 The Pennsylvania National Agenda (PANA) committee, with the help of the Pennsylvania Training and Technical Assistance Network (PaTTAN) and the support.

Slides:



Advertisements
Similar presentations
Dr. Dean Stenehjem, Superintendent
Advertisements

Assessment: Expanded Core Curriculum Needs Screening to the IEP
1 Special Education Administrators are Busy People…. Resources and information for your orientation and mobility questions.
Quick and Easy Expanded Core Curriculum: The Hatlen Center Guide
Presentation of Visual Impairments in Introduction to Special Education Textbooks Amy R. McKenzie, Ed.D. & Sandra Lewis, Ed.D. Florida State University.
By: Lynzi Harris. Potential Careers Daycare Director Elementary School Teacher (K-3) School Psychologist School Counselor Preschool Teacher School Social.
Chapter 16 Objectives Visual Impairments Chapter Objectives At the end of this presentation, you should be able to: Understand the definition and characteristics.
Working Together To Serve riders with Disabilities and Older Adults.
Perkins eLearning Charlotte Cushman, M.L.S., M.Ed. November 2012 Sharing the Possibilities!
The Expanded Core Curriculum for Our Youngest Children with Blindness or Visual Impairments: What can we do at this young age?
Integrating the Expanded Core Curriculum
THE POWER OF INTEGRATION 5300 Angeles Vista Boulevard Los Angeles, CA Joan Marason Director of Wellness & Enrichment Programs Donald.
Understanding Students with Visual Impairments
DREAM vs. REALITY Is College All It’s Cracked up to be? CTEBVI, March 21, 2015 Betty Henry, Maureen Green, Sharon Sacks, & Jerry Kuns.
CCPS Services for Students Who Are Blind and Visually Impaired.
BUILDING A CURRICULUM BRIDGE The Challenge of Itinerant Teaching.
© 2013, 2009, 2006, 2003, 2000 Pearson Education, Inc. All rights reserved. William L. Heward Exceptional Children An Introduction to Special Education.
Chapter 10 Blindness and Low Vision
Essential Components of a Program of Instruction for Every Student with ASDVI.
CALIFORNIA DEPARTMENT OF EDUCATION Tom Torlakson, State Superintendent of Public Instruction The Role of the State Program Guidelines in the Education.
Accommodations for Students with Blindness and Visual Impairment Chapter 5 David Goh.
By: Kathryn Sheriff Segers, PhD, NBCT, CTVI Program Specialist -Accessible Instructional Materials (AIMs) Georgia Department of Education.
Parent Perceptions of Transition-to-Adulthood Planning for Blind and Visually Impaired Youth by Lydia Schuck, MSEd.
Cindy Wenrich Principal Noname Elementary School Anytown, VA.
VISUALLY IMPAIRED. ELIGIBILITY CRITERIA VISUALLY IMPAIRED 1.A medical eye report documenting a visual acuity of 20/70 or less in the better eye after.
Janet M. Sloand, Ed.D. Pennsylvania Training and Technical Assistance Network (PaTTAN)
Data You Can Bank On What can OIR do for you?. Fall 2007 Student Demographics 13,217 students 69% Female 52% Minority Average age is 27 18% are First-time.
Hhhh Lynne Dellinger, M.Ed., TVI, COMS April 7, 2012.
July 2015 Duncan McGregor.  Who?Duncan McGregor, Ed.D.  What?O&M with a little ILS and PE.
Chapter 10 Blindness and Low Vision
Chapter Twelve Individuals With Visual Impairments.
 The Pennsylvania National Agenda (PANA) committee, with the help of the Pennsylvania Training and Technical Assistance Network (PaTTAN) and the support.
Duncan McGregor July  Phil Hatlen (1996) “the opportunity to be equal and the right to be different”  Canadian National Standards for the Education.
Iowa Educational Services for the Blind and Visually Impaired 1002 G Avenue ● Vinton, Iowa State of Iowa, Board of Regents Vision Services in Iowa.
Roles and Responsibilities of a VIT. Qualifications Bachelor’s degree or higher Teaching certificate Successful completion of required state evaluations.
Educational Support of Blind Children What do you believe?
ACCESSIBILITY PRODUCTION IS A PROCESS PRODUCTION TEAM.
New IEP Process and Product March/April/May/June 2008 Barrie Grossi, Lynne Ryan RI Department of Education RI Technical Assistance Project.
Chapter Thirteen Individuals With Visual Impairments.
Functional Vision & Learning Media Kentucky Exceptional Children's Conference Louisville, KY November 22, 2015 Presented by Cathy Johnson, APH Field Services.
Special Education Teacher By: Stephanie Tieman. Why I Chose It Working with kids Hours Responsibilities.
Working Toward Statewide Standards of Practice (Operationalizing the Strategic Plan) IESBVI Iowa Educational Services for the Blind and Visually Impaired.
Written by Mrs. Holmes. Required Education  Bachelor’s in Elementary Education for elementary teachers.  Bachelor’s in Education for middle/high school.
December, 2011 GITWL 1 Expanded Core Curriculum: Strategies for Education, Employment, and Socialization Karen Blankenship, Suzanne Dalton, Karen Ross,
Chapter 15 Understanding Students with Visual Impairments.
Career and Life Goals Planning. Start Early EXPANDED CORE: ASDVI  Engagement  Communication – expressive, receptive, nonverbal  Play, Social Skills.
Jessica Cummins October 11 th 3 rd hour Career Technology Foundations.
Title, Edition ISBN © 2009 Pearson Education, Inc. All rights reserved. Exceptional Children: An Introduction to Special Education, 9th Edition ISBN X.
Michigan Severity Rating Scales Vision Services Severity Rating Scales (VSSRS) VSSRS+ (for students with additional needs) Orientation & Mobility Severity.
Chapter 12 Children with Visual Impairments © Cengage Learning. All rights reserved.
Caseload Analysis Michigan Severity Rating Scales for Students with Visual Impairments Quality Programs for the Visually Impaired (QPVI) Iowa Caseload.
Vision Services and Support Emily Coleman, Teacher of the Visually Impaired Washington State School for the Blind.
An Updated Profile of Music Programs at Residential Schools for Blind and Visually Impaired Students Edward P. Kahler, II, Ph.D., MT-BC Jeremy Coleman,
Researching Careers. What to Research Description l What does the job involve?
Riding While Blind Enhancing the Public Transportation Experience for Riders Who are Blind or Visually Impaired.
Roles of the TVI and the O & M Specialist in Collaborative Assessment
Roles and Responsibilites
Less than 2% of all children with disabilities, ages 6-21
Chapter 10 Blindness and Low Vision
Blind and Low Vision Education Network NZ
Invest in yourself Personal Finance Competency 3.01
Super Summer Readers at ESC Region 11, GITWL Dec. 9, 2017
Verification Guidelines for Children with Visual Impairments
Chapter 10 Blindness and Low Vision
The Expanded Core Curriculum: Finding the Time
Roles and Responsibilites
VISSIT.
The Critical Shortage of Personnel: We Need a Solution!
MANITOBA EDUCATION AND TRAINING Program and Student Services Branch
The specialist VI curriculum and the role of the QTVI
Presentation transcript:

 The Pennsylvania National Agenda (PANA) committee, with the help of the Pennsylvania Training and Technical Assistance Network (PaTTAN) and the support of the Pennsylvania Department of Education (PDE), administered a survey to educational service providers in the field of visual impairment in Pennsylvania.  The survey asked questions about demographic information, caseload details, job responsibilities, and professional development needs.  87 educational service providers in the field of visual impairment in Pennsylvania completed the survey ◦ 53 respondents are certified teachers of students with visual impairments (TVI) ◦ 4 respondents are certified orientation and mobility (O&M) specialists ◦ 30 respondents are both certified TVIs and O&M specialists

 76 of respondents were female and 11 were male  For their TVI and/or O&M certifications, 36 respondents went to Kutztown University, 30 went to the University of Pittsburgh, 17 went to Salus University, and 4 went to some other.  74.7% have earned a Masters degree and 22.3% have earned a Bachelor’s degree  Over 50% of the respondents said the reason they entered the field of visual impairment was because of desire to help people and/or desire to teach  Of the 34 O&M specialists, 27 have professional certification, 2 have expired professional certification, and 5 never received professional certification  Of the 83 TVIs or dual TVIs and O&M specialists, 3 are on emergency certification

 Respondents have been working in the field of education for an average of 17 years, with a range of 1 year to 35 years, and the field of visual impairment for an average of 15 years, with a range of 1 year to 35 years  95.4% of respondents are employed by an approved private school (n=35) or an intermediate unit (n=48)  The average caseload size is 16, but the range is from 2 to 60 students  37 respondents anticipate leaving the field of visual impairment within the next 10 years. Of those, the most common reasons for leaving were retirement or pursuit of another career  Of the 87 respondents, 44 respondents would consider the pursuit of another occupation as a reason for leaving the field of visual impairment

 The majority of educational service providers spend more than 15 hours providing direct instruction in a typical work week. Travel time seems to vary consistently across all time categories.

 Of the 87 service providers, 69 reported having early childhood/elementary children with low vision on their caseload, 38 reported having early childhood/elementary children with blindness on their caseload, 61 reported having middle/high school students with low vision on their caseload, and 36 reported having middle/high school students with blindness on their caseload.

 In each of the age categories, educational service providers have more students with additional disabilities on their caseloads than students without additional disabilities.

 In general, approximately 50% of service providers spend 3-10 hours per week providing DIRECT instruction to students in all categories.  Service providers spend more time providing more than 15 hours of DIRECT instruction per week to students in Middle/High School than students in Early Childhood/Elementary.

 50% or more of the service providers spend 1-5 hours per week providing IN- DIRECT instruction to students in 3 out of the 4 categories: Middle/High School low vision, Middle/High School blindness and Early Childhood/Elementary blindness.  50% or more of the service providers spend less than 1 hour – 2 hours providing IN- DIRECT instruction to students in Early Childhood/Elementary with low vision.

 Service providers spend the least amount of time providing instruction in the expanded core curriculum areas of orientation and mobility, independent living, recreation and leisure, and career education to students in Early Childhood / Elementary with low vision.

 The majority of service providers frequently provide instruction in the expanded core curriculum areas of compensatory access, social interaction, and sensory efficiency when working with Early Childhood / Elementary students with blindness.

 Service providers spend the most time providing instruction in the expanded core curriculum areas of compensatory access and use of technology when working with Middle / High School students with low vision.

 At least 50% of service providers frequently or sometimes provide instruction in all areas of the expanded core curriculum when working with Middle / High School student with blindness.

 Most service providers spent some amount of time providing instruction in academics. Although the definition of instruction in this area was not provided, the results are concerning.

 Orientation and mobility instruction is focused mainly on concept development, spatial orientation skills, cane skills, and indoor travel when working with Early Childhood/Elementary students with low vision.

 Orientation and mobility instruction is focused mainly on concept development, spatial orientation skills, cane skills, and indoor travel when working with Early Childhood/Elementary students with blindness.

 More than 50% of the dual certified or O&M specialists frequently or sometimes provide instruction in all areas of orientation and mobility when working with Middle/High School students with low vision.

 More than 50% of the dual certified or O&M specialists frequently or sometimes provide instruction in all areas of orientation and mobility when working with Middle/High School students with blindness.

 For students in Early Childhood/Elementary with low vision, the 3 most frequently used modes of access to GET information are regular print in hard copy format, regular print with magnification, and large print in hard copy format.

 For students in Early Childhood/Elementary with blindness, the 3 most frequently used modes of access to GET information are braille hard copy, human reader, and audio pre-recorded devices.

 For students in Middle/High School with low vision, the 3 most frequently used modes of access to GET information are regular print in hard copy format, regular print with magnification, and large print in hard copy format.  Over half of the service providers reported these students GET information frequently or sometimes through a human reader or audio pre-recorded device.

 For students in Middle/High School with blindness, the 3 most frequently used modes of access to GET information are braille in hard copy format, electronic braille, human reader, and electronic reader, and audio pre-recorded.  Over half of the service providers reported these students GET information frequently or sometimes through a human reader or audio pre-recorded device.

 For students in Early Childhood/Elementary with low vision, the 5 most frequently used modes of access to GIVE information are handwriting, keyboarding, verbal responses, visual responses, and tactile responses.

 For students in Early Childhood/Elementary with blindness, the 3 most frequently used modes of access to GIVE information are verbal response, tactile responses, and manual braille writing.

 For students in Middle/High School with low vision, the 3 most frequently used modes of access to GIVE information are handwriting, keyboarding, and verbal responses.

 For students in Middle/High School with blindness, the 3 most frequently used modes of access to GIVE information are keyboarding, electronic braille writing, and verbal response.