BUILDING A BUILDING A CURRICULUM BRIDGECURRICULUM BRIDGE

BUILDING A BUILDING A CURRICULUM BRIDGECURRICULUM BRIDGE

The Challenge of Itinerant The Challenge of Itinerant TeachingTeaching

“The opportunity to be

equal and the right to

be different.”

Right to be Equal

• Schools for the Blind– Principles of promise and potential– Centers of knowledge

• Public Schools– Educational “mainstreaming”– Turn of the century

• Long before Special Education mandates

Governmental Evidence

“Well educated citizens are more actively engaged in all levels of society; tend to make better choices on a range of factors that affect their quality of life . . .”

“. . . Well educated and skilled people make important contributions to business innovation, productivity and economic performance.”

(Conference Board of Canada, June 2007)

Canada’s Report Card

• Canada places 3rd out of 17 developing countries in the Education and Skills Domain.

• Indicators focussed on formal education and associated learning outcomes.

• Best-performing country on college completion rate.

• Ranked 4th in both secondary and university completions.

(Conference Board of Canada, June 2007)

Youths with Visual Impairments

Attend postsecondary institutions at a rate that is comparable to that of youths without disabilities. (Nagle, 2001)

“Working-age people who are blind or visually impaired are not substantially under-educated compared to the general population of people with disabilities.”

(Simson, Gold, & Zuvela, 2005

Outcome• Mastered the core provincial

mandated curriculum

– Experiential learning– Appropriate educational materials– Excellent support services

Unequal Playing Field• Canadian Government reports:

– 82% of population aged 25-54 employed– 51% of people with disabilities aged 25-54

employed (Disability in Canada,

2001)

• Report on Needs of B/VI in Canada– 25% of adults aged 21-64 employed.– 48% of all adults incomes less than $20, 000

(Simson, Gold, & Zuvela, 2005)

Career / Vocational Skills Requirements

• Transportation options

• Efficient access to information– Braille reading /

writing– Use of low vision

devices (print/signage)– Use of technology– Experience with

computers and word processing

(Wolffe, 1996)

• Access to the Community

• Development of Social Networks

• Ability to live independently and care for oneself

• Job seeking strategies and post-school aspirations

(Nagle, 2001)

Transportation Options

• Research confirms that good O&M skills are important in obtaining employment

• 67% regarded transportation as a major barrier to employment

(Moore et.al., 1998)

• Transportation options and O&M skills necessary for success in college.

(McBroom, 1997)

Access to Print

• Youths do not have sufficient knowledge about alternatives to print media or related adaptive skills. (Fireison& Moore, 1998; Corn, 2000)

• Need efficient literacy skills to be successful in postsecondary and in the workplace.

(McBroom, 1997; Wolffe, 1997)

Access to the Community

• Establish and maintain relations with community services and funding agencies.

• Collaboration among schools, rehabilitation agencies, (CNIB), postsecondary institutions

Development of Social Networks

• Using friends and family in the job search

• Correlation between social networks and the employment status of college graduates

• Depend upon development of good social skills

Job Search

“people who are visually impaired select goals that are associated with the narrow range of jobs they have observed or, perhaps, their parents occupations.”

(McBroom & Tedder, 1993)

Itinerant Teaching: A Goal of Independence

• To participate fully and independently in the learning environment.

• To grow and develop into a competent, self-sufficient, independent adult.

Teachers of Students with Visual Impairments

“Have an obligation to ensure that school experiences are planned to provide a clear pathway to the future.”– Right to be equal– Right to be different

(Barraga & Erin, 2001)

Right to be Different

“There is more to the education of students with visual impairment than providing them with curriculum identical to that of sighted students.”

(Hatlen, 1996)

Core Curriculum

Students who are blind or visually impaired have instructional needs that extend beyond the provincial academic curriculum.

(Curry & Hatlen, 1988; Tuttle, 1986)

Integration

“Placement is not just an issue of providing supports, it is an issue of receiving equal access to curriculum and to the academic and social life of the classroom.”

(Ferrell, 2001)

Eaton v. Brant County Board of Education

Ruled that children with disabilities are to receive the most inclusive placement possible while accommodating the unique learning needs associated with the disability.

(Supreme Court of Canada, 1997)

Expanded Core Curriculum

• Adapted/functional academic skills, communication modes

• Social Skills• Recreational /

Leisure

• Assistive Technology

• Orientation & Mobility

• Independent Living Skills

• Career Education• Visual Efficiency

Skills

Challenges

• Acceptance of the Curriculum

• Accepting responsibility• Time • Size of caseloads• Interagency /

Community Collaboration

“Challenges are opportunities to better things; they are stepping stones to greater experiences.”

(Brian Adams)

No problem can be solved from the same consciousness that created it. We must learn to see the world anew.

(Einstein)

Challenge Your Beliefs

• What we believe influences – What we do– How we act– Way we teach– What we say– Expectations we hold

Attitudes

It is our attitudes that will shape so much of the students experiences, and how they begin to think about their experiences.

• “Attitudes of teachers and educational assistants are a strong factor in determining how other learners, teachers, administrators, and parents perceive the student with visual impairment. Whether or not adaptations are made within the educational setting and whether or not peers accept and include children with visual impairments in their work and play is largely determined by the attitudes and efforts of the classroom and school team.”

(Barraga, 1983)

The Challenge

The lag in putting new knowledge into practice arises from a reluctance to question traditional assumptions and methods or lack of courage to take risks in making dynamic and innovative change.

Build the Curriculum Bridge

• Integrated programming

• In-class resource• Be creative /

flexible• Build relationships

with school staff• Severity of Needs

• Know School District/Board Initiatives

• Join committees• Raise awareness

of ECC• Develop

community partnerships

Canadian National Standards

• School Based Teams• Type / Frequency of

Instruction• Assessment• IEPs• Equal Access to

Services• Accessibility

• Assistive Technology• Educational Software• Parents as Partners• Full Array of

Placement Options• Early Intervention• Transitional Planning

Children and youth deserve educational services appropriate to their level of functioning that are designed to assist them in attaining independence to a life of freedom and dignity.

Only through the collaborative efforts of families and professionals; schools and community agencies, can quality education be achieved and maintained.

Families / Parents as Partners

• Essential to involve families, and students when appropriate, in the planning process.

“effective collaboration includes parents as colleagues in consultative processes in which the unique information that parents have about their children and their great emotional investment is realized.”

(McConnell, 1999, p. 499)

Key to the Future

We must all provide a united front to raise awareness of our community members, educational professionals, and provincial policy makers, of the educational needs of students with B/VI; and seek to implement the goals of the

Canadian National Agenda