OSAT OK128 key terms

The clarity or sharpness of vision measured at a standard distance, usually reported as a Snellen fraction such as 20/70; it compares a person's vision with typical vision.

The entire area a person can see without moving the eyes, including central and peripheral regions; field loss reduces awareness of surroundings and can affect mobility, reading, and safety.

A legal category, not a functional description: visual acuity of 20/200 or worse in the better eye with correction, or a visual field of 20 degrees or less in the better eye.

Vision loss that glasses, contact lenses, medicine, or surgery cannot fully correct and that interferes with everyday tasks; students often use magnification, lighting changes, and optical or nonoptical aids.

Vision impairment caused by damage to the brain's visual pathways rather than to the eyes; signs may include inconsistent visual attention, strong color preference, and difficulty in visually cluttered settings.

A tactile literacy system of raised dots arranged in cells; students who are blind or have severe vision loss use it to read, write, and access mathematics, science, and music.

The braille code used in the United States for literary and some technical content; it standardized rules across English-speaking countries and replaced English Braille American Edition.

A braille code for mathematics and science notation used in the United States; it represents numerals, operations, and symbols so students can read and write technical material by touch.

Nine nonacademic skill areas students with visual impairments need, including compensatory access, orientation and mobility, social interaction, independent living, recreation, career education, assistive technology, sensory efficiency, and self-determination.

Instruction in understanding one's position in space and traveling safely and efficiently; a certified orientation and mobility specialist typically provides it as a related service.

A structured evaluation of how a student uses remaining vision across real tasks and settings; results inform accommodations, environmental changes, and instructional materials.

A decision-making process for identifying the sensory channels and formats-braille, print, auditory, or a combination-a student uses most efficiently for literacy and learning.

Devices and services that increase, maintain, or improve a student's functional performance; for visual impairment this includes screen readers, braille displays, magnification software, and optical devices.

A combined vision and hearing loss that creates communication and learning needs greater than either loss alone; many students benefit from an intervener who provides consistent access to information.

The IEP statement of a student's current academic achievement and functional performance, including strengths, needs, and how the disability affects progress in the general curriculum.

Frequent, brief measurement of a student's skill growth using comparable probes; teachers use the data to adjust instruction and decide whether an intervention is working.

Brief, standardized assessments of basic academic skills given repeatedly to track growth; examples include oral reading fluency and mathematics computation probes.

Breaking a complex skill into smaller, ordered steps that can be taught, practiced, and assessed; useful for routines such as meal preparation, self-care, or braille writing.

A structured teaching method using clear explanations, modeling, guided practice, and independent practice; it is essential for skills students with visual impairments may not learn incidentally.

Assessment during instruction that gives feedback to adjust teaching and learning; examples include observations, checks for understanding, and curriculum-based measurement.

Assessment at the end of a unit or year that measures learning against standards; accommodations must be documented and should not change the construct being measured.

Changes to how a test is administered or how a student responds-such as braille, extended time, or a scribe-that remove barriers without altering what the test measures.

A planning framework that builds multiple means of engagement, representation, and action or expression into lessons so diverse learners can access content without after-the-fact accommodations.

Adjusting content, process, product, or environment based on student readiness, interests, and learning profile while keeping the same essential learning goals.

A teacher of students with visual impairments who travels among schools to provide direct instruction, consult with staff, and monitor accommodations and materials.

A service arrangement in which the TVI advises general educators and team members rather than teaching every skill directly; it depends on clear roles and regular communication.

A trained adult who provides consistent access to information, communication, and interaction for a student who is deafblind, often using touch cues and individualized communication methods.

Skills and attitudes that help students set goals, make choices, solve problems, and advocate for themselves; it is an expanded core curriculum area and a transition outcome.

Partnering with families as decision-makers, respecting their priorities and routines, and sharing information in accessible formats and the family's preferred language.

A coordinated set of IEP activities that prepares a student for postsecondary education, employment, and independent living, generally beginning by age 16.

The IDEA requirement that eligible students receive individualized special education and related services at public expense that are designed to provide meaningful educational benefit.

The IDEA requirement to educate students with disabilities with nondisabled peers to the maximum extent appropriate, removing them only when supports cannot make inclusion successful.

A written plan developed by a team that describes a student's present levels, annual goals, services, accommodations, and placement; IDEA requires it for eligible students.

A plan for infants and toddlers with disabilities and their families under IDEA Part C, focusing on family outcomes and services delivered in natural environments.

Supportive services required for a student to benefit from special education, such as orientation and mobility training, speech therapy, transportation, and school health services.

A plan under Section 504 of the Rehabilitation Act providing accommodations and services to students with disabilities who do not qualify for IDEA, ensuring equal access to school programs.

Rights IDEA gives parents, including notice, consent, access to records, and dispute resolution through mediation or due process hearings.

The legal duty of educators to report suspected child abuse or neglect promptly to designated authorities, following state law and district procedures.