Round Rock ISD Roles and Responsibilities Itinerant Teacher of the Visually Impaired
General: The itinerant teacher for the visually impaired travels to the students' assigned schools to provide direct and/or consultative special education services relating to the vision loss. These services enable the students to learn in their classroom setting or home setting (as appropriate). Services for infants may be provided in the infant's home or day care setting. The students range in age from birth to 21. The students may be singularly or multiply impaired. The cognitive level of the students range from severely impaired to gifted and talented. Many of the visually impaired students are totally mainstreamed in their home schools. Others are in special programs in their home schools or at various campuses throughout the district.
Specific Job Duties
I. Assessment and Evaluation
a. Perform Functional Vision and Learning Media Assessmentson new referrals and three-year reevaluations.
b. Obtain and interpret eye-medical reports as they relate to educational environments.
c. Contribute to the development of the IEP, such as goals, modifications, and learning styles.
d. Recommend appropriate specialized evaluations as needed, such as low vision, Orientation and mobility, psychological, and adaptive PE.
e. Consult with diagnosticians, classroom teachers, students, and parents concerning appropriate evaluations, modifications, and test administration. Submit form 274.
f. Send materials request form to campus test coordinator to materials (NAPT, ITBS, TAAS, SAT, ACT, etc.) and assist in the administration or administer the test as needed in braille).
g. Work as liaison with other agencies in vocational assessment process.h. Administer various other tests as appropriate (Oregon Project, Insite, Hawaii, Boehme, LAP, E-LAP, Brigance, etc.)
II. Learning Environment
a. Provide and set up all necessary equipment and materials in students' classroom for the VI student to learn (brailler, low vision devices, assistive technology, computers, etc.). Assist in ensuring necessary room modifications and lighting changes.
b. Provide the classroom teacher with information regarding the unique needs of the VI child in their classroom.
c. Consult with the classroom teacher with information regarding methodology and strategies in teaching a VI student.
d. Provide information to the student's classmates about the student's vision loss through class presentations, demonstrations, and materials.
e. Provide modified materials in conjunction with classroom teacher for the student with visual impairments (e.g., braille, recorded/enlarged materials, real objects).
III. Instructional Considerations - Direct/Consult in the Unique Curriculum
Note: Monitor the student's progress in academic subjects and provide instruction in compensatory skills as needed in the areas the student may have difficulty with as a result of the visual impairment. This does not include tutoring in subject areas once materials and methods have been modified to accommodate the vision loss.
a. Braille reading and writing
b. Low vision aids
c. Abacus
d. Typing/Keyboarding
e. Adaptive devices (e.g., computers, notetakers, tape recorders, etc.)
f. Listening skills
g. Visual efficiency
h. Concept development (especially for infants and early childhood students)
i. Daily living/self-help skills
j. Career readiness
k. Leisure and recreation skills
l. Social skills
m. Organizational and study skills
n. Self advocacy
IV. Support Services
a. Provide information to the student about their specific impairment, and attitudes of others concerning their visual impairments.
b. Participate in graduation and transition planning.
c. When appropriate, assist students in working with various agencies/staff in vocational settings.
d. Provide in-service and consultation to general and special education classroom teachers, administrative personnel, and sighted peers concerning visually impaired student in their rooms (and possible referrals).
Administrative/Record Keeping Duties
a. Provide updates on student information to team leader (TEA VI registration, textbook projections, Deaf-Blind census, etc.).
b. Provide screening and referral procedures to appropriate personnel.
c. Submit requests for instruction~1 materials, conferences, field trips, and personnel needs.
d. Inform various special education and campus personnel of progress and needs of the students with visual impairments on a regular basis.
e. Identity and set up a work and storage space at each school.
f. Provide input into students' schedules, keeping in mind all special services such as direct vision instruction and orientation and mobility.
g. Maintain adequate records of all assessments, IEPs, ARD papers, progress reports, and signed parental release forms for things such as photographs and registration with various agencies.
h. Provide input on three-week progress reports on VI students in regular education classes and follow up with teacher and/or parent conferences as appropriate
i. Provide six-week or nine-week progress reports to parents (as appropriate).
j. Register students with appropriate agencies such as Recording for the Blind, Texas State Library, and make a referral to the Texas State Commission for the Blind.
k. Prepare and present paper work, as appropriate, at ARDs and IFSP meetings on students with visual impairments.
l. Distribute information to parents concerning workshops, conferences, material/equipment acquisition, etc.
m. Communicate with low vision specialists, ophthalmologists, and optometrists concerning exams and attend exams when appropriate.
n. Supervise material preparation and acquisition.
o. Meet with VI team bi-monthly.
VI. Liaison Between Community and School
a. Provide information about the RRISD Vision Program to the schools and community.
b. Provide information concerning recreational and summer programs to parents and students and assist with application forms and procedures. Such activities might include Texas School for the Blind and Visually Impaired Summer School, Texas Commission for the Blind Summer Work Program, Lion's Club Summer Camp, etc.
c. Be knowledgeable about community funding available for the VI student.
VII. Professional Standards
a. Maintain a reference library of current professional materials.
b. Acquire information about current research, development and technology by attending conferences, workshops and area meetings and by reading journals in the field of visual impairment.