GOAL 5: Local education programs will ensure that all students have access to a full array of placement options.
CURRENT SITUATION 5A
The array of options available is often limited by the particular school district's resources, educational philosophy, demographic features and fiscal environment.
Placement decisions are sometimes made based on financial considerations, rather than on what is appropriate and necessary for the student.
AREAS OF NEED
In order for districts to guarantee access to a full array of placement options, adequate support from qualified teachers of students who are blind or visually impaired and related service providers needs to be more readily available to local education teams.
Parents need more information in order to make informed decisions about placement options.
Teams need to be more aware of, and adhere to, the requirements of IDEA relative to the assessment, identification and placement process.
INITIATIVES
To disseminate relevant OSERS policy and guidance documents to state and local organizations and individuals concerned with the education of students with visual impairments including those with multiple disabilities.
To provide in-service training for individuals involved in making program and placement decisions regarding students with visual impairments, including those with multiple disabilities.
To provide information about the special education identification, IEP development and placement process to all parents of children with visual impairments, including those with multiple disabilities.
STRATEGIES
Make available OSERS policy and guidance documents to targeted individuals and organizations concerned with the education of students with visual impairments.
Refer parents to training provided by appropriate agencies. Training should include information about each of the service delivery models included in a full array of placement options. Self- advocacy strategies and the application of this knowledge as it relates to decisions regarding placements must be included in such training.
CURRENT SITUATION 5B
The array of placement options differs across the state, as well as within individual districts, schools and grade levels.
AREAS OF NEED
Placement decisions need to be made following appropriate assessment and I.E.P. development (based upon the "Core Curriculum For Students with Visual Impairment") in order to assure that the full array of placement options are considered.
INITIATIVES
To provide key documents related to educational services for students with visual impairments to all parents as their children transition from an early intervention program to the school system and at each critical education transition.
STRATEGIES
Provide informational handouts to parents (such as "the Core Curriculum" and placement options for students with visual impairment).
CURRENT SITUATION 5C
New Hampshire has no residential options for students with visual impairments to learn disability- specific skills. A student who requires a residential program must be provided an out of state placement. Many children may benefit from attending a residential placement, or an intensive day program for a period of time to gain educational skills required for learning. Personnel and program resource to meet this need are currently limited in N.H.
AREAS OF NEED
Local Education Agencies cannot always meet disability-specific needs (Braille instruction, Orientation & Mobility instruction, access to technology, daily living skills, use of low vision optical aids, etc.) in the classroom when academics and the general curricula typically require the full school day.
INITIATIVES
To support the development of a options for the provision of disability specific services for school age students, especially in the areas of vocational and independent living. One option that districts may wish to explore is extended school year programming in order to address these needs for individual students.
STRATEGIES
Meet with organizations, families, state agencies and others to develop a plan for increasing the availability of disability-specific services for N.H. students with visual impairment.
ADDITIONAL COMMENTS RELATIVE TO GOAL 5:
Refer to appendices B and D, as well as item C (Policy Guidance from OSERS) on the attached list of additional resources.