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The International Council for Exceptional Children Division on
Visual Impairments (CEC-DVI) submits the following comments.
CEC-DVI is a member of the national group of professional organizations,
parent groups, schools, and agencies called Choices for Children.
As a member of this group, the CEC-DVI represents the viewpoints of
teachers, families, college faculty, public and residential schools and
administrators related to students with blindness and deafblindness.
Our constant concern is for the children we teach.
Therefore, we believe in specialty training, definitions that include low
incidence wording for blindness and deafblindness, and a continuum of placement
options for opportunities in the educational setting. Signed:
Mary Jean Sanspree, Ph.D., President CEC-DVI What works
within IDEA: 1.
Language on
Braille, Orientation & Mobility and related services.
This part of IDEA has addressed both literacy and independence.
Students have opportunity to receive necessary services that were viewed as
“maximum” services in PL 94-142. 2.
Continuum of
placement options for all children. Placement options such as total inclusion in the general
education classroom and placement in the residential setting are supportive of
our students and families. The use
of various educational settings, as well as related services, has improved
access to the curriculum. 3.
Transition of
students. Transition
from early intervention services has supported the child and family while moving
to the early education services in the school.
Transition at age 14 has included parents and students in life-long
planning to open doors for the path to higher education, rehabilitation services
and employment. 4.
Part D certification
for teachers. Specialized
educational interventions and related services provided by teachers and
professionals who have appropriate certification are improving.
There is a shortage of teachers for the blind and deafblind, as well as
college faculty and school administrators. Various
supports such as the State Improvement Grants have begun to make a difference
for children to access to the curriculum under the direction of appropriately
trained personnel. Lingering
problems for students with low incidence disabilities and their families: 1.
Funding for
implementation of IDEA. States
and local education agencies have seen significant increases in the costs of
providing a free appropriate public education to children with disabilities.
When Congress enacted the predecessor law to IDEA in 1975, the goal for federal
funding to support the law was 40 percent of the national average per pupil
expenditure, a mark that has never been realized. 2.
Shortage of
teachers to instruct children with low incidence disabilities.
For university funding purposes, the definition of “low incidence”
should include sensory impairments with concomitant multiple disabilities and
exclude early education and other disabilities that are really areas where
students are traditionally “underserved”.
This will allow children with sensory impairments to have access to a
sufficient number of specially trained teachers who received training in a
specialty curriculum. 3.
The definition of
the “natural environment” in Part C. The
definition does not specify a continuum of “natural environments” defined
for each child by the eligibility committee.
The term is presently interpreted as the general education setting with
little room for a diversity of settings. What we
support for reauthorization of IDEA: 1.
Continuation of
the 13 categories of Children with Disabilities.
Sensory impairments labels are necessary for specialized services.
Many parents feel that it is necessary to have a label in order to get
the needed services in the IEP such as Braille, sign language, assistive
devices, and other educational interventions. 2.
The definition of
deafblindness amended.
The definition should include concomitant hearing and vision loss, as
well as other disabilities. The vast
majority of students with deafblindness have other disabilities in addition to
deafness and blindness. Presently,
the child with multiple disabilities and sensory impairments is not classified
as “deafblind” and is at risk to be overlooked for special services related
to sensory impairments. 3.
Professional
training of personnel to provide services.
Additional funding for Parts C and D will secure personnel and technology
to serve the children. Creative
strategies by university faculty to work together in the training of teachers
are warranted as a cost-effective use of the “one person faculty” programs
to share expertise across the country. The
funding and training must address the need for
teachers as well as faculty and leadership personnel. 4.
Maintain wording
that calls for a minimum funding for children who are deafblind.
Without the designated funding for this small population of citizens, the
research, demonstration, special services and technical assistance will no
longer exist. 5.
The continuum of
placement options for children of all ages.
Families and educators must utilize all educational opportunities.
The full continuum must be assured in all educational placements,
including the Part C early intervention “natural environment”. |