Future Reflections Winter/Spring 2000, Vol. 19 No. 1


Who Gets ESY?  

Editorís Note: The following are real-life examples of blind children who have received ESY services in Maryland sometime within the past 5 years. I want to thank Dan and Danielle Becker, Joe and Loretta White, and Regina Byrd for giving me permission to print the following data about their children.


CHILD A, age 8, grade 2. Blind from bi-lateral nerve hypoplasia. Light, color, and large object perception in the lower outer quadrant. No other disabilities. On grade level with her peers in all course work. All scores on the psychological test in the superior or above average range.

Reason for ESY:

* Emerging Skills/Breakthrough Opportunities

* Regression/Recoupment

Time: 2 hours per week for four weeks

Location: The childís home

Service Provider: Regular TVI (teacher of the visually impaired)

IEP objectives to be addressed for ESY

Rachel will:

* use index finger of both hands to maintain a curved position of the finger when following lines with a verbal prompt/cue. 85% accuracy.

* read Braille contractions as they appear in the student text with fading verbal prompts. 90% accuracy.

* skim page for specific information with fading verbal prompts. 95% accuracy.

* increase reading speed and comprehension with fading verbal prompts. Teacher observation.

* reduce the number of Braille reversals when reading independently. Teacher observation.

* use correct finger placement on the Braille writer. 80% accuracy.

* use correct Braille when writing words, sentences, and paragraphs appropriate to grade level. 90% accuracy.

* erase and correct erasures on the Braille writer with minimal assistance. 80% accuracy.

* review basic operations of abacus appropriate to grade level.


CHILD B, age 9, grade 3. Multiply handicapped: blind, hearing impaired, ADHD (attention deficit hyperactivity disorder), mild cerebral palsy, and speech/language impaired.

Reason for ESY:

* Regression/Recoupment

* Emerging skills/Breakthrough Opportunites

* Nature and/or Severity of the Disabilities

* Degree of Progress

* Severity of disability

Time: 6 weeks, 23 hours per week. Computer: 3 days @ .5 hour per day. Orientation and Mobility: 3 days @ .5 hour per day. Reading/math: 5 days @ 2 hours per day. Socialization: 5 days @ 2 hours per day.

Location: Local elementary school

Service Providers: O&M specialist and special educator/teacher of the visually impaired (TVI). Note: The school was not able to locate a special educator/TVI. With the approval of the parent, these services were provided by a blind high school math teacher.

Goals to be addressed for ESY:

I. Develop language arts skills

a. Identify reading vocabulary

b. Read and write Braille contractions

c. Read and write Braille composition and punctuation signs

d. Read and write Nemeth (math) symbols

e. Utilize correct formatting

f. Write 5 letters of the alphabet on slate and stylus

g. Read independently a variety of books at her reading level

II. Travel safely and independently

a. Utilize a systematic search pattern to orient herself to unfamiliar rooms with less than 5 verbal prompts

b. Demonstrate good posture and gait

c. Attempt to correct errors and miscalculations

d. Stay on sidewalk in non-complicated environment

e. Appropriately refuse offers of assistance in all environments

III. Continue with developing social communication skills

a. Identify and apply conversational rules with peers

IV. Demonstrate ability to use computer

a. Locate and type the home row and 6 letter keys

b. Locate and type keys needed for software (arrows, return, shift)

c. Utilize games to develop problem-solving skills

d. Type words using keys she has already learned

e. Read a Braille print-out of her work

V. Orient to her new school


CHILD C, age 9, grade 4. Multiply handicapped: visually impaired, speech/language impaired, ADHD, and mild cognitive impairment

Reason for ESY:

* Regression/recoupment

* Nature and/or Severity of the Disability

* Emerging skills

Time: 6 weeks, 3 hours per day.

Service Provider: Teacher of the visually impaired

Location: Parentís home

Goals to be addressed for ESY:

I. Reading

a. Identify sight word vocabulary from selected reading materials

b. Identify functional vocabulary (i.e.óstop, men, exit, pull, in, etc.)

c. Sequence letters alphabetically

d. Identify letter-sound relationships for initial consonant sounds

e. Spell words using targeted vocabulary from reading

II. Math

a. Rote count to 100

b. Identify numerals 0-100

c. Subtract whole numbers without re-grouping to 18