The challenge is that an IFSP is designed around children with normative weaknesses--that is, delayed compared to typically-developing peers. The plan should service his area of identified weakness, but is not required to address his areas of strength. It's not an IEP, which is educationally focused (even then, supporting strength areas is not always required). Asynchronous development is expected in very young children, so intrapersonal discrepancies don't hold much weight in EI, as long as the skills are all at least within normal limits. Trying to gain access to the vision tools you've named on the basis of access to academic instruction is likely to be ineffective, since there is no mandate for academic progress at this level. You might have more success with this in another 13 months, when he is 2-9, and you enter the handoff stage to the IEP team. (An IEP can't be implemented until age three, but you should start transitioning a few months earlier; most districts will talk to you beginning at 2-9.)
