1. JACK O’CONNELL State Superintendent of Public Instruction 1 Program Guidelines for Students who are Visually Impaired PRESENTATION TO: California Transcribers and Educators of the Blind and Visually Impaired 2010

2. JACK O’CONNELL State Superintendent of Public Instruction 2

3. 3 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.

4. JACK O’CONNELL State Superintendent of Public Instruction 4 Legal Mandate 30 EC 56136 - Guidelines for Low Incidence Disability Areas 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.

5. JACK O’CONNELL State Superintendent of Public Instruction 5 Chapter One Introduction

6. JACK O’CONNELL State Superintendent of Public Instruction 6 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 Provide criteria for the self-review and monitoring of programs serving students with visual impairments

7. JACK O’CONNELL State Superintendent of Public Instruction 7 Scope of the Guidelines Focus on the unique educational needs of students with visual impairments

8. JACK O’CONNELL State Superintendent of Public Instruction 8 Scope of the Guidelines (cont’d) Areas not addressed in Guidelines (unless affected by student’s visual impairment) Core curriculum, course of study, proficiency standards and standards of behavior and discipline (Students with VI should meet the standards and expectations for all students as much as possible)

9. JACK O’CONNELL State Superintendent of Public Instruction 9 Scope of the Guidelines (cont’d) Areas not addressed (cont’d) Needs resulting from an additional disability or disabilities Other special needs (including those served by programs such as gifted or migrant education)

10. JACK O’CONNELL State Superintendent of Public Instruction 10 Use of the Guidelines Can be used for: Obtaining basic information and suggestions regarding identification, assessment, and provision of instruction and services to students with visual impairments

11. JACK O’CONNELL State Superintendent of Public Instruction 11 Use of the Guidelines (cont’d) Reviewing pertinent legal requirements (Appendix F) Identifying sources of funding and materials and equipment (Appendix E) Using local and state resources (Appendix G)

12. JACK O’CONNELL State Superintendent of Public Instruction 12 Chapter Two Unique Education Needs Related to a Visual Impairment

13. JACK O’CONNELL State Superintendent of Public Instruction 13 Topics Concept Development and Academic Needs Communication Needs Social/Emotional Needs Sensory Motor Needs Orientation and Mobility Needs Daily Living Skills Needs Career Vocational Needs

14. JACK O’CONNELL State Superintendent of Public Instruction 14 Standards Chapters 3, 4 and 5 discuss standards for meeting the unique educational needs of students with visual impairments

15. JACK O’CONNELL State Superintendent of Public Instruction 15 Chapter Three Identifying and Assessing Unique Educational Needs

16. JACK O’CONNELL State Superintendent of Public Instruction 16 Standards Procedures for locating and referring students with visual impairments who may require special education, including possible referrals for the vision screening program Assessment of a student with suspected visual impairment involves, when appropriate, the follow-up areas related to disability

17. JACK O’CONNELL State Superintendent of Public Instruction 17 Standards (cont’d) Assessment conducted by qualified personnel who are knowledgeable about disability Assessment report identifies unique educational needs related to visual impairment, including needs for specialized services, equipment, and materials

18. JACK O’CONNELL State Superintendent of Public Instruction 18 Standards (cont’d) Assessment personnel consider variables that influence individual needs.

19. JACK O’CONNELL State Superintendent of Public Instruction 19 Chapter Four Planning and Providing Instruction and Services

20. JACK O’CONNELL State Superintendent of Public Instruction 20 Standards Assessing unique needs of students with visual impairments form the foundation for developing the Individualized Education Program (IEP), the Individualized Family Service Plan (IFSP), or the Individualized Transition Plan (ITP); for providing appropriate specialized instruction and services; for providing materials and equipment; and for developing curriculum in several listed areas

21. JACK O’CONNELL State Superintendent of Public Instruction 21 Standards (cont’d) Individuals who are involved in the identification, assessment, planning or provision of instruction, services, or consultation to a student with visual impairments understand the unique education needs

22. JACK O’CONNELL State Superintendent of Public Instruction 22 Standards (cont’d) Coordination exists among all of the individuals involved in providing instruction and services to students with visual impairments

23. JACK O’CONNELL State Superintendent of Public Instruction 23 Chapter Five Organizing and Supporting Instruction and Services

24. JACK O’CONNELL State Superintendent of Public Instruction 24 Standards Each local or regional program provides for the delivery of appropriate instruction and services through a full range of program options and support services on a regional basis. Each visually impaired student is appropriately placed in the least restrictive environment according to his or her educational needs.

25. JACK O’CONNELL State Superintendent of Public Instruction 25 Standards (cont’d) Class size and caseloads of staff allow for providing specialized instruction and services based on the educational needs of visually impaired students. Each local, regional, or statewide program provides qualified staff who have the skills and abilities to conduct assessments and to provide instruction and services that meet the educational needs of visually impaired students.

26. JACK O’CONNELL State Superintendent of Public Instruction 26 Standards (cont’d) Appropriate staff development and parent education are provided according to a needs assessment that reflects the unique educational needs of the visually impaired student. Facilities are designed or modified to enhance the provision of instruction and services to meet the unique educational needs of visually impaired students.

27. JACK O’CONNELL State Superintendent of Public Instruction 27 Standards (cont’d) Materials and equipment necessary to meet the unique educational needs of students with visual impairments are provided as indicated by the IFSP/IEP/ITP. Transportation for students with visual impairments is suitable to the unique health and safety needs of visually impaired students.

28. JACK O’CONNELL State Superintendent of Public Instruction 28 Standards (cont’d) Each local, regional, or statewide program serving students with visual impairments has an ongoing process to evaluate its effectiveness and improve the identification, assessment, planning, and provision of instruction and services to meet the unique educational needs of these students.

29. JACK O’CONNELL State Superintendent of Public Instruction 29 Key Considerations All areas of the California Education Code and IDEA 2004 are addressed Major concerns since IDEA 2004 Standards to be added

30. JACK O’CONNELL State Superintendent of Public Instruction 30 Key Considerations Topics to be added to the standards Standards and/or topics to be deleted Appendixes to be added or deleted

31. JACK O’CONNELL State Superintendent of Public Instruction 31 For More Information obtain the following documents from the CDE Spec Ed Division Linda Wyatt, Ed.D., Consultant Special Education Division 916- 322-3254 lwyatt@cde.ca.gov 2009-10 Low Incidence Program Guidelines and Legal Requirements (http://www.cde.ca.gov/ 2009-2010 Low Incidence Program Allocation Spreadsheet