Illinois Best Practices Guide - for the Education of Students with Visual Impairments

Oct 10, 2026

Illinois Best Practices Guide provides non-regulatory guidance for educating students with visual impairments, presenting definitions, eligibility considerations, and medical and educational criteria. It outlines identification and visual evaluation methods including CVA, FVA, and LMA, plus ongoing assessment and case study reevaluation components. The guide details unique educational needs, accommodations and modifications, expanded core curriculum, service continuum options, and roles of professionals, with an assistive technology focus and supporting resources.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages70

Reading Time2 h 56 min

AccessFree to download

Introduction

Visual Impairment Overview

Definitions and Eligibility

Identification and Visual Evaluation

Unique Educational Needs and Accommodations

Expanded Core Curriculum

Service Continuum Options

Multiple Disabilities and Visual Impairment

Professionals and Certification

Assistive Technology

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Illinois State Board of Education Special Education Department
Illinois Best Practices Guide | |
| | |

| for the Education of Students with Visual Impairments
This document is intended to provide non-regulatory guidance on the subject matter listed above. For specific questions, please contact the Illinois State Board of
Education.
Dr. Tony Sanders, State Superintendent
December 2024 | |

| | | | | Illinois Best Practices Guide | | | | | |
| | | | | | | | | | | | | | | | | | for the Education of Students | | | The contents ofthis guide were developed by members of the Illinois Vision Leadership Council Table of Contents Introduction Page 4 A. Visual Impairment Overview Page 4 Definitions Page 4 Eligibility Page 5 Medical Criteria Page 5 Educational Criteria Page 5 Impact of the Visual Impairment Page 6 B. Identification and Visual Evaluation of a Student with a Visual Page 6 Impairment Common Components of a Clinical Visual Assessment (CVA) Page 8 Functional Vision Assessment (FVA) Page 8 Learning Media Assessment (LMA) Page 9 Description of the Case Study Evaluation/Reevaluation Components Page 10 Ongoing Assessment of an Identified Student Page 10 C. Unique Educational Needs of Students with Visual Impairments Page 13 Participation in General Education Page 14 Learning through Alternate Channels Page 14 What Are Accommodations and Modifications? Page 14 An Overview of Accommodations Page 15 Illumination Page 16 Color and Contrast Page 16 Space and Arrangements Page 16 Position Page 17 Time Page 17 Size and Distance Page 18 Optical Devices Page 18 Indoor and Outdoor Environmental Considerations Page 19 Particular Environmental Accommodations (Chart) Page 19 Additional Indoor Environmental Accommodations (Chart) Page 20 Additional Outdoor Environmental Considerations (Chart) Page 20 Instructional, Testing, Assignment, and Assistive Technology Page 21 Accommodations Instructional Accommodations for a Student Who Is Visually Impaired Page 22 (Chart) Accommodations and Instructional Materials (Chart) Page 22 Accommodations and Modifications for Assignments (Chart) Page 23 Accommodations for Classroom Testing (Chart) Page 24 Assistive Technology Accommodations (Chart) Page 25 D. Expanded Core Curriculum Page 26 Compensatory or Functional Academic Skills Page 27 Orientation and Mobility Page 28 Social Interaction Skills Page 29 Independent Living Skills Page 29 Career Education Page 29 Sensory Efficiency Training Page 30 Recreation and Leisure Skills Page 30 Self-Determination Page 31 Assistive Technology Skills Page 31 E. Service Continuum Options for Students with Visual Impairments Page 32 Early Intervention Services (Birth through Age 3) Page 32 Public School Educational Programming (Ages 3 through 22) Page 32 Public Residential Programming for the Visually Impaired Page 34 Post-Graduation Options Page 34 Adult Living Options Page 35 F. Students with Multiple Disabilities and a Visual Impairment Page 35 Assessment Page 36 Programming Priorities Page 37 Strategies for Programming Priorities Page 38 G. Professionals Serving Students with Visual Impairments and Certification Page 39 and Licensure Requirements Teacher of Students with Visual Impairments Page 40 Certified Orientation and Mobility Specialists Page 40 Vision Supervisor/Coordinator Page 41 Developmental Therapist/Vision Page 42 Developmental Therapist/Orientation and Mobility Page 42 Paraprofessional/Instructional Assistant Page 43 Reader/Transcriber Page 43 Interveners for Students Who Have Deaf-Blind Approval Page 43 Educational Team Page 43 Eye Health Care Professionals Page 44 H. Assistive Technology Page 45 Legislative Directives Related to Assistive Technology Page 46 Principles of Assistive Technolog

FAQs

What is the purpose of the Illinois Best Practices Guide for students with visual impairments?

It offers non-regulatory guidance to support parents and teachers in delivering effective education for students with visual impairments, and it is intended to be a living document updated with current research and practices.

What assessment methods does the guide describe for identifying and evaluating visual impairment?

It includes common components of a Clinical Visual Assessment (CVA), Functional Vision Assessment (FVA), and Learning Media Assessment (LMA), along with case study evaluation and ongoing assessment processes.

Which areas are covered under unique educational needs and support services?

The guide covers participation in general education, learning through alternate channels, accommodations and modifications, expanded core curriculum, and a service continuum ranging from early intervention to adult living options.

Oct 10, 2026

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