Special Education

Deafblind - Selected Topics

Assessment  |  Assistive Technology: Low Vision/Listening Devices  |  Behavior  |  Blindness/Visual Impairment: Causes, Types, and Symptoms of Vision Loss  |  Communication  |  Cultural Diversity  |  Daily Living Activities/Self Help Skills  |  Deafblindness  |  Deaf/Hard of Hearing: Causes, Types and Symptoms of Hearing Loss  |  Inclusion  |  Individualized Education Program (IEP)  |  Instruction  |  Interveners  |  Medical/Health of the Ears, Eyes and Body  |  Movement/Orientation and Mobility  |  Parents and Families  |  Recreation and Leisure  |  Self Determination/Social Emotional/Social Relationships  |  Support Service Providers  |  Syndromes and Other Medical Conditions Associated with Deafblindness  |  Transition  |  Universal Design  |  Miscellaneous

All Documents in PDF    |    *Available in Español

ASSESSMENT

• Assessing Communication and Learning in Young Children Who Are Deafblind or Who Have Multiple Disabilities

• Authentic Assessment

• * Considerations When Assessing Children and Youth of Spanish Speaking Families /  Consideraciones Para Evaluar Ninos y Jovenes de Familias Hispano-Parlantes

• Follow the Child: Approaches to Assessing the Functional Vision and Hearing of Young Children and Congenital Deaf-Blindness

• Functional Vision Assessment

ASSISTIVE TECHNOLOGY:  LOW VISION / LISTENING DEVICES

• Promoting the Wearing of Hearing Aids

• Promoting the Wearing of Glasses

• Strategies for Using Voice Output Communication Devices

• Past VIBRATIONS newsletter on “Assistive Technology”

• Assistive Technology Partners at the University of Colorado

 

BEHAVIOR

• Awareness of Medical Issues in Relation to Changes in Behavior

• Behavior Management Guidelines

BLINDNESS / VISUAL IMPAIRMENT:  CAUSES, TYPES, AND SYMPTOMS OF VISION LOSS

• Albinism

• Anirdia

• Anophthalmia and Microphthalmia

• CHARGE Syndrome Foundation

• CHARGE Syndrome: Vision Issues

• Coloboma of the Eye

• Color Blindness

• Congenital Cataracts

• Cortical Visual Impairment: A Team Approach

• Diabetic Retinopathy

• Functional Vision Assessment

• Glaucoma

• Light Sensitivity

• Leber's Congenital Amaurosis

• Norrie's Disease

• Questions for the Eye Doctor

• Refractive Errors

• Retinitis Pigmentosa

• Retinoblastoma

• Past VIBRATIONS newsletter on “Blindness / Visual Impairment”

• Stargardt's Disease

• Strabismus

COMMUNICATION

• Choices at the Swimming Pool

• Choosing Conceptually Accurate Signs

• Communication: A Basic Overview

• Communication Matrix

• Conversation Boxes

• Creating a Communication Notebook

• Creating a Need to Communicate

• Strategies for Creating Communication-Rich Environments for ‘Children who are Deafblind

• Getting Started with Object Communication

• How to Create a Communication Dictionary

• Name Cues

• Object Calendar

• Object Communication

• Receptive Communication

• Strategies for Using Voice Output Communication Devices

• Tadoma

• Teaching Body Language

• Tips for Improving the Accuracy of Signed Communication

• Touch Cues

• Understanding Coactive and Tactile Signing

• Past VIBRATIONS newsletter on “Tangible Symbol Systems”

• Communication Matrix

CULTURAL DIVERSITY

• * Considerations When Assessing Children and Youth of Spanish Speaking Families /  Consideraciones Para Evaluar Ninos y Jovenes de Familias Hispano-Parlantes

DAILY LIVING ACTIVITIES / SELF HELP SKILLS

• Taking Up Makeup

DEAFBLINDNESS

• *Appropriate Touch / El Toque Apropiado

• Best Educational Practices for Students with Deafblindness

• Deafblindness

• Deafblindness: Educational Service Guidelines

• Developing Independence

• Guidelines for Working with Children Who Are Deafblind

• How to Interact with Individuals with Vision and Hearing Loss

• Mini Module Series on Deafblindness – NCDB and Washington Sensory Disability Services

• Overview on Deafblindness

• What Does Your Child See?  What Does Your Child Hear?

• Past VIBRATIONS Newsletter on the Identification of Deafblindness

• Helen Keller National Center - Rocky Mountain Office

• A-Z to Deafblindness

• American Association of the Deaf-Blind

• Hands and Voices

• National Family Association for the Deafblind

• Helen Keller National Center for Deafblind Youth and Adults

• National Consortium on Deafblindness

• Proceedings of the National Symposium of Children and Youth Who Are Deaf-blind

DEAF / HARD OF HEARING :  CAUSES, TYPES, AND SYMPTOMS OF HEARING LOSS

• Auditory Neuropathy

• Guidelines for the Identification and Management of Infants and Young Children with Auditory Neuropathy

• Central Auditory Processing Disorder

• Cochlear Implants for Young Children Who are Deaf-Blind – Deaf-Blind Perspectives

• Cochlear Implant Brief for Families

• Cochlear Implant Brief for Service Providers

• Hands and Voices (Colorado Office)

• Microtia

• Otis Media

• Promoting the Wearing of Hearing Aids

• Past VIBRATIONS newsletter on “Deaf / Hard of Hearing”

INCLUSION

• Inclusion and Access to the General Education Curriculum

• Inclusion For Students with Severe and Profound Disabilities

• Inclusion: Systematic Planning

• Support Education

• Past VIBRATIONS Newsletter on ‘Inclusion and Access to the General Education Curriculum”

INDIVIDUALIZED EDUCATION PROGRAM (IEP)

• CDE Webpage Link on IEPs

• Pop-Up Individual Education Programs - NCSSD

INSTRUCTION

• Subject Content

  • Language Arts/Literacy (Literacy:  Reading/Writing/Communicating)

    • Center for Literacy and Disabilities

    • Experience Books – Washington Sensory Disability Services

    • Literacy for Children with Combined Vision and Hearing Loss (literacy website resources)

    • Path to Literacy

    • Promoting Literacy - Emergent  Writing

    • Past VIBRATIONS Newsletter on Literacy with a Focus on Writing Skills

    • Tarheel Reader - a collection of free, easy-to-read, and accessible books on a wide range of topics

  • Math

  • Science
     

• Strategies

  • Accommodations

    • Accommodations Manual

    • Grasping Aids

    • Easy Adaptation Tips

    • Instructional Accommodations (CDE Webpage)

    • Page Fluffers

  • *Developing Concepts with Children Who Are Deaf-Blind - English / Desarrollo de Conceptos con Niños Sordo-Ciego

  • Learning Progressions

  • Differentiated Instruction

  • Universal Design for Learning

  • Developing Independence

  • Hand Skills and More

  • Incorporating Active Learning Theory

  • Making Changes in Routines

  • Utilizing the Sense of Smell in Children and Youth with Deafblindness

  • Past VIBRATIONS Newsletter on “Movement and Active Learning”

  • Hand Under Hand  Module – Washington Sensory Disability Services

  • Routines Module – Washington Sensory Disability Services

  • Self Evaluation Guide for Assessing Interactions With a Deafblind Student

  • Likes and Dislikes Module – Washington Sensory Disability Services

INTERVENERS

• CEC Competencies for Interveners

• Comparison of Interveners and Paraprofessionals

• Competencies for Training Interveners to work with Children and Students with Deafblindness – SKI-HI Institute

• Deafblindness Online (Distance Education) – Utah State University

• Intervener in Early Intervention and Educational Settings

• NCDB:  Intervener Resource Page

• Interveners and Children Who Are Deafblind Webpage

• Interveners - Things to Remember

• NCDB Intervener Resources, Videos and Recommendations

• Online Introduction to Interveners (OLITI) – California Deaf-Blind Services

• Recommendations on the Training of Interveners

• Role of the Intervener

• Past VIBRATIONS Newsletter on “Interveners”

• The Intervener Motto - Do WITH and Not For

• The Use of Interveners

MEDICAL / HEALTH OF THE EARS, EYES AND BODY

• Assessment for Hearing and Functioning of the Ear

• Questions For Your Audiologist

• Questions for the Eye Doctor 

• Strategies of Minimizing the Risk of Sexual Abuse

• Strategies for Successful Medical/Dental  Appointments for Individuals with Deafblindness

• Tips for Successful Medical Appointments

MOVEMENT / ORIENTATION & MOBILITY

• Encouraging Exploration

• CDE – Orientation and Mobility (O&M)

• CDE – Adapted Physical Education (APE)

• Using Routines in O&M Lessons with Infants and Toddlers

PARENTS AND FAMILIES

• Brothers and Sisters:  Strategies for Supporting Siblings of Children Who are Deafblind

• *I Wish I Had . . . / Desaria haber . . .

• Maintaining a Home-School Relation

• Past VIBRATIONS Newsletter on “Advocacy”

• National Family Association for the Deafblind

• American Association of the Deaf-Blind

• Past VIBRATIONS Newsletter on Parents

• Resources for Parents and Families 

• Past VIBRATIONS Newsletter on “Sibling Relationships and Friendship”

• Peak Parent Center

• Special Education – Parent Information and Resources

• Special Education - Parents Encouraging Parents  Conference

• Hands and Voices - Colorado Office

• Sibling Support Project

RECREATION AND LEISURE

• Ideas for Recreation and Leisure Activities

• Relaxation Strategies

• Suggestions for Recreation/Leisure Activities

• Past VIBRATIONS Newsletter on “Toys, Play, and Recreation”

SELF DETERMINATION / SOCIAL EMOTIONAL / SOCIAL RELATIONSHIPS

• Circle of Friends

• Facilitating Friendships and Interactions

• Self Determination is for Babies Too

SUPPORT SERVICE PROVIDERS

• Providing and Receiving Support Services:  Comprehensive Training for Deaf-Blind Persons and Their Support Service Providers

SYNDROMES AND OTHER MEDICAL CONDITIONS ASSOCIATED WITH DEAFBLINDNESS

• Batten Disease

• Dandy Walker Syndrome

• Congenital Rubella Syndrome

• Cytomegalovirus (CMV)

• Etiologies Related to Deafblindness

• Fetal Alcohol Spectrum Disorders

• Goldenhar Syndrome

• Hunter Syndrome

• Points to Consider About Etiologies

• Stickler Syndrome (information videos)

• Turner Syndrome

• Usher Syndrome

• Usher Syndrome:  Tips for Students

• Usher Syndrome Videos from Washington Deaf-Blind Project

TRANSITION

• Benefits of Community-Based Instruction 

• *College Students Who Are Deaf-Blind / Estudiantes Universitarios que son Sordociegos

• Create a Winning Video Resume

• Creating Community For Adult Life

• Innovative Living Options

• Questions for Parents of School Age Children in Planning Transitions to New Teachers

• Successful Transition Between Programs

• Suggestions for Successful Transitions From School to Adulthood

• Past VIBRATIONS Newsletter on Transition

• Past VIBRATIONS Newsletter on Transition – Spring 2004

• Helen Keller National Center for Deafblind Youth and Adults

UNIVERSAL DESIGN

• What is Universal Design for Learning - CAST

• Toolkit on Universal Design  - OSEP Ideas that Work

MISCELLANEOUS

• Alphabet Soup - Acronyms Commonly Used in Special Education

• NIHCY - National Dissemination Center for Children with Disabilities

• NORD - National Organization of Rare Disorders

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