Multiply Impaired Services: NMSBVI provides services for students with multiple impairments including those with severe medical challenges. The Multiply-Impaired (MI) Program is broken down into three levels – elementary, intermediate, and secondary. These programs focus on self-help skills, physical, and/or motor movement, daily living and home management awareness, pre-vocational skills, speech and language, leisure, cane travel, and Braille awareness. When appropriate, functional life skills and community-based instructions are taught. All students in the MI Program are visually impaired and have one or more other impairments.
Individualized Education Plan: As per P.L. 94-142, an Individualized Education Plan (IEP) meeting is convened for each student upon enrollment at NMSBVI. IEP’s are updated annually in accordance with federal law. The type and level of services, placement, and goals are determined at each IEP. Parents who cannot attend are connected to the meeting via teleconferencing. Additionally, IDEA (P.L. 101-476) requires an individualized transition plan beginning at age 14 years and updated during the annual IEP meeting to plan for post secondary education options, employment possibilities and assisted/independent living opportunities. The student’s need for services such as Braille and Orientation & Mobility instruction is also discussed at each IEP.
Assistive technology services provide
individualized assessment and instruction for the development of
technological skills to be used to increase, maintain, or improve
functional capabilities of blind and visually impaired students. Devices
may include low vision aids, screen readers, screen enlargement, Braille
input devices, Braille printers, personal reading devices, and
communication devices. Assistive technology is considered to be a
fundamental work tool used to access and use standard tools, complete
educational and vocational tasks, and participate on an equal basis with
non-disabled peers in the regular electronic educational environment. As
determined by the IEP team, students may check-out appropriate equipment
for use in classes and at home to complete educational tasks.
Braille: All students
enrolled at NMSBVI will have a Functional Low Vision Evaluation and
Learning Media Assessment to determine necessary instructional
accommodations. Effective the 1999-2000 school year, all NMSBVI students
who are cognitively and tactually able are required to take two
semesters of Braille instruction in order to graduate. The Board of
Regents and PED also approved Braille as an elective credit or
communication skills credit for high school students seeking a
traditional High School Diploma.
NMSBVI enthusiastically participates in
community/business partnerships in order to better prepare the students
to enter the world of work. The exploration of various jobs and/or
settings allows a student to make better decisions as to employment they
would or would not seek.
Through the Partners in Education Program, NMSBVI and its Partners
expose students to a variety of jobs and business practices. The
School-to-Work Program has provided grant funding for curriculum,
equipment, training, etc. to enhance the student awareness, skills, and
experience in work. NMSBVI students have held positions at
NMSBVI continues to strengthen its connection with the local community.
The inclusion of students in the
NMSBVI has opened
its doors to several summer camps.
NMSBVI works very closely with the New Mexico Commission for the Blind
once a student reaches 14 years of age for a smooth transition into
adult services. One of the more popular programs is the Students In
Transition to Employment Program (STEP) which provides a paid work and
educational experience for high school age students in either
curriculum is designed to provide an individualized educational program
for each student. Each student’s program is based upon current and
measurable objectives that are reviewed annually. The curriculum
includes specific support and ancillary services that will provide
developmental and educational reinforcement for students who have
significant learning impairments in addition to visual impairments.
NMSBVI has initiated two new reading programs. The first one is the
Lexia Reading Program which includes an early reading program, a primary
reading program, teaching reading: stages and strategies, a quick
reading test and a comprehensive reading test. This program is designed
to help students improve basic reading skills. The second reading
program is My Reading Coach. My Reading Coach works on phonemic
awareness, phonics, vocabulary, fluency and reading comprehension. In
addition to the two new reading programs, NMSBVI is using the
Accelerated Reading Program.
of the least restrictive environment has provided NMSBVI with a positive
vehicle to move our students into an education experience in the local
public schools with their non-disabled peers via “mainstreaming” then
“responsible inclusion”. Students capable of attending classes through
the Alamogordo Public School (APS) system are encouraged to do so at the
elementary, middle school and high school level. An inclusion
coordinator works closely with APS teachers and students to encourage
success. Transcription services, through Braille or large print,
are provided along with assistive technology. The inclusion coordinator
not only assists our students to be successful, but also serves as
resource and contact person for public school teachers.
Adaptive Physical Education & Athletics:
NMSBVI offers adaptive physical
education classes for every student. These classes are modified to meet
the needs of special education students who may be physically and/or
mentally challenged. NMSBVI strongly encourages student participation in
athletics with sighted and visually impaired peers. NMSBVI is a member
of the South Central Association of Schools for the Blind (SCASB).
NMSBVI students also participate in local athletic events in the sports of
goal ball, wrestling and track & field. NMSBVI also has a cheerleading
squad that competes at the annual wrestling and track & field SCASB
At age 14, the student, together with parent/guardian, is asked to begin
thinking of post-school goals in the areas of post-secondary education
or training, vocation/career, residential, community involvement, and
leisure activities. While the current legal requirement to address
transition targets students 16 and over, NMSBVI begins to address
transition at 14, in an effort to help parents and students clarify a
vision for adult life over time. The indicated goals, needs and
priorities are then taken into consideration in curriculum planning,
career planning, scheduling of related services, and needed outside
Because preparation for the work place is a salient component of
successful transition into adult life, NMSBVI offers a comprehensive
Career Education Program for secondary students. It is divided into
three main areas: career exploration, career preparation, and career
placement. Students are afforded the opportunity to explore career
clusters, complete an interest assessment, research jobs of interest and
learn how accommodations might make potential job choices realistic for
them and participate in job shadowing and career fairs. Students may
also enroll in a vocational course, where employability skills are
taught, and then reinforced within class work projects, and/or via on
and off campus work-study placements. As seniors, students learn
application and resume writing, and have an opportunity to practice
their interviewing skills in the mandatory Life Competencies class.
Related Services: Related
Services at NMSBVI are developmental, corrective, and other supportive
services determined by the IEP Committee to be required for a child with
a disability to benefit from special education. At NMSBVI, Related
Services include audiological, counseling, early identification and
assessment of disabilities, interpreters, medical evaluation,
orientation and mobility, parent counseling and training, occupational
and physical therapy, psychological, recreation (including therapeutic
recreation), school health services, social work services, speech
language pathology, and transportation services. These areas also
overlap into the Adaptive Physical Education and Eating Skills Programs
by providing specialized adaptive equipment for the physical impairments
Orientation & Mobility:
Orientation and Mobility services
provide for the development of auditory and kinesthetic awareness,
initiation and development of mobility skills, and the use of low
vision, tactile, and auditory skills to enhance the blind and visually
impaired student’s ability to move and function effectively in the
environment. The ultimate goal of this training is to enable the student
to enter any environment, familiar or unfamiliar, and to function
safely, effectively and efficiently in an independent travel situation.
Health Services: NMSBVI maintains a twenty-four hour health services facility staffed by Registered and Licensed Practical Nurses. Both routine and acute care is provided to all students under the medical supervision of the school contracted pediatrician. A nine-bed, in-patient infirmary is available. A clinic with the contract physician is held once a week to address health needs of students as they arise. The school contracts with an ophthalmologist to see students that are having acute problems with their eyes.
services are available to all students. Counselors assist them in making
effective choices on using all available resources. Student contact with
the school counselor may be for academic problems, social or personal
problems, conflicts, guidance, and testing. A school psychologist can
provide psychological testing of students in order to determine if
counseling services are needed.
Independent Living Skills:
The Independent Living Skills (ILS)
Program focuses on developing independent skills for the older students
at NMSBVI. Dormitory apartments and the ILS cottage provide graduated
experiences and the development of advanced skills and techniques in
cooking, cleaning, organization, money and time management.
is an integral part of residential life by providing a variety of
structured activities and introducing appropriate hobbies and crafts in
the development of life-long leisure skills. Leisure skill development
will compliment and reinforce goal areas outlined in the IEP. NMSBVI
focuses on activities that provide a release of energy, develop
appropriate social interaction and the acquisition of independence, and
self initiation play skills.
Residential Program: The residential program at NMSBVI provides a healthy, family oriented environment for each student. Many activities are extensions of the education programs and provide opportunities for the student to master skills that are introduced during the academic day. Daily living skills instruction is provided to students as needed. Instruction is directed toward mastering tasks of self-care which allow the students to function independently.
Transportation services are provided to all NMSBVI students to and from
home (daily and weekend), educational field trips, athletic events,
shuttle to and from public schools, medical appointments, recreational
activities, and for personal needs.
NMSBVI students are drawn from all four corners of
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Last Updated: 5/11/2011