Title: The National Agenda for Children and Youths with Visual Impairments, Including those with Multiple D
1The National Agenda for Children and Youths with
Visual Impairments, Including those with Multiple
Disabilities
- Anne L. Corn
- Vanderbilt University
2What 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
3Background
- 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
4Background
- Likelihood-impact analysis
- Data from 400 responses analyzed
- Eight goals are drafted
- Reviews by professionals, parents, and consumers
- National Agenda established
- National Goal Leaders
5Background
- Advisory board
- Endorsing organizations
- Publication of data
- Publication of the National Agenda booklet
6Eight Goals of the Agenda
- Goal 1 Early referral
- Goal 2 Parent participation
- Goal 3 Professional personnel
- Goal 4 Caseloads
7Eight Goals of the Agenda
- Goal 5 Array of services
- Goal 6 Assessment
- Goal 7 Access to instructional materials
- Goal 8 Expanded core curriculum
8Expanded Core Curriculum (Hatlen, 1996)
- Compensatory
- Orientation and mobility
- Social and interpersonal
- Independent living
- Career education
- Recreation/Leisure
- Technology
- Visual efficiency
9Basic 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
10Basic 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
11Structure
- 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
12National 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
13National, State, and Local Strategies
- A Call to Action
- National Web Site
- Video
- Pamphlets under development
- Parents
- Teachers
- Administrators
14States Efforts
- States Efforts
- Publications
- Web Sites
- Legislation (VA)
15Spin-off Projects (examples)
- National Plan for Training Personnel to Serve
Children with Blindness and Low Vision (goal 3)
16Spin-off Projects (examples)
- Education Guidelines from the National
Association of State Directors of Special
Education
17Spin-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)
18Uses 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)
19Benefits
- Functions as a change agent at the national level
- Facilitates parents and professionals forming
partnerships - Enhances communications among professionals
20Benefits
- 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
21Benefits
- Leadership opportunities
- Commitment of professionals and parents
- Empowers professionals and parents to make change
(when state or government supports are not
available)
22Challenges
- Politics within states
- States and organizations needing technical
support - Funding
- Communications and meetings
- Organizational status
23Challenges
- 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
24Current 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
25Affirmation 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
26Affirmation 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
27Affirmation 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.
28National 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
29National Planning
- Consider barriers
- Communications
- A beginning plan
- Buy-in from individuals and groups
- Data
- Review and input from the field Time
30National 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
31Conclusion
- 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 dont have the entire road map