The EA Rubric consists of several key components. Each key component and its application to each population group is described in this section of the website. Details of each of the key components are provided in the linked pages.
- Parent and/or Caregiver Interview(s)
The parent/caregiver(s) interview includes a discussion of educational progress, i.e., pre-literacy or literacy skills, including communication skills, visual behaviors in various environments, and other areas of the ECC.
- Teacher and/or Service Provider Interview(s)
The teacher(s) and/or service provider(s) interview gathers information that reflects the student's strengths, preferences, and needs related to learning (visual, tactual, and auditory) as well as the ECC content areas.
- Child / Student Interview
The child/student interview includes a discussion of educational progress, i.e., pre-literacy or literacy skills, including communication skills, visual behaviors in various environments, and other areas of the ECC.
- Review of Records
A review of records is conducted to compile information relating to educational history and progress, medical history, additional disabilities, and expanded core curriculum areas.
- Student Observations
Observations of a student should occur in multiple environments, at different times and sessions, as well as alone and with others.
- Appearance of Eyes
A description of the appearance of the eyes should note any structural or physical abnormalities of the eye.
- Behavior Abnormalities
Behavior abnormality is diagnosed if the child or adolescent exhibits extremely frequent or extremely severe maladjusted behavior in comparison with other children or adolescents of the same age, gender, or sociocultural group.
- Functional Peripheral Field
Functional peripheral fields refer to vision outside the student's central or detail vision (for example, used for reading). Fields are often evaluated using the confrontation testing technique which obtains a gross estimation of a student's four visual field quadrants (superior, inferior, left and right).
- Color Discrimination
Color discrimination refers to a student's ability to differentiate hues in the color spectrum.
- Light Sensitivity
Light sensitivity refers to a student's ability to accommodate to various changes in lighting in the environment.
- Developmental Visual Perception Skills
Developmental Visual Perception refers to a student's ability to interpret what is seen. Visual perception skills are developmental in nature and closely tied to cognition.
- Near Acuity and Discrimination
Near Acuity and Discrimination refers to a functional measure of a student's visual acuity within 16 inches.
- Distance Acuity and Discrimination
Distance acuity refers to a functional measure of a student's visual acuity beyond ten feet. Intermediate distance acuity should be considered from 16 inches to 10 feet.
- Depth Perception
Depth perception involves judging the distance of objects and their spatial relationship with one another.
- Contrast Sensitivity
Contrast Sensitivity is the visual ability to detect objects that may not be outlined clearly in their environment or may not stand out from their background. Corn and Koenig (1996) stated that contrast sensitivity is the ability to see differences in grayness and background in Foundations of Low Vision.
- Current Media Functioning
Current Media Functioning refers to the student's ability to access printed materials for near vision tasks.
- Formal Reading and Listening Skills
Formal reading and listening skills assessments determine the student's grade level, speed, and comprehension for all learners.
- Functional Reading and Writing Skills
Functional reading and writing skills encompass many daily tasks such as copying from the board, worksheets, and classroom materials and should include other audio and visual demands.
- ECC Needs Assessment
The ECC Needs Assessment is a screening record that collects information regarding the student's strengths, preferences and needs in all nine areas of the ECC. This is a strength-based screening that allows the IEP team, including the student, to identify priority areas of assessment and instruction.
- ECC Assessments
Age level/Grade level assessments are completed in identified priority areas for programming and instruction.
- Measurable Goals for the Individualized Family Service Plan (IFSP) and Individualized Education Program (IEP)
Measurable goals are required by IDEA 2004 [300.305(B)(ii); 300.320] and must be based on assessment data.
- Criteria for Eligibility Statement
Each state has individual guidelines for determining eligibility for students with a visual impairment. To be eligible for special education services students must have a certified visual impairment (eye health report) and documentation of how the visual impairment impacts the educational program (essential assessments).
- Recommendations/Educational Implications
Use information from the essential assessments to document needed accommodations to successfully access the general education.
TOTAL Numbers of Key Components
- Birth - 3 Years: 20
- 3-5 Years: 22
- 5-22 Years: 22
- Multiple Disabilities/Deafblind: 22