State of Illinois
Rod R. Blagojevich, Governor

Department of Human Services
Carol L. Adams, Ph.D., Secretary

Goals Advocacy Transition Empowerment Shortcourses (GATES)
for
Illinois Students Who Are Blind or Visually Impaired

During the 2007-2008 school year Illinois School for the Visually Impaired (ISVI) will offer a pilot program of short-term services to students who are blind and visually impaired who attend local public schools. These courses will address the vision specific needs of students through direct one-on-one or small group instruction in the nationally recognized Expanded Core Curriculum for the Blind and Visually Impaired. Research has shown that students who are blind and visually impaired must be taught orientation and mobility, social interaction, and independent-living directly. Daily living skills such as shopping, dining, attending and participating in recreational activities are a right, not a privilege for students, including those who are blind and visually impaired. Responsibilities such as banking, taking care of health needs, and using public and private services are a part of a full life for all persons, including those who are blind or visually impaired. Adoption and implementation of the expanded core curriculum to students who are blind and visually impaired, including those with additional disabilities, will assure students the opportunity to develop independence.

GATES short-courses will provide intensive instruction, on a 9-week basis, to help students acquire the skills needed to go back to their home school environment and to become independent and successful in the general education curriculum. Since skill acquisition is vertical in nature, students may benefit from different levels of the courses at different developmental levels; therefore, students with visual impairments, ages fourteen to twenty-one, may receive nine weeks of specialized instruction, per school year in the following areas:

Activities of Daily Living This area of the expanded core curriculum is often referred to as “daily living skills.” Independent living consists of all the tasks and functions persons perform, in accordance with their abilities, in order to lead lives as independently as possible. Some independent living skills are addressed in the existing core curriculum, but they may be introduced as splinter skills, appearing in learning material, disappearing, and then re-appearing. This approach may not adequately prepare students who are blind and visually impaired for adult life. Traditional classes in Home Economics or Family and Consumer Science are not enough to meet the unique needs of most students who are visually impaired, since they assume a basic level of knowledge, acquired incidentally through vision. The skills and knowledge that sighted students acquire by casually and incidentally observing and interacting with their environment are often difficult, if not impossible, for students who are blind and visually impaired to learn without direct, sequential instruction. GATES Independent Living Skills emphasize increased independence in personal hygiene and care, personal food preparation, household management, money management, time monitoring, and household organization.

Orientation and Mobility (O&M) Orientation and Mobility training encourages students with visual impairments to develop essential skills, build confidence in their ability to travel safely and independently within various environments and to take responsibility. By developing these skills, students with visual impairments and blindness are able to participate to a fuller extent in their school and community life. For this reason ISVI offers O&M for GATES students. O&M topics that will be addressed in the course will differ based on students’ needs and IEP goals. In general, students will work on the following: concepts and sensory development skills, cane skills and travel techniques including public transportation, orientation skills which will address mapping and route planning, visual efficiency skills related to travel, personal safety and advocacy skills.

Visual Efficiency The visual acuity of children diagnosed as being visually impaired varies greatly. Through careful, systematic training, most students with remaining functional vision can be taught to efficiently utilize their remaining vision. GATES short course objectives often include: planning appropriate learning activities to enhance effective visual utilization and instructing students in using their functional vision in useful and efficient ways. Objectives are identified through the measurement of students’ current skills, either by formal observation, IEP team decision, or LEA provided data, and often include: exploration with appropriate vision devices and techniques, activities to encourage use of functional vision, and development of vision portfolios in conjunction with Transition Training or Assistive Technology.

Industrial Technology In Industrial Technology students gain knowledge and skills to perform maintenance and repairs to households. Risk management has an additional role applying and determining the hiring of contractors. Experiences will be offered in the field of construction, plumbing, electrical, mechanical, general home safety, and building codes. Examples of the course work are: building a mini-wall, drywalling, switch replacement, etc. Skills in these courses assist students in preparing for self-sufficiency. Students who are visually impaired may not have experience in these areas which could negatively impact on their ability to make decisions in the industrial technology area and to self-advocate when living in their own homes.

Computer/Assistive Technology Computer and Assistive Technology focuses on teaching basic computer skills to assist student who are blind and visually impaired to facilitate learning in all academic areas. Technology is a tool for unlocking learning and expanding the horizons of students. Technology can be a great equalizer. For the Braille user, technology allows the student to provide feedback to teachers by first producing material in Braille for personal use, and then in print for the teacher, classmates, and parents. It gives individuals who are blind the capability of storing and retrieving information. Technology enhances communication and learning, as well as expands the world of individuals who are blind and visually impaired. Thus, technology is a tool to master and is an essential part of the Expanded Core Curriculum. Computer/Assistive Technology goals, although individually designed, often include: word processing, spreadsheets, databases, telecommunications, text enlargement or speech output programs, Braille/Large Print production, and the use of Braille ‘n Speak, Braille Lite, Braille and/or PacMate.

Career Exploration The GATES transition training course is designed to give students, age 14-22, knowledge necessary to manage their daily lives and to achieve self-confidence and self-sufficiency. This course teaches students various skills needed to help locate and maintain employment. The concepts and skills addressed in the career component of the GATES program will differ depending on the students’ current skill level and needs. Students will also work on vocational skills, which will include methods of seeking employment, developing a resume, budgeting including managing a bank account and check book. During transition training, students develop a personal Vision Portfolio. Topics that may be covered in the portfolio include: pertinent information about the student’s eye condition, questions to ask the ophthalmologist, assistive devices and aids that the student uses for his or her environment and financial assistance, resources and services available for students with visual impairments and blindness.

Three major components of the GATES program:

Pre-Entry Process

Once a student has been referred by the local education agency (LEA) through the GATES admission team process and determined to be eligible for the program, the Dean of Education designee will contact the student’s home school and parent to discuss the timeline for entry as well as specific information that may help the staff prepare for the student’s arrival. The LEA will then convene an IEP team to specify the direction of learning to occur in the program. During the IEP process, ISVI staff will work with the student, parents, and LEA to determine the expected outcome of the student’s experience, time required to meet these outcomes as well as methods to be used to address the student’s academic needs. During the meeting, staff will arrange for the LEA to either send the student’s schoolwork to ISVI so that he or she can maintain his or her regular class work while attending, or schedule the student in similar ISVI courses, which are aligned with the Illinois State Learning Standards and social/emotional standards. The school principal will arrange the student’s schedule, entry dates, and exit conference schedule.

Instruction

Throughout the program, students will participate in on-going performance reviews specifically designed to identify the student’s current level of performance in relation to course standards for each area of enrollment. Some students may be enrolled in more than one strand during a given enrollment period. Therefore consideration should be given by the team and referring school district regarding the amount of time needed to accomplish various goals. While at ISVI, students receive one-on-one or small group instruction with instructors who are highly qualified. Some students may benefit from integration and socialization with other students who are blind or visually impaired and may participate with full time ISVI students in enrichment classes. Staff will also work with residential care workers to support the student’s goals and to facilitate a healthy transition to dorm life for students participating in the residential program. Both residential and day students will receive weekly educational progress reports describing their progress toward goals and objectives.

Exit Conference

On the last day of the student’s placement, an exit conference is offered to the student’s parents and/or the LEA (which may include the vision itinerant teacher, classroom teacher, and/or special education coordinator). During the conference, staff will discuss the student’s progress and accomplishments. Staff will be available to consult with parents and/or local school districts upon request prior to the student’s exit conference. To request a consultation with a specific instructor, arrangements should be made with the principal as early as possible.

Approximately three weeks after the student has exited the program, a report is sent to the LEA. The report details the student’s progress and offers suggestions for follow up work.

GATES intensifies the vision services being offered to students who are blind and visually impaired and assists LEAs in meeting IEP goals. In addition, ISVI remains a valuable resource to school districts. It is through this unique collaboration that students are able to enjoy success.

School District Procedures

1. Identify students who may benefit from short-term intense placement at ISVI.

2. Invite ISVI to IEP meeting (teleconference or in person) to consult with the IEP team on the short-term placement options (optional, however recommended).

3. Submit application to ISVI for student with parent consent for short-term intensive courses.

4. If application is approved, school district must convene the IEP team, and the team must decide whether to change the student’s placement on a temporary basis to ISVI for purposes of an intensive short-term placement:

a) IEP must reflect the decision of the IEP team to change placement on short-term basis.
b) IEP must reflect the services to be provided to this student, e.g. intensive orientation and mobility course, daily living skills, etc.

Resources:

Kentucky School for the Blind @ www.ksb.k12.ky.us/Academics/ShortCourse.htm

Missouri School for the Blind @ www.msb.k12.mo.us 

Texas School for the Blind and Visually Impaired @ www.tsbvi.edu/school/special/short-classes.htm

The National Agenda for the Blind @ www.tsbvi.edu/agenda/index.htm

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