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Anne L. Corn Vanderbilt University

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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Anne L. Corn Vanderbilt University

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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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