Authority:  34 C.F.R. Part 300;  Texas Education Code (TEC);  19 T.A.C. Chapter 89

The evaluation is completed by a multidisciplinary team as part of a FULL AND INDIVIDUAL EVALUATION. Document the members of the multidisciplinary team.

89.1040(b)

The multidisciplinary team that collects or reviews evaluation data includes, but is not limited to:

89.1040(b)

• A licensed ophthalmologist or optometrist.

89.1040(c)(12)(A)(i)

• A professional certified in the education of students with visual impairments or a certified orientation and mobility instructor.

89.1040(c)(12)(A)(ii)(I)

Vision Report

The report of a  licensed ophthalmologist or optometrist:

• Documents whether the student  has no vision or has a serious visual loss after correction.

89.1040(c)(12)(A)(i)(I)

• OR,  documents whether the student has a progressive medical condition that will result in no vision or a serious visual loss after correction.

89.1040(c)(12)(A)(i)(II)

• States visual loss in exact measures of visual field and corrected visual acuity at a distance and at close range in each eye.

89.1040(c)(12)(A)

• OR, provides best estimates if exact measures cannot be obtained.

89.1040(c)(12)(A)

• Includes prognosis, whenever possible.

Functional Vision Evaluation:

Conducted by a professional certified in the education of students with visual impairments or a certified orientation and mobility instructor:

89.1040(c)(12)(A)(ii)(I)

• Includes the performance of tasks in a variety of environments.

89.1040(c)(12)(A)(ii)(I)

• Requires the use of both near and distance vision.

89.1040(c)(12)(A)(ii)(I)

• Contains recommendations concerning the need for a clinical low vision evaluation and an orientation and mobility evaluation.

89.1040(c)(12)(A)(ii)(I)

• Documents  the child’s reading and writing skills and needs.

300.346(a)(2)(iii)

• Documents an adverse affect on educational performance creating a need for special education (i.e. specially designed instruction) and related services.

Learning Media Assessment:

89.1040(c)(12)(A)(ii)(II)

Conducted by a professional certified in the education of students with visual impairments:

89.1040(c)(12)(A)(ii)(II)

• Includes recommendations concerning which specific visual, tactual, and/or auditory learning media are appropriate for the student.

89.1040(c)(12)(A)(ii)(II)

• Includes recommendations concerning appropriate reading and writing media (including the student’s future needs for instruction in Braille or the use of Braille).

300.346(a)(2)(iii)

• Includes recommendations concerning whether or not there is a need for ongoing evaluation in this area.

89.1040(c)(12)(A)(ii)(II)

Document whether the student is functionally blind, if the student will use tactual media (which includes Braille) as a primary tool for learning to be able to communicate in both reading and writing at the same level of proficiency as other students of comparable ability.

89.1040(c)(12)(B)

For a student who is functionally blind, document the student’s strengths and weaknesses in Braille skills.

TEC 30.002(f)

Document whether the student meets the criteria for a visual impairment: an impairment in vision that, even with correction, adversely affects a child’s educational performance creating a need for special education (i.e., specially designed instruction) and related services.

300.7(c)(13)
300.7(a)
89.1040(c)(12)(A)

Determination of a student’s eligibility for special education services is  made by the student’s  ARD Committee, including the parents. The district shall ensure that the ARD committee includes the required members for students with Visual Impairments.  All special education and related service personnel shall be certified, endorsed, or licensed in the area(s) of assignments.

89.1040(b)
89.1131(a)
89.1131(b)(4)

For a child from birth through two years of age with visual impairments, an individualized family services plan (IFSP) meeting must be held in place of an ARD committee meeting.

89.1050(b)    
 M.O.U. between the T.E.A. and  Interagency Council on Early Childhood Intervention.
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