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John J Kelly Vision Consulting, LLC

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The Teacher of Visually Impaired Students (TVI) has the following roles and responsibilities:

·Has primary responsibility for specialized instruction and services required to meet the Image of a persons fingers reading a tactile and Braille map.unique educational needs of their visually impaired students.


·Possesses the skills and abilities necessary to provide and coordinate this specialized instruction.


·Assists the student, parents, special and regular education personnel, and the student's sighted peers in

ounderstanding the unique educational needs and learning

  characteristics of visually impaired students,

obecoming aware of services and support available from local programs for

  visually impaired students

oacquiring information regarding local, state, and national resources for the

  education of visually impaired students, and

ointerpreting the visually impaired student's specific eye condition, the

  educational implications of the visual impairment, and the results of

  functional vision and learning media assessments.


·Consults regularly with the classroom teacher, other regular and special education personnel, parents, and others to coordinate programs and services for the visually impaired student.


·Assists the site administrator and teachers in making environmental adjustments for the student in the school.


Image of a tactile and Braille map.·Shares responsibility with classroom teachers in the identification of instructional areas in which the student requires assistance.


·Assures that large-type or braille texts, supplementary materials, educational, aids, and equipment needed by the visually impaired student, and the classroom teacher, are provided in a timely manner to ensure the student's maximum participation in all classroom activities (appropriate educational materials may be prepared or adapted by the VI teacher, or they may be obtained from educational, clerical, or transcriber services.)


·Provides instruction in the development and maintenance of skills to meet the student's unique educational needs in the following areas, as indicated in the IEP:

olow vision and visual efficiency skills,

oconcept development & academic skills,

odaily living skills,

ocareer and vocational education skills,

ocommunication skills (these skills include braille reading and writing as


osocial/emotional skills and abilities, and

osensory motor skills,


·Prepares sequential and meaningful instruction geared to the student's assessed needs, IEP goals and objectives, functioning, and motivational levels. This instruction should be reflected in weekly or monthly lesson plans, as appropriate.


·Provides assistance to the classroom teacher in academic subjects and activities of the classroom that, as a direct result of the student's visual impairment, require adaptation for the student.


·Provides initial and ongoing assessment:

oconsults with assessment team to determine appropriate testing materials

  and modifications needed,

oassists with assessments when needed,

ointerprets assessment results when needed.


·Conducts functional vision/learning media assessments and produces written reports.


·Attends IEP meetings for students with visual impairments.


·Schedules time efficiently for assessment, instruction, planning, preparation of materials, travel, and conferences with relevant school and other key individuals.


·Maintains ongoing contact with parents to assist them in the development of a realistic understanding of their child's abilities, progress, and future goals.


·Provides in-service training programs for school personnel and students and education for parents regarding the needs of visually impaired students and adaptations, programs, and services for these students.


·Makes available pamphlets, films, and other public information materials that may be useful in developing realistic and unprejudiced attitudes toward visually impaired students.


·Coordinates with other personnel, such as transcribers, readers, counselors, O&M specialists, career/vocational education staff, and rehabilitation counselors.

·Maintains a current reference library of professional materials and resources.


·Acquires information and training about current research, development, and technology.