Instruction in Braille reading and writing shall be sufficient to enable each blind student to communicate effectively and efficiently with the same level of proficiency expected of the student’s peers of comparable ability and grade level. The student’s individualized education program shall specify:

(1)  The results obtained from the inventory required pursuant to § 16-25.1-2;

(2)  How Braille shall be implemented as the primary mode for learning through integration with other classroom activities;

(3)  The date on which Braille instruction shall commence;

(4)  The length of the period of instruction and the frequency and duration of each instructional session;

(5)  The level of competency in Braille reading and writing to be achieved by the end of the period and the objective assessment measures to be used; and

(6)  If a decision has been made pursuant to § 16-25.1-2 that Braille instruction or use is not required for the student:

(i)  A statement that the decision was reached after a review of pertinent literature describing the educational benefits of Braille instruction and use; and

(ii)  A specification of the evidence used to determine that the student’s ability to read and write effectively without special education service is not impaired.