Gateways 2015 – Resources – PHoward, CQueen
1
Best Practice RESOURCES (B/VI)
Kentucky - Gateways 2015
Assessment/Resource
Ordering Information
KIMRC EYE REPORT
Kentucky School for the Blind
Website
http://www.ksb.k12.ky.us/userfiles/6
1/Eye%20Report%20Form%201109(2).pdf
FVLMA Report Template (KY)
Go to KSB website
FVLMA Kit: Functional Vision and Learning Media Assessment
Helps practitioners gather, store, track, and analyze information
regarding students' functional vision and appropriate learning media.
Functional Vision and Learning Media Assessment (FVLMA) is written
by Rebecca Burnett, Ed.D., and LaRhea Sanford, Ed.D. It has been
revised and made an APH product.
American Printing House for the
Blind
https://shop.aph.org/webapp/wcs/st
ores/servlet/Product_FVLMA%20Kit
:%20Functional%20Vision%20and%
20Learning%20Media%20Assessm
ent_7-96151-00P_10001_11051
**Quota Funds
Dictionary of Eye Terminology
http://www.triadpublishing.com/eyed
ictionary.shtml
Sensory Learning Kit (SLK)
This kit is for use in the development of skills for learners with the most
significant challenges. Is an extensive set of sensory items and written
materials that help the most significantly challenged learners increase
their curiosity and develop specific skills. Tools in this kit may be used to
help create daily schedules, lesson plans, and alternative assessments
for play or functional routines.
SLK Guidebook and Assessment Forms – create appetite lists and
determine appropriate arousal states for routines
American Printing House for the
Blind
https://shop.aph.org/webapp/wcs/st
ores/servlet/Product_sensory,%20le
arning,%20kit,%20early,%20childho
od,%20sensory,%20development,%
20assessments,%20functional,%20
assessments,%20multiple,%20disa
bilities,%20adaptable,%20daily,%20
lesson,%20functional,%20assistive,
%20technology,%20switches,%20g
uidebook,%20routines,%20tactile,%
20pad,%20tools,%20s_1-0861100P_10001_11051
**Quota Funds
The Oregon Project for Preschool Children who are Blind or
Visually Impaired -comprehensive assessment and curriculum
designed for use with children birth to six who are blind or visually
impaired. Also for use with children over six with cognitive delays or
more complex needs.
http://www.soesd.k12.or.us/Page.as
p?NavID=215
Gateways 2015 – Resources – PHoward, CQueen
ToAD Kit: Tools for Assessment and Development of Visual Skills
This set of standardized tools aids in performing functional vision
evaluations or visual skills development activities.
2
American Printing House for the
Blind
https://shop.aph.org/webapp/wcs/st
ores/servlet/Product_toad:,%20tools
,%20for,%20assessments,%20and,
%20development,%20skills,%20test
ing,%20tests,%20toad,%20infants,
%20frog,%20children,%20young%2
0adults,%20cognitive,%20low%20vi
sion,%20visual%20acuity,%20evalu
ations,%20activities,%20preschools,
%20kits,%20toys,%20puzzles,%20e
valuations,%20sensory,%20lea_108152-00P_10001_11051
**Quota Funds
TADPOLE Kit: Tools and Activities for the Development of Visual
Skills
This is a set of standardized tools that helps practitioners perform
functional vision evaluations or visual skills development activities.
TADPOLE is a natural precursor to APH's ToAD Program. Primarily for
use with students who are very young (0-2 level), or who have
communication and/or cognitive delays.
Note: Materials from the ToAD kit are required to use the TADPOLE
program
American Printing House for the
Blind
https://shop.aph.org/webapp/wcs/st
ores/servlet/Product_TADPOLE%20
Kit:%20Tools%20and%20Activities
%20for%20the%20Development%2
0of%20Visual%20Skills_1-0815500P_10001_11051
**Quota Funds
The Range for CVI
American Foundation for the Blind
http://www.afb.org/store/
ISAVE Individualized Systematic Assessment of Visual Efficiency
Kit
American Printing House for the
Blind
**Being updated, not available
presently
**Quota Funds
Brigance - Adapted
American Printing House for the
Blind
https://shop.aph.org/webapp/wcs/st
ores/servlet/Product_Brigance%20D
iagnostic%20Comprehensive%20In
ventory%20of%20Basic%20Skills%
20(Green),%20Revised,%201999:%
20Student%20Braille%20Edition_500000-00P_10001_11051
**Quota Funds
Gateways 2015 – Resources – PHoward, CQueen
Woodcock Johnson - Adapted
3
American Printing House for the
Blind
https://shop.aph.org/webapp/wcs/st
ores/servlet/Product_WoodcockJohnson%20III%20NU:%20Tests%
20of%20Achievement%20Braille%2
0Adaptation_6-6600000P_10001_11051
**Quota Funds
Comprehensive Math Assessment – Braille Edition
American Printing House for the
Blind
https://shop.aph.org/webapp/wcs/st
ores/servlet/Product_Comprehensiv
e%20math%20assessment,%206%
20%20%20%20key%20math%20str
ands_217281P_10001_11051
Test of Visual Perception Skills- 3rd Edition
Therapro
(800) 257-5376
http://www.therapro.com/Test-ofVisual-Perceptual-Skills-3P321220.aspx
Visual Perceptual Development Remedial Activities – Set II
Therapro
(800) 257-5376
These resources and games provide a wealth of activities for the
development of Visual Perception & Cognition in the areas of
pursuit, scanning, aligning, locating movements, eye-hand
coordination; and fixation unity.
http://www.therapro.com/VisualPerception-Cognition-C6462.aspx
Near Vision Card with 16” cord (Numbers)
Near Vision Card with 16” cord (LEA Symbols)
Vision Associates
2109 US Hwy. 90 West, Lake City,
FL 32055-7708
(407) 352-1200
http://visionkits.com/pdfs/vkgl_catalo
g.pdf
Download Free Catalog
New Low Vision Chart (10ft.) (Numbers & LEA Symbols)
Vision Associates
Playing Cards (LEA symbols)
Vision Associates
Gateways 2015 – Resources – PHoward, CQueen
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LEA Symbols Puzzle
Vision Associates
Contrast Sensitivity Charts
Vision Associates
Crowding Chart
Vision Associates
Berens Three Character Test – (Suppression, Diplopia, Fusion)
Vision Associates
Fixator Rods, Fixator Animals, etc. (Focusing, Convergence,
Tracking)
Vision Associates
Penlights
Vision Associates
Color Vision Testing Made Easy
Vision Associates
Stereo Butterfly Test or Random Dot (Depth Perception)
Vision Associates
Cone Adaptation Kit
Vision Associates
Developmental Eye Movement Test
(Tracking Horizontal and Vertical)
Bernell
1-800-348-2225
http://www.bernell.com/product/150
1
Developmental Eye Movement Pad of 25
Bernell
NYSOA K-D Test (Tracking Horizontal)
Bernell
NYSOA K-D Test Scoring Sheets
Bernell
Gateways 2015 – Resources – PHoward, CQueen
Tactile Treasures Kit, Tactile-Color Edition
Informal assessment and teaching tool for use with children from
preschool through elementary. It helps develop an early understanding
of basic concepts and vocabulary that are prerequisites for reading and
math.
5
American Printing House for the
Blind
https://shop.aph.org/webapp/wcs/st
ores/servlet/Product_Tactile%20Tre
asures%20Kit,%20TactileColor%20Edition_1-0884201P_10001_11051
**Quota Funds
SAM Kit: Symbols and Meaning
A kit for students with visual and multiple impairments and pre-school
children with visual impairments who are just beginning to use symbols - the late sensorimotor, early preoperational stage of cognitive
development.
In order to determine needs and plan instruction, SAM provides four
assessments:
• Symbol and Referent Analysis: Common Words
• Symbol and Referent Analysis: Academic Vocabulary
• Environmental Gap Inventory: Missing Concepts in Common
Environments
• Curriculum-based Gap Inventory: Early Academic Skills and Basic
Concepts
Basic Reading Inventory, Student Word Lists, Passages, and Early
Literacy Assessments Tenth Edition by Jerry Johns
Commonly referred to as the Johns, the Basic Reading Inventory is a
popular informal reading inventory that helps educators easily determine
a student’s instructional, independent, and frustration reading levels and
listening levels based on speed, accuracy, and comprehension. In
addition, data obtained from the Johns is a fundamental element of the
assessment process to determine the most effective literacy modalities
for students with visual impairments.
American Printing House for the
Blind
https://shop.aph.org/webapp/wcs/st
ores/servlet/Product_SAM:%20Sym
bols%20and%20Meaning%20Kit_108854-00P_10001_11051
**Quota Funds
American Printing House for the
Blind
https://shop.aph.org/webapp/wcs/st
ores/servlet/Product_Basic%20Rea
ding%20Inventory,%20Student%20
Word%20Lists,%20Passages,%20a
nd%20Early%20Literacy%20Assess
ments%20Tenth%20Edition_27177
606P_10001_11051
**Quota Funds
Evals - Evaluating Visually Impaired Students
EVALS is a 5-part set which is contained in a convenient file box with a
handle and snap tight buckle. It will include:
 Two books of evaluations for the ECC areas
 One book of evaluations for academic subject areas for Practical
Academics and Basic Skills students
 Independent Living Skills Assessment and On-going Evaluation
 TAPS Comprehensive Assessment and On-going Evaluation
Section 1 Overview
 Meaningful Evaluation
 Organization of Evals Book
 Locating Learning Standards for Other States
 Core Curriculum
 Modified & Alternate Curriculum/Learning Standards
Texas School for the Blind
http://www.tsbvi.edu/publications/10
30-evals-evaluating-visuallyimpaired-students
Gateways 2015 – Resources – PHoward, CQueen


Expanded Core Curriculum
Expanded Core Curriculum
o Compensatory/Access Skills
 Abacus/Counting Method
 Beginning Concepts
 Braille: Pre-Braille
 Braille: Braillewriter Basics
 Braille: Uncontracted Braille & Literary Numbers
 Braille: Contracted Reading & Writing
 Handwriting for Blind Students
 Handwriting for Low Vision Students
 Listening-Auditory Skills
 Nemeth Code: Elementary
 Nemeth Code: Algebra I
 Nemeth Code: Algebra II
 Nemeth Code: Geometry
 Organizational Skills
 Slate & Stylus
 Study Skills
 Tactile Graphics Skills for Math
 Orientation & Mobility
o The booklet, TAPS An Orientation & Mobility Curriculum
for Students with Visual Impairments: Comprehensive
Assessment & Ongoing Evaluation has been provided.
 Social Interaction Skills
o Sexuality Education
o Social Skills
 Independent Living Skills
o Domestic Activities
 Recreation & Leisure Skills
o Recreation, Leisure, Fitness
 The booklet, Independent Living Assessment & Ongoing
Evaluation has been provided in addition to the included Evals
for Social Interaction Skills, Independent Living Skills, and
Recreation & Leisure Skills listed above.
Section 2 Career Education Skills
 Beginning Career Education I
 Beginning Career Education II
 Career Connections (Modified)
 Career Education Units
 Comprehensive General Employability
 Work Related Job Site Activities
 Technology Skills
o Beginner Braille 'n Speak/Braille Lite/Type 'n Speak
o Braille 'n Speak/Braille Lite/Type 'n Speak
o Braille Note
o Functional Computer Use
o Functional Use of Assistive Tools
o Keyboarding
o Low Vision Technology
o Scanners
o Speech Technology
o Telebraille
 Visual Efficiency Skills
o Magnifier Use
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Gateways 2015 – Resources – PHoward, CQueen
o Monocular Use
Also see: Beginning Concepts, Braille: Pre-Braille, ListeningAuditory Skills, and Tactile Graphics Skills for Math in Section 1
of this publication for more Visual Efficiency Skills.
 Self-Determination Skills
o Self-Determination
 Transition Skills
o EXIT - Level I, EXperiences In Transition
o EXIT - Level II, EXperiences In Transition
Section 3 Alternate/Modified Curriculum
 Health for Practical Academics Students
o Health and Healthy Choices
 Language Arts for Practical Academics Students
o Application of Reading Skills
o Beginning Reading Skills
o Handwriting for Low Vision Students
o Signature Writing for Blind Students
o Personal Data
o Practical Applications
o Sight Words
o Telephone Skills
o Braille: Uncontracted Braille & Literary Numbers
o Vocabulary for School & Community
o Writing/Composition
 Language Arts for Basic Skills Students
o Language Arts Skills for Secondary Students
 Math for Practical Academics Students
o Basic Math Skills
o Measurement Skills
o Money Skills
o Time/Calendar Skills
 Math for Basic Skills Students
o Math Skills for Secondary Basic Skills Students
 Science for Practical Academics Students
o Elementary Science
o General Science/Health
o Science for Basic Skills Students
o Science/Health for Secondary Basic Skills Students
 Social Studies for Practical Academics Students
o General Social Studies
o Texas History
o U.S. History (Early to Reconstruction)
o U.S. History (Reconstruction to Present)
o World History
o World Geography
o Economics
o Government
 Social Studies for Basic Skills Students
o Social Studies for Secondary Basic Skills Students
 Infused Skills for Basic Skills Students
o Infused Skills Assessment

7
Gateways 2015 – Resources – PHoward, CQueen
8
Quick and Easy Expanded Core Curriculum The Hatlen Center
Guide
American Printing House for the
Blind
Over 140 lessons to address the nine areas of the Expanded Core
Curriculum (ECC) in a variety of settings.
Includes checklists for informal assessment and monitoring progress.
https://shop.aph.org/webapp/wcs/st
ores/servlet/Product_Quick%20and
%20Easy%20Expanded%20Core%
20Curriculum%20%20%20%20The
%20Hatlen%20Center%20Guide_2
2693P_10001_11051
Independent Living - A Curriculum with Adaptations for Students
with Visual Impairments – with Assessment and Ongoing
Evaluation Booklet
Texas School for the Blind
Vol. I: Social Competence (248 pp.)
Vol. II: Self-Care and Maintenance of Personal Environment (296 pp.)
Vol. III: Play and Leisure (148 pp.)
This bestseller will help you in assessing, teaching, and evaluating
students from school age to adulthood who will live independently or
with minimal assistance in social, self-care, and leisure skills.
http://www.tsbvi.edu/publications/10
34-independent-living-a-curriculumwith-adaptations-for-students-withvisual-impairments
This three volume curriculum is accompanied by reproducible
Assessment and Ongoing Evaluation forms. A booklet of these forms
can also be purchased separately.
 Designed for teaching in public schools, residential schools, and
rehabilitation centers, it features:
o age-appropriate skills
o adaptations
o professional resources
o student resources
o examples of competence
o evaluation forms
o examples for lesson planning
 A tool for educating students to:
o improve social competence
o take care of themselves and maintain their personal
environments
o improve their quality of life and find fulfillment from leisure
pursuits
o apply knowledge and skills acquired from language arts,
mathematics, and other academic courses as well as
skills from orientation and mobility instruction and
perceptual training in real life situations
Braille Reading Standards
http://www.cde.ca.gov/sp/se/sr/docu
ments/braillereadstand.pdf
Developed by California Department of Education
Free Download
Braille Mathematics Standards
Developed by California Department of Education
http://www.cde.ca.gov/sp/se/sr/docu
ments/braillemathstand.pdf
Free Download
Gateways 2015 – Resources – PHoward, CQueen
Assessment of Braille Literacy Skills (ABLS)
Provides educators with a meaningful assessment of Braille literacy
skills.
Website has lots of other great assessment and instructional tools.
9
Region 4 Online Store
Educational Solutions for Student
Success
http://www.region4store.com/Catalo
g.aspx?catid=347927&itmid=34855
7
TAPS (Teaching Age-Appropriate Purposeful Skills) - An
Orientation & Mobility Curriculum for Students with Visual
Impairments
(O&M Curriculum and Assessment) 4 part set
TSBVI - Business Office
1100 West 45th Street
Austin, TX 78756-3413
For orientation and mobility specialists who serve students ages 3 to 21
who may also have other impairments. This curriculum includes goals,
objectives, and teaching strategies as well as functional mobility tasks,
for the following environments: home/living, campus, residential,
commercial and public transportation, as well as an ambulatory devices
section. The four-part set also includes an accompanying O&M
evaluation, extensive appendices containing a wide range of O&M
related topics, and a supplement that details street crossing strategies.
https://www.tsbvi.edu/store/ecom/in
dex.php?action=ecom.pdetails&mod
e=taps_o_m_curriculum_and_asses
sment
(512) 454-8631
Janice Gientke, (512) 206-9498 or
Jean Taylor, (512) 206-9427
The four-part curriculum set includes:
Part 1: The Curriculum with Goals, Objectives and Teaching Strategies
Part 2: Comprehensive Initial and Ongoing Evaluation
Part 3: Appendices
Part 4: Supplement: Street Crossings for Travelers Who Are Visually
Impaired
The evaluation booklet can also be purchased separately. This booklet
is intended for use with an individual student throughout his or her
school years.
PATTER: Preschool Attainment Through Typical Everyday
Routines
PATTER is appropriate for use with children with varying degrees of
visual impairment as well as those with additional impairments.
This curriculum and assessment tool is designed to facilitate skill
development by children who are visually impaired in the areas that
preschoolers are expected to master through involvement in typical
household routines.
Functional Academics - A Curriculum for Students with Visual
Impairments
This curriculum is primarily an activity-based program. The students'
learning day is structured around daily life activities that are ageappropriate and that prepare students for productive adult lives, blending
American Printing House for the
Blind
https://shop.aph.org/webapp/wcs/st
ores/servlet/Product_PATTER:%20
Preschool%20Attainment%20Throu
gh%20Typical%20Everyday%20Ro
utines_2533616P_10001_11051
**Quota Funds
Texas School for the Blind
http://www.tsbvi.edu/publications/10
32-functional-academics-acurriculum-for-students-with-visualimpairments
Gateways 2015 – Resources – PHoward, CQueen
traditional academic work with real life tasks. Instructors may choose
from assessment forms and sample units included.
Part 1 Establishing a Framework for Instruction
Overview
 Intended Population
 Philosophy
 Student Outcomes
 Curriculum Content
 The Continuum of Programming at TSBVI
 The Exit Program
Assessing and Program Planning
 Forms:
o Teacher's Report of Present Competencies
o Residential Report of Present Competencies
o Parent IEP Considerations
o Individual Transition Plan Summary
 Why and When to Assess
 How to Use the Curriculum Assessments
 Functional Academics Assessments Included in this Curriculum
 Who Assesses
 Assessment and Program Planning Process
 Individual Education Plans
 Planning for Graduation
 Individual Transition Planning
 ARD Meetings
 Documenting and Reporting Progress
General Teaching Strategies
 Forms:
o Daily Schedule (Quarter Hours)
o Daily Schedule (Bell Schedule)
o Activity Plan " Community
o Activity Plan " Cooking
o Unit (Planning)
 Scheduling and Self-Contained Classes
 Layering
 Weekly Schedule of Classes or Activities
 The Team Approach to Programming
 The Role of Community-Based Instruction
 Planning Instruction Based on Individualized Transition Plans
 Lesson/Activity Plans
 Incidental Learning
 Planning Useful Activities
 Teaching Through Units of Study
Part 2 The Curriculum Content: Infused Skills
Communication Skills
 Forms:
o Oral Communication Assessment
o Functional Literacy Assessment
o Telephone Assessment
 What to Teach
 Assessment
 Teaching Strategies
 Resources
Social Skills
10
Gateways 2015 – Resources – PHoward, CQueen

Forms:
o
o
o
o
Knowledge of Personal Information Assessment
Knowledge of Visual and Other Impairments Assessment
Self-Advocacy Assessment
Knowledge of Human Sexuality Assessment
 What to Teach
 Assessment
 Teaching Strategies
 Resources
Cognitive/Thinking Skills
 What to Teach
 Teaching Strategies
Orientation and Mobility Skills
 What to Teach
 Assessment
 Teaching Strategies
 Resources
Part 3 The Curriculum Content: Subject Areas
English / Language Arts
 Forms:
o Braille Assessment
o Operating a Braillewriter Assessment
o Functional Word Attack Assessment
o Vocabulary and Reading Assessment
o Self-Advocacy for Large Print Readers Assessment
o Composition Writing Assessment
 What to Teach
 Assessment
 Teaching Strategies
Math
 Forms:
o Basic Math Assessment
o Calculator Assessment
o Abacus and Fingermath Assessment
o Money Assessment
o Time Assessment
o Measurement Assessment
 What to Teach
 Assessment
 Teaching Strategies
 Resources
Career Education
 Forms:
o Parent Survey on Student Preferences for Work
o Work Related Activities Assessment
o Student Interview
o Career Portfolio (Large Print)
o Career Portfolio (Regular Print)
o Resume of Work Training Experience
 What to Teach
 Work Awareness
 Self-Awareness
 Advocacy
 Work Concepts
 Job Seeking
11
Gateways 2015 – Resources – PHoward, CQueen
12







Job Maintenance
Work Skills, Behaviors, and Attitudes
Employment
Strategies for Prompt Reduction
Assessment
Documentation
About the Units and Their Lessons
Social Studies
 What to Teach
 Teaching Strategies
Science
 What to Teach
 Teaching Strategies
Home Economics and Management
 Forms:
o Dressing Assessment
o Eating Assessment
o Food Preparation Assessment
o Grocery Store Assessment
o Clothing Care Assessment
o Household Management Assessment
 What to Teach
 Assessment
 Teaching Strategies
 Resources
Personal Fitness & Use of Free Time
 Forms:
o Recreation/Leisure Assessment
o Leisure Survey for Parents
o Leisure Survey for Staff
o Leisure Time Activities Plan
o Restaurant Assessment
 What to Teach
 Assessment
 Documentation
 Teaching Strategies
 Resources
Part 4 Teaching in a Residential School
Part 5 Units
WATI (Wisconsin Assistive Technology Initiative) Assistive Technology http://www.wati.org/content/supports
Assessment
/free/pdf/WATI%20Assessment.pdf
A process based, systematic approach to providing a functional
evaluation of the student’s need for
assistivtechnology in their customary environment.
Free Download
ASNAT
(Assessing Students’ Needs for Assistive Technology)
http://www.wati.org/content/supports
/free/pdf/ASNAT5thEditionJun09.pdf
A Manual for school districts. Full of awesome information!
Free Download
Gateways 2015 – Resources – PHoward, CQueen
13
Assistive Technology for Students Who Are Blind or Visually
Impaired: A Guide to Assessment
American Foundation for the Blind
http://www.afb.org/store/Pages/Sho
ppingCart/ProductDetails.aspx?Prod
uctId=978-0-89128-8909&ruling=Yes
APH (American Printing House for the Blind)
Videos & Webcasts about products and services
http://www.aph.org/videos/
VISSIT (Visual Impairment Scale of Service Intensity of Texas)
http://www.tsbvi.edu/vissit
Designed to guide teachers in determining the type and amount of
specially designed instruction to recommend for students on their
caseload.
Free Download
EA Rubric: Essential Assessments for Children Who Are Blind or
Visually Impaired
http://earubric.com/
Contact: Karen Blankenship
Used by TBVIs and COMS as a template for what areas to include in
their assessments and to ensure quality assessments.
ECC Essentials: Teaching the Expanded Core Curriculum to
Students with Visual Impairments
ECC Essentials is the first comprehensive book for teachers working to
meet the unique learning needs of their students with visual
impairments. It focuses on the education of children and adolescents in
the expanded core curriculum by providing the rationale, suggestions,
and strategies necessary to implement instruction. ECC Essentials gives
teachers a road map for helping their students achieve success in
school and life.
Teaching Students with Visual Impairments
Free
American Foundation for the Blind
http://www.afb.org/store/Pages/Sho
ppingCart/ProductDetails.aspx?Prod
uctId=978-0-89128-4987&ruling=Yes
http://www.teachingvisuallyimpaired.
com/
Website offering a compilation of resources needed most by TBVIs and
COMs. Many are free but there are links to purchase needed resources.
Cortical Visual Impairment: An Approach to Assessment and
Intervention
Christine Roman-Lantzy has developed a set of unique assessment
tools and systematic, targeted principles whose use has helped children
learn to use their vision more effectively. This one-of-a-kind resource
provides readers with both a conceptual framework with which to
understand working with CVI and concrete strategies to apply directly in
their work.
Includes the CVI Range assessment forms.
American Foundation for the Blind
http://www.afb.org/store/pages/Shop
pingCart/ProductDetails.aspx?Produ
ctId=CVI-ONLINE&ruling=No
Gateways 2015 – Resources – PHoward, CQueen
Vision and the Brain: Understanding Cerebral Visual Impairment in
Children
Cerebral visual impairment, also known as cortical visual impairment, or
CVI, has become the most common cause of visual impairment in
children in the United States and the developed world. Vision and the
Brain is a unique and comprehensive sourcebook of current knowledge
about CVI and best practices for working with children. Expert
contributors from many countries illuminate the complexities of vision
loss related to brain injury and neurological causes and provide readers
with approaches to assessment and intervention.
CVI: The Conversation Continues……
Amazing CVI Website! – very extensive and useful - updated
continuously
14
American Foundation for the Blind
http://www.afb.org/store/Pages/Sho
ppingCart/ProductDetails.aspx?Prod
uctId=978-0-89128-6394&ruling=Yes
American Printing House for the
Blind
http://tech.aph.org/cvi/
Contact: Susan Sullivan, CVI
Project Leader at
ssullivan@aph.org.
Free
West Virginia Dept. of Education – CVI Training Materials Website
http://wvde.state.wv.us/osp/vi/cvi/
Child-guided Strategies: The Van Dijk Approach to Assessment
For Understanding Children and Youth with Sensory Impairments and
Multiple Disabilities
American Printing House for the
Blind
https://shop.aph.org/webapp/wcs/st
ores/servlet/Product_Childguided%20Strategies:%20The%20v
an%20Dijk%20Approach%20to%20
Assessment_7-3100100P_10001_11051
**Quota Funds
Other FVLMA Materials
Print materials of various font sizes, styles, and
complexity
Printed materials on a variety of colored sheets.
Examples of poor-quality photocopies compared to
high-quality ones
Maps in regular and large print
Sample reading materials: various labels,
magazines, phone book, newspaper, food labels,
texts, dictionaries, etc.
Two pencils with toppers to assess convergence,
tracking, saccadic movements
Sample magnifiers & monoculars
Sample colored paper
Gateways 2015 – Resources – PHoward, CQueen
15
Sample fonts sheet
Colored overlays or colored glasses
Fonts overlay
“How to Decipher an Eye Report” Document
Various sample paper with varied line
arrangements and spaces.
Appropriate FVLMA Forms
Various writing utensils of various thickness and
colors
Typical math worksheet samples compared to ones that
are large print or adapted with more spacing
Portable Whiteboard/Markers
Paper towel tube (eye preference)
Tape measure (spring loaded)
Masking tape
Construction paper or cardstock
Timer/stopwatch
Flashlight
Reading stand/slant board of varied grades
Games and activities to assess various visual skills
(bingo, concentration, deck of cards, eye spy, etc.)
Various objects with varied sizes (marbles, balls,
candies, etc.)
Pre or Non-traditional Readers
Toys or objects that are shiny or that reflect light
(mirror, mylar, etc.)
Toys or objects of different sizes (marbles, beans,
candies, balls, etc.)
Toys or objects of different colors (pastel, primary,
fluorescent)
Toys or objects that have movement characteristics
(slinky, mylar balloons, pinwheel, metallic paper, etc.)
Pairs or multiples of same object
Varied color display backgrounds for good contrast
(placemat, tag board, fabric, apron, etc.)
Age appropriate real-life materials (cups, spoon,
clothing, money, etc.)
Light box with materials (APH)
Other Hard to Find Materials
Colored Overlays
http://irlen.com/
Colored Lenses - Irlen
http://irlen.com/
Yellow Dycem 16” by 10
yd. Roll
North Coast
Medical, Inc.
18305 Sutter Blvd., Morgan Hill,
CA 95037
(800) 821-9319
Yellow Tracker 1x6 Line
Magnifier
Magnistitch,
Inc.
3756 Rockhill Rd., Birmingham,
AL 35223
(205) 967-8326
Yellow Tracker 1x9 Line
Magnifier
“
“
“
Fax # (800) 213-9300
Fax # (205) 967-6072
Gateways 2015 – Resources – PHoward, CQueen
Keyboard Labels
(Black on White, or White
on Black)
Ai Squared
P.O. Box 669, Manchester
Center, VT 05255
(802) 362-3612
Fax # (802) 362- 1670
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