VISUALLY HANDICAPPED EDUCATION SPECIALIST 47325

03/16/92 E

This class is assigned to the Visually Handicapped Education Specialist series. Positions provide services to the visually impaired to help them achieve greater independence in living, and assist all levels of visually handicapped individuals through age 21 years by providing instruction in their homes, schools, and commu-nities. This class is distinguished from the Visually Handicapped Instructor and the Visually Handicapped Orientation and Mobility Instructor by its dedication to clients age 21 years and under, and its responsibility for providing assessment and individ-ualized educational, prescriptive instruction, and orientation and mobility training to clients.

Complexity of Work: Performs work of considerable difficulty by providing individual instruction in one or more of the following developmental areas: literacy and Nemeth braille, braille readiness, typewriting, optacon, gross/fine motor skills, concept development, low vision utilization, daily living activities, developmental educa-tional skills, sensory discrimination, counseling, environmental awareness, adaptive physical education, and Orientation and Mobility. Develops Individualized Instruc-tional Plans of direct or prescriptive instruction designed to help visually handicapped children function at their maximum potential in the most appropriate educational setting. Assesses and evaluates each visually handicapped child using formal and informal methods in the areas of functional vision, concept development, cognitive skills, orientation and mobility, and communications. Provides extensive counseling and/or consultation to child, family, school personnel and others involved in the development of the visually impaired child. Through the school systems, makes recommendations for physical therapy or psychological evaluations. Accurately maintains complex student record(s) and statistical reports. Assists in determining a visually impaired child's eligibility for services. Arranges Low Vision exami-nations. Provides, orders and delivers adaptive materials needed by children and students. Continually investigates new materials and methods of instruction.

Supervision Given: Supervision typically is not a factor.

Supervision Received: This class receives direction from a Program Supervisor or Regional Manager on administrative issues or work assignments. Develops own work sequence and individual client development plans within established policies.

Scope: This class performs a wide range of assessment, evaluation, counseling, case management, and training which facilitates the Department's Program for Infants, Children, and Youth and affects the social, physical, educational, vocational, and psychological well-being of visually disabled clients through age 21.

Impact of Actions: Inappropriate client needs assessment and training coordination may have negative effects on a client's well-being and may impede client's progress towards knowledge enrichment. Major costs in time, money, court actions, services, goodwill, and agency integrity may be incurred through errors in judgment or decisions. Accuracy and clarity in staff/client instruction impacts both client and the community by facilitating the client's ability to be a positive, contributing member of society and enhancing society's acceptance of the client, thus building client confidence and reinforcing relations between the client, agency, and community.

Personal Contacts: Frequent internal and external contacts with clients, local school administrators/personnel, students, parents/family members, medical profes-sionals, civic groups, vendors and other professionals in the promotion of agency services, and to obtain information about programs and clients.

Knowledge: Knowledge of Public Law 94-142 and the Individualized Education Program process. Knowledge of program options, adaptive materials and equipment, and related services which can benefit the visually impaired child's development. Considerable knowledge of Orientation and Mobility principles, practices and procedures. Consid-erable knowledge of education/learning theory and principles.

Skills: None identified for this class.

Abilities: Ability to assess level of visual functioning and developmental delays in visually impaired and multi-handicapped children; assess communication skills and/or independent mobility of visually impaired children; and implement a program of sensory stimulation, low vision utilization, skills, cognitive development adaptive communication skills and/or programs in Orientation and Mobility; and provide counseling to parents and teachers or visually impaired children.

QUALIFICATIONS GUIDE*

Licenses or Certification: This class requires certification by the Association for the Education and Rehabilitation of the Blind and Visually Impaired (AER) for Orientation and Mobility Instructors and the State Board of Education for a Teacher of the Visually Impaired.

Education or Training: Graduation from an accredited four-year college with basic educational requirements for a degree in Orientation and Mobility as well as the special education requirements to meet Department of Education certification as a Teacher of the Visually Impaired.

Level and Type of Experience: Some experience in teaching visually impaired children.

An equivalent combination of training and experience indicating possession of the preceding knowledge and abilities may substitute for this education and experience.

This class was studied and revised by a Classification Review/Specification Update team, effective March 16, 1992.