Visual Impairment Teacher

What We Do

The role of the teacher of the visually impaired is to provide direct academic instruction to special education students. The itinerant teacher for students with visual impairments travels to the students and is assigned schools to provide direct and/or consultative special education services relating to visual impairments.  These services enable the students to learn in classroom and community environments. Services for infants, in collaboration with Early Childhood Intervention may be provided in the infants’ homes or child-care settings (within district boundaries).  The students receiving services range in age from birth through 21, and may or may not have additional disabilities. The cognitive levels of the students range from severely impaired to gifted and talented.

The teacher of the visually impaired (TVI) is also responsible for preparing documents to be presented at the student’s ARD/IEP meetings; developing the goals and objectives; implementing goals and objectives; keeping documentation of progress on the child’s goals and objectives; collaborating with general and special education teachers; preparing progress reports, and for retiring goals and objectives upon their completion.


Major Responsibilities and Duties:

  • The teacher of the visually impaired’s day consist of 8.5 hours with a 30 minute lunch.  TVI  teachers can start their day at one of the following places (TVI office, school campus, or a student’s home) 
  • TVI teachers are required to sign in when they go to any campus on the (red) clip board and sign in when they are at the TVI office portable
  • TVI teachers are required to keep a weekly schedule of where they have been for the week.  All changes and cancellations must be noted on the schedule that they turn in at the end of the week
  • All weekly paperwork must be turned in on Fridays
  • Ensure the implementation of the students IEP (including: accommodations, personal care, individual behavior management plans, etc.)
  • TVI teachers will review students ARD’d services to develop a weekly schedule
  • TVI teachers will arrive on time to provide services to students and collaborate service times with the classroom teacher to reduce any conflicts with general instruction and to facilitate integrated instruction
  • TVI teachers will make up any time that needs to be rescheduled
  • TVI teachers will provide accurate documentation of visits on weekly documentation log.  Logs must be filled out with all of the required student information (Student Name, ID#, TX Unique ID#, Grade, School, Date,)
  • TVI teachers will provide accurate documentation and a  description of instructional services provided to each student on their weekly logs
  • TVI teachers will provide accurate documentation of all mileage on mileage log
  • TVI teachers will communicate with related service providers  and students teachers and provide a schedule to them for their student
  • TVI teachers will have a separate folder for each student with the following included:

1. Parent contact log

2. Most recent copy of the student eye exam

3. Copy of the PLAAFP statement

4. Copy of the most recent FIE on file

5. Copy of Goals & Objectives

6. Copy of Modifications/Accommodations and Supplemental Aids

7. Students Schedule of services page from the last IEP meeting

8. Students current school schedule

9. STAAR testing information

10. Data sheets with current data on student progress

11. TVI teachers will prepare for their student’s annual IEP meeting. 

Use the IEP Meeting Check List when prepping for IEP meetings including the following:

1. Update goals & objectives in eSped

2. Update PLAAFP pertaining to functional performance

3. Create new goals and objectives if appropriate

4. Put in personal care services

5. Provide STAAR testing accommodations recommendations

6. The TVI teacher will complete monthly SHARS/Medicaid on each student by using (


  1. Perform functional vision and learning media assessments on new referrals and at intervals as designated by the Individuals with Disabilities Education Act (IDEA).
  2. Interpret medical eye reports as they relate to educational environments
  3. Contribute to the development of the IEP/IFSP with recommendations for goals, modifications, and learning styles
  4. Provide screening and referral procedures to appropriate personnel
  5. Recommend appropriate specialized evaluations and assessments, such as for low vision, orientation and mobility, psychosocial, and adaptive physical education
  6. Consult with diagnosticians, classroom teachers, students, and parents concerning appropriate evaluations, modifications, and test administrations
  7. Be knowledgeable about possible modifications for statewide testing, and arrange for necessary modifications.
  8. Obtain modified standardized testing materials (NAPT, ITBS, TAAS, SAT, ACT) and administer or assist in the administration of the test as needed
  9. Administer various other evaluations as appropriate (Oregon Project, Insite, Hawaii, Boehme, LAP, E-LAP) and interpret the results as appropriate to parents and other educators
  10. Participate in team assessments for students with moderate to severe cognitive disabilities
  11. Work as liaison with other agencies in vocational assessment process
  12. Provide assessment, instruction, and consultation to other educational team members on issues related to assistive technology, especially computer-based assistive technology

Diagnostician/AU Facilitator Requests

  1. Be responsive to the needs of the campus
  2. Gather paperwork for new evaluations from diagnosticians/ARD facilitators
  3. Attend ARDs
  4. Provide paperwork to guide other staff members
  5. Provided ongoing collaboration of the status of assessments and cases

Campus Responsibilities

  1. Provide assistance to students with visual impairments to facilitate positive attitudes and those of others concerning their visual impairment
  2. Facilitate social integration and interaction with peers
  3. Provide training and support to parents of students with visual impairments to enhance their children’s independence
  4. Provide the teachers, staff, and family of students with visual impairment with information regarding their individual needs, methodology, and strategies
  5. Participate with other school personnel and agencies to secure job-related experiences for students
  6. Participate in transition planning

District Responsibilities

  1. Complete all paperwork in a timely fashion
  2. Provide documents that are appropriate and professionally written
  3. Turn all documents in to the campus staff or records room in a timely fashion
  4. Keep clear and accurate ParentContact logs
  5. Keep clear and accurate Weekly Documentation Logs of the services provided
  6. Turn in Progress Reports in a timely fashion
  7. Provide detailed documentation and data collection of progress on IEP goals and objectives
  8. Provide updated pupil information (e.g., VI registration, deafblind census, textbook projections)
  9. Submit requests for instructional materials, conferences, field trips, and personnel needs
  10. Inform various special education and campus personnel of progress and needs of the students with visual impairment on a regular basis
  11. Identify and set up a work and storage space at each school to be used by the VI teacher to instruct students as necessary
  12. Provide input into students’ schedules, planning for all special services, such as direct instruction and orientation and mobility
  13. Maintain adequate record of all assessments, related to the IEP, progress reports and signed parental release forms for things such as photographs and registration with various agencies
  14. Register students with visual impairments with appropriate agencies such as Recordings for the Blind and Dyslexic, and the state library for the blind and physically disabled, and assist with referral to the state’s commission for the blind
  15. Communicate with low-vision specialists, ophthalmologists, and optometrists concerning exams, and attend exams when appropriate

Additional Resources