Syllabus - IEPs and the Common Core for Students who are Blind or Visually Impaired
Syllabus
Individualized Education Programs (IEPs) and
the Common Core for Students who are Blind or Visually Impaired
Format – On-Line, Self-Paced Tutorial
COURSE DESCRIPTION:
This course will provide an overview of IEPs and the Common Core for students who are blind or visually impaired
including those with additional disabilities. Participants will gain an understanding of the history of special
education in the United States and the legal issues that have impacted present day practice. Workshop members
will learn about the required components of the IEP and how to ensure that IEPs are written in a manner to meet
the needs of this population. There will be an introduction to the Common Core and the impact on education for
those who are blind or visually impaired.
LEARNING OUTCOMES / OBJECTIVES:
This course will address the dispositions of the Conceptual Framework in the following way(s):
Knowledge: As a result of the learning experiences in the course, you will become more cognizant of:
 the legislation that governs educational services for children with disabilities and the evolution of that
legislation from the civil rights era to the present
 the legal issues that impact decisions related to student services e.g., Free and Appropriate Public
Education (FAPE) and Least Restrictive Environment (LRE) and how those decisions impact students
with visual impairments including those with additional disabilities
 parent’s rights and the procedural safeguards guaranteed under IDEA
 the eligibility requirements for special education
 the development of the Common Core standards and implementation across the country
Skill: As a result of the learning experiences in the course, you will become better able to:
 describe the common core standards and expanded core curricula and articulate why students with
visual impairments should have access to both
 describe the following components of the IEP and identify the requirements of each:
o Present Level of Educational Performance
o Measurable Annual Goals
o Short-term Objectives and Benchmarks
 Identify the purpose of the service delivery and related services components of the IEP and the
relevance of the information in this section
 Describe the requirements for statewide testing, expanded school year and progress reports
 Identify the requirements related to postsecondary transition and age of majority
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Syllabus - IEPs and the Common Core for Students who are Blind or Visually Impaired
Caring: As a result of the learning experiences in the course, you will become more competent in your ability
to
 Develop an understanding of parents’ rights and the procedural safeguards guaranteed under IDEA
 Identify potential accommodations and modifications to be included in an IEP for students with visual
impairments including those with additional disabilities
 Identify potential specially designed instructional needs to be included in an IEP for students with
visual impairments including those with additional disabilities
 Understand the basics of the common core standards and the application to students with visual
impairments
Ethical: As a result of the learning experiences in the course, you will become more competent in your ability
to:
 Identify the eligibility requirements for special education
 Describe the requirements for statewide testing and why it is important for all students to be included
 Describe how FAPE and LRE impact students with visual impairments including those with additional
disabilities
TUTORIAL REQUIREMENTS:
The required assignments for this course are as follows:
Pre/Post Tests: There will be a pre-test and post-test in all seven sessions. Participants are required to complete
all of the pre and post-tests. Completion of the tests satisfies the requirement – these are not graded
assignments. However, failure to complete the tests will result in a loss of points toward the final grade.
The rubric point scale will be used to assess your work based on a 4 point scale.
Rubric for PrePost Tests
Completion of
Pre-Post Test
Max pts: 4
4 points
Both pre and
post tests are
completed
within the
specified
timeframe
2 points
Only one (pre or
post) test is
completed in the
specified
timeframe.
0 points
Pre and Post
tests are not
completed in
the specified
timeframe
Activities: There will be an activity assignment in each session. Participants are asked to submit a one page paper
responding to the question that is posed.
The rubric point scale will be used to assess your work based on a 5 point scale.
Seven activities are assigned at 5 points possible = 35 points.
Rubric =
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Syllabus - IEPs and the Common Core for Students who are Blind or Visually Impaired


2 pts. possible for incorporation of readings
3 pts. possible for quality response (well-written, appropriate response to the question/topic).
Rubric for
Activities
Incorporation of
and reference to
the readings
Max pts: 2
Quality/Well
written response
Max pts: 3
3 points
2 points
1 point
0 points
Max pts: 2
Responses
include two or
more references
to the readings
assigned for the
week.
Response to the
assignment is
thorough
providing a
complete
answer.
Responses
include one
reference to the
readings
assigned for the
week.
Response to the
assignment is
provides a
partial answer.
Responses do
not include any
reference to the
readings for the
week.
Response to the
assignment is
thorough
providing a
complete
answer.
Response also
includes
information
regarding how
this information
will be used by
the participant
in the future.
No response is
submitted
Webquests: There will be seven webquest assignments. Each webquest will ask participants to search the web
for information related to the course content. Participants are asked to search for a website that is relevant to
the assignment and provide a thorough answer to the question posed by the instructor. Each participant will be
expected to complete the webquest assignment as described in the weekly session.
The rubric point scale will be used to assess your work based on a 5 point scale.
Seven webquests are assigned at 5 point possible = 35 points.
Rubric =
 2 pts. possible for choice of website
 3 pts. possible for quality response (well-written, appropriate response to the question/topic).
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Syllabus - IEPs and the Common Core for Students who are Blind or Visually Impaired
Rubric for
Activities
Choice of website
3 points
Max pts: 2
Max pts: 2
Quality response
Max pts: 3
Response to the
assignment is
thorough
providing a
complete
answer to the
webquest.
Response also
includes
information
regarding how
this information
will be used by
the participant
in the future.
2 points
1 point
Website chosen
is highly relevant
to the
assignment.
Response to the
assignment is
thorough
providing a
complete
answer to the
webquest.
Website chosen
is moderately
relevant to the
assignment
Response to the
assignment is
provides a
partial answer to
the webquest.
0 points
Website is not
chosen or not
relevant to the
assignment
No response is
submitted
All assignments must be posted by the posted due date. Assignments will be accepted late but 1 point will be
deducted for each week the assignment is submitted after the due date.
EVALUATION OR GRADING POLICY:
Methods of Evaluation
Participants are evaluated by the following methods:




Pre/Post Tests =
Activities
=
Webquests =
Overall Total
28 possible points
35 possible points
35 possible points
100 points
Self-paced Tutorials are pass/fail. Participants must earn 75 points to pass.
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Syllabus - IEPs and the Common Core for Students who are Blind or Visually Impaired
COURSE CONTENT / TOPICAL OUTLINE
Session One: What is IDEA and where did it come from? How do the Common Core and IDEA relate to each
other?
Session Goals:
Upon completion of this session the participant will be able to:
 Describe how the landmark case, Brown vs. Board of Education led to initiatives advocating for mandated
education and other civil rights for individuals with disabilities
 Identify what FAPE and LRE stand for, the legal interpretation of each, and landmark court cases centered
around these precedents
 Identify the legislation that led up to the current IDEA and the major changes that occurred in the
legislation since its inception
 Identify the specific protections for students with sensory impairments in the current legislation
 Describe what the Common Core State Standards (CCSS) are and how they relate to the IEP
Webquest:
 Go to your state’s department of education website. See what your state is saying (if anything about
alignment with the CCSS). In addition, search the CCSS website at: www.corestandards.org for its
description of access to the CCSS for students with disabilities. Submit a one page paper with the
information you gather.
Activity:
 What is your understanding of the IDEA protections for individuals with sensory impairments? What
questions or concerns do you have about these protections? In your experience, are the IDEA protections
for students with sensory impairments being carried out? Submit your response in a one page paper.
Readings:
Dussault, William L.E., 2003. Children with Sensory Impairments and Special Education
Issues, 2nd National Academy for IDEA ALJs and Hearing Officers. Retrieved from:
http://www.law.seattleu.edu/documents/aljho/resources/DussaultChildImpairment.pdf
U.S. Department of Education (2007). A 25 Year History of the IDEA. Retrieved from:
http://www2.ed.gov/policy/speced/leg/idea/history.html
Common Core State Standards: Implications for Students with Disabilities
http://www.ncscpartners.org/Media/Default/PDFs/Resources/Thurlow-CCSS-SWD-8-2011.pdf
Special Educators Look to Tie IEPs to Common Core
http://www.edweek.org/ew/articles/2010/12/27/15iep_ep.h30.html?tkn=WNSFsLAt7ZNSAnyslPdod17CvF4VQAL
38BCK&intc=es
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Syllabus - IEPs and the Common Core for Students who are Blind or Visually Impaired
Session Two: Legal Issues
Session Goals:
Upon completion of this session the participant will be able to:
 Identify some of the landmark legal cases that established the foundation for special education law,
policies and procedures
 Identify what FAPE means and what it means regarding the provision of special education for students
 Identify what LRE means and what it means regarding the provision of special education for students
 Describe Section 504 of the Rehabilitation Act and how the protections of the Act differ from IDEA
Webquest:
Search the internet for a legal definition of LRE (least restrictive environment) and some landmark court cases
regarding LRE. Post the definition and your findings related to landmark court cases.
Activity:
In your opinion, is LRE always inclusion in the public school classroom. Are there scenarios when this might not be
the case? Submit your response and provide citations from IDEA to support your opinion.
Readings:
American Foundation for the Blind, Educating Students with Visual Impairments for Inclusion in Society: A Paper
on the Inclusion of Students with Visual Impairments Retrieved on 4/28/13 from:
http://www.afb.org/Section.asp?SectionID=44&TopicID=189&DocumentID=1344
Huebner, Kathleen Mary, Diane P. Wormsley, and Miss Garber, 2006. Student-Centered Educational Placement
Decisions: The Meaning, Interpretation, and Application of Least Restrictive Environment for Students with Visual
Impairments, Pennsylvania College of Optometry, Retrieved from:
www.stemvi.com/.../060528%20LRE%20Position%20Paper%20DVI.doc
National Center for Learning Disabilities, What is FAPE and what can it mean for my child? Retrieved from:
http://www.ncld.org/at-school/your-childs-rights/laws-protecting-students/what-is-fape-and-what-can-it-meanto-my-child
National Center for Learning Disabilities, Section 504 and IDEA Comparison Chart. Retrieved from:
http://www.ncld.org/at-school/your-childs-rights/iep-aamp-504-plan/section-504-and-idea-comparison-chart
Pacer Center for Children with Disabilities (2009). Least Restrictive Environment: A Simplified Guide to Key Legal
Requirements, Minneapolis, MN. Retrieved from: http://www.pacer.org/parent/php/php-c7.pdf
Wrightslaw, Special Education Caselaw. Retrieved from:
http://www.wrightslaw.com/caselaw.htm
Wrightslaw, Free and Appropriate Public Education, Retrieved from:
http://www.wrightslaw.com/info/fape.index.htm
Wrightslaw. Section 504 and IDEA: Basic Similarities and Differences. Retrieved on from:
http://www.wrightslaw.com/advoc/articles/504_IDEA_Rosenfeld.html
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Syllabus - IEPs and the Common Core for Students who are Blind or Visually Impaired
Session Three: Parental Rights and Resources
Session Goals:
Upon completion of this session the participant will be able to:
 Describe what Procedural Safeguards are under IDEA 2004 and identify how to locate their state’s version
on the web
 Describe how IEP and special education disputes can be resolved using the mechanisms mandated by
IDEA
 Identify the seven procedural safeguards that are most relevant to the majority of parents and how they
protect the rights of parents and their child with a disability
 Identify useful resources on the Common Core for Families
Webquest:
Search your state and town's special education website and find where the Parent's Rights brochure is located. In
addition, search the web and create a list of parent resources available in your town and state. While doing your
search, look for information that your state has posted regarding the CCSS and implementation with students
with disabilities. Create a one page document (handout) with this information that you might give to parents.
Post this document to the course.
Activity:
Why are such strong protections in place for parents of students receiving special education? How did this come
to be and, in your opinion, is it a good thing? In your experience, are parents aware of the protections afforded to
them? Submit a one page paper with your response. Be sure and support your opinion with citations from
readings, etc.
Readings:
Center for Parent Information & Resources, (2014). “The Common Core State Standards”. Retrieved from:
http://www.parentcenterhub.org/repository/commoncore/
Education Northwest, (2011). “Spotlight on the Common Core State Standards.” Retrieved from:
http://www.readingrockets.org/pdfs/ccss-parents.pdf
Martin, Edwin, Reed Martin and Donna L. Terman, (1996). The Legislative and Litigation History of Special
Education, The Future of Children. Retrieved from:
http://futureofchildren.org/futureofchildren/publications/docs/06_01_01.pdf
National Dissemination Center for Children with Disabilities (2010). Parental Rights Under IDEA. Retrieved from:
http://nichcy.org/schoolage/parental-rights
National PTA, (2014). “Parents’ Guides to Student Success.” Retrieved from:
http://pta.org/parents/content.cfm?ItemNumber=2583&RDtoken=19918&userID=
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Syllabus - IEPs and the Common Core for Students who are Blind or Visually Impaired
Session Four: The IEP Part I
Session Goals:
Upon completion of this session participants will be able to:
 Explain the special education eligibility determination process
 Explain parent’s rights related to the special education referral process
 Describe what access to the Common Core Standards really means for students receiving special
education.
 Describe what the Expanded Core Curriculum is and why it is necessary for students with visual
impairments
 Identify the nine content areas included in the Expanded Core Curriculum
Webquest:
Do a web search on the topic of the Common Core Standards for your state. What is the rationale for the
development of the standards? What are some things to consider for students who are visually impaired?
Activity:
Of the 9 content areas in the ECC, choose the two content areas that you think are the most important for
students with vision impairment. Why do you think they are the most important areas? Submit a one page paper
and explain why you chose the two content areas you did.
Readings:
American Foundation for the Blind. Expanded Core Curriculum for Blind and VI Children and Youths. Retrieved
from: http://www.afb.org/Section.asp?SectionID=44&TopicID=189&SubTopicID=4&DocumentID=2117
American Printing House for the Blind, Inc. “Common Core State Standards.” Retrieved from:
http://www.aph.org/ccss/
Karger, J., & Hitchcock, C. (2003). Access to the general curriculum for students with disabilities: a brief for parents
and teachers. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved from
http://aim.cast.org/learn/historyarchive/backgroundpapers/brief_parents_teachers
Massachusetts Department of Elementary and Secondary Education (2012). Guidelines: For the Specialized
Assessment of Students with Visual Impairments, Retrieved from: http://www.doe.mass.edu/sped/visionguidelines/
National Association of Elementary School Principals. (2012) “Access to the Common Core for All.” Retrieved from:
http://www.naesp.org/principal-septemberoctober-2012-common-core/access-common-core-all-0
National Dissemination Center for Children with Disabilities (2010). Evaluating Children for Disability. Retrieved
from: http://nichcy.org/schoolage/evaluation
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Syllabus - IEPs and the Common Core for Students who are Blind or Visually Impaired
New Jersey Statewide Parent Advocacy Network (SPAN) and Perkins School for the Blind. DEAFBLINDNESS:
EDUCATIONAL SERVICE GUIDELINES: The Evaluation Process. Retrieved from:
http://www.perkins.org/resources/educational-publications/deafblindness-educational-service-guidelines/finalevaluation-db-fact-sheet-cl.pdf
Path to Literacy. “The Common Core State Standards and Students with Visual Impairments.” Retrieved from:
http://www.pathstoliteracy.org/common-core-standards-and-students-visual-impairments
http://assistivetechnology.about.com/od/AccessibilityintheiPad/fl/Common-Core-State-Standards-for-Blind-ampVisually-Impaired-Students.htm
Session Five: The IEP Part II
Session Goals:
Upon completion of this session, the participant will be able to:
 Describe the content that should be included in the Present Level of Educational Performance section of
the IEP
 Describe the content that should be included in Measurable Annual Goals and Short-Term Objectives or
Benchmarks and demonstrate the ability to write effective goals and objectives/benchmarks
 Explain what the Service Delivery section of the IEP is and why it is important
 Explain what the term Related Service Needs refers to
 Identify the professional personnel needs of students who are visually impaired with additional disabilities
including deafblindness
Webquest: Search the web for sites that describe how to write measurable goals and objectives. Identify the key
components of goal writing and write one goal and 4 objectives/benchmarks for one common core standard for a
student who is visually impaired. What is the difference between a short term objective and a benchmark?
Activity: Review the service delivery and related services section of at least one student’s IEP. What services are
included? Is there a goal for each service? Do you think the IEP should include services that are not listed? Why
or why not? What evaluations have been conducted to support your position? What types of professional
support have you seen around students with visual impairments and additional disabilities?
Readings:
IDEAs that Work (2007). A Seven-Step Process to Creating Standards-Based IEP’s. Retrieved from:
http://www.ode.state.or.us/wma/teachlearn/commoncore/sevenstepprocesstocreatingstandards-basedieps.pdf
Nebraska Department of Education (2012) Nebraska IEP Technical Assistance Guide. Retrieved from:
http://www.education.ne.gov/sped/technicalassist/IEP%20DOCUMENT.pdf
New Jersey Statewide Parent Advocacy Network (SPAN) and Perkins School for the Blind (2011). DEAFBLINDNESS:
EDUCATIONAL SERVICE GUIDELINES: Developing an Effective IEP for Children with Deaf-Blindness: A Parent MiniGuide. Retrieved from: http://www.perkins.org/resources/educational-publications/deafblindness-educationalservice-guidelines/final-iep-db-mini-guide-cl.pdf
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Syllabus - IEPs and the Common Core for Students who are Blind or Visually Impaired
New Jersey Statewide Parent Advocacy Network (SPAN) and Perkins School for the Blind (2011). IEP Meeting
Checklist for Parents of Children with Deaf-Blindness Retrieved from:
http://www.perkins.org/resources/educational-publications/deafblindness-educational-serviceguidelines/%20http:/www.perkins.org/resources/educational-publications/deafblindness-educational-serviceguidelines/final-iep-db-meeting-checklist-for-parents-cl.pdf
Present Level of Educational Performance (2008). Retrieved from:
http://www.esu2.org/pages/ILCD/PLEPandGoalsHandout.pdf
Texas School for the Blind and Visually Impaired (2004). Is My Child Getting a Quality VI Program? Retrieved
from: http://www.tsbvi.edu/seehear/summer04/qpvi.htm
U.S. Department of Labor. Accommodating Students with Vision Impairments. Retrieved from: http://www.dlcma.org/Resources/Education/EDU33%20Accom%20Students%20with%20Vision%20Impairments.htm
U.S. Department of Labor. Accommodating Students with Hearing Impairments. Retrieved from: http://www.dlcma.org/Resources/Education/EDU34%20Accom%20Students%20with%20Hearing%20Impairments.htm
Virginia Department of Education, (2010). Guidelines for Working with Students Who Are Blind or Visually
Impaired in Virginia Public Schools. Retrieved from:
http://www.doe.virginia.gov/special_ed/disabilities/sensory_disabilities/visually_impaired_blind/visually_impaire
d_guidelines.pdf
Wrightslaw, (2008). Game Plan: SMART IEPs. Retrieved from: http://www.wrightslaw.com/info/iep.goals.plan.htm
Session Six: The IEP Part III
Session Goals:
Upon completion of this session, the participant will be able to:
 Identify what Accommodations are related to the IEP and why it is important to document in the IEP
 Identify what Specially Designed Instruction is and why it is important to document in the IEP
 Identify what Supplementary Aids and Supports are and why it is important to document in the IEP
 Identify what Assistive Technology (AT) is, how a student’s AT needs are identified and why it is important
to document in the IEP
Webquest: Do a search related to supplementary aids and support, specially designed instruction and
accommodations for students with visual impairments and additional disabilities. Is there anything you can add to
the lists that have been provided for this session? Please post your additions. In addition, submit a 1 page paper
that includes the supplementary aids and support, specially designed instruction and accommodations for the
student that you wrote the goals and objectives/benchmarks and present level of performance for in session five.
Activity: What team members may have input related to Assistive Technology? Is it primarily the technology
teacher? Are there additional team members that may make recommendations in this regard? Who are they and
what types of AT might they recommend? Submit a one page paper responding to these questions.
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Syllabus - IEPs and the Common Core for Students who are Blind or Visually Impaired
Readings:
Nebraska Department of Education (2012) Nebraska IEP Technical Assistance Guide. Retrieved from:
http://www.education.ne.gov/sped/technicalassist/IEP%20DOCUMENT.pdf
New Jersey Statewide Parent Advocacy Network (SPAN) and Perkins School for the Blind (2011). DEAFBLINDNESS:
EDUCATIONAL SERVICE GUIDELINES: Developing an Effective IEP for Children with Deaf-Blindness: A Parent MiniGuide. Retrieved from: http://www.perkins.org/resources/educational-publications/deafblindness-educationalservice-guidelines/final-iep-db-mini-guide-cl.pdf
New Jersey Statewide Parent Advocacy Network (SPAN) and Perkins School for the Blind (2011). IEP Meeting
Checklist for Parents of Children with Deaf-Blindness Retrieved from:
http://www.perkins.org/resources/educational-publications/deafblindness-educational-serviceguidelines/%20http:/www.perkins.org/resources/educational-publications/deafblindness-educational-serviceguidelines/final-iep-db-meeting-checklist-for-parents-cl.pdf
Present Level of Educational Performance (2008). Retrieved from:
http://www.esu2.org/pages/ILCD/PLEPandGoalsHandout.pdf
Texas School for the Blind and Visually Impaired (2004). Is My Child Getting a Quality VI Program? Retrieved
from: http://www.tsbvi.edu/seehear/summer04/qpvi.htm
U.S. Department of Labor. Accommodating Students with Vision Impairments. Retrieved from: http://www.dlcma.org/Resources/Education/EDU33%20Accom%20Students%20with%20Vision%20Impairments.htm
U.S. Department of Labor. Accommodating Students with Hearing Impairments. Retrieved from: http://www.dlcma.org/Resources/Education/EDU34%20Accom%20Students%20with%20Hearing%20Impairments.htm
Virginia Department of Education, (2010). Guidelines for Working with Students Who Are Blind or Visually
Impaired in Virginia Public Schools. Retrieved from:
http://www.doe.virginia.gov/special_ed/disabilities/sensory_disabilities/visually_impaired_blind/visually_impaire
d_guidelines.pdf
Session Seven: The IEP Part IV
Session Goals:
Upon completion of this session, the participant will be able to:
 Articulate why students with disabilities must be included in statewide testing and how decisions are
made about their participation
 Describe what Extended School Year (ESY) services are and how it is determined that a student receives
ESY services
 Identify the age at which transition planning must begin and what information is included in the IEP
related to postsecondary transition
 Describe what Age of Majority is and why it is important for students with disabilities and their parents
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Syllabus - IEPs and the Common Core for Students who are Blind or Visually Impaired


Identify what IDEA requires related to measuring progress
Understand PARCC and what will it means to students with disabilities.
Webquest: Create a PowerPoint that demonstrates your state’s requirements related to transition planning. Be
sure to include information about what information is included in the IEP and how it is integrated into the
document. Also include the requirements for transition assessment.
Activity: What are your state’s requirements for participation in statewide assessments (SBAC, PARCC, etc. =)?
Compare your state’s list of acceptable accommodations with the list on the National Center on Educational
Outcomes (NCEO) website at:
http://www.cehd.umn.edu/NCEO/OnlinePubs/AccommBibliography/AccomStudies.htm
Are there any discrepancies that stand out to you? What type of alternate assessment does your state have?
Submit a one page paper providing the answers to these questions.
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