National Agenda

By: Carmen Willings
teachingvisuallyimpaired.com
​Updated June 8, 2019

According to the American Foundation for the Blind, "The National Agenda represents a broad consensus of how educational programs must change to meet the needs of students with visual impairments." The goal is to prepare students with visual impairments to meet the challenges of the 21st century. The National Agenda is broken into 10 goal statements that apply to infants, toddlers, children and youth who are visually impaired, including those with multiple disabilities. The following are ways, outlined in the National Agenda, that Teachers of Students with Visual Impairments can implement the agenda at a local level.

Goal 1: Timely Referral

Students and their families will be referred to an appropriate education program within 30 days of identification of suspected visual impairment. Teachers of Students with Visual Impairments (TVI) and Orientation and Mobility (O&M) Specialists will provide appropriate quality services.
  • Disseminate materials regarding visual impairments and referral procedures, including resources for state and local contacts to schools.
  • Provide early childhood education intervention coordinators with procedures for making a referral.
  • Provide health care providers and related service providers with public education materials regarding the identification and referral of children with visual impairments, including those with multiple disabilities.

Goal 2: Parent Participation in Education

Policies and procedures will be implemented to ensure the right of all parents to full participation and equal partnership in the education process.
  • Develop local mentoring programs that link experienced parents with families of newly diagnosed children who have visual impairments, including those with multiple disabilities.
  • Create and disseminate an array of educational resources for parents (e.g., educational options, National Outcome Standards, explanation of IEP)
  • Develop partnerships among students, parents, educators, and administrators that ensure communication, mutual respect, and the provision of services

Goal 3: Personnel Preparation

Universities with a minimum of one full-time faculty member in the area of visual impairment will prepare a sufficient number of TVI's and O&M specialists for students with visual impairments to meet personnel needs throughout the country.

Goal 4: Caseload Determination

Caseloads will be determined based on the assessed needs of students.

Goal 5: Array of Services

Local education programs will ensure that all students have access to a full array of service delivery options.
  • Promote advocacy for a full array of placement options. 
  • Provide administrators with an information package including a description of each placement options
  • Provide in-service training for individuals involved in making program and placement decisions regarding students with visual impairments, including those with multiple disabilities.

Goal 6: Assessment

All assessments and evaluations of students will be conducted by or in partnership with personnel having expertise in the education of students with visual impairments and their parents.
  • Develop guidelines for the selection and administration of assessment instruments and interpretation of their results.
  • Compile resources, articles, books, and tools addressing assessment issues.
  • Identify exemplary assessment models and components and disseminate information describing them.
  • Conduct workshops using the curricula of conferences of the appropriate professionals and related service providers.

Goal 7: Access to Instructional Materials

Access to developmental and educational services will include an assurance that textbooks and instructional materials are available to students in the appropriate media and at the same time as their sighted peers.
  • Decrease the reliance on scanning and direct entry in the production of textbooks in favor of the use of publishers' electronic files.
  • Receive information and materials by attending training or professional development to learn current trends and strategies in identifying and/or modifying educational materials to meet the needs of students with visual impairments, including those with multiple disabilities.
  • Ensure that computer hardware and software procured for instructional use are accessible to students with visual impairments.

Goal 8: Expanded Core Curriculum

All educational goals and instruction will address the academic and expanded core curricula based on the assessed needs of each student with visual impairments.
  • Explain and present areas of the expanded core curriculum to target audiences including students, parents, local education agencies, and others.
  • ​Write curricular content for expanded core curriculum areas.
  • Ensure goals and objectives are based on assessment data related to the ECC.
  • Collaborate with universities and adult service agencies to ensure that programs serving students with visual impairments, including those with multiple disabilities, are appropriately preparing them for their futures.

Goal 9: Transition Planning

Transition services will address developmental and educational needs (birth through high school) to assist students and their families in setting goals and implementing strategies through the life continuum commensurate with the students' aptitudes, interests, and abilities.
  • Identify materials available to facilitate the transition process for children and youth.
  • Teach career education content throughout the children's early years and their academic careers.
  • Encourage the active participation of young people with visual impairments and their families in the planning and implementation of local transition services.

Goal 10: Professional Development

To improve students' learning, service providers will engage in ongoing local, state, and national professional development.
  • Encourage teachers to engage in reflective practices that include a yearly review of their teaching activities and the development of a professional development plan with goals and activities.
  • Encourage a variety of designs in staff development activities that go beyond a one-day workshop and promote ongoing learning, such as professional learning groups, mentorships, action research, journaling, and observing others.
  • Encourage training activities that include parents and teachers teaching and learning together in subjects such as braille and use of low vision devices.
  • Align and integrate the staff development goals for service providers of students with visual impairments with local, state, and regional staff development goals.

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