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// BLINDNESS, VISUAL IMPAIRMENT (BVI)
About BVI...
Services for Students who are Blind or Visually Impaired (TxBVI) is a component of Texas Sensory Support Network (TxSSN) of the Texas Education Agency (TEA). TxBVI ensures the provision of support to children (0-21) with blindness/visual impairment or deafblindness, their families, and the professionals who serve them, through collaboration which is essential for the education of students in this population.

Regional ESCs in Texas have BVI Specialists who provide educational consultative services. 
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Need Help?
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Jamie Canales
Education Specialist

EM: jcanales@esc17.net
PN: (806) 281-5737
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Deanne Goen
Education Specialist

EM: deannegoen@esc17.net
PN: (806) 281-5712
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Evelyn Gilson
Support Specialist

EM: egilson@esc17.net
PN: (806) 281-5867
Services We Offer...
    • Support districts with (TEA VI) Registration.
    • Assist districts with the Deaf/Blind Census.
    • Manage acquisition of (APH) materials.
    • Oversee the Assistive Technology Loan Program.
    • Facilitate interagency coordination.
    • Assessing students with suspected blindness/visual impairments.
    • Reassessing students with blindness/visual impairments.
    • Serving students with blindness/visual impairments.
    • Assistive device considerations.
    • Functional Vision Evaluations (FVE).
    • Learning Media Assessments (LMA).
    • Orientation and Mobility (O&M) Evaluations.
    • Assessing areas of the Expanded Core Curriculum (ECC).
    • Coordinate Low Vision Clinics.
Important Links...
BVI Resources...
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Accessible Materials - How to Create Them:

Expanded Core Curriculum (ECC): Resources for developing ECC skills

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Required Information for Parents at ARD Meetings:

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

TxBVI Statewide Network:

Braille & Nemeth Resources...
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Abacus / Cranmer Abacus...
Abacus / Cranmer Abacus Resources...

Documents, Manuals, and Web Links:

TSBVI Abacus Training Series...

Ready-to-view Intro YouTube videos by Debra Sewell:

ECI Babies...
What is ECI and Who Can Get Help?
Early Childhood Intervention (ECI) is a statewide program within the Texas Health and Human Services Commission for families with children from birth to 36 months with developmental delays, disabilities or certain medical diagnoses that may impact development. ECI services support families as they learn how to help their children grow and learn.
ECI Links...
ECI Locations...
  •  ECI DEBT - Serves Lubbock & surrounding counties
    • Lubbock ISD Administration Building
      • 1628 19th St, Lubbock, TX 79401
      • (806) 219-0500

  • Central Plains ECI - Serves Bailey, Briscoe, Castro, Floyd, Hale, Lamb, Motley, Parmer, & Swisher Counties
    • Office at Central Plains Center
      • 2700 Yonkers Plainview, TX 79072
      • (806) 293-2636
FVE & LMA...
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Functional Vision Evaluation (FVE)...
FORMS for FVE...
Note: Forms are provided during VI Preparation Program coursework. Also available for purchase, or from your Regional VI Specialist, are the following kits.
  • Essential Tools of the Trade: A “How To” Guide for Completing Functional Vision, Learning Media and ECC Evaluations (TSBVI)
  • FVLMA Kit: Functional Vision and Learning Media Assessment (APH)
  • New T Kit - Available on Federal Quota Funds
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Learning Media Assessment (LMA)...
FORMS for LMA...
Note: Forms are provided during VI Preparation Program coursework. Also available for purchase, or from your Regional VI Specialist, are the following kits.
  • Essential Tools of the Trade: A “How To” Guide for Completing Functional Vision, Learning Media and ECC Evaluations (TSBVI)
  • FVLMA Kit: Functional Vision and Learning Media Assessment (APH)
  • New T Kit - Available on Federal Quota Funds
    This kit includes an array of tools & activities for conducting the FVE/LMA
Guidance...
Texas Administrative Code, Title 19, Part 2 - 89.1040 Section C.2. Deafblind, Section C.12. VisuallyImpaired
Required Information for Parents at ARD Meetings...
  • TSBVI Information Parent - (Flyer)
  •  Expanded Core Curriculum - (Flyer)
  • Benefits of Braille
  • Benefits of O&M
  • Consent Form
State & National Guidance...
Legal Framework...
VI Professional...
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Important Resources...
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Required Information for Parents at ARD Meetings...
  • TSBVI Information Parent - (Flyer)
  •  Expanded Core Curriculum - (Flyer)
  • Benefits of Braille
  • Benefits of O&M
  • Consent Form
O & M Resources...
What is O&M?
This page is a place to find resources and information related to Orientation and Mobility. The information and resources found here are intended for the whole Team: professionals, families, and students. This page is intended to provide access to a wide variety of information and resources related to students with visual impairments.
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O&M Links...
Sudent Assessment Accommodation Resources...
Most frequently requested information for STAAR-testers with VI
  • Students who read and write Braille automatically get an Extra Day for STAAR testing.  (No ARF is needed)

  • Complex Transcribing training is required for the test administrator of STAAR Braille version.

  • Large Print (LP) version of STAAR is in Verdana font, point size 18+.  (Regular size fonts are 12)

  • Students with VI who effectively and regularly use Assistive Technology, such as low vision magnification devices and Braille production devices, that are noted in their IEPs, are allowed to use their devices for taking the STAAR, even if they receive a Large Print version test.  Sometimes, even 18 point font size is not large enough.
  • The Teacher of Students with Visual Impairments (TSVI) should always be included in the before-during-and-after process of STAAR testing for students with VI. 

  • For Released STAAR Tests in Braille Version, the TSVI should send an order request to the Regional VI Specialist, including gd levels & subjects needed.
    Released STAAR Tests in Braille Version may be used to practice testing and/or to provide benchmark information.

  • STAAR Alternate 2 Resources
  • Student Assessment Accommodation Resources

Contact Regional VI Specialist: (806) 281-5737 for additional information.

Tips for Teachers who have students with blindness / visual Impairments...
Important Resources...
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Additional Tips...
    • Visual performance may fluctuate due to changes in light, fatigue, or illness.

    • The student may experience eye fatigue and may need extra testing time. Extra time is defined as (e.g. time and a half, double time, etc.). The student should notify the teacher when eye fatigue occurs and he should be given a break, if needed.

    • Allow the student extra time and/or breaks as need to process visual information and reduce visual fatigue.
    • The student should be given copies of distance presentation activities (e.g. Active Board, dry erase board, chalkboard, etc.) to be viewed at his/her desk as needed.

    • The teacher or presenter should verbalize all information as it is written on the board or overhead and be as descriptive as possible in your presentations.

    • Information presented on the board should be in a high contrast color. For example, white chalk on a green board, black or dark colored markers on a white board.

    • Vary the methods of presentation using concrete objects and descriptive language as much as possible. If the use of real objects is not possible, make use of realistic models (e.g. animals, people, objects).

    • During movies, videos or Active Board presentations, allow student to sit as close as necessary to the screen or arrange for screen sharing.

    • To the extent possible, keep the board clean to maximize contrast.
    • Avoid glare in general from overhead lights.

    • Provide adequate lighting for activities, particularly when lights are dimmed for Active Board presentations.
    • Worksheets should be bold and of good copy quality.

    • Avoid visually cluttered materials.

    • Permit the student to use optical devices to access information at near and distance.  

    • The student should be permitted to write directly on a test. No Scantron tests.

    • Use of auditory text as needed.

    • Provide adaptations or avoid tasks that are dependent on color vision.

    • Permit and encourage the student to use low vision tools to complete tasks.

    • Provide large print math worksheets and maps for labeling.

    • Provide the student with a reading guide to assist in keeping place while reading and completing worksheets.

    • Allow students to use (bold marker, 20/20 pen, mechanical pencil, or other unique writing tool) to complete assignments.

    • Preferential locker position and locks with keys vs. combination locks.
    • The student must wear prescribed glasses for all academic activities.

    • The student needs to wear a hat and/or sunglasses during outdoor play on sunny days as well as days that are bright or produce a glare.
    • Be aware that the student participates in a patching schedule that potentially changes every 3 weeks.  Therefore, during these periods she has no vision in her patched eye producing a field loss.  Parents will keep teachers informed of changes to the patching program. 

    • Replace the patch if it becomes soiled or wet/sweaty.  A supply of “back-up” patches will be provided by the parents.
    • Be aware that the student’s visual functioning may differ from one time to another or from one environment to another. Differences in visual functioning are due to a variety of factors, such as the student’s physical state, the particular materials used, and how those materials are presented. 
  • Space is an important organizer of visual perceptions for individuals with low vision.  The following considerations will help in planning positive visual experiences:
    • Simple and regular patterns are more easily viewed than complex ones.

    • Provide appropriate and regular spacing between items to avoid visual clutter and overwhelming sensory input for the student.  Objects placed too close together may be difficult for the student to distinguish from one another.
  • Maximizing contrast between objects and work and play surfaces can help children who have low vision maintain a greater sense of control over the items that they manipulate.  Contrast can be enhanced through the use of increased illumination, careful choice of colors, or selection of black and white materials.  Higher-contrast items are easier to locate, distinguish, and keep track of.  The following approaches can be used to enhance contrast:
    • Contrasting mats on the tabletop help children to define their space and to locate items more efficiently.

    • Present items against a plain background; do not hold them up in space, as this tends to make them appear to “blend in” to the background.

    • Use a good contrast background for items in order to help the student visually detect and fixate on them.
    • The student should have preferential seating (*define) in the classroom. The student should be encouraged to move to a better location, if necessary.

    • The student should have preferential seating for all films and assemblies, and demonstration lessons. Please allow the student to be accompanied by a peer to avoid social isolation.

    • When possible, the student should be permitted to lean in or move closer for visually challenging activities. Permit student to sit or stand near any demonstrations or where visual material is being presented.

    • The student should face away from windows.

    • Extra storage space and/or desk surface for assistive technology/devices.
    • Student should be permitted to handle the materials before, during and after the demonstration.

    • Do not stand with your back against the window when presenting.

    • The student should be allowed to move about the room as needed to see information presented away from his/her desk.
    • Familiarize the student to new environments, with special attention to surface level changes, at school (pay particular close attention to novel playgrounds) and during field trips. 
    • The field trip site should know that a student with a visual impairment will be in the group in case extra assistance will be necessary

    • The student will need sighted guide or support personnel in unfamiliar areas particularly when adjusting to changes in lighting or weather conditions.
    • Allow the student extra time to process visual information

    • Modified assignments (when appropriate and needed) to accommodate for visual fatigue (extended time and/or shortened amount of assignments).

    • When using a computer, the screen should be tilted to avoid glare.  Mouse pointer speeds may need to be slowed.  Mouse pointer may need to be enlarged.  Screen may need magnification.
    • The student wears contact lenses.  If there is an issue with the contacts (such as one coming out), the teacher will need to collect the lens, if found place it in solution, and contact the parents immediately.  A case and solution will be provided by the parents and will remain at school and stored according to the school’s procedures.  Keep in mind that without the contact in place, the student’s vision is SIGNIFICANTLY reduced.

    • Be aware that with the wearing of contacts, the student is especially sensitive to granules of sand or other eye irritants sticking, or becoming lodged behind the lens.  If it is noticed that granules/irritants are in the student’s eyes, the student’s eyes should be rinsed with a solution designed for contact lenses as other solutions may contaminate her lenses.  Parents should be contacted immediately if the student’s eyes are washed so contacts can be inspected and removed if necessary.

    • The student’s parents should be contacted immediately if any child or teacher in the class, or that she has been in direct contact with, develops pink eye or other contagious eye disease.
  • Glare is a constant consideration for all individuals with low vision.  Glare can create discomfort or inhibit visual functioning depending on the source or type of glare experienced.  Highly reflective surfaces – including flooring, walls, ceilings, work and play surfaces, and instructional and play materials (particularly those that have been laminated) – can all be sources of glare for individuals with low vision.  The following suggestions can be helpful in minimizing glare for children with low vision:
    • When selecting positioning for the student, avoid creating shadows and reflecting light directly into the student’s eyes

    • Care should be taken to select materials that maximize light absorption (for example, matte-finish rather than glossy finish photos)

    • Be sensitive to changing lighting conditions outdoors as well.  Sunglasses, visors or hats with a minimum three-inch brim can help to eliminate some of the glare experienced outdoors.
  • Individuals who are visually impaired may require additional time to complete tasks that require the use of vision or when adjusting to changes in lighting.  The student may need additional time to complete tasks that depend on the use of vision.  With regard to time, the following approaches may help young children feel more confident and complete tasks more successfully:
    • The student should be given extra time to complete visual tasks.

    • The student will likely be more successful in tracking a slow-moving target than a fast-moving target because he will have more time to do so.

    • Allow The student adequate time to adjust to changes in lighting prior to asking him to negotiate obstacles or stairs or complete part of a daily routine.
    • Encourage the student to visually fixate on items before giving them to her.

    • When attempting to gain the student’s visual attention, place items in her visual field and move them slightly if necessary.

    • The student needs longer than average time to visually attend to materials/toys.

    • Familiarity and hands on experience with items will increase the student’s ability to understand what they are visually.  Imbed visual tasks into functional routines (feeding, diapering, dressing, etc.)
VI and O&M Preparation Programs...
Programs to Become a VI Professional
Important Program Information
  • Although there are no hard deadlines for VI/OM Program entrance application, the featured scholarship for the Program does have deadlines.
  • Scholarship Program available to students entering the VI/O&M Preparation Program

  • The application for a competitive stipend award needs to be emailed to reachacrosstexas@ttu.edu in the TTU Sowell Center.
Deadlines for consideration for a scholarship award...

June 1 - Fall

November 1 - Spring

April 15 - Summer

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