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The National Agenda for Children and Youths with Visual Impairments, Including those with Multiple Disabilities

The National Agenda for Children and Youths with Visual Impairments, Including those with Multiple Disabilities. Anne L. Corn Vanderbilt University. What is the National Agenda?.

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The National Agenda for Children and Youths with Visual Impairments, Including those with Multiple Disabilities

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  1. The National Agenda for Children and Youths with Visual Impairments, Including those with Multiple Disabilities Anne L. Corn Vanderbilt University

  2. What is the National Agenda? • Parents, professionals, and adults with visual impairments who have a passion for making education services for children with visual impairments and blindness better (numbers unknown) • A journey with a destination but without a complete roadmap

  3. Background • A satirical presentation • An open letter to professionals and parents • A topical meeting • A steering committee formed • Five committees write goals • 19 goals are written

  4. Background • Likelihood-impact analysis • Data from 400 responses analyzed • Eight goals are drafted • Reviews by professionals, parents, and consumers • National Agenda established • National Goal Leaders

  5. Background • Advisory board • Endorsing organizations • Publication of data • Publication of the National Agenda booklet

  6. Eight Goals of the Agenda • Goal 1: Early referral • Goal 2: Parent participation • Goal 3: Professional personnel • Goal 4: Caseloads

  7. Eight Goals of the Agenda • Goal 5: Array of services • Goal 6: Assessment • Goal 7: Access to instructional materials • Goal 8: Expanded core curriculum

  8. Expanded Core Curriculum (Hatlen, 1996) • Compensatory • Orientation and mobility • Social and interpersonal • Independent living • Career education • Recreation/Leisure • Technology • Visual efficiency

  9. Basic Premises • Change is measurable • Empowerment of parents, professionals, adult consumers • No ownership • Parent-professional partnerships • Flexibility at state and local levels For goal setting and activities

  10. Basic Premises • National supports with state and local efforts • Local and state efforts drive national directions • The National Agenda is not the solution – people are the solution

  11. Structure • Steering committee • Parent and professional leadership • Ms. Donna Stryker, Parent, New Mexico • Dr. Phil Hatlen, Supt. TX School for the Blind • Advisory board • National goal leaders (NGLs) • State co-coordinators • Endorsing organizations and school programs

  12. National Snapshot of Services • National goal leaders gather data for their goals • Report to the Nation is published • States use national data to compare, contrast, set goals

  13. National, State, and Local Strategies • A Call to Action • National Web Site • Video • Pamphlets under development • Parents • Teachers • Administrators

  14. States’ Efforts • States’ Efforts • Publications • Web Sites • Legislation (VA)

  15. Spin-off Projects (examples) • National Plan for Training Personnel to Serve Children with Blindness and Low Vision (goal 3)

  16. Spin-off Projects (examples) • Education Guidelines from the National Association of State Directors of Special Education

  17. Spin-off Projects (examples) • American Foundation for the Blind Textbook and Instructional Materials Solutions Forum (goal 7) • Research on the Expanded Core Curriculum for Students with Visual Impairments (goal 8)

  18. Uses of the National Agenda • Vehicle to garner political support for change • State planning • Support for parents • Organizer for communications, e.g., newsletters to parents (goal 8) • Organizer for personnel preparation (goal 8)

  19. Benefits • Functions as a change agent at the national level • Facilitates parents and professionals forming partnerships • Enhances communications among professionals

  20. Benefits • Identifies assessments and a curriculum that all students with visual impairments should receive • Helps administrators understand the roles and functions of the TVI, COMS • Facilitates cross agency and cross-disciplinary communications

  21. Benefits • Leadership opportunities • Commitment of professionals and parents • Empowers professionals and parents to make change (when state or government supports are not available)

  22. Challenges • Politics within states • States and organizations needing technical support • Funding • Communications and meetings • Organizational status

  23. Challenges • Autonomous efforts (in the name of) • Insufficient data to track change • Frustrations with how far we still need to go • Accepting change that has occurred as accomplishments worthy of celebration

  24. Current Status • Five-year re-assessment resulted in continuation of national goals • New efforts to support states that are motivated but in need of mentorship • American Foundation for the Blind has allocated a 10-hour per week position to helping states achieve the goals

  25. Affirmation of Beliefs • When • there are early referrals • parents are partners • there are sufficient personnel • there are appropriate case loads for professionals • assessments are valid for the population

  26. Affirmation of Beliefs • there is an array of placement options • texts and instructional materials are in appropriate media and available at the same time as for sighted peers • the Expanded Core Curriculum for Students with Visual Impairments is taught…

  27. Affirmation of Beliefs • Then • children and youths with visual impairments, including those with multiple disabilities will receive an appropriate education in their least restrictive learning environment.

  28. National Planning • Determine levels of satisfaction with current practices • Acknowledge needs exist (if any) • Volunteer Steering Committee • Respected individuals • Individuals without personal agendas • Strengths and resources

  29. National Planning • Consider barriers • Communications • A beginning plan • “Buy-in” from individuals and groups • Data • Review and input from the field Time

  30. National Planning • Commitment of several agencies to support effort (examples) • American Foundation for the Blind • National Goal Leader organizations • Texas School for the Blind and Visually Impaired • Time • Flexibility • Patience

  31. Conclusion • When education services are not what you want them to be: • believe you can make change • Believe others want to join you in making change • Believe you will arrive at your destination, even if you don’t have the entire road map

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