Let My Children Go: �Advocating for Off-Campus O&M
By the FAPE Committee/O&M Contingent
Saturday, December 3, 2022
Southern California Association of Orientation & Mobility Specialists
SCAOMS Conference
Purpose and goals of this workshop�
Laws about off-campus O&M
Federal law:
State law:
IDEA Sec. 300.34 (c) (7) (i)
Orientation & Mobility means “services provided to blind or visually impaired children by qualified personnel to enable those students to attain systematic orientation to and safe movement within their environments in school, home, and community…” (my underlining)
Federal Register: for policy guidance on the IDEA
“Expanded core curriculum:� visually impaired pupils”
Amended California Education Code
Added Section 56353 & Section 56354 to
TITLE 2, DIVISION 4, PART 30, CHAPTER 4, ARTICLE 3.5
https://leginfo.legislature.ca.gov/faces/billTextClient.xhtml?bill_id=20192020:0AB947
California Ed Code: Citations
TITLE 2, DIVISION 4, PART 30, CHAPTER 4, ARTICLE 3.5
Why aren’t districts following the law?�
What You Can Do
NOTE: You must follow the district’s policies,
but
you can support students and parents by
CAVEAT!
The following are ideas.
These are NOT directions.
Informing Administrators
Inform Administrators of the Laws
You can
Inform Administrators of O&M Practice Standards
You can
https://www.csb-cde.ca.gov/resources/standards/documents/viguidelines-2014edition.pdf
(Note:: the Guidelines are not legally binding)
DOCUMENT, DOCUMENT, DOCUMENT
your conversations with administrators
Following up verbal exchanges with email
Reassuring Administrators
Inform Administrators of Safety Precautions
You can
Compare O&M to other school-sponsored off-campus activities (e.g., sports, field trips): much better staff-to-student ratio!
Documenting Student Need
You can document student need in the
Document thoroughly, even if your district follows the law, to protect your student if she/he moves away.
Student Need in the Evaluation Protocol
You can
What if you can’t evaluate a community skill directly?
You can
Student Need in the Evaluation Report
You can
Evaluation Report: Sample Qualification Statement
You can
List environments and cite the law in your report
Example: Student’s visual impairment affects his educational and social performance in that it interferes with the ability to move safely and independently on the school campus, at home, and in the wider community for education, employment, social connection, and recreation. Student has the potential to improve these skills through the provision of Orientation & Mobility services. Therefore, student qualifies for Orientation & Mobility Services in the school, home and community under the Individuals with Disabilities Education Act, Section 300.34 (c) (7) and California Education Code Sections 56353 and 56354.”
Student Need in the IEP: “Present Levels”
You can state
Example: Antonio has Retinitis Pigmentosa, which causes progressive loss of color vision, tunnel vision and night blindness. Antonio has moderate tunnel vision, approximately 45 degrees in all directions, and he bumps into obstacles to the side. He cannot distinguish between very dark or very pale colors. Antonio says that he cannot see very well in low lighting, including at night.
Example: Dad reports that Shahada cannot cross the street by herself at traffic lights because she cannot see the color of the light. She can’t walk to the store by herself because she cannot cross the street.
Student Need in the IEP: “Goals”
You can
Specify conditions in the goal (type of environment, unfamiliar vs. familiar, lighting conditions).
Example: By (date), with monitoring from 5’-10’ away and given the name of a business in an unfamiliar light business district within 5 blocks, student independently will locate this business using an accessible GPS system, on 3 occasions.
Student Need in the IEP: “Services” Pages
You can
Specify location and environmental conditions in the “Consultation Services” section:
Example: Consultation between the Orientation & Mobility Specialist and the parents on how to support safe mobility at home, in familiar and unfamiliar settings, and in varying lighting conditions per California Education Code Section 56354 (a)(2) and 56354 (b).
In IEP “Services”: “Other Supports”
You can
Specify location and environmental conditions under “Other Supports for School Personnel, or for Student, or on Behalf of Student”
Orientation & Mobility Specialist will instruct staff on how to guide Malik in unfamiliar areas with dim or low lighting per California Education Code Section 56354 (a)(2) and 56354 (b).
In IEP “Services”: “Related Services”
You can
Specify conditions and cite the law under “Special Education and Related Services”:
AND
Example: Instruction may take place throughout the school campus, at home, and in the community, per Section 300.34 (c)(7)(i) of the Individuals with Disabilities Education Act and Sections 56353 and 56354 the California Education Code/Special Education. Orientation & Mobility lessons must be scheduled at times that do not interfere access to the core curriculum (student) needs to meet graduation requirements
Student Need in IEP: “Special Factors”
You can
Specify conditions and cite the law
In “Considerations if the student is blind or visually impaired”
Example: Corrine needs Orientation & Mobility Services for safe travel in familiar and unfamiliar environments per Section 300.34 (c)(7)(i) of the Individuals with Disabilities Education Act and Sections 56353 and 56354 the California Education Code/Special Education. Orientation & Mobility lessons must be scheduled at times that do not interfere with access to the core curriculum Corrine needs to meet graduation requirements.
Student Need in IEP: “Notes”
You can
Supporting Parents
Parent Power�
Parents can advocate for community-based O&M through the IEP process. If the district declines, parents can pursue
Out-of-court settlement affects only 1 student
Legal decisions may create a precedent that could affect an entire classification of students
How can you support parents?�
Parent Referrals in the Evaluation Report
You can
Include referrals as “Recommendations” of your report.
Recommendations - in multiple sections, such as:
1. Instructional Procedures
2. Equipment Needed
3. Recommendations for Family
Example: Referrals in Evaluation Report
In Conclusion
Resources
Contact the FAPE Committee: caomfape@gmail.com
Advocacy Resources:
https://www.disabilityrightsca.org/
916-504-5800
510.644.2555 v, 510-841-8645 fax/tty
916-563-0100
We need an ECC Mandate!
Our students now have the right to off-campus O&M as needed. Now let’s go for the ECC mandate.
Mobility: A Basic Freedom
The FAPE Committee appreciates the hard work you do every day to improve the daily lives and future prospects of our students.
Keep up the excellent work!