GOAL 2: Policies and procedures will be implemented to ensure the right of all parents to full participation and equal partnership in the education process.
CURRENT SITUATION 2A
Parents are involved in the development of the Individual Family Support Plan (IFSP) from birth to age three, and the Individual Education Plan (IEP) from age 3-21 or graduation from high school. However, parents often feel disassociated from the schools, and not involved in the process.
AREAS OF NEED
Parents need to be included more readily as full members of the Placement Team. They need to have a presence at the development of the IFSP/IEP rather than being handed a list of goals for approval. Parents must have an opportunity to meet with all personnel involved in the development of their child's IEP or IFSP.
INITIATIVES
To promote parent involvement as full members of education teams by offering opportunities and facilitating the sharing of information about their child.
STRATEGIES
 | Adopt the parent survey developed by the National Agenda goal 2 work group to distribute to all families in N.H. who have a child with a visual impairment. |
| Help parents to be better aware of what to anticipate at a team meeting, including the major components in the special education process (i.e., definitions related to coding, IEP development, placement, parent's rights). |
| Develop a worksheet that can be used by parents to assist in organizing information they want to be considered by the team at IEP meetings. |
CURRENT SITUATION 2B
Parents are not always knowledgeable about the special education process, nor are they fully aware of their rights.
AREAS OF NEED
Parents need more information regarding special education laws and parental rights. Parents are usually given their rights at the required intervals, however, this is not sufficient to give families a thorough working knowledge of the process and how their rights apply.
INITIATIVES
| To collaborate with other agencies that are doing training for parents about the special education process. |
| To develop opportunities for parent to parent contact and support for new families entering the education system. |
STRATEGIES
| Contact the Parent Information Center to provide "IEP Connection" training for the NH/NAPVI and NH/NOAH consumer groups. |
| Provide parents with information about available training opportunities on the IEP process, as well as the educational needs of children with visual impairments including those with multiple disabilities, etc. |
| Develop a list of NH/NAPVI chapter parents willing to act as support resources to new families. |
CURRENT SITUATION 2C
Parents often rely on early intervention and school district personnel to assist them in determining a quality educational program. Parents are often not aware of the "Policy Guidance on Educating Blind and Visually Impaired Students" or the components of the "Core and Expanded Curricula".
AREAS OF NEED
Parents, who know their child better than anyone else, need more information about the components of a quality program. With the exception of those districts who access a qualified teacher of students who are blind or visually impaired, school district teams do not have specific expertise regarding the educational needs of children with visual impairments.
INITIATIVES
To provide parents with written information regarding the Policy Guidance on Educating Blind and Visually Impaired Students; the special education process; the components of the CORE Curriculum, including orientation and mobility; and resource information specific to blindness and visual impairment.
STRATEGIES
Agencies and organizations serving blind and visually impaired students will collaborate to sponsor a discussion group including parents, school district personnel, administrators, qualified teachers of students who are blind or visually impaired, Orientation and Mobility Specialists, and other interested parties. One of the anticipated outcomes of this will be the development of information packets that can be shared with families and school district personnel relative to educational needs of children with visual impairments, including those with multiple disabilities.
Disseminate information packets developed through the above strategy.