Transcript The National Agenda for Children and Youths with Visual

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?


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
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
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
Background




Advisory board
Endorsing
organizations
Publication of data
Publication of the
National Agenda
booklet
Eight Goals of the Agenda




Goal
Goal
Goal
Goal
1:
2:
3:
4:
Early referral
Parent participation
Professional personnel
Caseloads
Eight Goals of the Agenda




Goal
Goal
Goal
Goal
5:
6:
7:
8:
Array of services
Assessment
Access to instructional materials
Expanded core curriculum
Expanded Core Curriculum
(Hatlen, 1996)








Compensatory
Orientation and mobility
Social and interpersonal
Independent living
Career education
Recreation/Leisure
Technology
Visual efficiency
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
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
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
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
National, State, and Local
Strategies




A Call to Action
National Web Site
Video
Pamphlets under
development



Parents
Teachers
Administrators
States’ Efforts

States’ Efforts



Publications
Web Sites
Legislation (VA)
Spin-off Projects (examples)

National Plan for
Training Personnel
to Serve Children
with Blindness and
Low Vision (goal 3)
Spin-off Projects (examples)

Education Guidelines
from the National
Association of State
Directors of Special
Education
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)
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)
Benefits



Functions as a change agent at the
national level
Facilitates parents and professionals
forming partnerships
Enhances communications among
professionals
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 crossdisciplinary communications
Benefits



Leadership opportunities
Commitment of professionals and
parents
Empowers professionals and parents to
make change (when state or
government supports are not available)
Challenges





Politics within states
States and organizations needing
technical support
Funding
Communications and meetings
Organizational status
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
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
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
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…
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.
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
National Planning



Consider barriers
Communications
A beginning plan



“Buy-in” from individuals and groups
Data
Review and input from the field Time
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
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