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Review of DETA criteria
for Vision Impairment
education adjustment program
Department of Education, Training and the Arts
Key Issues
• Ensuring understanding of links between the vision
impairment and the educational impact.
• Ensuring the criteria are based on sound evidence for
the given purpose.
• Reflective of national and international trends.
• Decision making is consistent.
• Driven by consultative and collaborative involvement of
specialists in the area of paediatric vision impairment.
education adjustment program
Department of Education, Training and the Arts
Focus of the Review
• Investigated models used for identifying vision
impairment.
• What is an activity limitation/participation
restriction for Vision Impairment.
• Effectiveness of 2006 verification form.
Models for Identifying
Vision Impairment
education adjustment program
Department of Education, Training and the Arts
International Classification of Functioning,
Disability and Health
“Seeing Function” – identifies vision as “sensing the presence of light
and sensing the form, size, shape and colour of the visual stimuli”.
(WHO, 2001, p62) It includes:
– visual acuity functions (sensing form and contour, both
binocular and monocular, for both distance and near);
– visual field functions (relating to the entire area that can be
seen with fixation of gaze);
– quality of vision (involving light sensitivity, colour vision,
contrast sensitivity and the overall quality of the picture);
– the functions and structures adjoining the eye that facilitate
seeing functions.
It does not include Perceptual Functions
education adjustment program
Department of Education, Training and the Arts
National and International Criteria
• National and International criteria were inconsistent in
definitions used. (This seemed to be determined by funding)
• National criteria were consistent with their usage of:
– Visual acuity
– Field loss
– A report (e.g. functional vision report, educational impact
statement or assessment of need)
• Visual Acuity and Field loss varied based on state department
funding models.
• No state/territory consider quality of vision or the functions
and structures around the eye
education adjustment program
Department of Education, Training and the Arts
Criteria (until 12 November 2007)
•
DETA recognises a Vision Impairment when:
– visual acuity is 6/18 or less corrected in the better eye; or
– a field loss impairs visual functioning; or
– damage to visual centres of the brain impacts on visual
functioning. A diagnosis of cerebral (cortical) Vision Impairment
is necessary for this to apply.
•
A diagnosis of a condition that results in a Vision Impairment is
provided by an ophthalmologist, or in some cases of Cerebral
(Cortical) Vision Impairment by a paediatrician or neurologist.
education adjustment program
Department of Education, Training and the Arts
• Under this criteria a number of students who were
diagnosed with a vision impairment and had associated
educational impact were excluded.
• DETA has a duty of care to ensure that information is
provided to schools regarding the unique characteristics
of these conditions which may be at risk if appropriate
adjustment aren’t made.
education adjustment program
Department of Education, Training and the Arts
Current Research
• visual acuity below a critical level of 6/12 is associated with
disability and affects participation (Taylor, 2003)
• a moderate level of vision impairment –that is less than 6/12
has a significant impact in…daily living, social functioning
(Taylor 2003)
• with increasing human development the visual acuity
requirements are also increasing. This would indicate that
even a mild visual loss has a greater impact in today’s society
(Dandona & Dandona, 2006).
• Students with visual acuity <6/12 are limited in career
options, transport arrangements and lifestyle choices.
• In Australia a visual acuity of <6/12 inhibits the capacity to get
a drivers license.
education adjustment program
Department of Education, Training and the Arts
• Even though studies indicate that a visual acuity of
less then 6/12 has a significant impact there are no
indicators regarding the prevalence. It is
recommended that further studies be undertaken to
investigate the educational impact of acuity between
6/12 and 6/18 and the consequent prevalence.
• Due to the unknown prevalence the usage of <6/12
was not accepted.
education adjustment program
Department of Education, Training and the Arts
Current Practice
• The most common testing tool is the Snellen chart. The
limits of this chart is it cannot measure acuities which
may fall between 6/12 and 6/18.
• Some students may be tested using more refined tools
which are able to identify an acuity of 6/15. Under the old
criteria these students would have effectively been
excluded.
• By identifying the testing tool as the Snellen (6/18) it will
ensure that students identified using more refined tools
are included if their acuity falls between 6/12 and 6/18.
education adjustment program
Department of Education, Training and the Arts
New Criteria (from November 12 2007)
Criterion 1
• Student must be diagnosed with a vision Impairment
involving:
– Ocular components; or
– The Visual Cortex; or
– the Functions and Structures Adjoining the eye.
• With either:
• a visual acuity of  6/18, according the Snellen
Chart, best corrected; or
• a visual field loss; or
• significant fluctuating visual access
education adjustment program
Department of Education, Training and the Arts
New Criteria (from November 12 2007)
Criterion 2
• Have documented evidence of activity
limitations or participation restrictions
resulting from the Vision Impairment in one
or more of the following focus areas:
– Curriculum,
– Disability Specific curriculum, and
– Learning environment
Vision Impairment - Activity
Limitation / Participation
Restriction in the school
context
education adjustment program
Department of Education, Training and the Arts
ICF’s nine domains of life
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learning and applying knowledge
general tasks and demands
communication
mobility
self-care
domestic life
interpersonal interactions and relationships
major life areas
community, social and civic life
education adjustment program
Department of Education, Training and the Arts
Impact in an educational setting
• Delays in concept development which severely impact on the
student's social, emotional, academic, and vocational
development;
• Compromised capacity to be independent, both in immediate
learning environment and the wider school community.
• Reduced reading rates to that of sighted peers, requiring
additional time for all reading tasks and regular monitoring of
low vision aids.
• Required development of alternate mediums, i.e. tactile and
auditory sense, for learning;
• Reduced access to standard learning materials, requiring the
development of specialised skills as well as modified
specialised books, materials and equipment for learning
through alternate modes,
• Compromised capacity to gather information through
observation and therefore reduced incidental learning.
(Lewis and Allman, 2000)
education adjustment program
Department of Education, Training and the Arts
Educational Focus Areas
These areas are:
– Curriculum;
– Disability specific Curriculum; and
– Learning Environment.
Students must have a significant impact in one or more
of the three focus areas for verification in the DETA
criteria for the category of vision impairment.
Appendix 4
education adjustment program
Department of Education, Training and the Arts
New Criteria (from 12 November 2007)
Criterion 1
• Student must be diagnosed with a vision Impairment involving:
– Ocular components; or
– The Visual Cortex; or
– the Functions and Structures Adjoining the eye.
• With either:
– a visual acuity of  6/18, according the Snellen Chart, best
corrected; or
– a visual field loss; or
– significant fluctuating visual access
Criterion 2
• And have documented evidence of activity limitations or participation
restrictions resulting from the Vision Impairment in one or more of
the following focus areas:
– Curriculum,
– Disability Specific curriculum, and
– Learning environment
Verification Form
education adjustment program
Department of Education, Training and the Arts
2006 Verification Data Indicated:
• The need to clarify the link between impairment and
educational impact.
• The need for consistency in information provided by medical
specialists.
It is expected that the Specialists information be current. This
does not mean that the report needs to be recent but rather that
the information within the report is reflective of the student at the
time of the verification request.
2007 EAP Verification – VI Form
education adjustment program
Department of Education, Training and the Arts
Curriculum
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Reduced volume of work;
Uses concrete materials
Modified assessment delivery e.g.auditory
Alternative format presentation e.g. Braille, large
print, auditory
Planning
Alternative subject/content/activities
Additional support e.g. 1:1, small group
Extra time to comprehend and process work
education adjustment program
Department of Education, Training and the Arts
Disability Specific Curriculum
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Functional Academic skills
Communication Skills
Concept development
Orientation & Mobility
Social Interaction Skills
Sensory Motor Skills
Independent Living Skills
Career or Voc Ed skills
Recreation and leisure skills
Technology
Visual efficiency skills
education adjustment program
Department of Education, Training and the Arts
Learning Environment
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Specialised equipment
Modified access
Glare reduction.
Lighting
Seating
Adaptive Technology
Visual Aids
Modified room set up
Excursions/camps/night activities
Verification Reviews and
Removal from Category
education adjustment program
Department of Education, Training and the Arts
Review of VI Verification
• No mandatory review for most diagnoses
– Eg conditions that are lifelong and stable
• Reviews required for some diagnoses
– Eg conditions that fluctuate or after intervention such
as patching
• Date of review determined by Verifier
Removals from Category
education adjustment program
Department of Education, Training and the Arts
Contact Details
• [email protected]
• For VI specific Verification questions
– Ph: 3240 9348 (Alt Fridays – pay weeks)
– Ph: 4616 9175 (Alt Fridays – non pay weeks)
• For general Verification questions
– Ph: 3240 9348 (Jeannie Grace)
– Fax: 3240 9300
• EAP Verification Team
141 Merton Rd
WOOLOONGABBA Q 4102