
h. Visual efficiency
i. Concept development (especially for infants and early childhood students)
j. Daily living/self-help skills
k. Career readiness
l. Leisure and recreation skills
m. Social skills
n. Organizational and study skills
o. Self-advocacy
V. Support Services
a. Provide assistance to students with visual impairments in understanding their attitudes and those of others
concerning their visual impairment
b. Facilitate social integration and interaction with peers
c. Provide training and support to parents of students with visual impairments to enhance their children’s
d. Provide the teachers, staff, and family of students with visual impairment with information regarding their
individual needs, methodology, and strategies
e. Participate with other school personnel and agencies to secure job-related experiences for students
f. Participate in transition planning
II. Administrative/Record Keeping Duties
a. Provide updated pupil information (VI registration, deafblind census, textbook projections)
b. Submit requests for instructional materials, conferences, field trips, and personnel needs
c. Inform various special education and campus personnel of progress and needs of the students with visual
impairment on a regular basis
d. Identify and set up a work and storage space at each school to be used by the VI teacher to instruct students as
e. Provide input into students’ schedules, planning for all special services, such as direct instruction and orientation
and mobility
f. Maintain adequate record of all assessments, IEPs, ARD papers, progress reports and signed parental release
forms for things such as registration with various agencies
g. Provide progress reports as indicated by school policy on students with visual impairment in regular education
h. Register students with visual impairments with appropriate agencies such as Learning Ally and the Texas State
Library, and assist with referral to the DARS-DBS
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JD – 820/830
Teacher of the Visually Impaired
Prepare paperwork as appropriate and attend ARDs and IFSP meetings on students with visual impairments
Distribute information to parents concerning workshops, conferences, and equipment acquisition
Communication with low-vision specialists, ophthalmologists, and optometrists concerning exams, and attend
exams when appropriate
III. Liaison Between Community and School
a. Provide information about district and/or regional vision programs to the schools and community
b. Provide information concerning recreational and summer programs to parents and students and assist with
application forms and procedures. Such activities might include Texas School for the Blind and Visually
Impaired summer school, Texas Department of Assistive and Rehabilitative Services summer work programs, or
Lion’s Club Summer Camp
IV. Professional Standards
a. Maintain a reference library
b. Acquire information about current research, development, and technology by attending conferences, workshops,
and area meetings and by reading journals in the field of visual impairment
Mental Demands:
Ability to communicate effectively (verbal and written); maintain emotional control under stress.
Physical Demands/Environmental Factors:
Work with frequent interruptions. Frequent standing, stooping, bending, kneeling, pushing and pulling. Prolonged use of
computer and repetitive hand motions. Occasional lifting up to 50 pounds.
Any work related experience or additional education/training resulting in acceptable proficiency levels in the above required knowledge,
skills, and abilities may be an acceptable substitute for the above specified education and experience requirements at the sole discretion of
District Administration.
Approved By: W. Noel McBee Compensation Coordinator
The above statements are intended to describe the general purpose and responsibilities assigned to this job and are not intended to
represent an exhaustive list of all responsibilities, duties, and skills that may be required. District administration and/or my supervisor has
the right to add or change duties at any time. This job description supersedes all prior job descriptions for this position as well as rescinding
all past and present job descriptions that do not reflect the current requirements of this position.
My signature below indicates I understand and acknowledge my job description.
Employee Signature:
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