Assessment of Students Who Are Blind or Visually Impaired

There is no single assessment tool for students with visual impairments. It helps to focus on the purpose of the assessment?  Are you looking for a tool that is normed and validated for learners with visual impairments, or are you looking for a checklist of skills? Are you looking for a way to assess a specific skill area, such as daily living skills or braille literacy, or are you seeking a more general cognitive assessment?

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.

See also:  

 

Resources

American Printing House for the Blind (APH)
This free online resource provides information about accessibility, assistive technology, education policy, and more.
 
American Printing House for the Blind (APH)
This position paper was developed to disseminate “key points and guidelines” in intelligence testing of individuals who are blind and visually impaired.
 

Videos

Perkins eLearning
In this video webcast, Dr. Karen Blankenship discusses the importance of using a combination of assessments: Functional Vision Assessment (FVA), Learning Media Assessment (LMA) and the Expanded Core Curriculum when assessing students with visual impairments. 
 
Perkins eLearning
This one-hour webinar explores the role of the teacher of students with visual impairments (TVI) in reading and writing instruction, both as a collaborator with the general classroom teacher and as a provider of specific instruction. The importance of monitoring students’ progressive skills are emphasized, with specific approaches and tools for monitoring progress of students using braille.  Also available as a self-paced tutorial.