(a) General.

1. (1) Arkansas Code §§ 6-41-403 and 6-41-404 provide for the:

   1. (A) Annual assessment of child progress of children with visual impairments; and
   2. (B) Identification of the need for and corresponding provision of braille instruction.

2. (2) Arkansas Code §§ 6-41-403 and 6-41-404 further require that the Division of Elementary and Secondary Education:

   1. (A) Develop procedures to determine when a child with a visual impairment needs braille instruction; and
   2. (B) Establish requirements to become qualified as a braille instructor.

(b) Definitions. As used in this section:

1. (1) “ADE” means the Arkansas Department of Education;

2. (2)

   1. (A) “Braille” means a tactual symbol system for reading and writing used by individuals who are visually impaired.
   2. (B) Braille codes are available in:

(i) Literacy;

1. (ii) Math;

   1. (iii) Science;

      1. (iv) Music; and
      2. (v) Computer;
2. (3) “Compliance citation” means a citation issued by the division that documents a school’s failure to comply with state or federal education laws;
3. (4) “Conventional literacy program” means an instructional program of reading and writing in print or braille that generally begins in kindergarten and continues throughout the school years;

4. (5) “Core academic subjects” means:

   1. (A) English;
   2. (B) Reading or language arts;
   3. (C) Mathematics;
   4. (D) Science;
   5. (E) Foreign languages;
   6. (F) Civics and government;
   7. (G) Economics;
   8. (H) Arts;
   9. (I) History; and
   10. (J) Geography;
5. (6) “Functional literacy program” means an instructional program that focuses on survival reading and writing skills needed for increased independence in daily life;
6. (7) “IDEA” means the Individuals with Disabilities Education Act;
7. (8) “IEP” means individualized education program;
8. (9) “Learning media assessment” means an objective process of systematically selecting learning and literacy media for children with visual impairments;
9. (10) “Learning medium” means the broad range of general instructional materials used to teach children with visual impairments in literacy and other academic programs;
10. (11) “LMA” means learning media assessment; and

11. (12)

    1. (A) “Visually impaired”, including blindness, means an impairment in vision that, even with correction, adversely affects a child’s educational performance.
    2. (B) The term includes both partial sight and blindness.

    3. (C)

       1. (i) Children with partial sight are those whose vision, although impaired, is still the primary channel of learning and, with adjustments, are able to perform the visual tasks required in the usual school situation.
       2. (ii) Generally, their visual acuity with correction is 20/70 or less.

    4. (D) Children with blindness are those with no vision or with little potential for developing vision as a primary channel for learning and, therefore, must rely upon tactile and auditory senses to obtain information.

       1. (c) Assessment of child progress.

12. (1) The assessment shall:

    1. (A) Address the child’s need for braille instruction, using procedures developed by the division, and specify the learning medium most appropriate for the child’s educational progress;
    2. (B) Identify the child’s strengths and weaknesses in braille skills when that medium is used for instruction; and
    3. (C) Identify appropriate and necessary related services and technologies for use in combination with braille instruction.
13. (2) The results of the assessment shall be used to develop the child’s IEP.

14. (3) The assessment team may include:

    1. (A) Reading specialist;
    2. (B) General education teacher (including the preschool teacher);
    3. (C) Teachers of the visually impaired;
    4. (D) Certified educational vision consultant;
    5. (E) Medical specialist;
    6. (F) Parent or parents; and
    7. (G) Other personnel, as appropriate.

15. (4) Data collected by the team will provide information to:

    1. (A) Determine if further assessment is warranted; or

    2. (B) Develop and/or revise the IEP.

       1. (d) Process for assessment for “reading” children.

16. (1)

    1. (A) Step 1. Screening to determine the child's reading speed and rate and grade level.
    2. (B) Tools. Informal reading inventories administered by a reading specialist and/or general education classroom teacher.
    3. (C) Results. Data regarding reading rate, comprehension, and grade level are obtained.
    4. (D) Action to be taken. The child either continues with current established reading medium or the child is referred for a LMA.

17. (2)

    1. (A) Step 2. Administer the LMA to determine the appropriateness/need for braille instruction and strengths and weaknesses.

    2. (B) Tools. Forms 2, 6, and 7 from the LMA Resource Guide for Teachers and a braille skills inventory administered by a:

       1. (i) Teacher of the visually impaired; or
       2. (ii) Certified educational vision consultant.
    3. (C) Results. Data regarding current level of literacy functioning, strengths and weaknesses, and literacy tools (visual, tactual, auditory) are obtained.

    4. (D) Action to be taken. Convene the IEP team to:

       1. (i) Decide if a media change is warranted; and
       2. (ii) Review and revise the IEP, if appropriate.

(e)

1. (1)

   1. (A) Process for assessment for children with no established reading medium (pre-readers) who will more than likely be taught to read through a conventional literacy program.

   2. (B) Typically these children are in:

      1. (i) Preschool;
      2. (ii) Kindergarten; or
      3. (iii) First grade.

2. (2)

   1. (A) Step 1. Determine the readiness level for braille instruction.

   2. (B) Tools. Forms 2, 4, and 5 from the LMA Resource Guide for Teachers administered by a:

      1. (i) Teacher of the visually impaired; or
      2. (ii) Certified educational vision consultant.
   3. (C) Results. Data regarding use of sensory channels, indicators of readiness for a conventional literacy program, and initial selection of literacy medium are obtained.
   4. (D) Action to be taken. Convene the IEP committee to develop or revise the IEP, if appropriate.
3. (3) Step 2. Once the child becomes a “reading” child, go to Step 1, screening for “reading” children in subdivision (d)(1) of this section.

(f)

1. (1) Process for assessment for children with no established reading medium (non-readers and/or children with additional disabilities) who will more than likely be taught to read through a functional literacy program.

2. (2)

   1. (A) Step 1. Screening to determine readiness for braille instruction.

   2. (B) Tools. Forms 2, 9, and 10 from the LMA Resource Guide for Teachers administered by a:

      1. (i) Teacher of the visually impaired; or
      2. (ii) Certified educational vision consultant.
   3. (C) Results. Data regarding use of sensory channels, readiness indicators for a functional literacy program, and selection of functional literacy program are obtained.

   4. (D) Action to be taken. Convene the IEP committee to:

      1. (i) Determine readiness level for appropriate braille instruction or select an alternate medium; and
      2. (ii) Develop or revise the IEP, if appropriate.

(g) Braille instruction. Individuals providing braille instruction must:

1. (1) Hold current teacher licensure designated as “visually impaired” issued by the division; or
2. (2) Hold current teacher licensure and have an approved additional licensure plan in the area of visually impaired.