Required Documentation

A recent ophthalmologic or optometric report is required confirming that a student has a visual acuity of 20/70 or less in the better eye with best possible correction. Additional information such as the student’s visual functioning at home and at school may be sought from *parents and teachers. A functional visual assessment is required; this assessment will indicate the frequency of service provided by an itinerant teacher of the blind/low vision (ITB/LV).

Placement Procedures

Step 1 Referral:

Referrals for assessment and/or services may be made by:

• A parent

• School personnel

• Learning Support Services

• The student’s ophthalmologist or optometrist

• An outside agency such as the Canadian National Institute for the Blind (CNIB) or blind/low vision pre-school services

The referral begins with contacting the lead teacher on the ITB/LV team. Currently (2011-12), this is Sharon Forestell (613-596-8211 x8488). If the student is a possible candidate for service a referral package will be sent to the principal of the school that the student is attending.

The Referral Package contains:

• An eye examination form to be completed and signed by an ophthalmologist or an optometrist

• A teacher information form to be completed and signed by the student’s teacher

• A parent information form to be completed and signed by the student’s parent (s)

• Consent to conduct a functional vision assessment to be completed and signed by the student’s parent (s)

• A pamphlet describing the specialized program

Step 2 Functional Vision Assessments:

After the referral package is completed and sent back to Learning Support Services, then an ITB/LV will contact the school to arrange to complete a Functional Vision Assessment. The Functional Vision Assessment is not an eye examination. It is a report based on results of observations that describes the student’s vision and the student’s use of residual vision in the school environment. The report will include recommendations and suggested accommodations to support the student’s visual needs. It will also detail whether or not the student meets criteria to be seen by an ITB/LV.

Step 3 Level of Service:

If the student meets the criteria to be seen by an ITB/LV, then the level of service is determined based on the student’s specific needs and identified goals. Blind students generally receive up to 50 percent itinerant support. Low vision support ranges from monitoring (2-4 visits per year) to indirect service to direct service (1-2 sessions per week).

The Student

This program is for students who are blind or have low vision and require specialized teaching methods.

Academic Profile

Students must demonstrate the following:

• Ability to progress through the Ontario Curriculum with modifications and accommodations, as necessary

• Need for Braille, tactile or alternative program

• Require instruction and intensive support from an itinerant teacher of the Blind/Low Vision

Ministry Definition of Blind and Low Vision Exceptionality

Blind and Low Vision

A condition of partial or total impairment of sight or vision that even with correction affects educational performance adversely.

The Teachers

The Blind /Low Vision Itinerant Program is taught by teachers with additional qualifications to teach students who are Blind/Low Vision (Part 1 Blind — must pursue Part III Specialist). Some of the ITB/LV have certification as orientation and mobility instructors. The ITB/LV are part of the Learning Support Services department; they provide assessment and consultative services to the regular classroom teacher. Educational assistants are allocated based on student’s needs.

The Program

the Ottawa-Carleton District School Board provides a program for students who are Blind/Low Vision at the primary, junior, intermediate and senior levels.

Most students with a visual impairment are integrated into a regular classroom with their sighted peers. Students with visual impairment have the opportunity to be integrated into the mainstream to the greatest degree possible.

An Individual Education Plan (IEP) containing specific expectation may be designed for each student according to OCDSB policy. Programming is designed for each student according to his/her visual needs and is coordinated by the classroom teacher in consultation with itinerant teacher of the blind/low vision and the student’s parent (s). This plan, is revised and updated based on the results of continuous assessment and evaluation.

An in-house braillist transcribes learning materials into both Braille and alternative formats. Educational assistants are allocated base on students’ needs. Itinerant teachers of the blind/low vision students (ITB/LV) provide a wide variety of services as outlined below:

Low Vision

• Ongoing assessment and evaluation of a student’s functional vision

• Interpretation of a student’s visual problem to school personnel

• Consultation with school staff regarding environmental accommodations, teaching strategies and expectations

• Instruction in special skills related to vision (increasing visual efficiency, keyboarding etc.)

• Instruction in the use of optical aids and assistive technology where appropriate

• Provision of assistive technology including C.C.T.V.s, and specialized software such as screens for near and far viewing, view enlargers and screen readers

• Provision of large print materials

• Guidance for students regarding their own visual impairment including social adjustment skills, work habits and study skills, problem solving, self-advocacy and enhancement of self-confidence.

• Orientation and mobility training for safe and independent travel Blind

• Consultation with school staff regarding environmental accommodations, teaching strategies, expectations and evaluation

• Personal management skills

• Communication skills

• Orientation and mobility training for safe and independent travel

• Counseling and guidance pertaining to the following: academic, social, career planning, self-advocacy and enhancement of self-confidence

• Braille instruction

• Provision of and training with Braille/tactile materials and

special equipment

• Special skill instruction in reading and writing Braille (literary), mathematics (Nemeth code), abacus, music (Braille code) and use of assistive technology (e.g., braillers, specialized screen programs, Braille translation, embossers, note takers, and recorders)

• Transcription of class or course exams, handouts, etc. into Braille, and interlining students’ Braille products into print for the class or course teacher

Change in Placement

Criteria include the following:

• Evidence of on-going successful integration

• No longer benefits from specialized support

Alternative Placements

The in-school special education team will meet with *parents to discuss alternative placements if necessary. Other special education placements may include the following:

a)     Provincial school for the blind and deaf-blind, and the Francophone school for the deaf, blind, deaf-blind and for students with learning disabilities regular classroom with monitoring from the Learning Support Teacher (LST) or the Learning Resource Teacher (LRT), regular classroom with support form the LST/LRT, or other special education placement if appropriate.

Evaluation and Review

Assessment is ongoing and evaluation occurs throughout the year. The student’s visual efficiency, tactile learning, academic, Braille, orientation and mobility skills areas are assessed regularly by the itinerant teacher. Specific tests designed for blind/low vision students are administered as required.

Student progress is formally reported as per the reporting structure of the OCDSB on the provincial report card, the IEP, alternative report cards and anecdotal reports when appropriate. The progress of a student, who has been identified exceptional and has a placement through an IPRC, is formally reviewed on an annual basis during an IPRC meeting.

For Further Information

Please consult the OCDSB Learning Support Services’ Special Education Parent Guide, The Identification, Placement and Review Committee: Parent Guide and the Ottawa-Carleton

Education Program for Students with Visual Impairment Brochure.

As well, you may contact the school principal or the OCDSB Learning Support Services personnel serving the school.