Justin Schanck

Field Experience 1 - Goal Writing

3/30/2016
TVI Author: Justin Schanck
Date: 3/30/2016

Background Information
Name: N. Ross
DOB:10/28/2003
Grade: 6th
Description: N. Ross is a 12 year old visually impaired student in the 6 th grade that
has previously been identified as a gifted learner through formal assessment by the
Bibb County School system. She is being served by an itinerant teacher of The
Visually Impaired (TVI) in her current academic setting in an academic literacy
program as identified by her Learning Media Assessment (LMA) of 02/22/2016. N.
Ross has an ocular diagnosis of high myopia (OU), degenerative myopia and
associated macula atrophy according to her most recent eye report of 11/06/2013
as reported on her most recent Functional Vision Assessment (FVA). N. Rosss eye
diagnosis is progressive in nature according to her eye report,so she is learning
Braille as a second code.

Essential Assessment Summaries

Functional Vision Evaluation:03/04/2013, up-dated on 03/03/2015 in some areas,
and on 02/10/2016 all areas were assessed. The following Assessment Instruments
were used: Penlight, Teacher Interview, Evaluators observations, various objects,
pictures, and school materials. Appearance of the Eyes: N. Rosss eyeballs are
symmetrical and circular in size and position. Her eyelids are free of mucus, pus or
discharge, scales, or lumps. Her lids fit smoothly against the eyeball. Her eyebrows
are evenly aligned; she had equal movement as her facial expressions changed.
Her cornea was transparent and visible through her pupil. The small lachrymal gland
is recognizable. Her eyes both blinked in response to an approaching objectwhen
within 3 to 5 inches of her face. Her pupillary response when the penlight was
directed into each eye and observed was that each pupil constricted in response to
the presence of the light, but slower since she has dark eyes. N. Rosss pupillary
reflection when the pen light was directed from 30 inches away toward the bridge of
her nose was that the that the light reflected in the middle of each of her pupils,
indicating that her eyes are properly aligned and the muscles are balanced in each
eye. Muscle Balance and Eye Responses: When N. Ross fixated on an object at 16

inches away, and the object (12) was moved toward the bridge of her nose, the
eyes converged up to 2 inches from the bridge of the nose. Her fixation on the
object was continuous and smooth. Her eyes remained steady during the process.
Eye Preference: N. Ross was handed an empty paper towel tube and asked to locate
a specified object at 5 feet (stapler) to 10 feet (tape dispenser) and 10 to 20 feet
away (large red ball).She preferred her left eye upon observation of these activities.
She exhibited left eye dominance. Previously she preferred her right eye (OD). Eye
Movement /Teaming (Motility): A pencil with a topper (red heart 3 in height) was
held at 14 inches away from her eyes, she was able to visually follow the object as it
moved vertically, horizontally, diagonally and circularly. Her eye movements were
smooth, she crossed midline, and no nystagmus was present. Visual Field: N. Ross
was wearing her glasses, and asked to look straight ahead.She was asked to focus
on the examiners nose. A small object placed on top of a penlight was used (star
2). The penlight was held at 14 inches away from her face. Moving the object in an
arc from each side of her head and around in front of her nose and from her waist
upward and from above the head downward, she had 180 degree of field of vision
from side to side (horizontally) using both eyes she had 150 degree field of vision
with each eye. She was able to see 50 degrees in the upper field, 70 degrees in the
lower field for a total of 120 degrees vertically. She displayed no field deficits to the
left, right, upper, and lower fields. Color Vision: Using the Ishihara Test for Color
Blindness test, N. Ross was able to match all of the colors (18) correctly wearing her
prescribed glasses. Depth Perception: When N. Ross was asked to name one of
three objects by proximity in relationship to her (objects in this order closest to him
on a black tray at 16 inches; pink eraser, yellow box of staples, small silver gift box)
in a vertical line she named the closest one to her, a pink eraser, the one farthest
from her the silver gift box, and the one in the middle as the yellow box of staples.
When two of these objects were rearranged in a horizontal line (silver box on left,
pink eraser on right) and the box of staples above these two, she was able to name
that the silver box was on the left and the pink eraser on the right. N. Ross does not
present with depth perception problems when wearing her glasses. However, steps
do tend to be a challenge for her on observation with her cane. The steps at her
school are steep for the person without a visual disability. So, she should be allowed
to use the elevator. She should be cautioned about curbs or step-offs. Sensitivity to
Light: N. Ross was observed looking at near material at 16 inches, in a classroom
with fluorescent lighting.She was able to read text orally to the examiner and no
observable squint, or head tilt was noticed. It was noticed in the classroom though
that she does keep her head very close to his materials as reported by her general
education teachers. Walking out into bright sunlight on the way to the lunchroom
she was able to find a person (friend from class) at a distance of 3 feet.She did not
appear to squint upon going from indoors to outdoors. On a previous eye report, it
recommended extra lighting if needed due to her degenerative eye condition, to
reduce glare and avoid back lighting. She was also prescribed NoIr sunglasses for
outside/bright lighting environments. (Color: Dark Amber 4% light transmission)
Sensitivity to Glare: N. Ross does exhibit sensitivity to glare when the blinds are

open in the classroom when the Smartboard is used. She exhibited a head tilt and
asked to have the material on the Smartboard given to her. At the computer, N.
Ross becomes visually fatigued reading when there is natural lighting from the
window vs. the window blinds being closed after 20 minutes. Near Visual Acuity: N.
Ross was tested (using both eyes) with her glasses on in a classroom with overhead
fluorescent lighting; there was no natural lighting. The Logarithmic Near Visual
Acuity Chart was used at 16 inches.She was able to read down to the 20/125 line
missing 1/5. She was then asked to read the 20/100 line, and missed 3/5. Small
objects less than 6 were used to see if she could name them at 16 inches. She
named all (heart, button, macaroni noodle, bear, button, paper clip, and dime)
correctly while wearing her glasses. N. Ross was tested using her right eye (OD)
with her glasses on and was able to read down to the 20/160 line missing 0/5, when
asked to read the 20/125 line, she missed 3/5. She was then tested using her left
eye (OS) with her glasses on and was able to read down to the 20/125 line missing
0/5, when asked to read the 20/100 line she missed 3/5. When asked to test
without her glasses, she was able to use both eyes and read the 20/320 line missing
2/5. Using her right eye (OD) she was able to read the 20/400 line 5/5, when asked
to read the 20/320 line she missed 3/5. Using her left eye (OS) she was able to read
the 20/400 line 5/5, when asked to read the 20/320 line she missed 1/5, and on the
20/250 line she missed 3/5. Distance Visual Acuity: The HOTV letter chart was used
to assess N. Rosss distance vision at 20 feet. N. Ross was tested (using both eyes)
with her glasses on in a classroom with overhead fluorescent lighting; there was no
natural lighting.She was able to read down to the 20/80 line missing 0/5, on the
20/60 line she missed 3/5. Using her right eye (OD) with her glasses on, but left eye
(OS) occluded, she read down to the 20/80 line missing 0/5, on the 20/60 line she
missed 3/5. Using her left eye (OS) with her glasses on, and her right eye (OD)
occluded she was able to read the 20/60 line; missing 0/5, on the 20/50 line she
missed 2/5. Without wearing her glasses, she was unable to read the 20/200 line
using both eyes (OU) from 20 feet. Print Size: N. Ross has had a low vision
evaluation from the Smokey Powell Low Vision Clinic. She is able to read regular
print with her optical device.She was prescribed for Near: 3.5X Powerlux magnifier
with her best acuity at 20/50. Visual Behaviors: N. Ross reads material from a
working distance of 10-14 inches in her classroom. She does get close to the
text/material when looking at maps or diagrams with small details.She does show
signs of visual fatigue after reading regular print for more than 20 minutes.She will
rub his eyes and lose visual attention to the material. While reading enlarged
material during the informal reading inventory (Jerry Johns IRI) she was able to read
printed text for a longer period of time.
Recommendations: 1. Continue to provide Braille instruction as a second code. 2.
Use prescribed magnifiers from recent visit to Smokey Powell Low Vision Clinic. 3.
Use enlarged front 18 pt. font or zoom up to 130% on copier machine when needed,
in case magnifiers are not available. 4. Use zoom (screen magnifier) on computer
for online assessments. 5. Preferential seating (she will advocate where she sees

best for different learning tasks/environment) and freedom to move to get best
visual access in and out of the classroom. 6. Extended time to decrease visual
fatigue. (Double time) 7. Continue to use cane in the school setting. 8. Use the
elevator. 9. Use of a slant board.
Learning Media Assessment (Updated 2/22/16):The learning media assessment
gathers three types of information. The three types of information are the efficiency
with which the student gathers information from various sensory channels, the type
of general learning media the student uses, or will use, to accomplish learning
tasks, and the literacy media the student will use for reading and writing. Using
materials and check-lists, from the Learning Media Assessment (Koenig and
Holbrook) and John's Basic Reading Inventory (Jerry Johns) N. Rosss functional
vision was assessed. N. Ross estimated reading levels are independent, 9th grade,
instructional level, 9th grade, and her frustration level, is 10th grade. She is
reading at an estimated rate of 162 words per minute (WPM) using Large Print
materials. Her Sensory Channel: Primary is Vision, herSecondary Channel: Auditory,
her General Learning Media is: Primary - Vision, Secondary - Auditory, and her
Literacy Media is Regular Print/Large Print with optical devices.
Recommendations: Because of the degenerative nature of her eye condition, it is
suggested that N. Ross begins the process of learning Braille. She will be a visual
Braille reader through the use of her primary learning channel. Learning Braille will
also help her increase her tactile abilities. Having large print available in the
classroom will be beneficial. Zoom capabilities on the computer will help too.
Expanded Core Curriculum Assessment:The EXPANDED CORE CURRICULUM (ECC) is
the body of knowledge and skills that are needed by students with visual
impairments due to their unique disability-specific needs. The ECC should be used
as a framework for assessing students, planning individual goals, and providing
instruction. It is not enough to just provide instruction in the general core
curriculum. Students with visual impairments also need specialized instruction in a
number of other essential skill areas. These areas, called the ECC, include
Communication Skills, Social Interaction Skills, Orientation and Mobility,
Independent Living Skills, Recreation and Leisure Skills, Use of Assistive Technology,
Visual Efficiency, and Career Education Skills, and Self-Determination. Mastery of
these skills is essential for students long range educational and life outcomes. ECC
was completed on 03/07/2013 and up-dated on 03/03/2015, and 02/22/16.
Compensatory Skills N. Ross is being taught Braille as a second code to
accommodate her visual diagnosis. She is reading Braille silently with a speed of
65-75 words per minute (WPM) as a visual Braille reader. Orientation and Mobility
Skills N. Ross is using a cane successfully in all environments. Independent Living
Skills N. Ross is able to take care of her personal needs. Recreation & Leisure N.
Ross participates in various activities inside and outside of school. She is very
artistic, loves writing and reading. She is on the debate team. Career Education
N. Ross is learning about careers in her current setting, but has weak organizational

skills that are being addressed by school. Technology N. Ross is using zoom
(screen magnification on the computer) to enlarge the screen for online
assessments. She uses her prescribed low vision aids and magnifiers for near and
distant vision. She needs to use touch typing due to her poor visual motor skills.
Social Interaction N. Ross gets along well with her peers and teachers. Sensory
Efficiency Skills N. Ross has prescribed low vision devices from her low vision
evaluation. N. Ross can use bold line paper or regular size notebook paper to
complete her assignments. N. Ross's handwriting is not always neat or legible, but
she is able to type her work. N. Ross was evaluated when she was in the second
grade by an occupational therapist, because of her teachers/parents concern about
her handwriting. The following recommendations were made; to continue to use a
slant board, especially for long assignments, use notebook paper with bold dark
lines, give breaks after approximately 10 to 15 minutes of writing, to use a lamp or
natural light instead of florescent lights when possible. Self-Determination N. Ross
is able to advocate her visual needs when appropriate.

Goals and Objectives:

Vision
N. Ross knows her whole word contractions, short form words - both beginning and
intermediate, initial dot 5 words, initial dot 4,5 words, initial dot 4,5,6 words, final
contractions, dot 4,6 and dot 5,6. N. Ross is a visual Braille reader since she has
functional vision. However, due to the degenerative nature of her eye condition,
Braille has been taught as a 2nd code. N. Ross is reading Braille materials at 65-70
words per minute (WPM) as a visual Braille reader. The Learning Media Assessment
on 02/22/16 reports, N. Rosss primary sensory channel is visual with auditory as
her secondary channel. Her literacy media is regular print/large print with optical
devices, without optical devices she should have 18 point font.
Goals:
Braille
Goal: N. Ross will increase her tactile Braille reading skills by the following
objectives.
Objective 1: N. Ross will tactically increase her tactile Braille reading speed to 50
wpm, by her next annual review date of 3/3/2017. (Baseline: 0 wpm)
Organization
Goal: N. Ross will increase her organizational skills by the following objectives.
Objective 1: N. Ross will organize her materials in a binder or folder and will bring
assignments to and from school with 80% accuracy as measured by binder/agenda
checks and teacher records. (Baseline: 50% accuracy)

Visual Motor Skills

Goal: Using the Type To Learn program, N. Ross will type copied words with 95%
accuracy in all settings as a rate of: (Baseline: 30 characters per minute)
Objective 1: Using the Type to Learn program, N. Ross will type copied words with
95% accuracy in all settings as a rate of 40 characters per minute (c.p.m.) by
November 2016.
Objective 2: Using the Type to Learn program, N. Ross will type copied words with
95% accuracy in all settings as a rate of 50 characters per minute (c.p.m.) by
February 2017.
Objective 3: Using the Type to Learn program, N. Ross will type copied words with
95% accuracy in all settings as a rate of 60 characters per minute (c.p.m.) by March
2017