BUILDING A CURRICULUM BRIDGE

1. BUILDING A CURRICULUM BRIDGE The Challenge of Itinerant Teaching

2. “The opportunity to be equal and the right to be different.”

3. 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

4. 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)

5. 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)

6. 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

7. Outcome • Mastered the core provincial mandated curriculum • Experiential learning • Appropriate educational materials • Excellent support services

8. 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)

9. 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) Career / Vocational Skills Requirements

10. 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)

11. 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)

12. Access to the Community • Establish and maintain relations with community services and funding agencies. • Collaboration among schools, rehabilitation agencies, (CNIB), postsecondary institutions

13. 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

14. 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)

15. 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.

16. 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)

17. 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)

18. Core Curriculum Students who are blind or visually impaired have instructional needs that extend beyond the provincial academic curriculum. (Curry & Hatlen, 1988; Tuttle, 1986)

19. 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)

20. 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)

21. Adapted/functional academic skills, communication modes Social Skills Recreational / Leisure Assistive Technology Orientation & Mobility Independent Living Skills Career Education Visual Efficiency Skills Expanded Core Curriculum

22. Challenges • Acceptance of the Curriculum • Accepting responsibility • Time • Size of caseloads • Interagency / Community Collaboration

23. “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)

24. Challenge Your Beliefs • What we believe influences • What we do • How we act • Way we teach • What we say • Expectations we hold

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

26. “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)

27. 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.

28. 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 Build the Curriculum Bridge

29. 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 Canadian National Standards

30. 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.

31. 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)

32. 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