Study Guide
Overview and Test Objectives
Field 127: Visually Impaired
Test Overview
| Format | Computer-based test (CBT) |
|---|---|
| Number of Questions | 100 multiple-choice questions |
| Time | 2 hours 30 minutes* |
| Passing Score | 220 |
*Does not include 15-minute CBT tutorial
Test Objectives
| Subarea | Range of Objectives | Approximate Percentage of Questions on Test | |
|---|---|---|---|
| I | Understanding the Visual System and Optics as Related to Teaching Students with Visual Impairments | 001–002 | 18% |
| II | Assessing Students and Developing Individualized Programs | 003–005 | 24% |
| III | Instructional Planning and Delivery, the Learning Environment, and Expanded Core Curricula | 006–009 | 40% |
| IV | Building Collaborative Partnerships and Professional and Ethical Practice | 010–011 | 18% |
Hover over each subarea for details of subtest content or see table above.
Sub area 1 18%
Sub area 2 24%
Sub area 3 40%
Sub area 4 18%
Subarea I—UNDERSTANDING THE VISUAL SYSTEM AND OPTICS AS RELATED TO TEACHING STUDENTS WITH VISUAL IMPAIRMENTS
Objective 001—Apply knowledge of the visual system and factors affecting the development of students with visual impairments.
Includes:
- key terminology to identify the structures and key functions of the human visual system and areas of the brain involved in processing visual stimuli.
- key characteristics and causes of prevalent diseases and conditions of the visual system and the onset and progression of ocular and neurological conditions that affect vision.
- implications of prevalent childhood visual conditions on students' language development, including mastery of developmental milestones and incidental learning gaps that affect early skill development.
- implications of prevalent childhood visual conditions on students' early physical and motor skills development, including mastery of developmental milestones and incidental learning gaps that affect early skill development.
- implications of prevalent childhood visual conditions on students' social-emotional development, including sensory processing, sensory perception, and incidental learning gaps that affect development of interpersonal skills.
- factors related to a student's visual functioning that may affect development, including age at onset of visual impairment, degree of vision loss, prognosis, progressive visual disorders, presence of co-existing or multiple disabilities.
- factors that impact visual learning (e.g., differences in quality and quantity of incidental learning experiences and language, age of onset, severity of vision loss).
Objective 002—Apply knowledge of the principles of optics, optical and nonoptical devices, and environmental adaptions to support student learning and independence.
Includes:
- types, characteristics, and uses of optical and nonoptical low-vision aids.
- strategies and methods to teach students to use optical, electronic, and nonoptical devices to optimize visual efficiency and independently use dual learning media such as visual and auditory information or auditory and tactile information.
- types and benefits of various environmental adaptations, including variations in lighting, color, size, contrast, and positioning.
- various types of assistive technology, including the range of low- to high-tech options and associated costs, and how to manage and implement the use of assistive technology to support students' individual learning needs.
- techniques for accessing digital multimedia for students with visual impairments, including ergonomics and appropriate technology settings aligned with students' preferred learning media.
- strategies and methods to teach students to access, interpret, and create printed and digital graphics of increasing complexity in visual and/or tactile forms, including maps, charts, diagrams, and tables.
Subarea II—ASSESSING STUDENTS AND DEVELOPING INDIVIDUALIZED PROGRAMS
Objective 003—Apply knowledge of various assessment instruments and assessment practices for evaluating the strengths and needs of students with visual impairments.
Includes:
- basic assessment terminology, including concepts associated with formal, informal, and alternative assessments (e.g., validity, reliability, baseline, diagnostic screenings, formative and summative measures, criterion-referenced assessments).
- types and components of a functional vision assessment (F V A), learning media assessment (L M A), and assessments for students with neurological (including cortical) vision impairment (N V I), including key terminology and sources of valid information, including background information and observations.
- types and characteristics of formative, summative, and diagnostic assessments to assess student learning strengths and needs of expanded core curriculum (E C C) skills, independent living skills, prevocational and vocational screenings, and assistive technology, including options for specialized materials and equipment for specific sensory needs.
- key specialized terminology associated with ophthalmological, optometric, and other vision-related medical reports for use in determining educational programming.
- processes for creating, selecting, and evaluating assessment instruments and assessment methods, including the impact of visual or sensory loss on test score validity and procedures to ensure the use of culturally responsive, non-biased formal and informal assessment practices.
- principles and procedures for modifying and adapting assessments (e.g., formal and informal assessments) to accommodate individual abilities and needs, including students from culturally and linguistically diverse backgrounds, and the implications of modifications or adaptions to the validity and reliability of assessment results.
- uses and limitations of various types of standardized (normed) and non-standardized assessment instruments and methods that may be used to evaluate the individual strengths and needs of students with visual impairments.
Objective 004—Apply knowledge of procedures for conducting assessments and for interpreting and communicating the results of assessments to address the individual strengths and needs of students with visual impairments.
Includes:
- gather and interpret multiple sources of data, including social, developmental, and genetic history, medical reports, and observations to plan, select, and administer nondiscriminatory assessments.
- • methods for administering a functional vision assessment (F V A), learning media assessment (L M A), and assessments for students with neurological (including cortical) vision impairment (N V I), including options for individualized adaptations.
- methods for administering assessments including options for specialized materials, equipment, and technology to assess the individual needs of students with visual impairments and support acquisition of skills in the general and expanded core curriculum (E C C).
- collect and interpret information from formal and informal assessments, including the use of multiple measures of assessments, to inform eligibility and placement decisions, determine student goals, and recommend appropriate specialized media, assistive technology, or accommodations and modifications.
- practices for using a balanced assessment system (e.g., pre-assessment, formative assessment, summative assessment) to identify students' strengths and needs, including establishing baseline data, developing differentiated instructional plans, and adjusting instruction using progress monitoring.
- strategies and practices assessing the accessibility needs of students with visual impairments, including students with multiple disabilities.
- collaborate with team members and families/caregivers to plan and implement assessment and interpret assessment results to support students' strengths and address students' needs specific to visual impairments.
- strategies for effectively communicating assessment results to stakeholders (e.g., students, parents/guardians, general education teachers, administrators, related service providers), including culturally responsive practices for non-biased assessment.
Objective 005—Apply knowledge of procedures for developing, implementing, and amending Individualized Education Programs (I E Pees) and Individualized Family Service Plans (I F S Pees) for students with visual impairments.
Includes:
- components of a comprehensive evaluation, such as valid assessment results and vision and medical reports, used to determine eligibility for special education and vision-specific services.
- components of Individualized Education Programs (I E Pees) and Individualized Family Service Plans (I F S Pees) (e.g., Present Level of Academic Achievement and Functional Performance [P L A A F P], transition plans, annual goals, demographics, early intervention components), and the roles and functions of the I E P or I F S P team members in planning and implementing I E Pees or I F S Pees.
- procedures for developing, implementing, and amending I E Pees and I F S Pees in collaboration with students, parents/guardians, general education teachers, transition service providers, administrators, and other related service providers.
- understanding and explaining all least restrictive environment (L R E) options to facilitate I E P team placement decisions addressing the individual strengths and needs of students.
- procedures for developing, implementing, monitoring transition plans through preschool, school, and postsecondary environments, including higher education opportunities, and employment.
- ways to use the information from assessments, including low vision, functional vision, learning media, and assistive technology evaluations, to identify assistive technology needs and/or options.
Subarea III—INSTRUCTIONAL PLANNING AND DELIVERY, THE LEARNING ENVIRONMENT, AND EXPANDED CORE CURRICULA
Objective 006—Apply knowledge of principles of academic, literacy, and communication skills development for students with visual impairments.
Includes:
- approaches for facilitating academic, literacy, and communicative development consistent with a student's determined learning medium.
- effects of sensory input (e.g., visual, auditory, tactile) on language development, learning, and communication.
- identify and adapt general education curricula for instruction of literacy, other academic areas, and the expanded core curriculum (E C C).
- plan and implement explicit instruction in assistive technology, including digital citizenship, that integrates students' ability to develop independence, promote access to curricula, and advocate for their own needs.
- knowledge of functional listening skills development, including auditory readiness, sound recognition, localization, orientation, and listening comprehension.
- identify specialized resources specific to visual impairment to address academic, literacy, and communication needs of students with varied communication modalities, reading levels, and language/communication proficiency (e.g., visual, tactile, and auditory literacy tools).
- collaborate with families/caregivers and the educational team to promote literacy development.
Objective 007—Apply knowledge of ways to promote literacy and communication skills for students with visual impairments.
Includes:
- strategies, resources, and technologies for developing students' literacy skills in print, braille, tactual, auditory, and digital media, including instruction and activities to develop tactile readiness and perception, visual efficiency, and auditory skills.
- evidence-based strategies and methods that promote language and literacy instruction across all content areas consistent with individual students' determined learning medium.
- strategies to facilitate independent communication in students with visual impairments, including developing students' communicative competence in instructional and noninstructional settings (e.g., effective questioning, functional listening, formulating accurate descriptions and statements).
- appropriate use and care of braille and braille production devices and technology equipment, including maintenance of devices, software updates, and teaching students to appropriately use and care for equipment.
- basic principles of accessibility to select, create, adapt, and format text, images, and media to promote usability and accessibility to meet the individual needs of students.
- knowledge of the braille code and rules for fully contracted literary Unified English Braille (U E B), U E B math/science, and U E B with Nemeth Code.
- knowledge of methods of producing and accessing braille, including a brailler, slate and stylus, embosser, digital braille files, and refreshable braille displays.
- knowledge of non-braille literacy methods, such as auditory and visual (e.g., text-to-speech, audio files, screen magnification, screen reader).
Objective 008—Apply knowledge of methods for creating learning environments and experiences that encourage active engagement and support access to instruction for students with visual impairments.
Includes:
- environmental accommodations and modifications to promote optimal sensory use, foundational orientation and mobility skills, independence, participation, and social engagement for students to activities across the school environment.
- methodologies, resources, adaptive devices, and technologies to support students with visual impairments in meeting a wide range of goals in the general education and expanded core curriculum (E C C).
- manage assistive technology in learning environments across settings and methods for teaching students routines and responsibilities related to assistive technology use and maintenance.
- considerations and approaches to reinforce orientation and mobility skills and other expanded core curriculum (E C C) skills throughout the school environment.
- evidence- and research-based positive behavior management principles and interventions that reflect an understanding and respect for all aspects of cultural and linguistic diversity to effectively address the needs of students.
- strategies to promote positive, productive learning environments that foster independence and student achievement and that reduce learned helplessness.
- strategies and practices for fostering students' active engagement and individual academic success in one-to-one, small-group, and large-group settings and for facilitating students' independence (e.g., direct instruction, modeling, ongoing monitoring of goal progress).
- facilitate learning that would otherwise be incidental for students without visual impairments.
Objective 009—Apply knowledge of strategies and methods to individualize instruction in the expanded core curriculum (E C C).
Includes:
- social communication skills related to appropriate body language, nonverbal communication, and social etiquette that reflect an understanding of and respect for all aspects of cultural and linguistic diversity.
- strategies, methods, and activities to promote student access to a wide range of information, services, and resources available to pursue informed vocational, independent living, and higher education goals.
- strategies, methods, and activities to teach and support students' use of developmentally appropriate self-advocacy and self-determination skills.
- strategies, methods, and activities to teach students to use a variety of technologies to facilitate their own learning in the general education and expanded core curricula.
- strategies, methods, and activities to teach independent living and organization skills using alternate and nonvisual strategies.
- strategies, methods, and activities for developing independent living skills (e.g., personal hygiene, dressing, preparing and eating meals, shopping, budgeting).
- strategies, methods, and activities to teach skills usually acquired visually in fitness, leisure, and recreation activities; hobbies; and team and spectator sports to facilitate inclusion and promote participation across settings.
- ways to teach students to recognize and report behaviors that they may not perceive visually that may threaten their personal safety and well-being.
- use of appropriate assistive technology for accessing information and general education curriculum, producing communications, and enhancing personal productivity (e.g., slate and stylus, abacus, accessible calculator, tactile graphics, screen reader, video magnifier, braille notetaker/refreshable braille display).
- basic knowledge of strategies, methods, and activities to support orientation and mobility skills, including using environmental features, protective techniques, and self-advocacy for optimal environmental accommodations and modifications for requesting and refusing assistance as needed.
- select and use various visual, nonvisual, multisensory, and adaptive methods to teach technology skills by integrating students' assessed needs into instructional methods for teaching sensory efficiency skills; use of learning media; individual keyboarding; and reading, writing, editing, and listening skills.
- strategies, methods, and activities to promote vocational and career awareness, enhance work-related skills, and support access to employment.
Subarea IV—BUILDING COLLABORATIVE PARTNERSHIPS AND PROFESSIONAL AND ETHICAL PRACTICE
Objective 010—Identify practices to promote and develop collaborative partnerships to support students with visual impairments.
Includes:
- ways to provide students, parents/guardians, and stakeholders with information in an impartial manner to make informed choices regarding services to address the individual needs of students, including assistive technology, educational options, and transition opportunities.
- considerations and strategies to collaborate with families/caregivers and the educational team to promote literacy development within the general curriculum and the expanded core curriculum (E C C).
- strategies for collaborating with students, parents/guardians, teachers, and other educational personnel (e.g., speech-language pathologist, occupational therapist, physical therapist) to develop and implement programs and activities that support students' social, developmental, interpersonal, and self-determination skills.
- collaboratively develop, implement, and continuously monitor goals, objectives, and systems for students, including those with multiple disabilities.
- considerations and approaches for supervising and working with paraeducators to support student learning in the general education curriculum and the expanded core curriculum (E C C).
- ways to provide students with ongoing opportunities for interactions with peers and role models with visual impairments, including understanding the value of peers and role models with visual impairments on family/caregiver perceptions, decision making, and student outcomes.
- foster connections within the school community and broader society to increase the positive perception of people with visual impairments.
- collaborate with assistive technology professionals to identify and support customized tools to meet the accessibility needs of students, including awareness of accessibility in physical and virtual environments.
Objective 011—Apply knowledge of professional and ethical roles and responsibilities relevant to teaching students with visual impairments.
Includes:
- policies and practices within the Council for Exceptional Children (C E C) Special Education Professional Ethical Principles.
- related laws and regulations, including those related to mandated reporting and confidentiality (e.g., Section 5 O 4 of the Rehabilitation Act, the Americans with Disabilities Act [A D A], Individuals with Disabilities Education Act [I D E A], Twenty-First Century Communications and Video Accessibility Act [C V A A. H R. 3 1 0 1]).
- principles and professional practices related to student and family rights including accessibility, inclusion, equity, and due process.
- regulations, rules, and guidelines relevant to the education of students with visual impairments (e.g., procedural safeguards, due process rights of parents/guardians and students, free appropriate public education [F A P E], least restrictive environment [L R E], Michigan Administrative Rules for Special Education [M A R S E]).
- role in determining and recommending the appropriate types, levels, and amount of services based on the appropriate evaluation in all areas of the general education and the expanded core curriculum (E C C).
- knowledge of professional organizations and professional development activities relevant to teaching students with visual impairments to enhance professional skills and maintain continuous professional development.
- knowledge of organizations and agencies that provide appropriate information and services to support student learning, independence, transitions, and accessibility needs for children and adults with visual impairments.