the role of the state program guidelines in the education of students with visual impairments
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The Role of the State Program Guidelines in the Education of Students with Visual Impairments. Legal Mandate. - PowerPoint PPT PresentationTRANSCRIPT
CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction
The Role of the State Program Guidelines in the Education of Students with
Visual Impairments
TOM TORLAKSONState Superintendent of Public Instruction
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.
TOM TORLAKSONState Superintendent of Public Instruction
Legal Mandate (cont’d)
• 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.
TOM TORLAKSONState Superintendent of Public Instruction
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
TOM TORLAKSONState Superintendent of Public Instruction
Purpose of Guidelines(cont’d)
• Provide criteria for the self-review and monitoring of programs serving students with visual impairments
TOM TORLAKSONState Superintendent of Public Instruction
Scope of the Guidelines
• Focus on the unique educational needs of students with visual impairments
TOM TORLAKSONState Superintendent of Public Instruction
Key Considerations
What should be added as a result of IDEA 2004?
What should be added as a result of changes in the California Education Code?
What should be changed as a result in student population shifts?
TOM TORLAKSONState Superintendent of Public Instruction
Top Priority Issues
• Caseload sizes
• Role of the TVI
• Expanded Core Curriculum
• Distinctions between resource, itinerant and consultation models
• Multiple Disabilities
• Possible role of Response to Instruction and Intervention
TOM TORLAKSONState Superintendent of Public Instruction
Caseload Sizes
Current Guideline Language Discusses Two Options on which to base Caseloads:
Option One-Base caseload size on time needed to provide instruction, consultation with others, travel, securing and preparing specialized materials, attending meetings, preparing reports and paperwork.
TOM TORLAKSONState Superintendent of Public Instruction
Caseload Sizes
Option Two-Base caseload sizes on age of children and severity of the needs of the students.
Resource Room 8 – 12 St Students Special classroom Infants or Preschool 4 – 8 St Kindergarten - 3rd grades 6 – 10 St 4th – 12th grades 8 – 12 St Multiple disabilities 3 – 7 St
TOM TORLAKSONState Superintendent of Public Instruction
Caseload Sizes (cont’d)
Itinerant Teacher of the Visually Impaired 8 – 12 St
Orientation and Mobility 8 – 12 St
Home-based infants or preschool
children 13 – 17 Children
TOM TORLAKSONState Superintendent of Public Instruction
Role of the TVI
Role of the TVI - Handout (Taken from the current VI Guidelines)
How has the role of the TVI changed in the last five to ten years?
How do the classroom models impact the role of the TVI?
TOM TORLAKSONState Superintendent of Public Instruction
Expanded Core Curriculum
Nine Areas:
Compensatory Education (includes academics)
Orientation and mobility
Social Interaction Skills
Independent Living Skills
Recreation and Leisure Skills
TOM TORLAKSONState Superintendent of Public Instruction
Expanded Core Curriculum (cont’d)
Career Education
Use of Assistive Technology
Sensory Efficiency Skills
Self-Determination
TOM TORLAKSONState Superintendent of Public Instruction
Expanded Core Curriculum (cont’d)
Current Guidelines use phrase “Unique Education Needs”
Use of Assistive Technology and Self-Determination are not included in the current guidelines
How many are teaching the Expanded Core Curriculum?
Is it being taught to all VI students
TOM TORLAKSONState Superintendent of Public Instruction
Resource, Itinerant and Consultation Models
What are the determining factors for placement in any of the models?
How has this changed the roles of the TVI and the paraprofessional?
What other models are being used?
TOM TORLAKSONState Superintendent of Public Instruction
Other Considerations
Response to Instruction and Intervention (RtI(2)
Multiple Disabilities
TOM TORLAKSONState Superintendent of Public Instruction
Contact Information
Linda Wyatt, Ed.D.
Special Education Consultant
California Department of Education
916-322-3254