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  NewT: New Tools to Accompany the Functional Vision and Learning Media
  Assessment (FV/LMA) for Students Who are Pre-Academic or Academic and
  Visually Impaired in Grades K-12


  Quickstart Guidebook

By
LaRhea Sanford, Ed.D., Project Consultant
Rebecca Burnett, Ed.D., Project Consultant

Elaine Kitchel, M.Ed., Project Leader and Contributor

Copyright, 2015 all rights reserved.
American Printing House for the Blind, Inc.
Catalog Number: 61-357-094

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  About This Quickstart Guidebook

*This booklet should be used in conjunction with:*

  * FV/LMA Practitioner's Guidebook,
  * FV/LMA Interviews and Observations Protocol,
  * Functional Vision Assessment Protocol,
  * Learning Media Assessment Protocol, and
  * FV/LMA Report Form

*In this booklet the reader will see words of different colors:*

  * Eye of Newt Brown denotes products that are part of the NewT Materials.
  * Pond Blue denotes products that are part of FV/LMA.
  * Moss Green indicates products that are part of ToAD.
  * Orange indicates products that are part of TADPOLE.
  * Tadpole Green signifies products not related to NewT or FV/LMA that
    are available from APH.

APH makes these indications for the convenience of TVIs when they
assemble materials needed to perform an assessment from the FV/LMA.

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  Introduction to NewT

This booklet is intended to provide basic information about NewT: New
Tools to Accompany the Functional Vision and Learning Media Assessment.
NewT materials will be used to assist in completion of the activities in
the three following FV/LMA Protocols:

  * Interviews and Observations,
  * Functional Vision Assessment, and
  * Learning Media Assessment.

The NewT Quickstart Guidebook is designed to be a resource manual for
TVIs as they administer the various activities in each protocol. The
activities were intended for students who are pre-academic or academic
and visually impaired in grades K-12. NewT provides most of the tools
and materials needed to administer those protocols.


    Who can administer an FV/LMA?

In order to complete a functional vision and media assessment, the
examiner should be a qualified teacher of students who are visually
impaired. The examiner should have preservice and/or inservice training
in techniques for the assessment of functional vision and learning media
needs.


    What are the purposes of the FV/LMA?

The main purposes for the administration of a functional vision and
media assessment are

  * to determine if a student will be a tactile learner
  * to determine a student's visual functioning as he/she performs daily
    activities with a variety of materials
  * to determine the degree that the visual impairment interferes with
    learning and educational performance
  * to determine ways to increase visual function
  * to identify educational implications
  * to determine eligibility certification
  * to identify educational needs for the development of an
    Individualized Educational Program (IEP), including goals,
    objectives, placement, and services for a given student.


    What are the best practices?

  * Obtain a current eye report (no more than 12 months old.) Call the
    doctor to get clarification of needed information. Read about the
    condition in current textbooks and at reputable sites on the
    internet. Researchers continually update information about eye
    conditions and treatment, and the TVI should use current information
    when he/she writes reports and speaks with parents, teachers, and
    students.
  * Assist the family as they connect with resources as needed (e.g., to
    obtain glasses, low vision evaluations and/or devices, or surgery).
  * Evaluate the student in the natural environment as he/she completes
    daily routines and uses typical materials.
  * Use the transdisciplinary approach during the assessment: include
    parents; past, present, and future teachers; the student; and others
    as appropriate.
  * Consider and respect the values of the student and parent regarding
    reading mode.


    What should be considerations as one plans to use the FV/LMA?

Considerations when planning for the assessment of functional vision
begin when the examiner collects information about the student. A review
of the cumulative folder and current assessment data and interviews with
parents and teachers comprise the necessary information. These
considerations will result in a better plan for assessment, especially
if the student is not in a traditional academic curriculum. The
following questions are some that should be considered.

*Is the student*

  * pre-academic?
  * academic?
  * in grades kindergarten through high school?

*Can the student*

  * understand verbal directions?
  * follow simple one- and two-step directions?
  * respond verbally or by matching and pointing?
  * read and write?

*Does the student*

  * require special positioning in order to access the visual environment?
  * tire quickly or have a short attention span?
  * need to have expected performance modeled or practice items provided?
  * require special considerations of motivational factors?
  * wear glasses and/or use prescribed low vision devices?

*Other questions to consider:*

  * Will the examiner need an additional staff person to assist with the
    assessment?
  * Does the student follow a developmentally-sequenced birth-to-five
    curriculum, a functional life skills curriculum, or a traditional
    academic curriculum? (Note: generally students in functional life
    skills curricula should be assessed with an instrument such as ISAVE
    by Beth Langley. It is no longer available from APH.)
  * What areas of the functional vision assessment are or are not
    appropriate for administration of the protocols? Consider the
    student's degree of visual loss, age, cognitive abilities, and
    communication skills (Harley, Lawrence, Sanford, & Burnett, 2000, p.
    176).


    Are there special concerns and warnings?

The section called Visual Response to Light on pages 38-40 in the FV/LMA
Practitioner's Guidebook calls for use of a penlight. Use caution with
activities that involve use of a penlight or any light source. Some
students may be extremely light sensitive and uncomfortable with light
directed into their eyes. Bright or flickering light might trigger
seizures in some students. The practitioner should always obtain
information from the parent about the student's ability to tolerate
bright light and flicker.

Note: Although balloons are mentioned in the FV/LMA Protocols and
Practitioner's Guidebook for use in Visual Response to Objects, they are
not included in NewT, and they will be omitted from the next edition of
the protocols and the FV/LMA Practitioner's Guidebook. Brightly colored
balls have been substituted for the balloons in the NewT materials. If
you choose to use balloons, make sure the students are not allergic to
the latex in some balloons. Do not allow students to handle the balloons
or put them in their mouths. It is best to think of balloons as a
choking hazard.


    What are special considerations to think about during preparation of
    the student for the assessment?

 1. Always assume the student can see something (light, objects, etc.).
 2. Avoid the use of words that might indicate the student is doing
    better if he/she sees more or if you observe improvement.
 3. If a student performs poorly on the Visual Response to Light and
    Visual Response to Objects assessment items, do not continue with
    the assessment that requires use of even smaller objects.
 4. Try to ensure the student is well-rested and well-fed so he or she
    can complete the assessment more easily.
 5. It is helpful if the student has taken prescribed medications in a
    timely fashion before the assessment.
 6. Always make sure students wear appropriately prescribed glasses or
    contact lenses when you perform the assessment. Also, assess with
    prescribed low vision devices, if available.


    Are there other APH products useful for an assessment?

  * Invisiboard
  * Visual Field/Acuity Grid
  * Black GrandStand
  * Black Aprons and Gloves
  * Envision I Cards
  * TADPOLE Cards


    Are there special environmental considerations?

The TVI and the student with a visual impairment should have access to a
classroom or equivalent area with adequate illumination, and that is
free from noise and distraction. There should be a minimum of 20 feet of
distance during assessment of acuity and other activities such as,
reading from a chalkboard or whiteboard, or a wall clock. A table and
two chairs of appropriate space and height for proper posture are also
needed.

It is best to perform assessment activities under natural or
incandescent light. Regular light bulbs, not fluorescent tubes, provide
light that will allow students to see at their best and perform without
unpleasant glare conditions. The fluorescent lamp in the Lighting Guide
Kit provides the right light, though it may not be bright enough for all
needs.

The itinerant TVI will need to make arrangements to reserve a classroom
or other appropriate space prior to each assessment. Observations and
assessments are also conducted in hallways, stairwells, gymnasium,
outside the school building, and in other locations that are appropriate
to the student's needs.


    Why use FV/LMA: Current Print Functioning with classroom books and
    worksheets?

The best way to determine how a student with a visual impairment
accesses printed materials is to ask the student to read, or attempt to
read, materials found in the classroom, in the school, and in the
general environment.

Students who are visually impaired must frequently access information
provided in printed format in a variety of ways, according to their
visual needs, convenience, and time available. Some students may access
print through the use of low vision devices, the use of large print, or
by moving closer; others must read Braille or use auditory methods to
access any printed information.

TVIs should never make assumptions about a student's need for large
print or Braille based on eye condition or visual acuity. Often students
with the same eye condition and/or visual acuity vary greatly in the
methods they must use to access printed information.

It is APH policy to provide accessible materials to students and to the
adults working with them. A set of materials has been written for
elementary, middle school, and high school levels. These materials are
called Nigel Newt's Portfolio. Through the use of Nigel Newt's
Portfolio, TVIs with visual impairments will have access to appropriate
assessment materials. For example, the materials at each level include
sample class handouts, dictionary entries, maps, graphs, diagrams, and
labels. These materials may also be used by TVIs when they cannot easily
gather the student's classroom materials.


    What materials are needed but NOT included in NewT?

Prior to each assessment, the TVI should obtain samples of the student's
work and a variety of unused handouts from the classroom teacher. At
least one handout should be enlarged. At assessment time, the student
should bring his/her textbooks, a classroom dictionary, notebook paper,
and pencil to the assessment. The charts below list the materials
provided in NewT and other similar APH products, as well as the
materials to be provided by the TVI. *Each student should wear his or
her prescribed glasses at all times during the observations and
assessment activities, and should also be assessed while using
prescribed low vision devices for near and distant activities.*


    A note about print size.

In the Nigel Newt's Portfolio there are samples of many types of
documents. Some are written in one font and one print size, others are
written in several fonts and several print sizes. You may find it
necessary to determine the print size of specific words in either the
Nigel Newt's Portfolio or the student's own documents. For this purpose
an E scale ruler is included in the kit of materials. On the ruler you
will see upper case Es in all sizes. To determine print size of a piece
of text, simply overlay one of the Es from the ruler on top of an
uppercase A, D, E, T, or W from the text sample. When the E on the ruler
and the upper case letter underneath are exactly the same height, look
on the same line on the ruler to determine the print size. Make a note
of the sizes in the documentation you prepare.

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    Interviews and Observations

Orientation and Mobility Screening and Other Observations Materials in
NewT 	Provided by the TVI
6-inch, and 8-inch brightly-colored ball 	


    Functional Vision Assessment

1.  Appearance of Eyes Materials in NewT 	Provided by the TVI
None 	


2.  Behavioral Abnormalities Materials in NewT 	Provided by the TVI
None 	


3.  Visual Response to Light Materials in NewT 	Provided by the TVI
ToAD Flashlight with attachments, ToAD aqua string light 	
Penlight 	
Child's and adult's Ultra Lens 	


4.  Visual Response to Objects Materials in NewT 	Provided by the TVI
Balls, bowls, and stars of varying sizes and colors (red, blue, and white) 	


5.  Peripheral Fields Materials in NewT 	Provided by the TVI
None 	Unfamiliar furnished classroom


6.  Color and Contrast Discrimination Materials in NewT 	Provided by the
TVI
Broad-tipped, colored markers (red, blue, green, orange, yellow, purple,
brown, and black) 	White 8-by-11 inch copy paper
Color card samples of dark, medium, and light shades of various colors 	
Set of six colored bowls with objects to drop in them 	


7.  Light Sensitivity and Preference Materials in NewT 	Provided by the TVI
	Ordinary lamp with incandescent bulb or compact fluorescent of 2700K


8.  Developmental Visual Perception Screening Materials in NewT
Provided by the TVI
None 	Samples of student's work and/or samples of unfinished worksheets


9.  Near Acuity and Discrimination Materials in NewT 	Provided by the TVI
LEA SYMBOLS Near Vision Chart 	7 inch yellow pencil
Lighthouse Near Acuity Test Chart 	2 inch silver paperclip
Occluder Pop Pack 	3 inch tan rubber band
5 inch scissors 	3 inch glue stick
Silver-colored flatware 	Money: 2 pennies, 2 nickels, 2 dimes, 2
quarters, $1.00 bill, $5.00 bill
Materials in NewT 	Provided by the TVI
Colored photos of familiar famous people, animals, and objects 	White
cloth and black cloth
Black and white line drawings of objects and animals 	Crayons
Colored illustrations 	
Measuring tape 	


10.  Distant Acuity and Discrimination Materials in NewT 	Provided by
the TVI
LEA SYMBOLS Near Vision Chart 	7 inch yellow pencil
Snellen eye chart 	Classroom textbooks
Occluder Pop Pack 	Large classroom stapler
Measuring tape 	Large classroom scissors
Dry-erase markers 	Large classroom tape dispenser
Chalk 	Trash can
Whiteboard eraser 	Wall clock
Chalkboard eraser 	Chalkboard or whiteboard


    Learning Media Assessment

1.  Current Print Functioning Materials in NewT 	Provided by the TVI
Newspaper sample 	Samples of classroom handouts
Magazine sample 	Classroom dictionary
Catalog sample 	Map in student's social studies book
Phone book sample 	Graph/diagram in student's textbooks
Menu sample 	
Ruler 	
Food box/canned food label sample 	
Clothing ad sample 	


2-5.  Silent or Oral Reading, Listening and Computer Monitor Access
Materials in NewT 	Provided by the TVI
	Informal Reading Inventory (IRI) manual with at least four forms at
each grade level. (e.g., *Johns IRI* from TSBVI.edu or Burns & Row from
Houghton Mifflin Co.).
	Regular print, large print and Braille copies of word lists and reading
passages from the *IRI*. Include the large print and Braille copies of
the Johns IRI.
	Stop watch
Line marker 	
	Calculator (large image, if needed)
	Closed circuit TV or video magnifier, if needed
	Access to a computer


6.  Near Reading and Writing Materials in NewT 	Provided by the TVI
Bold Line paper 	Notebook paper used in classroom
Black marker or pen 	#2 standard pencil
Font size gauge 	Braille paper if student reads/writes Braille
	Braille writer
	Braille eraser
	Slate and stylus
	Signature guide
	Stopwatch
	Samples of student's math computation assignments


7.  Distant Reading and Writing Materials in NewT 	Provided by the TVI
Bold Line paper 	Access to whiteboard or chalkboard in classroom
Black marker or pen 	Grade level textbook or dictionary for definitions
Dryerase markers 	Appropriate writing tools as determined in Near
Reading and Writing
Chalk 	Preferred Braille writing device for note taking if student
reads/writes Braille
Dryerase eraser 	Stopwatch
Chalk eraser 	#2 standard pencil


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  Acknowledgements

Sincere appreciation is expressed to Dr. Rebecca Burnett, Dr. LaRhea
Sanford, co-authors of the Functional Vision and Learning Media
Assessment Protocols and Practitioner's Guidebook, and to former and
current teachers of students with visual impairments (TVIs) of the
Metropolitan Nashville Public School System in Nashville, Tennessee.
They provided valuable feedback regarding the development of the
protocols and selection of materials for the FVLMA Product over the past
15 years. They are all vision professionals extraordinaire!

  * Research Assistants
  * Roseanne Hoffmann, Ph.D.
  * Monica Vaought-Compton, M.S.S.W.
  * Laura Zierer, B.A.
  * Ann Travis, B.A.
  * Carol Roderick, B.A.
  * Jeremiah Rose, M.A.
  * Kelly Kennedy, M.F.A.

  * Technical Research Assistants
  * David McGee
  * Frank Hayden
  * Bryan Rogers

  * APH Contributing Staff
  * Deborah Adams
  * Lila Adkins
  * John Aicken
  * Katherine Corcoran
  * Cary Crumpton
  * Jack Decker
  * Terri Gilmore
  * Frank Hayden
  * Barbara Henderson
  * Kate Herndon
  * InGrid Design
  * Kathy Lewis
  * Loana Mason
  * Pat Packer
  * Steve Paris
  * Betty Jean Reese
  * Bryan Rogers
  * Denise Snow Wilson
  * Phyllis Williams


Proper Trademark Notice and Attribution

LEA SYMBOLS is a registered trademark of LEA-Test, Ltd.


    Reference

Harley, R. K., Lawrence, G. A., Sanford, L. and Burnett, R. (2000).
/Visual Impairment in the Schools/. Springfield, IL: Charles C. Thomas.

NewT lillypad logo

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