Supports and Services Provided by the Statewide Program for Students Who are Visually ImpairedWilliam A. Finn The following listing is in response to the request by NH/NAPVI and the NH/NOAH executive boards for an outline of services which the statewide project provides. GENERAL / ADMINISTRATIVE SUPPORT TO DEPT OF ED. RELATIVE TO STUDENTS WITH VISUAL IMPAIRMENTS.The coordinated expenditure of state and federal monies through a decision making process which involves professionals who have expertise in the educational needs of students with sensory impairments. The coordination of the annual count of students who are legally blind (eligibility differs from the statewide special education identification system). Federal support (Quota funding) for legally blind students is made available to each state on a per capita basis through the American Printing House for the Blind. This "count" also establishes national statistics about blind students relative to primary reading media, grade level, age, other disabilities etc. This count is done in collaboration with the MICE program which serves children 0-3 with sensory impairments. Coordinated support services of a multi-state (NH, ME, CT, MA) grant to support students with deafblindness. This IDEA grant provides resources and consultative support to children 0-22.School age and MICE support services for this population are integrated into the multi-state grant. Oversight and management of the development and maintenance of a comprehensive loan and delivery system for specialized educational materials and equipment for students and their teams by professional library/media personnel with specific experience in the needs of students with sensory impairments. The maintenance of regular communication with national professional organizations and consumer groups to insure uniformity of service delivery patterns and to assist the state in keeping abreast of the latest policy, curricular, technological, and program developments. The support of consumer groups and parent organizations through information exchange, facilitation of meeting, newsletters and other parent support activities. The existence of a resource for department of education and local municipalities in the formation and implementation of appropriate laws, regulations, and program standards affecting the educational well-being of students with sensory impairments. The provision of an information channel in the long-range development of appropriate programs, services, and technology to national agencies. The ability to play an advisory role to teacher training institutions in informing them of evolving competencies needed for teachers of students with sensory impairments. The existence of a resource to foster interagency and medical community cooperation to insure the smooth provision of social, vocational, rehabilitation, medical, and welfare services to students with sensory impairments in concert with the total education system. SERVICES PROVIDED TO LOCAL DISTRICTS THROUGH STAFF CONSULTATION: Student specific support and consultation to local education teams in the implementation of Individual Education Plans (I.E.P.). It is important to note that these students are a low incidence population who often do not have access to local expertise. When expertise in sensory impairment is available locally, these teachers rely upon the staff of the project for professional support and resource assistance. Support to teams to develop and implement programmatic access and modifications for regular education initiatives such as "School to Work", "Goals 2000" and the many other national, state and local initiatives. The provision of leadership to general educators, teachers certified in areas of specific disabilities, related services personnel and parents in local education programs. Provision of support to teachers seeking alternative certification through the Department of Education. Such support includes the provision of mentor support to teachers in rural areas of the state. The provision of on-going support programs of professional development in order to raise the level of technical expertise for those local teachers and administrators working directly with students. The provision of a means of providing teacher-designed in service opportunities. Consultation to local school district personnel as they conduct program evaluation and improvement efforts. THE FOLLOWING CORE COMPETENCIES ARE CONSIDERED TO BE ESSENTIAL FOR THE LEADERSHIP STAFF AND CONSULTANTS OF THE STATEWIDE SUPPORT PROGRAM. Ability to select and manage appropriate evaluation procedures for students with sensory impairments and programs which serve them. Ability to design and implement an appropriate special education service delivery system for students with sensory impairments. Ability to advocate for, and support teachers who work with students with sensory impairments at the local and regional levels. Ability to work effectively with other professionals such as local and state education officials, instructional materials center personnel, legislators, college/university personnel, residential school personnel, parents, and community leaders. Skills in facilitation and consultation must be present. Ability to apply research skills to the solution of educational problems relative to students with sensory impairments. |