[blindkid] Monocularism and the IDEA

[LZ]

Thank you Carlton--this is really helpful! I've never heard of a "consultative services" only IEP. It sounds like something we might well need.

So, what you are recommending (in your capacity as teacher, not lawyer) is requesting an assessment for impact of monocularity? Is there a particular type of assessment for these potential issues? buzz words that should be included in the request?

I have been keeping one eye closed on walks and around the house lately, when I remember to do it, and while I am having a hard time "translating" it to what I imagine it'd be like at school, it definitely feels significant.  

Thanks!
Lynda

On Aug 3, 2012, at 7:41 PM, Carlton Anne Cook Walker <carltonwalker at gmail.com> wrote:

> .
> 
> A student qualifies for special education services under the IDEA (and is
> thus entitled to an IEP) when the s/he has, "an impairment in vision that,
> even with correction, adversely affects a child's educational performance
> "[see 34 C.F.R. section 300.8(13)].
> 
> In most cases, I argue that it does.  The IDEA defines physical education
> classes as being included in the educational curriculum, and loss of depth
> perception and/or visual field loss adversely impacts a student's ability
> to access the general physical education curriculum [20 U.S.C. section
> 1401(29)(B)] (and, perhaps, other educational matters, such as visual
> stamina).
> 
> While a 504 plan might be available, such a student may indeed qualify for
> an IEP.  The services may be minimal, and may only constitute consultative
> services to staff.  Nevertheless, given that the IEP is a far more powerful
> document than is a 504 Plan, I would always prefer the IEP route.
> 
> Also, please note that the "adverse educational impact" language is
> federal, and more restrictive state qualifications cannot take away a
> child's federal rights (to an IEP).
> 
> 
> From an educational point of view, and without having assessed the student
> myself, issues that I would look for include:
> * Depth perception concerns (stairs, curbs, balls coming at you, throwing
> items accurately, etc.)
> * Field loss (it may be more difficult to efficiently gather information
> from either the right or left side, especially when dealing with
> fast-changing environments)
> * Glare concerns (it can be more difficult to shield from glare if the
> glare occurs on the "good" eye side)
> * Eye fatigue
> * Visual acuity in the "good" eye (given the student's reduced visual
> field, large print is less efficient than for a student with a full visual
> field because the student can see fewer words at a time in the reduced
> field of view)
> 
> 
> 
> 
> I hope this helps,
> 
> Carlton
> 
> 
> -- 
> Carlton Anne Cook Walker
> Teacher of Students with Blindness/Visual Impairment
> 105 Creamery Road
> Boiling Springs, PA   17007
> Voice: 717-658-9894
> Twitter: braillemom
> 
> 
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