Summer 2000 Table of Contents
Versión Español de este artículo (Spanish Version)

Department of Education Issues Updated Policy Guidance on Educating Students Who Are Blind

Reprinted with permission from American Foundation for the Blind

The Department of Education, Office of Special Education and Rehabilitative Services has issued "Educating Blind and Visually Impaired Students; Policy Guidance" updated to reflect changes in the 1997 amendments to the Individuals with Disabilities Education Act. Below are a few highlights based on the major changes in the law that applies specifically to students who are blind or visually impaired.

Assistive Technology

The consideration of assistive technology needs and the full range of devices and services that are available needs to occur as early as possible.
If the IEP team determines that a child needs to use a school-purchased assistive technology device in the child's home or in other settings the device must be provided at no cost to the parents.

Braille

For a child to become proficient in Braille, systematic and regular instruction from knowledgeable and appropriately trained personnel is essential.
IEP teams must ensure that the time allocated for Braille instruction is adequate to provide an appropriate level of instruction.
An appropriate level of instruction must also be provided for children with low vision who utilize low vision aids.
While Braille may be the reading medium of some students, the IEP team must consider methods for teaching writing and composition, including the appropriate use of assistive technology.
As a supplement to Braille instruction, the IEP team must also consider what other skills a child might need to access information including the use of cassette recordings, personal computers with speech output or a Braille display, optical scanners with speech output, and reader services.

Education with Non-Disabled Peers

The parents of the child must be members of any group that makes placement decisions.
Placement decisions must be based on a child's IEP; making placement decisions before development of the IEP violate Part B of IDEA.
The placement team must consider the full range of settings available appropriate in making placement determinations.
Public agencies must make available a continuum of alternative placements or a range of placement options, to meet the needs of students for whom the regular classroom may not be the LRE placement.

O&M

The Department recognizes the importance of O&M in participating in school and in an individuals eventual access to employment opportunities.
Orientation and mobility services should be provided as early as possible in a child's education and updated and supplemented periodically as needed.
Travel training should be considered for blind and visually impaired children, especially those with other disabilities, e.g., significant cognitive disabilities.

The full text of the policy guidance document can be found at http://www.afb.org/grg/policy_2000.html or http://ocfo.ed.gov/Fedreg/other/q200/060800a.txt.

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Last Revision: September 4, 2003