Introduction to Deafblindness and Communication for Interveners

A draft syllabus template by Amy T. Parker, Ed.D. & COMS National Center on Deaf-Blindness

For Use By State Partners Planning Personnel Development ProgramsNovember 27, 2016

Based upon a 15 week semester based college courseMay be adapted for sequenced professional development programs according to state

needs/plans/structures

Course Description

This course introduces the participants to the unique learning, sensory, communication, and access needs of students who are deafblind. It provides a foundation for the 3 other courses in the program of study for interveners: Methods and Materials for Intervention; Intervention in Practice; and Intervener Practicum & E-portfolio development.

Conceptual Relationship of Course to Standards

The Council for Exceptional Children is an international special education organization that creates standards for professionals and paraprofessionals that work in the field of special education. The course materials and activities align with the current 2015-2016 standards. Like all professions, standards are regularly updated and reviewed based upon what the field learns from research and practice. Please visit the CEC’s website for the most current listing of standards. (http://community.cec.sped.org/dvi/professionalstandards)

The module content was created by a diverse group of experts in the field of deafblindness including state and national deaf-blind project staff, parents of children who are deafblind, higher education faculty, teachers, educational interpreters, and interveners.  Each includes a variety of accessible videos, photographs, slide presentations, and learning activities.  The modules have been guided by an advisory committee, and reviewed by a variety of experts in deafblindness and the process of intervention, experts in module design, and field-test participants.

The student learning outcomes are guided by the 7 CEC standards for interveners.  The standards are listed below.  The specific knowledge and skills appear later in this syllabus.

Student Learning Outcomes Assessments

Learner Development and Individual Learning Differences

Quizzes, Discussion Forums, Intervener Journal, Portfolio Development

Learning Environments Quizzes, Discussion Forums, Intervener Journal, Field Experiences, Portfolio Development

Curricular Content Knowledge Quizzes, Discussion Forums, Field Experiences, Portfolio Development

Assessment Quizzes, Discussion Forums, Reflection Assignments,

Intervener Journal, Field Experiences, Portfolio Development

Instructional Planning and Strategies Quizzes, Discussion Forums, Reflection Assignments, Intervener Journal, Field Experiences, Portfolio Development

Professional Learning and Ethical Practice

Observation and Analysis Forms, Field Experiences

Collaboration Observation and Analysis Forms, Field Experiences, Portfolio Development

a. FIELD EXPERIENCE : (X points)

This course requires students to complete a minimum of fifteen hours of field experiences of site visits in the community. Students will complete this through a field placement project that will broaden their experience and knowledge in providing services to families of students with special needs. Additional information on site locations will be provided in class by the instructor.

b. PORTFOLIO DEVELOPMENT (X points)

This course is the first in a sequence of four courses to prepare interveners to serve students who are deafblind in educational and community settings. An electronic portfolio is a part of a comprehensive assessment within a national certification system for interveners. It is important to note that individuals who pursue the e-portfolio system for national certification are not required to participate in any specific intervener training program and that certification determination is made by an independent agency and review board (https://nationaldb.org/pages/show/national-intervener-certification-e-portfolio-nice/what-is-nice). The eportfolio process documents and evaluates an individual’s performance on the CEC’s approved knowledge and skill competencies. Portfolios are reviewed by an independent board.

Documentation and preparation for this comprehensive assessment begins within the first formal course: Introduction to Deafblindness and Communication for Interveners. Students begin to develop a repository from their reflections, assignments and experiences that may be used for that assessment. Part of the organization and review of the materials for the portfolio serves as a culminating assignment and assessment for the course.

**a note about the term deafblind versus deaf-blind- Sometimes, the word deaf-blind is used in place of deafblind. Deaf-blind is an older term that is related to statute and regulation in the United States. Many in the United States are beginning to use the term deafblind because of the recognized combined effects of vision and hearing impairment that create a unique disability. Internationally, the term deafblind is more accepted. Because the Council for Exceptional Children (CEC) is an international professional organization, the term deafblind is appropriate and consistent with the trends in the United States.

Projected Course Outline

The following is a projected schedule of course topics and assignments. The instructor reserves the right to adjust the schedule as needed to maximize student learning for this course.

Date Topics and Learning Outcomes

CEC Standards Assignments

January 7

Welcome and Orientation Module

This module orients the learner to the basics of learning in the Moodle environment.

Get comfortable with Moodle and the technology.

Understand how the modules are organized.

Understand how to engage with the different module components (e.g., presentations, discussion forums, quizzes).

Understand the module accessibility features.

Know where to access the reading and video materials for the course.

Introduce yourself

Understand the role of portfolio development as a part of the course requirements

Understand the role of field experiences as a part of the course.

Overview all of the CEC K& S standards for interveners.

Read all of the CEC competencies.

Review the course syllabus and ask questions

Introduce yourself on Discussion Forum and greet other learners.

Take the practice quiz to understand quiz features (includes questions based on field experiences and portfolio development).

Review the slide show features.

Review how to upload assignments.

Understand who to contact for technical support.

Know how to contact the instructor

(X points)

January 14

Module 1: An Overview of

Deafblindness and

Instructional Strategies

Module 1 gives learners an overall sense of the population of students who are deafblind and describes

Identify important facts that can be learned from the National Child Count of Children and Youth Who Are Deaf-Blind.

Understand the importance of gathering information about a student's etiology to guide the development of an effective educational plan.

Recognize that deaf-blindness is a disability of access to information that

SEP1K1 Purposes of programs for individuals with exceptional learning SEP1K2 Basic educational terminology regarding individuals with exceptional learning needs, programs, roles, and instructional activities

DBI1K1 Definition of deaf-blindness DBI1K2 Differences between congenital and acquired deaf-blindness DBI1K3 Implications of the age of onset of vision and hearing loss, the types and degrees of loss, and the presence of additional disabilities on development and learning

Inquiry Challenge Pre

and Post Journal

Reflections

Learning Activity 1

Discussion Board

Learn More About Your

Student's Etiology

Assignment

Learning Activity 3

approaches for teaching and interacting with students who are deafblind.

results in significant challenges in interactions and learning.

Be aware of basic team dynamics

SEP2K1Effects an exceptional condition(s) can have on an individual’s life DBI2K1 Impact of combined vision and hearing loss on development and learning DBI2K4 Impact of deaf-blindness on bonding, attachment, and social interaction DBI2K5 Impact of deaf-blindness on psychological development and on the development of self-identity

DBI2K6 Impact of deaf-blindness related to isolation, stress, and vulnerability DBI2K8 Impact of additional disabilities on individuals with deafblindness

SEP3K1Rights and responsibilities of families and children as they relate to individual learning needs

DBI3K1 Specific causes of the deafblindness

SEP4K1 Basic instructional and remedial strategies and materials DBI4K1 Strategies that promote visual and auditory development DBI4K2 The use of calendar systemsDBI3K4 Learning style and communication of the individual

DBI6K2 Impact of deaf-blindness on communication and interaction

DBI6K3 Modes/forms of communication and devices used by individuals who are deaf-blind

Think-Reflect-Pair and

Share Activity

Module 1 Review Quiz

(X points)

January 21

Module 2: The Sensory

System, the Brain, and

Learning

Understand the importance of each of the seven senses.

Understand the brain-senses connection and its impact on learning.

Understand some general strategies for supporting a student's learning.

DBI1K2 Differences between congenital and acquired deafblindness DBI1K3 Implications of the age of onset of vision and hearing loss, the types and degrees of loss, and the presence of additional disabilities on development and learning DBI1K4 Anatomy and function of the eyes and ears

Inquiry Challenge Pre and

Post Journal Reflections

Vision Simulation

Brain-Senses Connection

Quiz

Module 2 gives learners an

overview of the sensory

systems and the ways that

students access information

in the world around them.

Understand basic information about all seven senses.

Know how to identify additional resources to learn more.

DB12K1 Impact of combined vision and hearing loss on development and learning DBI2K4 Impact of deafblindness on bonding, attachment, and social interaction DB12K6 Impact of deafblindness related to isolation, stress, and vulnerability DB12K8 Impact of additional disabilities on deafblindness

DBI2K9 Brain development andthe neurological implications of combined vision and hearing lossDBI3K1 Specific causes of deafblindness DBI3K5 Audiological and ophthalmological conditions and functioning of the individual DBI3K6 Additional disabilities of the individual, if present DBI3K7 Effects of additional disabilities on individual, if presentDBI6K2 Impact of deafblindness on communication and interactionSEP10K1 Common Concerns of families of individuals with exceptional learning needs

Box of Deafblindness

Assignment and Discussion

Board Activity

"Learn About Additional

Resources" Assignment

(X points)

February 4

Module 3: The Role of

Interveners in Educational

Settings

Module 3 orients learners to

Be able to explain the role of an intervener.

Understand the Principles of Intervention.

Be able to describe intervention as team process.

Be aware of basic team dynamics.

SEP1K2 Basic educational terminology regarding individuals with exceptional learning needs, programs, roles, and instructional activities

DBI1K1 Definition of deaf-blindness

DBI2K3 Process of intervention for individuals with deaf-blindness DBI2K4 Impact of deaf-blindness on bonding, attachment, and social interaction

Inquiry Challenge Pre- and

Post- Journal Reflections

Discussion Board Activity:

Intervener Role Compared

to Paraprofessionals and

Interpreters

Think-Reflect-Pair and

Share Assignment

Video Analysis Quiz

(covers intervention

the role of the intervener and

the process of intervention.

SEP6K1 Characteristics of appropriate communication with stakeholders

DBI8S1 Collect data and monitor progress as directedDBI9K1 The role of the intervener in the process of intervention DBI9K3 The difference between interveners, paraeducators, interpreters, aides, caregivers, and special education assistants

DBI10K1 The roles and supervisory responsibilities of team members and consultants

principles)

Comprehensive Review

Quiz (covers all module

readings and presentations)

Field Experience Opportunity

Observe and Reflect on Intervention

Work with instructor and state partners to observe intervention for a total of 2 hours (may be virtual based on location and local permissions).

Use observation form provided by instructor.

Spend 1 hour writing up your reflections and share on discussion board in the class for instructor and peer feedback. Depending upon your instructor, observations may also be created via video in spoken English or ASL.

DBI2K3 Process of intervention for individuals with deaf-blindness DBI2K4 Impact of deaf-blindness on bonding, attachment, and social interactionDBI9K3 The difference between interveners, paraeducators, interpreters, aides, caregivers, and special education assistants

DBI8S1 Collect data and monitor progress as directed

Review your observation form after your instructor offers you feedback and make some corrections.

Be sure to include your name, location of observation, the number of hours, the context of the observation and the sign off of the teacher, intervener, or supervisor at the location. This will be included in your portfolio.

February 18

Module 4: Building

Trusted Relationships and

Positive Self-Image

Module 4 lays the foundation

for successful intervention

for all students- harmonious

interactions and trusting

relationships.

Understand that trusted relationships and a positive self-image are the foundation for well-being and development.

Describe key strategies to create reciprocal interactions from a deaf-blind perspective.

Apply a consistent approach using turn-exchanges for starting, maintaining, and ending interactions.

Apply affirmation of a student’s initiative or response.

SEP1K2 Basic educational terminology regarding individuals with exceptional learning needs, programs, roles, and instructional activities DBI1K2 Differences between congenital and acquired deaf-blindness DB1K3 Implications of the age of onset of vision and hearing loss, the types and degrees of loss, and the presence of additional disabilities on development and learningSEP2Kl Effects an exceptional condition(s) can have on an individual's life DBI2Kl Impact of combined vision and hearing loss on development and learning DBI2K3 Process of

.

Completed intervener journal

entries at the beginning and

end of the module.

Completed Module 4

Discussion Board for

Learning Activity 1.

Completed Module 4

Learning Activity 2 Video

Analysis Quiz (covers

Reciprocal Interactions).

Analyze indicators of a student’s processing time.

Learn to match observations of a student with strategies to share emotions with him or her.

Describe specific strategies for establishing joint attention.

intervention for individuals with deaf-blindness DBI2K4 Impact of deaf-blindness on bonding, attachment, and social interaction DBI2K5 Impact of deaf-blindness on psychological development and on the development of self-identity DBI2K6 Impact of deaf-blindness related to isolation, stress, and vulnerability DBI2K9 Brain development and the neurological implications of combined vision and hearing loss

Completed Joy and Sharing

Emotions Video Analysis

assignment.

Completed Module 4 Review

Quiz (covers all content).

Portfolio Development and Review

By this time you will have covered a great deal of ground! Organize your completed assignments according to the CEC competencies. Place them in folders that address both the knowledge you have gained and some of the basic skills you have gained in observation.

Review of assignments you have completed in Modules 1-4.

Organize your assignments. Create written or video reflections on how these completed assignments related to the CEC competencies. This shows more deeply what you know and what you are learning to do (beginning skills of observation and practice).

This is your mid-term exam!

Instructor verifies your assignments and makes suggestions to improve your explanations of learning.

Everything that you have accomplished should be saved and organized for your portfolio.

February 25

Module 5: Availability for

Learning

Module 5 provides learners

with ways to understand

what may be impacting a

student’s ability to engage in

the environment and how to

support the student’s

Recognize the internal and external factors that influence a student’s availability to learn.

Be able to identify a student’s state of arousal and how to influence it so the student is available to communicate and learn.

Be able to identify a student’s likes and dislikes and know how to use those preferences to support the student‘s availability to learn.

Be able to identify the

DBI1K3 Implications of the age of onset vision and hearing loss, the types and degrees of loss, and the presence of additional disabilities on development and learningSEP2K1 Effects an exceptional condition(s) can have on individual’s life DBI2K1 Impact of combined vision and hearing loss on development and learning DBI2K3 Process for intervention with individuals of deafblindnessDBI2K4 Impact of deafblindness on bonding, attachment, and social interaction DBI2K6 Impact of deafblindness related to isolation, stress, and

Intervener journal at the

beginning and end of the

module.

Learning Activity 1

simulation and discussion

board.

Internal and external factors

quiz.

Determining Influences on

Availability to Learn

Assignment

successful participation in

learning.

strongest sensory channels for a student and know how to adapt activities and actions in ways that take advantage of those channels.

Be able to identify a student’s stress level and identify strategies that can support the student’s availability for communicating and learning

vulnerability DBI2K8 Impact of additional disabilities on individuals with deafblindness DBI2K9 Brain development and the neurological implications of combined vision and hearing loss.DBI3K2 Strengths and needs of the individual DBI3K3 Likes and dislikes of the individual DBI3K4 Learning style and communication of the individual DBI3K5 Audiological and opthamological conditions of the individual DBI3K6 Additional disabilities of the individual, if present DBI3K7 Effects of additional disabilities on individual, if presentDBI3S1 Facilitation of the individual’s development of concepts

SEP4K1 Basic instructional and remedial strategies and materials DBI4K1 Strategies that promote visual and auditory developmentSEP4S1 Use strategies, equipment, materials, and technologies, as directed, to accomplish instructional objectives SEP4S2 Assist in adjusting instructional strategies and materials as directed DBI4S1 Provide one-on-one intervention DBI4S2 Use routines and functional activities as learning opportunities DBI4S3 Facilitate direct learning experiences DBI4S4 Use techniques to increase anticipation, motivation, communication, and confirmation DBI4S5 Facilitate interdependence for the individual DBI4S6 Vary the level and intensity of input and the pacing of activities DBI4S7 Adapt materials and activities to the individual’s needs, as directed DBI4S9 Implement intervention strategies for

the individual’s daily care, self-help, transition, and job training DBI4S10 Use prescribed strategies to respond to the individual’s behavior DBI4S11 Provide the individual with opportunities for self-determination DBI4S12 Use touch to supplement auditory and visual input and to convey information DBI4S13 Facilitate individual’s use of touch for learning and interaction DBI4S14 Facilitate individual’s use of the other senses to supplement learning modalities

DBI4S17 Important adaptations consistent with the medical needs of the individual as directed DBI4S18 Utilize strategies to promote sensory integration

SEP5Kl Demands of various learning environments SEP5K2 Rules and procedural safeguards regarding the management of behaviors of individuals with exceptional learning needs SEP5S1 Establish and maintain rapport with learners.SEP6K1 Characteristics of appropriate communication with stakeholders DBI6K1 Basic communication development DBI6K2 Impact of deaf-blindness on communication and interaction DBI6K3 Modes/forms of communication and devices used by individuals who are deaf-blindSEP9K2 Personal cultural biases and differences that affect one's ability to work with others DBI9K1 The role of the intervener in the process of intervention DBI9K2 The roles and responsibilities of interveners in various settingsSEP10K1 Common concerns

of families of individuals with exceptional learning needs.

March 11

Module 6: Understanding

Communication Principles

Module 6 supports learners

in understanding the

dynamics of all

communication exchanges

and how to gather useful

information for building

successful communication

plans with teams.

Understand the meaning of the terms “communication form,” “sensory mode,” “communication function,” “expressive and receptive communication.”

Understand the role of the intervener as a competent communication partner for students who are deaf-blind and be able to identify strategies that encourage communication.

Discover that students with deaf-blindness always express themselves in meaningful, concrete, and purposeful ways from their deaf-blind perspective and that this expression is the starting point for communication development.

Discover that the presence of an intervener alters the intent of a student’s behavior.

Use video analysis forms to gather information about a student’s communication, develop insight into a student’s communication, and assist other educational team members with communication assessment and IEP development.

SEP1K2 Basic educational terminology regarding individuals with exceptional learning needs, programs, roles, and instructional activities.

SEP2K1 Effects an exceptional condition(s) can have on an individual’s life DBI2K3 Process of intervention for individuals with deafblindness DBI2K4 Impact of deafblindness on bonding, attachment, and social interactionDBI3K2 Strengths and needs of the individual DBI3K3 Likes and dislikes of the individual DBI3K4 Learning style and communication of the individual DBI3K6 Additional disabilities of the individual, if present DBI3K7 Effects of additional disabilities on individual, if presentSEP3S1 Demonstrate sensitivity to the diversity of individuals and familiesSEP4K1Basic instructional and remedial strategies and materialsSEP4S1 Use strategies, equipment, materials, and technologies, as directed, to accomplish instructional objectives DBI4S4 Use techniques to increase anticipation, motivation, communication, and confirmation DBI4S10 Use prescribed strategies to respond to the individual’s behavior DBI4S11 Provide the individual with opportunities for self-determination DBI4S12 Use touch to supplement auditory and visual input and to convey information DBI4S13 Facilitate individual’s use of touch for learning and interactionSEP5S1 Establish and maintain rapport with learners DBI5S1 Establish a trusting relationship with the

Inquiry Challenge pre and

post journal reflection

questions.

Learning Activity 1

Communication Exchange

Analysis Assignment.

Learning Activity 2

Communication Exchange

Analysis Assignment.

Learning Activity 3

Discussion Board

Assignment.

Learning Activity 4

Gathering Information

Assignment.

Learning Activity 4

Expressive and Receptive

Communication

Assignment.

Module 6 Quiz.

individual DBI5S2 Provide an atmosphere of acceptance, safety, and security that is reliable and consistent for the individual DBI5S3 Promote positive self-esteem and well-being in the individualSEP6K1 Characteristics of appropriate communication with stakeholders DBI6K1 Basic communication development DBI6K2 Impact of deafblindness on communication and interaction DBI6K3 Modes/forms of communication and devices used by individuals who are deafblindDBI6S1 Facilitate language and literacy development DBI6S2 Observe and identify the communicative behaviors and intents DBI6S3 Implement methods and strategies for effectively conveying information to the individual DBI6S4 Respond to the individual’s attempts at communication DBI6S5 Use communication techniques specific to the individual DBI6S6 Incorporate/embed language and communication into all routines and activities DBI6S7 Use strategies for eliciting expressive communication DBI6S8 Use strategies to promote turntaking DBI6S9 Use strategies to enhance and expand communicationSEP7S2 Prepare and organize materials to support teaching and learning as directedSEP8K1 Rationale for assessment DBI8S1 Collect data and monitor progress as directedSEP8S1 Demonstrate basic collection techniques as directed SEP8S2 Make and document objective observations as directedSEP9S9 Demonstrate proficiency in academic skills, including oral and written communicationSEP10K1 Common concerns

of families of individuals with exceptional learning needsSEP10S1 Assist in collecting and providing objective, accurate information to professionals SEP10S3 Foster respectful and beneficial relationships DBI10S2 Share observations of individual’s communication skills with others

March 25

Module 7: Emergent

Communication

Module 7 helps learners

recognize and document

emergent communication

functions and forms in

natural environments.

Understand the role of the intervener as a competent communication partner for students who are deaf-blind and be able to identify strategies that encourage communication.

Discover that students with deaf-blindness always express themselves in meaningful, concrete, purposeful ways from their deaf-blind perspective and that this is the starting point for communication development.

Develop knowledge about "movements," "sounds," and "touching objects," and recognize them as meaningful, concrete, purposeful behaviors.

Know how to establish "shared experiences" with a student.

Gain insight into how experiences leave bodily-emotional traces in the memory and how students express these memory traces in their behavior.

Understand strategies that can be used to co-create shared meaning of a student’s expressions and develop gestures, meaningful

SEP1K2 Basic educational terminology regarding individuals with exceptional learning needs, programs, roles, and instructional activitiesSEP2K1 Effects an exceptional condition(s) can have on an individual’s life DBI2K1 Impact of combined vision and hearing loss on development and learning DBI2K3 Process of intervention for individuals with deafblindness DBI2K4 Impact of deafblindness on bonding, attachment, and social interaction DBI2K5 Impact of deafblindness on psychological development and on the development of self-identity DBI2K6 Impact of deafblindness related to isolation, stress, and vulnerability DBI2K8 Impact of additional disabilities on individuals with deafblindnessDBI3K2 Strengths and needs of the individual DBI3K3 Likes and dislikes of the individual DBI3K4 Learning style and communication of the individual DBI3K6 Additional disabilities of the individual, if present DBI3K7 Effects of additional disabilities on individual, if present.SEP3S1 Demonstrate sensitivity to the diversity of individuals and families DBI3S1 Facilitation of the individual’s understanding and development of conceptsSEP4K1Basic instructional and remedial strategies and materials

Inquiry Challenge pre and

post "meaning of an

expression" video analysis.

Learning Activity 1 Shared

Experiences Assignment.

Learning Activity 2

simulation and discussion

board.

Learning Activity 3

Meaning of an Expression

Assignment.

Learning Activity 4 Quiz.

sounds, and objects of reference (object cues).

Understand strategies that can be used used to develop gestures, meaningful sounds, and objects of reference (object cues) based on the intervener's forms of communication.

Understand the steps that need to be taken to expand concrete communication forms before moving on to abstract communication forms.

SEP4S1 Use strategies, equipment, materials, and technologies, as directed, to accomplish instructional objectives SEP4S5 Use strategies as directed to increase the individual’s independence and confidence DBI4S3 Facilitate direct learning experiences DBI4S4 Use techniques to increase anticipation, motivation, communication, and confirmation DBI4S5 Facilitate interdependence for the individual DBI4S6 Vary the level and intensity of input and the pacing of activities DBI4S7 Adapt materials and activities to the individual’s needs, as directed DBI4S10 Use prescribed strategies to respond to the individual’s behavior DBI4S11 Provide the individual with opportunities for self-determination DBI4S12 Use touch to supplement auditory and visual input and to convey information DBI4S13 Facilitate individual’s use of touch for learning and interaction DBI4S14 Facilitate individual’s use of the other senses to supplement learning modalities DBI4S18 Utilize strategies to promote sensory integrationSEP5S1 Establish and maintain rapport with learners DBI5S1 Establish a trusting relationship with the individual DBI5S2 Provide an atmosphere of acceptance, safety, and security that is reliable and consistent for the individual DBI5S3 Promote positive self-esteem and well-being in the individualSEP6K1 Characteristics of appropriate communication with stakeholders DBI6K1 Basic communication development DBI6K2 Impact of deafblindness on communication and interaction DBI6K3 Modes/forms of

communication and devices used by individuals who are deafblindDBI6S1 Facilitate language and literacy development DBI6S2 Observe and identify the communicative behaviors and intents DBI6S3 Implement methods and strategies for effectively conveying information to the individual DBI6S4 Respond to the individual’sattempts at communication DBI6S5 Use communication techniques specific to the individual DBI6S6 Incorporate/embed language and communication into all routines and activities DBI6S7 Use strategies for eliciting expressive communication DBI6S8 Use strategies to promote turntaking DBI6S9 Use strategies to enhance and expand communicationSEP7S2 Prepare and organize materials to support teaching and learning as directedSEP8K1 Rationale for assessment DBI8S1 Collect data and monitor progress as directedSEP8S1 Demonstrate basic collection techniques as directed SEP8S2 Make and document objective observations as directedDBI9K1 The role of the intervener in the process of interventionDBI9K2 The roles and responsibilities of interveners in various settingsSEP9S5 Demonstrate commitment to assisting learners in achieving their highest potentialSEP9S9 Demonstrate proficiency in academic skills, including oral and written communication SEP9S11 Engage in self-assessmentSEP10K1 Common concerns of families of individuals with exceptional learning needsSEP10S1 Assist in collecting

and providing objective, accurate information to professionals SEP10S3 Foster respectful and beneficial relationships DBI10S2 Share observations of individual’s communication skills with others

Week of April 1

Field Experience Opportunity

Observe and Reflect on Emergent Communication

Work with instructor and state partners to observe a teacher, intervener, SLP or parent working with an emergent communicator who is DB for a total of 2 hours (may be virtual based on location and local permissions).

Use observation form provided by instructor.

Spend 1 hour writing up your reflections and share on discussion board in the class for instructor and peer feedback. Depending upon your instructor, observations may also be created via video in spoken English or ASL.

DBI10S2- Share observation of individual’s communication with others.

Review your observation form after your instructor offers you feedback and make some corrections.

Be sure to include your name, location of observation, the number of hours, the context of the observation and the sign off of the teacher, intervener, or supervisor at the location. This will be included in your portfolio.

April 8

Module 8: Progressing

From Non-Symbolic to

Symbolic Communication

and Complex Language

Module 8 expands upon

learners’ knowledge of

communication forms and

how to support the student as

she makes progress in using

more symbolic

communication forms.

Understand the value of observation in determining where a person who is deaf-blind is on the communication continuum.

Describe communication modes used by students who are deaf-blind.

Describe strategies to support a student to become a more proficient communicator.

Describe strategies to support a student to develop complex language skills.

Understand the role of the intervener and other team members in communication development, instruction,

SEP1K2 Basic educational terminology regarding individuals with exceptional learning needs, programs, roles, and instructional activitiesSEP2K1 Effects an exceptional condition(s) can have on an individual’s life DBI2K1 Impact of combined vision and hearing loss on development and learning DBI2K2 Differences between concept development and skill development, and the impact of deafblindness on each DBI2K3 Process of intervention for individuals with deafblindness DBI2K4 Impact of deafblindness on bonding, attachment, and social interaction DBI2K8 Impact of additional disabilities on individuals with deafblindnessDBI3K2 Strengths and needs of the individual DBI3K3

Inquiry challenge pre- and

post-analysis of a student's

communication

development.

Learning Activity 2

Assignment: Strategies to

Support Students.

Module Overview Quiz.

Learning Activity 4

Discussion Board.

and assessment. Likes and dislikes of the individual DBI3K4 Learning style and communication of the individual DBI3K6 Additional disabilities of the individual, if present DBI3K7 Effects of additional disabilities on individual, if presentSEP3S1 Demonstrate sensitivity to the diversity of individuals and families DBI3S1 Facilitation of the individual’s understanding and development of conceptsSEP4K1 Basic instructional and remedial strategies and materials SEP4K2 Basic technologies appropriate to individuals with exceptional learning needs DBI4K2 The use of calendar systemsSEP4S1 Use strategies, equipment, materials, and technologies, as directed, to accomplish instructional objectives SEP4S2 Assist in adapting instructional strategies and materials as directed DBI4S3 Facilitate direct learning experiences DBI4S4 Use techniques to increase anticipation, motivation, communication, and confirmation DBI4S5 Facilitate interdependence for the individual DBI4S6 Vary the level and intensity of input and the pacing of activities DBI4S7 Adapt materials and activities to the individual’s needs, as directed DBI4S8 Use strategies that provide opportunities to solve problems and to make decisions and choices DBI4S10 Use prescribed strategies to respond to the individual’s behavior DBI4S11 Provide the individual with opportunities for self-determination DBI4S12 Use touch to supplement auditory and visual input and to convey information DBI4S13 Facilitate individual’s use of touch for learning and interaction DBI4S14 Facilitate individual’s use of

other senses to supplement learning modalities DBI4S16 Make adaptations for the cognitive and physical needs of the individualSEP5S1 Establish and maintain rapport with learners DBI5S1 Establish a trusting relationship with the individual DBI5S3 Promote positive self-esteem and well-being in the individualDBI6K1 Basic communication development DBI6K2 Impact of deafblindness on communication and interaction DBI6K3 Modes/forms of communication and devices used by individuals who are deafblindDBI6S1 Facilitate language and literacy development DBI6S2 Observe and identify the communicative behaviors and intents DBI6S3 Implement methods and strategies for effectively conveying information to the individual DBI6S4 Respond to the individual’s attempts at communication DBI6S5 Use communication techniques specific to the individual DBI6S6 Incorporate/embed language and communication into all routines and activities DBI6S7 Use strategies for eliciting expressive communicationDBI6S8 Use strategies to promote turntaking DBI6S9 Use strategies to enhance and expand communicationSEP7S2 Prepare and organize materials to support teaching and learning as directedSEP8K1 Rationale for assessmentDBI8S1 Collect data and monitor progress as directed SEP8S1 Demonstrate basic collection techniques as directed SEP8S2 Make and document objective observations as directedDBI9K1 The role of the intervener in the process of intervention DBI9K2 The

roles and responsibilities of interveners in various settingsSEP9S5 Demonstrate commitment to assisting learners in achieving their highest potential SEP9S9 Demonstrate proficiency in academic skills, including oral and written communicationSEP10K1 Common concerns of families of individuals with exceptional learning needsSEP10S1 Assist in collecting and providing objective, accurate information to professionals SEP10S3 Foster respectful and beneficial relationships DBI10S2 Share observations of individual’s communication skills with others

April 22

Module 9: An Introduction to Sign Language and Braille for Interveners

Sign language and braille are two vital but distinct communication systems that support access, literacy, and language development for many people who are deaf-blind. This module on sign language and braille presents a basic overview of each system and offers some case examples of students who use both to access the world around them. The goal of the Sign Language and Braille module is not to make learners fluent in these complex systems but to give learners an awareness, an appreciation and hopefully to spark their curiosity for learning more!

Understand that Language development exists along a hierarchical continuum (i.e. from concrete to abstract). Understand Sign Language and Braille are forms of abstract communication.Understanding that students who are deaf-blind have unique learning styles in relation to sign language and Braille. Recognize that Touch is reprioritized as an access point by students who are deaf-blind regardless of the use of functional vision (i.e. touch for communication, touch for information, touch for emotions, etc.).Recognize that Sign language should be chosen that is developmentally appropriate and conceptually meaningful.

Recognize basic Modifications to sign language production will be necessary for learners with varying degrees of visual access (i.e. close vision, reduced peripheral fields, tactile, etc.)

Understand that there are specific touch signals that

SEP1K2 Basic educational terminology regarding individuals with exceptional learning needs, programs, roles, and instructional activities

DBI4S13 Facilitate individual’s use of touch for learning and interaction

DBI4S15 Utilize strategies that support the development of body awareness, spatial relationships, and related concepts

DBI5S7 Maximize the use of residual vision and hearing

DBI5S8 Make adaptations for auditory needs as directed

DBI5S9 Make adaptations for visual needs as directedDBI6K2 Impact of deaf-blindness on communication and interaction DBI6K3 Modes/forms of communication and devices used by individuals who are deaf-blind

DBI6S1 Facilitate language and literacy development DBI6S2 Observe and

Inquiry Challenge- Pre-Post Questions

Preferred Topics/Preferred Vocabulary- ASL Activity

Discussion Board- braille and access

Sign Language Adaptations Quiz

Intervener Journal

can be used to provide enhanced access to people and things in the environment (i.e. Pro-Tactile, haptics, etc.).

The determination of the braille system of instruction should be developmentally appropriate and conceptually meaningful (i.e. contracted, uncontracted, Nemeth, music, computer, UEB, etc.)Understand that Students who are deaf-blind in the beginning stages of literacy should be exposed to Braille early in life, in a way that is functional.

Be aware that Attitudinal barriers may exist regarding the incorporation of Braille across all environments for emerging language users, particularly for the development of functional Braille skills.

Recognize that Students who are deaf-blind are multi-modal communicators.

Identify the importance of Consistent use of strategies and modalities across communication partners and environments is essential to the learner who is deaf-blind.

Identify Assistive technology devices provide access either as primary or supplemental communication tools.

identify the communicative behaviors and intents DBI6S3 Implement methods and strategies for effectively conveying information to the individual DBI6S4 Respond to the individual’s attempts at communication DBI6S5 Use communication techniques specific to the individualDBI6S6 Incorporate/embed language and communication into all routines and activities DBI6S7 Use strategies for eliciting expressive communication DBI6S8 Use strategies to promote turn-taking DBI6S9 Use strategies to enhance and expand communication

Week of April 22

Field Experience Opportunity

Symbolic Language Observation and Practice

Work with an instructor and state partners to observe or interact at a community on on campus event with people who are DB and who use sign language and braille. You should prepare to observe and interact based upon your instructor’s direction. You may participate in a family weekend where children who are deafblind attend. You may participate at a school for the Blind or Deaf that is hosting a transition weekend.

DBI10S2 Share observations of individual’s communication skills with others

Be sure to include your name, location of observation, the number of hours, the context of the observation and the sign off of the appropriate contact at the location. This will be included in your portfolio.

This will be based on the resources available to your instructor and the timing of the event.

Complete appropriate paperwork to participate according to your instructor’s direction and supervision.

April 29

Mini Presentation of Your Portfolio Based Upon the Learning Artifacts from the Course

Select a knowledge and skill competency- with your learning artifact and explanation to share with instructor and students on discussion board or at a face-to-face meeting. (can also be a video product that you create in spoken English or ASL).

Share your learning and accept feedback, make revisions. Save reflection for your eportfolio.

Final Exam is a presentation to your classmates and your instructor.

This can be virtual or face to face.

This is your final exam and it represents a culmination of the knowledge and skills that you gained across the modules and your field experiences.

Submit all documentation from class with your reflections to the instructor. Save all materials and reflections for your culminating portfolio.

You made it through!

References

Open Hands, Open Access: Deaf-Blind Intervener Learning Modules by NCDB (National Center on Deaf-Blindness) is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License.

Permissions beyond the scope of this license may be available at https://nationaldb.org.

Register for OHOA Modules at: https://nationaldb.org/ohoaregister

Each OHOA Module has a comprehensive list of references located within each module structure. Module readings and videos are all available within the OHOA Moodle system as open access resources and are free to all participants.

Blaha, R., Clyne, M., Hartman, V., Borg, J., & Martin, B. (2014, September, rev.). Module 1 - An overview of deaf-blindness and instructional strategies. In National Center on Deaf-Blindness, Open Hands, Open Access: Deaf-Blind Intervener Learning Modules. Monmouth, OR: National Center on Deaf-Blindness, The Research Institute at Western Oregon University.

Scoggin, K. (Lead), Christianson, K., Cooper, H., Lauger, K., Knapp, M., & Peterson, D. (2014, September, rev.). Module 2 – The sensory system, the brain, and learning. In National Center on Deaf-Blindness, Open Hands, Open Access: Deaf-Blind Intervener Learning Modules. Monmouth, OR: National Center on Deaf-Blindness, The Research Institute at Western Oregon University.

Kennedy, B. et al. (2014, September, rev.). Module 3 – The role of the intervener in educational settings. In National Center on Deaf-Blindness, Open Hands, Open Access: Deaf-Blind Intervener Learning Modules. Monmouth, OR: National Center on Deaf-Blindness, The Research Institute at Western Oregon University.

Van den Tillaart, B. et al. (2014, September, rev.). Module 4 – Building trusted relationships. In National Center on Deaf-Blindness, Open Hands, Open Access: Deaf-Blind Intervener Learning Modules. Monmouth, OR: National Center on Deaf-Blindness, The Research Institute at Western Oregon University.

Scoggin, K. et al. (2014, September, rev.). Module 5 – Availability for learning. In National Center on Deaf-Blindness, Open Hands, Open Access: Deaf-Blind Intervener Learning Modules. Monmouth, OR: National Center on Deaf-Blindness, The Research Institute at Western Oregon University.

Van den Tillaart, B. et al. (2014, September, rev.). Module 6 – Understanding communication principles. In National Center on Deaf-Blindness, Open Hands, Open Access: Deaf-Blind Intervener Learning Modules. Monmouth, OR: National Center on Deaf-Blindness, The Research Institute at Western Oregon University.

Van den Tillaart, B. et al. (2014, September, rev.). Module 7 – Emergent communication. In National Center on Deaf-Blindness, Open Hands, Open Access: Deaf-Blind Intervener Learning Modules. Monmouth, OR: National Center on Deaf-Blindness, The Research Institute at Western Oregon University.

Kennedy, B. et al. (2014, September, rev.). Module 8 – Progressing from non-symbolic to symbolic communication and complex language. In National Center on Deaf-Blindness, Open Hands, Open Access: Deaf-Blind Intervener Learning Modules. Monmouth, OR: National Center on Deaf-Blindness, The Research Institute at Western Oregon University.

Morgan Morrow, S. et al. (2016, September). Module 22 – Introduction to Sign Language and Braille. In National Center on Deaf-Blindness, Open Hands, Open Access: Deaf-Blind Intervener Learning Modules. Monmouth, OR: National Center on Deaf-Blindness, The Research Institute at Western Oregon University.

The contents of the Open Hands, Open Access: Deaf-Blind Intervener Learning Modules were developed under a grant from the U.S. Department of Education #H326T130013. However, those contents do not necessarily represent the policy of The Research Institute, nor the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Jo Ann McCann.