jack o’connell state superintendent of public instruction 1 program guidelines for students who...

JACK O’CONNELLState Superintendent of Public Instruction

1

Program Guidelines for Students who are Visually

Impaired

PRESENTATION TO:

California Transcribers and Educators of the Blind and Visually Impaired 2010


2


3

Legal Mandate

• 30 EC 56136 - Guidelines for Low Incidence Disability Areas

56136. The superintendent shall develop guidelines for each low incidence disability area and provide technical assistance to parents, teachers, and administrators regarding the implementation of the guidelines. The guidelines shall clarify the identification, assessment, planning of, and the provision of, specialized services to pupils with low incidence disabilities.


4

Legal Mandate

• 30 EC 56136 - Guidelines for Low Incidence Disability Areas

The superintendent shall consider the guidelines when monitoring programs serving pupils with low incidence disabilities pursuant to subdivision (a) of Section 56836.04. The adopted guidelines shall be promulgated for the purpose of establishing recommended guidelines and shall not operate to impose minimum state requirements.


5

Chapter One

Introduction


6

Purpose of Guidelines• Clarify the processes for the

identification, assessment, planning, and provision of instruction and services to meet the unique needs of students with visual impairments

• Provide information that will assist parents, staff, and administrators in evaluating, improving, and maintaining quality programs

• Provide criteria for the self-review and monitoring of programs serving students with visual impairments


7

Scope of the Guidelines

Focus on the unique educational needs of students with visual

impairments


8

Scope of the Guidelines (cont’d)

• Areas not addressed in Guidelines (unless affected by student’s visual impairment)

• Core curriculum, course of study, proficiency standards and standards of behavior and discipline (Students with VI should meet the standards and expectations for all students as much as possible)


9

Scope of the Guidelines (cont’d)

Areas not addressed (cont’d)

• Needs resulting from an additional disability or disabilities

• Other special needs (including

those served by programs such as

gifted or migrant education)


10

Use of the Guidelines

Can be used for:

• Obtaining basic information and suggestions regarding identification, assessment, and provision of instruction and services to students with visual impairments


11

Use of the Guidelines (cont’d)

• Reviewing pertinent legal requirements (Appendix F)

• Identifying sources of funding and materials and equipment (Appendix E)

• Using local and state resources (Appendix G)


12

Chapter Two

Unique Education Needs Related to a Visual Impairment


13

Topics

• Concept Development and Academic Needs• Communication Needs• Social/Emotional Needs• Sensory Motor Needs• Orientation and Mobility Needs• Daily Living Skills Needs• Career Vocational Needs


14

Standards

Chapters 3, 4 and 5 discuss standards for meeting the unique educational needs of students with visual impairments


15

Chapter Three

Identifying and Assessing Unique Educational Needs


16

Standards

• Procedures for locating and referring students with visual impairments who may require special education, including possible referrals for the vision screening program

• Assessment of a student with suspected visual impairment involves, when appropriate, the follow-up areas related to disability


17

Standards (cont’d)

• Assessment conducted by qualified personnel who are knowledgeable about disability

• Assessment report identifies unique educational needs related to visual impairment, including needs for specialized services, equipment, and materials


18


• Assessment personnel consider

variables that influence individual

needs.


19

Chapter Four

Planning and Providing Instruction and Services


20

Standards

• Assessing unique needs of students with visual impairments form the foundation for developing the Individualized Education Program (IEP), the Individualized Family Service Plan (IFSP), or the Individualized Transition Plan (ITP); for providing appropriate specialized instruction and services; for providing materials and equipment; and for developing curriculum in several listed areas


21

Standards (cont’d) • Individuals who are involved in the identification, assessment, planning or provision of instruction, services, or consultation to a student with visual impairments understand the unique education needs


22


• Coordination exists among all of the

individuals involved in providing instruction

and services to students with visual

impairments


23

Chapter Five

Organizing and Supporting Instruction

and Services


24

Standards

• Each local or regional program provides for the delivery of appropriate instruction and services through a full range of program options and support services on a regional basis.

• Each visually impaired student is appropriately placed in the least restrictive environment according to his or her educational needs.


25


• Class size and caseloads of staff allow for providing specialized instruction and services based on the educational needs of visually impaired students. • Each local, regional, or statewide program provides qualified staff who have the skills and abilities to conduct assessments and to provide instruction and services that meet the educational needs of visually impaired students.


26


• Appropriate staff development and parent education are provided according to a needs assessment that reflects the unique educational needs of the visually impaired student.

• Facilities are designed or modified to enhance the provision of instruction and services to meet the unique educational needs of visually impaired students.


27


• Materials and equipment necessary to meet the unique educational needs of students with visual impairments are provided as indicated by the IFSP/IEP/ITP.

• Transportation for students with visual impairments is suitable to the unique health and safety needs of visually impaired students.


28


• Each local, regional, or statewide program serving students with visual impairments has an ongoing process to evaluate its effectiveness and improve the identification, assessment, planning, and provision of instruction and services to meet the unique educational needs of these students.


29

Key Considerations

• All areas of the California Education Code and IDEA 2004 are addressed

• Major concerns since IDEA 2004

• Standards to be added


30

Key Considerations

• Topics to be added to the standards

• Standards and/or topics to be deleted

• Appendixes to be added or deleted


31

For More Information obtain the following documents from the CDE Spec Ed Division

Linda Wyatt, Ed.D., ConsultantSpecial Education Division

916- [email protected]

2009-10 Low Incidence Program Guidelines and Legal Requirements (http://www.cde.ca.gov/

2009-2010 Low Incidence Program Allocation Spreadsheet

jack o’connell state superintendent of public instruction 1 program guidelines for students who...

Documents