; and (C) consult with individuals and organizations with expertise in the education of children who are blind or visually impaired, including parents, consumer and advocacy organizations, and teachers of students with visual impairments and others the State may identify. . 203. Evaluations Section 614(b) ( 20 U.S.C. 1414(b) ), as amended by section 103(a) of this Act, is further amended by adding at the end the following: (8) Blindness or visual impairment (A) In general In conducting the assessments prescribed in paragraph (3)(B), determination of the need of children who are blind or visually impaired (including children who may have additional disabilities) for special education and related services shall include evaluation of such children’s unique learning needs, including needs for instruction which may be needed by children without disabilities or with other disabilities but which must be specifically designed, modified, or delivered to meet the unique learning needs of children who are blind or visually impaired. Such assessments shall also include widely recognized and research-based evaluations (including Learning Media Assessments, Functional Vision Evaluations, and other similarly well-established evaluation methodologies and tools) administered by the highest qualified personnel in the State specializing in blindness or visual impairment. (B) Content of evaluations The evaluations described in subparagraph (A) shall, at a minimum, include evaluations assessing the need for instruction in Braille, proficient use of assistive technologies (both at home and in school and which includes low vision devices as determined appropriate), orientation and mobility (provided and exercised in a variety of environments including at home, in school, and in community), self-determination, sensory efficiency, socialization, recreation and fitness, independent living skills, and age-appropriate career education. . 204. Consideration of special factors Section 614(d)(3)(B)(iii) ( 20 U.S.C. 1414(d)(3)(B)(iii) ) is