21 Collaboration

Collaborating with the student’s educational team is essential, particularly with the Teacher of the Visually Impaired (TVI), before starting your testing as well as throughout the process. TVIs provide guidance on the student’s functional vision, appropriate adaptations for activities and environments to provide access, the student’s learning media (e.g., print size or braille), and assistive technology needed to facilitate the student’s access. Consultation with the TVI can provide information about the etiology of the student’s visual impairment and an overview of educational considerations. Most TVIs are not trained in standardized assessment; therefore, working together is essential.

For assessors new to assessing blind and low vision individuals, it is also important to consult with a colleague in your field with expertise in visual impairment. To find colleagues with knowledge and experience, search for local organizations supporting blind and low vision individuals.

As with any evaluation, input from parents, guardians, or caregivers is crucial. Plan to spend extra time with parents to hear their stories, build relationships, and identify opportunities, expectations, and challenges related to a student’s learning profile. Include a developmental history interview or questionnaire in your evaluation.

Information from medical records may clue you into exploring Cortical/cerebral visual impairment (CVI), which is a leading cause of pediatric visual impairment but is often challenging to diagnose. Some medical conditions associated with CVI include asphyxia, cerebral vascular accident (CVA), hypoxic-ischemic encephalopathy (HIE), periventricular leukomalacia (PVL), premature birth, stroke, brain tumor, congenital brain malformations, traumatic brain injury, intraventricular hemorrhage, cranial infections that are congenital or acquired (e.g., TORCH, CMV, toxoplasmosis, rubella, cytomegalovirus, herpes/HIV, meningitis, and Group B Strep), and chromosomal disorders (Philips & Gordon, 2014; Roman-Lantzy, 2018).

To tap into skills related to the Expanded Core Curriculum, ask parents, guardians, or caregivers about routines around self-care, nutrition, physical activity, and leisure time. Students’ presentation of functioning may vary across settings. Skills demonstrated at school may not be seen at home and vice versa. Differences may exist between home and school in the level of expectations and support given to a student.

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