I specialize in conducting a variety of functional vision assessments to support students in accessing their education effectively:

• Functional Vision Assessment (FVA): This assessment examines how a child uses their vision in everyday environments, such as at school or home. The insights help guide the educational team with practical recommendations tailored to the child's unique needs.

• Learning Media Assessment (LMA): By identifying the best learning and literacy methods—whether tactile, visual, or auditory—this assessment ensures students have the right tools for success.

• Assistive Technology (AT) Assessment: From adaptive tools to cutting-edge tech, I provide personalized suggestions to enhance access to the curriculum and promote independence.

Additional information focused on assessments for learners with CVI is described below.

I work closely with educational teams to ensure students receive the support they need to thrive. My services include:

• Writing IEP/IFSP Goals: Collaborating to create meaningful, measurable goals that align with each student’s unique needs and abilities.

• Identifying Appropriate Testing Accommodations: Recommending accommodations to ensure equitable access to assessments and accurate reflection of student knowledge.

• Vision Considerations for AAC: Providing guidance on integrating vision considerations into the use of Augmentative and Alternative Communication (AAC) systems to maximize their effectiveness.

As an educational team member for students who are braille readers, I am committed to supporting their success in both the academic curriculum and the Expanded Core Curriculum (ECC).

• Access to the Core Curriculum:
  Braille readers deserve equal access to the instructional materials used in their classrooms. I ensure these students can fully participate alongside their peers by making classroom materials accessible through digital documents, braille materials, and tactile graphics. I collaborate with students and their teachers to create accessible documents tailored to each child’s needs.

• Instruction in the Expanded Core Curriculum (ECC):
  While academic instruction is critical, students with visual impairments also benefit from the ECC—a set of essential skills designed to help them navigate and thrive in their world. I provide targeted instruction in the ECC areas that address each student’s unique needs. By focusing on these skills, I help students build independence, confidence, and the tools they need for success in and beyond the classroom.

Cortical Visual Impairment (CVI) is the leading cause of childhood visual impairment in the United States. Unlike ocular visual impairments, CVI is a brain-based condition with unique behavioral characteristics and specific needs for assessment and intervention. With appropriate, student-centered educational strategies, students with CVI have the potential to improve their visual functioning over time.

I provide support for families and educational teams working with students with CVI. The following are some ways that I provide support to these learners:

• CVI Range Assessment:
  I am experienced in using the CVI Range (Roman-Lantzy, 2007; Rev., 2018) to evaluate functional vision in students with CVI. This assessment identifies the impact of CVI on a 0–10 scale, guiding the development of educational adaptations and modifications. Annual assessment helps monitor progress and provides actionable insights to support the educational team across all learning domains.

• CVI Schedule Development:
  Students with CVI require individualized adaptations throughout their school day to allow for visual access to materials and the environment. A CVI Schedule is a collaborative tool that ensures consistent implementation of these adaptations across environments and activities. Following assessment, I work with educational teams to design and implement CVI Schedules tailored to each student’s needs.

• Salient Feature Dictionary:
  For some learners with CVI, instruction on identifying salient features—the distinct visual components of objects or images—is critical for building recognition and discrimination skills. I collaborate with teams to create and maintain a student-centered salient feature dictionary, promoting consistent practices and focused instruction across all settings.

By leveraging these tools and strategies, I help ensure that students with CVI have access to learning environments and materials that foster their growth and success.

Children with low vision benefit from learning a variety of tools and strategies that empower them to perform academic work alongside their peers without vision loss. These tools focus on two key areas: access to the core curriculum and instruction in the Expanded Core Curriculum (ECC).

• Access to the Core Curriculum:
  Students with low vision need strategies and tools to access the instructional materials used in their classrooms. This can include assistive technology such as iPads, video magnifiers, and other adaptive devices, as well as specific techniques implemented by classroom teachers. I provide individualized instruction to help students use assistive technology efficiently and effectively. Additionally, I work with classroom teachers to develop strategies that improve access to their content, ensuring students can fully participate in the academic curriculum.

• Instruction in the Expanded Core Curriculum (ECC):
  Access to academic content alone is not enough for students with visual impairments. The ECC addresses essential skills that help students with vision loss compensate for their impairment and navigate the world with confidence. Based on each student’s needs, I provide targeted instruction in the relevant areas of the ECC, empowering students to build independence and thrive.