Division on Visual Impairments

VIDBEQ.61.3.SU.2016

A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

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; Lorem Ipsum Dolor Spring 2016 2 incidents, but instead are a part of a process with each stage dependent on the one prior. For both fields, the route to the final destination takes time. In the spring of 2015, the Region 4 Regional Day School Program for the Deaf (RDSPD) began its journey of transforming educational programming for students with deafblindness. By following Kotter's eight-step model for successful organizational change, the Region 4 RDSPD was able to begin the process of transforming programming for students with deafblindness. Background In the spring of 2015, annual census data revealed that a member district had 22 students with deafblindness. During the 2014–2015 school year, the Region 4 RDSPD was directly serving only one of the 22 identified students. Having 22 students in a single district was incredible considering that across the nation in 2014, there were a total of 9,384 students with deafblindness (The National Center on Deaf-Blindness, 2015). Within this An RDSPD is a unique programming option within the state of Texas in which school districts and charter schools enter into shared service arrangements (i.e., a legally binding contract) to consolidate special education services that benefit students who are deaf and hard of hearing. RDSPDs were established in an attempt to provide services more effectively and efficiently due to the low-incidence nature of hearing loss (TEA, 2013). 47

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