Louisiana Revised Statutes 17:1983 – Individualized assessments, planning, and supports
Terms Used In Louisiana Revised Statutes 17:1983
- Blind student: means an individual who is identified by a functional vision assessment as having vision loss which interferes with the ability to perform academically and which requires the use of specialized textbooks, techniques, materials, or equipment to access the same academic content as the student's sighted peers or who has one of the following:
(a) A visual acuity of 20/70 or less, near acuity in the better eye with correcting lenses, or both, or has a limited field of vision such that the widest diameter subtends an angular distance of no greater than twenty degrees. See Louisiana Revised Statutes 17:1982
- Braille: means the system of reading and writing through touch commonly known as standard English Braille. See Louisiana Revised Statutes 17:1982
- Functional vision assessment: is a n organized plan for observing how a student uses vision to perform routine tasks within the educational environment and assesses whether a visual impairment is interfering with the student's ability to access educational content. See Louisiana Revised Statutes 17:1982
- Individualized Education Program: means a written statement developed for a student eligible for special education services pursuant to the Individuals with Disabilities Education Act, Louisiana Revised Statutes 17:1982
A. Each blind student has the right to individualized assessments, planning, and supports to assist the student in accessing his educational environment to his fullest ability. Such assessments, plans, and supports shall be provided through highly trained and qualified professionals and teachers who have the appropriate education, certifications, and competencies for working with the blind.
B. Each blind student shall be assessed using each of the following:
(1)(a) A braille skills inventory commensurate with grade level literacy and math standards pursuant to La. Rev. Stat. 17:24.4(A)(4). The inventory shall:
(i) Include a functional vision assessment for a student with vision in order to determine if braille instruction is needed for the student to achieve satisfactory educational progress.
(ii) Provide a statement of the student’s strengths and deficits.
(iii) Assess the student’s future need for braille based on the student’s eye conditions, grade level competencies, and placement expectations.
(b) Braille instruction and use are not required by this Part if, in the course of developing the student’s individualized education program, the team concurs that the student’s visual impairment does not affect independent or future independent reading and writing performance commensurate with ability.
(c) Nothing in this Part shall require the exclusive use of braille if other special education services are appropriate to the student’s educational needs.
(d) The provision of other appropriate services shall not preclude braille use or instruction.
(2) A research-based learning media assessment to determine the most appropriate reading medium for the student’s current and future needs.
(3) If deemed necessary through the assessments provided in Paragraphs (1) and (2) of this Subsection, a low vision assessment centered on how the student uses his vision on a daily basis to determine if the student will benefit from optical devices such as monocular telescopes or magnifiers. As appropriate, visual acuity, visual fields, and color vision shall be assessed.
C. Based on the assessment findings, an individualized education plan shall be developed and shall include specialized supports for education and daily living activities appropriate to the needs of the student.
D. Appropriate specialized supports may include:
(1) Assistive technology skills that enable the student to use computers and other electronic equipment to function independently and effectively at school, home, work, and in the community.
(2) Career education skills that enable the student to explore career options and learn about the world of work.
(3) Compensatory skills that enable the student to access educational curriculum such as concept development, organizational skills, and communication skills including speaking and listening, using sign language and tactile symbols, reading and writing braille and print, and accessing recorded materials.
(4) Independent living skills that enable the student to provide self-care, including independent personal hygiene, food preparation, household cleaning, clothes cleaning, and money management.
(5) Orientation and mobility skills that enable the student to know where he is in space and move safely, independently, and efficiently at school, home, work, and in the community.
(6) Recreation and leisure skills that enable the student to explore and enjoy leisure activities.
(7) Self-determination skills that enable the student to become an effective self-advocate based on his own needs and goals.
(8) Sensory efficiency skills that enable the student to use all of his senses, including functional vision, hearing, touch, taste, and smell.
(9) Social interaction skills that enable the student to participate actively and appropriately in social situations.
Acts 1992, No. 923, §1; Acts 2022, No. 302, §1, eff. June 10, 2022.