Assessment Design and
Framework

Field 045: Special Education Specialist: Visually Impaired

The assessment design below describes general assessment information. The framework that follows is a detailed outline that explains the knowledge and skills that this assessment measures.

Assessment Design

Format Computer-based test (CBT)
Number of Questions 80 multiple-choice questions (80% of score)
1 constructed-response assignment:
   Braille transcription using Unified English Braille (UEB) (20% of score)
Time* 135 minutes
Passing Score 220

*Does not include 15-minute CBT tutorial

Framework

Pie chart of approximate test weighting outlined in the table below.

Domain Range of Competencies Approximate Percentage of Assessment Score
I Knowledge of Human Development, Vision, and Visual Impairments 0001–0006 18%
II Assessing Students with Visual Impairments 0007–0010 15%
III Fostering Student Growth and Development 0011–0018 29%
IV Professional Knowledge 0019–0023 18%
Braille Transcription using Unified English Braille (UEB)—Constructed Response 20%
Domain I–Knowledge of Human Development, Vision, and Visual Impairments

0001 Understand typical processes of human growth and development and the developmental significance of disabilities.

Includes:

  1. Typical characteristics and progressions relating to physical, communicative, cognitive, psychological, and social/emotional development through adolescence.
  2. Ways in which various factors, including factors relating to cultural and language differences, may affect development in various domains.
  3. Effects of disabilities on different domains of development.
  4. Strategies for fostering students' development in all domains.

0002 Understand learning processes and the significance of disabilities for learning.

Includes:

  1. Processes by which learning occurs.
  2. Applications of learning theories.
  3. Factors that may affect learning, including cultural and language differences.
  4. Effects of disabilities, especially visual impairments, on learning.
  5. Factors that may facilitate or impede learning in students with special needs.
  6. Strategies for promoting learning that are responsive to students' needs and take advantage of their capacities.

0003 Understand the visual system and characteristics of all types and degrees of visual impairments.

Includes:

  1. Structures and processes of the visual system.
  2. Characteristics of and sequences in the normal development of vision and visual perception.
  3. Types and degrees of visual impairments, their causes, characteristics, and effects.
  4. Student behaviors that may indicate the presence of a visual impairment.

0004 Understand the implications of visual impairments for cognitive and communicative functioning.

Includes:

  1. Common effects of visual impairments on children's cognitive and language development.
  2. Relationships between visual impairments and cognitive and communicative functioning.
  3. Typical cognitive and language needs of students who have visual impairments.

0005 Understand the implications of visual impairments for social/emotional and physical/motor functioning and for the development of daily living and functional life skills.

Includes:

  1. Ways in which visual impairments may influence children's social/emotional development, physical/motor development, and daily living and functional life skills.
  2. Common social/emotional, motor, and functional living needs (including self-help and career/vocational needs) of students who have visual impairments.

0006 Understand principles of optics and the use of low vision aids.

Includes:

  1. Principles of optics as related to low vision aids.
  2. Types of low vision aids, their characteristics and uses.
  3. Procedures for helping students learn to use low vision aids.
  4. Situations in which the use of low vision aids is appropriate.
Domain II–Assessing Students with Visual Impairments

0007 Understand assessment procedures for evaluating individual differences and making placement and programming decisions for students with disabilities.

Includes:

  1. Types and characteristics of informal and formal assessments used to make placement and programming decisions.
  2. Use of assessment information to identify and understand students with special needs, to determine degree of need in compensatory skills areas, to make placement and program recommendations, and to monitor progress.
  3. Assessment-related issues in special education (e.g., early identification and intervention, nondiscriminatory assessment, use of assessments designed for general student populations to test students with disabilities).

0008 Apply procedures for assessing students' functional vision.

Includes:

  1. Types and characteristics of formal and informal assessments of functional vision.
  2. Procedures for conducting different types of assessments (including screening procedures and procedures for ongoing assessment of visual behavior).
  3. Interpretation of assessment results (including clinical reports).

0009 Apply procedures for assessing the intellectual performance and academic achievement of students with visual impairments.

Includes:

  1. Types and characteristics of formal and informal assessments of intellectual performance and academic achievement used with students who have visual impairments.
  2. Procedures for conducting assessments of intellectual performance and academic achievement, including ongoing assessment.
  3. Interpretation and communication of assessment results.

0010 Apply procedures for assessing the motor functioning, communicative competence, and functional living skills of students with visual impairments.

Includes:

  1. Types and characteristics of formal and informal assessments of motor functioning, communicative competence, and daily living and functional life skills.
  2. Procedures for conducting different types of assessments in these areas, including ongoing assessment.
  3. Interpretation and communication of assessment results.
Domain III–Fostering Student Growth and Development

0011 Apply procedures for developing and implementing an Individualized Education Program (IEP) for students with visual impairments.

Includes:

  1. Roles and functions of team members.
  2. Factors and procedures in determining appropriate placements and developing IEPs for students with visual impairments.
  3. Components of an IEP.
  4. Evaluation of student progress with respect to IEP goals and objectives.

0012 Understand how to establish a positive and productive learning environment for all students.

Includes:

  1. Procedures for establishing a smoothly functioning and productive learning environment that is responsive to the academic, social, and affective needs of all students, including those with cultural and language differences.
  2. Factors in the learning environment that affect students' self-esteem and attitudes toward learning.
  3. Strategies for modifying learning environments to address diverse student needs, particularly needs related to visual impairments.
  4. Physical and medical management of and specialized equipment for students with physical and health impairments.
  5. Individual and group management strategies and intervention techniques for achieving instructional management goals (e.g., maintaining standards of behavior, maximizing time spent in learning).

0013 Understand how to foster the orientation and mobility skills of students with visual impairments.

Includes:

  1. Factors related to the development of orientation and mobility skills.
  2. Strategies for providing students with learning experiences to achieve goals related to orientation and mobility.
  3. Evaluation, selection, and adaptation of instructional methods, resources, and adaptive and assistive technologies to foster students' orientation and mobility skills.

0014 Understand sensory training techniques used with students with visual impairments.

Includes:

  1. Strategies and activities for providing students with sensory training.
  2. Evaluation, selection, and adaptation of instructional methods, resources, and adaptive and assistive technologies for sensory training for students with visual impairments.

0015 Understand strategies for fostering communicative skills development in students with visual impairments.

Includes:

  1. Knowledge of braille and Nemeth code and procedures for developing students' readiness and ability to read in braille.
  2. Strategies for providing students with learning experiences to address communication needs and meet specified goals relating to expressive and receptive language (e.g., through keyboarding).
  3. Evaluation, selection, and adaptation of instructional methods, resources, and adaptive and assistive technologies to individualize instruction and foster the communicative functioning of students with visual impairments.

0016 Understand how to foster academic achievement in students with visual impairments.

Includes:

  1. Curriculum scope and sequence in reading/language arts, mathematics, science, and social studies.
  2. Strategies for teaching academic skills and content to students with visual impairments and providing them with learning experiences to meet specified academic goals (e.g., involving concept development, study skills).
  3. Evaluation, selection, and adaptation of instructional methods, resources, and adaptive and assistive technologies to individualize instruction and foster student achievement.

0017 Understand how to address the social and emotional needs of students with visual impairments.

Includes:

  1. Strategies and activities for promoting students' social development and functioning and for meeting students' emotional needs.
  2. Use of consultation and counseling skills to facilitate student growth in specified areas (e.g., self-determination, self-esteem, assertiveness, social adjustment).
  3. Evaluation, selection, and adaptation of instructional methods, resources, and adaptive and assistive technologies to promote student achievement of goals related to social/emotional development.

0018 Understand how to foster daily living and functional life skills and vocational/career skills in students with visual impairments.

Includes:

  1. Strategies for promoting the independent living, vocational/career, and recreational and leisure time skills of students with visual impairments.
  2. Strategies for providing learning experiences to enhance transition readiness.
  3. Evaluation, selection, and adaptation of instructional strategies, materials, adaptive and assistive technologies, and community resources to individualize instruction and promote functional living and vocational/career competence.
Domain IV–Professional Knowledge

0019 Understand how to establish partnerships with other members of the school community to enhance learning opportunities for students with visual impairments.

Includes:

  1. Consultation, collaboration, and communication skills and strategies for working with other school staff and support service providers to solve problems and promote student achievement.
  2. Strategies for effectively providing services that involve other professionals (e.g., providing training to teachers individually and through inservice programs, conducting student evaluations, coordinating instruction with other teaching professionals).

0020 Understand how to foster strong school-home relationships.

Includes:

  1. Strategies for establishing, facilitating, and maintaining communication with families, including families with diverse backgrounds.
  2. How to work collaboratively with families to promote their participation in planning and implementing their children's education.
  3. How to provide information, training, support, counseling, and referrals to families whose children have visual impairments.

0021 Understand how to encourage school-community interactions that enhance learning opportunities for students with visual impairments.

Includes:

  1. Strategies for accessing and working effectively with agencies and services that can help meet the needs of students with visual impairments.
  2. How to establish and maintain positive relationships with community institutions to facilitate successful transitioning of students.
  3. How to engage community support for the special education program.

0022 Understand requirements, responsibilities, and constraints associated with teaching special needs populations.

Includes:

  1. Legal and ethical issues affecting special education teachers.
  2. Roles and responsibilities of teachers of students with visual impairments.
  3. Organizational and management responsibilities (e.g., involving program development and coordination, scheduling, record keeping).
  4. Application of special education-related regulations (e.g., Section 504 of the Rehabilitation Act, PL 94-142) and guidelines (e.g., involving referral, evaluation, eligibility, equity, program development, due process).

0023 Understand the history and philosophy of special education and key issues, trends, and research relating to the education of students with visual impairments.

Includes:

  1. The historical, philosophical, and theoretical foundations of special education and education for students with visual impairments.
  2. Current issues and trends in special education and education for students with visual impairments (e.g., regarding alternative delivery systems).
  3. Research regarding special education and education for students with visual impairments and its interpretation and applications.