Assessing and Building Literacy for Students Who Are Blind or Visually Impaired in the General Education Setting

Abstract

Students who are blind or visually impaired (BVI) require specialized literacy instruction that aligns with both braille reading development and evidence-based literacy practices. With the increasing adoption of Science of Reading policies, teachers of students with visual impairments (TSVIs) must navigate new literacy mandates while ensuring their students receive appropriate instruction. This article presents a research-based approach to integrating braille literacy assessment with structured, evidence-based reading instruction. Using a case study of a second-grade braille reader, the article illustrates how a TSVI, a reading specialist, and a general education teacher collaborated to develop and implement an Informal Braille Reading Inventory (IBRI). The IBRI provided meaningful data to guide instruction, improve literacy outcomes, and align braille instruction with general education reading expectations. Practical strategies for assessment, intervention, and interdisciplinary collaboration are discussed, offering a model for ensuring BVI students receive equitable literacy support.

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