GOAL 4: Service providers will determine caseloads based on the needs of students and will require ongoing professional development for all teachers and orientation and mobility instructors.
CURRENT SITUATION 4A
There are several service provider models in NH. For example, qualified teachers of students who are blind or visually impaired may be employed by a school district, S.A.U., non-profit agency (in state or out of state) or as a private contractor.
AREAS OF NEED
The availability and quality of vision services are neither constant nor uniform throughout the state. Some geographic areas have a shortage of teachers or very large caseloads. Over- extended caseloads create a conflict around meeting basic needs and scheduling services when they are needed, versus when the teacher is available.
INITIATIVES
To recommend that the N.H. Department of Education, through its "State Special Education Plan", address the need for a comprehensive, centralized service delivery system to insure the availability of qualified teachers of students who are blind or visually impaired and Orientation and Mobility instructors for all students who need these services.
STRATEGIES
Provide information regarding the National and N.H. Agendas to the N.H. Department of Education.
CURRENT SITUATION 4B
Ongoing professional growth and development are impeded by obstacles such as travel time, overextended caseloads, access to opportunities, the rural nature of large parts of the state, and a relatively small group of professionals.
AREAS OF NEED
 | There needs to be a coordinated effort to identify and and increase funding for ongoing professional development. Many teachers of students with visual impairments, (especially private contractors) do not have financial support for staff development. |
| There is a need for more opportunities for workshops that address specific topics related to visual impairment. |
INITIATIVES
To implement models for meeting professional development needs with support from professional organizations, direct service providers and personnel preparation programs.
STRATEGIES
| Require the N.H. Department of Education through its statewide support project for students with sensory impairments (ASSETT), to solicit input about training needs and create opportunities to address identified needs. |
| Require the statewide support project to collect and disseminate information regarding professional development opportunities at the state, regional, and national levels. |
CURRENT SITUATION 4C
A combination of student needs, lack of state adopted caseload guidelines, funding issues and availability of teachers of students with visual impairment determine the service delivery model and caseload size.
AREAS OF NEED
This low incidence population needs a strong advocacy group that will have a voice in deliberations regarding state standards, regulations, policy and legislative actions.
INITIATIVES
| To promote the use of a consistent methodology to determine caseloads based on students' needs, caseload analysis, population analysis, and job descriptions for qualified teachers of students who are blind or visually impaired and Orientation & Mobility instructors. |
| To combine efforts and increase participation and membership in local chapters of consumer advocacy groups as well as parent and professional organizations. |
| To locate funding sources, such as scholarships, to facilitate greater participation in consumer advocacy group events by professionals and parents. |
STRATEGIES
| In conjunction with the N.H. State Improvement Plan, develop a data collection mechanism relative to personnel and training needs of qualified teachers of students who are blind or visually impaired and orientation & mobility instructors. |
| Review the data collected by the Comprehensive System of Personnel Development. |
| Review the national position paper regarding appropriate caseloads (currently under development). |
| Review existing caseload guidelines from other states and develop guidelines to meet N.H.'s needs. |
| Disseminate caseload guidelines to service providers, the N.H. Department of Education and local special education administrators. |
| Disseminate information about consumer advocacy groups, and encourage participation in these groups by families and vision service providers. |
ADDITIONAL COMMENTS RELATIVE TO GOAL 4:
Refer to appendices C and F.