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The following excerpts are taken from the Revised Administrative Rule for Special Education (Including revisions effective July 1, 1987; September 16, 1989; August 17, 1990; June 29, 1994; and January 2, 1996)

R 340.1749 Teacher consultant: caseload; responsibilities.

Rule 49. (1) The teacher consultant for special education shall do 1 or more of the following:

(a) Provide instructional services to students who are enrolled in special education programs. Instructional services are supportive of the special education teacher. A teacher consultant shall not grade, give credit for, or teach a regular education or a special education subject, class, or course.

(b) Provide instructional services to a student whose handicap is such that the student may be educated effectively within a regular classroom if this service is provided to the student. Instructional services are supportive of the regular education teacher. The teacher consultant shall not grade, give credit for, or teach a regular education subject, class, or course.

(c) Provide consultation to education personnel on behalf of handicapped persons on the consultant's caseload.

(d) Work as a member of a multidisciplinary evaluation team to assist in the evaluation of the educational needs of persons suspected of being handicapped.

(2) The teacher consultant shall carry an active caseload of not more than 25 handicapped students. All students served under this rule shall be counted as part of the caseload. In establishing the caseload, consideration shall be given to time for all of the following:

(a) Instructional services

(b) Evaluation

(c) Consultation with special and regular education personnel

(d) Report writing

(e) Travel

(3) The teacher consultant shall not serve in supervisory or administrative roles.

R 340.1743 Visually impaired programs.

Rule 43. (1) Specific requirements for programs and services for the visually impaired are as follows:

(a) Class size shall be determined by the severity and multiplicity of the impairments of the visually impaired students. A special class with 1 teacher shall have an enrollment of not more than the equivalent of 8 full-time students, and the teacher shall be responsible for the educational programming for not more than 10 different students.

(b) The curriculum shall include instruction in orientation and mobility, assistance in early development of comprehensive communication skills, personal adjustment education, and prevocational and vocational experience. The public agency shall insure that low vision aids, excluding prescription eye glasses, are available and functioning properly.

(c) An agency operating special education programs and services for the visually impaired may also operate a program of transcription of education materials into Braille pursuant to R 388.261 to R 388.265 of the Michigan Administrative Code.

(2) The Michigan School for the Blind shall be considered a part of the total continuum of services for visually impaired persons. The following procedures are necessary for admission:

(a) A request for assignment to the Michigan School for the Blind shall be submitted by the intermediate school district superintendent, or his or her designee, to the superintendent of the Michigan School for the Blind.

(b) Before application, the person shall have been identified by the referring school district as visually impaired pursuant to R 340.1708.

(3) The resident district shall conduct the individualized educational planning committee meeting which initiates an assignment into the Michigan School for the Blind. Representatives of the intermediate school district of residence and the Michigan School for the Blind shall be invited to participate in the individualized educational planning committee meeting. Subsequent individualized educational planning committee meetings shall be reconvened pursuant to R 340.1722c.

Based on these rules, the following chart was produced to assist teacher’s of the visually impaired with managing their caseload. A section for O&M services has been included for teachers with this certification. The Severity Rating and Frequency of Service should be recorded from the Vision Severity Summary Chart. In addition, the teacher of the visually impaired should record the Evaluation Time, the Report Writing Time and the Travel. Each student's time can be totaled on the far right of the chart. The Grand Total of Time, located at the bottom, should then reflect the entire amount of time required for the caseload.