Assessment Resources

This section provides resources about different assessment tools and when they might be most helpful. This can be complex because there is no single assessment tool for students with visual impairments. Instead, there are various tools specific to different needs - some for skills, some for cognitive assessment, some for other needs.

It is crucial to remember that the vast majority of assessment tools are designed for students who are sighted, and assessment tools should not penalize students with visual impairments for not being able to perform tasks that require vision.

Most teachers use a combination of formal and informal assessment tools. Some are designed specifically for students with visual impairments, while others are adapted or modified.

Information on Optic Nerve Atrophy disorder, symptoms, behaviors, research and links to related sites.

Source: U.S.National Library of Health- Pubmed Health

This site provides information about the vision care field, with resources on training, career and salaries as an optician.

Source: OpticianEdu.org

What to expect from your young child's orientation and mobility (O&M) assessment. Also available in Spanish.

Source: FamilyConnect

O&MSRS is a tool for assessing a students needs and abilities, and designing an appropriate O&M program. The O&MSRS+ is for students with additional disabilities.

This site offers an overview, a self-study course with a quiz section to test your comprehension, readings, activities, resources, and more.

Source: Cornell University

Harvey Mar and Karen Goehl present the PHASES Project, an approach to the assessment of students with deafblindness that emphasizes evaluation in natural contexts and situations. 

Source: Indiana Deafblind Services Project

Dr. Virginia Bishop explains the vision screening process and provides a parent questionnaire.

Source: Texas School for the Blind and Visually Impaired (TSBVI)

Information on the most prevalent eye diseases globally, and WHO's work to eradicate them.

Source: World Health Organization (WHO)

The Project MAX Status and Implementation Plan is used in conjunction with the Project MAX Practice Profile Implementation Rubric to document current implementation status, design specific action steps and check progress related to the Practice Profile core components for students with complex instructional needs.

Source: Pennsylvania Training & Technical Assistance Network (PaTTAN)

Dr. Harvey Mar's overview of psychological evaluation of children who are deafblind. He defines several assessment approaches, answers common questions, and advises psychologists on preparing for the assessment.

Source: National Consortium on Deaf-Blindness (NCDB)

TSynopses of current research findings, with links to further information and full texts.

Source: Sensory Processing Disorder Foundation

This chart has one section of tests that are specific to visual impairment and one section that is not.  Information is provided on each type of test, including a list of  its strengths and weaknesses.

Source: Texas School for the Blind and Visually Impaired (TSBVI)

This interactive training module presents the challenge of what to do to accommodate a student with a visual impairment in one’s classroom.  It is made up of five components: a Challenge (realistic scenario), Initial Thoughts (first response to the scenario), Perspectives and Resources (nuggets of information), Assessment (a self-evaluation tool), and Wrap up (summary of the information).

Source: The IRIS Center, Vanderbilt University

Dr. Virginia Bishop offers practical guidelines for professionals who do vision screening with young children.

Source: Texas School for the Blind and Visually Impaired (TSBVI)

Perkins provides a series of webcasts that explore in-depth the special educational, developmental, and social issues for individuals with CHARGE Syndrome. This link takes you to a landing page of webcasts, and 2 tutorial offerings for continuing education credits.

Source: Perkins eLearning

This free webcast with Susan Osterhaus discusses the importance of the Nemeth Code, producing accessible math materials, applying a multi-sensory approach and universal design to math instruction, technology tools for students who are blind and visually impaired, helpful teaching aids for students and teachers, and issues and challenges with standardized testing.

Source: Perkins eLearning

Robbie Blaha and Brad Carlson describe how to develop appropriate adaptations and strategies for teaching manual language systems to children who are deafblind.

Source: National Center on Deafblindness

This special issue of Future Reflections is devoted to the first years of a child's life. It includes sections on learning at home, movement and mobility, touch, literacy, and formal education.

Source: National Federation of the Blind (NFB)

Aimed at families and educators, the "Tool Kit brings together the most current and accurate information … designed to improve instruction, assessment, and accountability for students with disabilities."

Source: U.S. Office of Special Education Programs

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