- Selected Topics
- Accessing the General Curriculum
- Auditory Training
- Calendar Systems
- Concept Development
- Daily Living Skills
- Environmental Considerations
- Harmonious Interactions
- Lilli Nielsen and Active Learning
- Orientation & Mobility
- Play & Recreation
- Social Interactions
- Tactile Strategies
- Universal Design for Learning
- van Dijk Approach
Training Resources Bibliography
This is a partial list of materials on this topic available from the DB-LINK Catalog Database. If you have additional questions, please contact us via email: email@example.com
Arizona Deafblind Project Intervener Initiative --Arizona Deafblind Project. AZ: (2004) The Arizona Deafblind Project has developed an intensive two year intervener training program for educational teams of students who are deafblind. This paper describes the process and progress of the training including the curriculum of the CORE Training, funding and collaborative activities. The packet includes an application and outline of the CORE training as well as a brochure describing the state intervener initiative.
Competencies for Training Interveners to Work with Children/Students with Deafblindness Validation Survey --NTAC and SKI-HI Institute. National Technical Assistance Consortium for Children and Young Adults who are Deaf-Blind (NTAC) (2004) This is a copy of the validation survey used to determine the appropriateness of each competency listed for interveners working one-to-one with students who are deafblind.
Creative Approaches to Developing Partnerships with Universities for Teacher Training --Lolli, Dennis. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is the text of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. The presentation describes the range of what university programs can encompass, to prepare teachers for learners who are deafblind or blind with additional disabilities, and focuses on models that some countries have found to be successful. The presentation references what has been done in countries like Bulgaria, Russia among others as well as what is currently being planned for Estonia.
Deafblindness Training and Qualifications in Antearoa New Zealand: A Whole Country Approach --Mackintosh, Lucy. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is text of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. This presentation focuses on Deafblindness in New Zealand and the primary agency providing services to deafblind people which is the Royal New Zealand Foundation of the Blind.
Evaluation and Educational Programming of Deaf-Blind/Severely Multihandicapped Students : Sensorimotor Stage --Jones, Carroll J. Springfield, IL: Charles C. Thomas. (2002) This is an updated and revised edition of a teacher-training text and resource volume for teachers and other professionals, covering both theoretical background information and diagnostic information, for use in program planning, and in writing and monitoring IEPs. It is designed for use for not only students with deafblindness and severe disabilities, but also children of any disability functioning within the sensorimotor stage of development. The text covers theoretical background information for classroom teachers and related service professionals to use in determining functional abilities for program planning and writing IEPs, collecting data to monitor IEPs, and ideas for hands-on materials that teachers can create and use for instruction in their classrooms. The book is organized into nine chapters concerning the major educational areas for preschool-primary age/grade students with deafblindness and severe disabilities functioning within the sensorimotor stage of development. Also presents materials used in evaluation, programming, and IEP monitoring for vision impairment, hearing impairment, proximal sensory impairment, motor deficits and delays, social and emotional impairment. Each chapter includes sensorimotor stage developmental age norms, scope and sequence lists of programming skills, descriptions of meeting guidelines, case studies, and programming strategies. Contains some information about Snoezelen rooms.
Hearing and Sight Loss : A Handbook for Professional Carers --Butler, Sarah J. London: Age Concern England. (2004) A holistic approach to visual, hearing and dual impairment in older adults. This handbook explores how sensory impairment affects older people in the care system and offers ways to support them. Topics covered include: Causes and symptoms; Psychosocial issues; Rehabilitation and training; Aids, equipment and communication; Benefits and registration; Working with specialists and other services; Obstacles to receiving specialist sensory services; and Legislation and guidance. Includes a glossary and list of resources.
Innovative Approaches in Teacher Training for Deafblind --Shevde, Sampada. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is a brief outline of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. This workshop describes the innovative techniques and strategies used in the one-year teacher training program in Deafblindness at the Helen Keller Institute for Deaf and Deafblind, Mumbai.
A Model for Intervenor Training --Olson, Joyce. (2003) Outlines the course content for intervenor training offered by the British Columbia Provincial Outreach Program for Students with Deafblindness. It includes descriptions and course outlines for the program's 2 introductory courses: 1) An Introduction to Deafblindness, and 2) An Introduction to Intervention. The program also offers advanced courses which are listed, but not detailed, in this paper.
New Communication Intervener Training Manual : Consultant Copy --Utah Schools for the Deaf and the Blind, Deafblind Services. Salt Lake City, UT: (2003-2004) A collection of documents to support the Intervener Training Manual. Includes course objectives. Modules cover topics such as communication, concept development, family issues, sensory strategies, play and toys, and vision and hearing.
New Master's Degree Program in Severe Disabilities with an Emphasis on Dual Sensory Impairment in Mississippi --Holly, Cassondra. Monmouth: DEAF-BLIND PERSPECTIVES, Spring 2006, Volume 13 Issue 3, p. 5-6. (2006) This article describes the development of a master's degree program in severe disabiliities with an emphasis on dual sensory impairment. The program aims to train up to 60 people over a 5 year period to fulfill an unmet need in the state of Mississippi. Funding for this program is provided through a grant awarded by the U.S Department of Education. Available on the web: http://www.nationaldb.org/dbp/may2006.htm#master
Online Professional Development for Early Interventionists : Learning a Systematic Approach to Promote Caregiver Interactions With Infants Who Have Multiple Disabilities --Chen, Deborah; Klein, Diane; Minor, Lavada. INFANTS AND YOUNG CHILDREN, vol. 21, #2, pp. 120-133. (2008) This article describes the development, implementation, and evaluation of an online course designed to train early interventionists to implement strategies with caregivers (parents) that promote interactions with infants who have multiple disabilities. The focus was on supporting caregivers to observe and understand their infants' states and cues, and to develop responsive interaction strategies that encourage their infants' development of intentional communicative behavior. Because infants with multiple disabilities represent a low-incidence and challenging population, there is a significant need for efficient inservice methods, such as online instruction. A total of 86 early interventionists in California completed the online course successfully and used the strategies effectively with caregivers and their infants. An overview of the course content, structure, assignments, and online instruction is provided. A discussion of outcomes includes feedback from students on (a) their perception of changes in their own professional competencies based on pre- and posttest data, (b) their satisfaction with the overall course design, (c) challenges and benefits of online instruction, and (d) the impact of what they learned on their professional practice. Course effectiveness was also measured through informal analyses of online discussions, course assignments, and instructor reflections. Implications for future professional development efforts are identified.
Oregon Deafblind Project Intervener Training Program --Carnes, Sylvia; Barnard, Shawn. Monmouth, OR: DEAF-BLIND PERSPECTIVES, vol. 10, #3, Spring 2003, pp. 1-3. (2003) This article describes Oregon's Deafblind Project Intervener Training Program, which is in its pilot phase. Describes the Regional Service delivery program including the training offered to teachers of deafblind students. The program focuses on utilizing preexisting education teams, with three teacher/intervener teams currently participating. Describes the nine modules involved in the program including three that take place off-site from the schools. Describes follow-up activities and future plans for the program. Available on the web: http://www.tr.wou.edu/tr/dbp/may2003.htm
Pilot In-Service Training Program for Teachers in Charge of Deafblind Students in Japan --Nakazawa, Megue. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is a brief one page outline of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. The presentation describes the data to estimate the age at diagnosis of retinitis pigmentosa, to determine the decrease of visual acuity, visual field impairment, and the frequency of cataracts in Usher syndrome I and II.
Project SPARKLE --Alsop, Linda. Deaf-Blind Perspectives, Winter 2006, Vol. 13, Issue 2, 10. (2006) This article describes Project SPARKLE (Supporting Access to Resources, Knowledge, Linkages, and Education) which was developed by the SKI-HI Institute at Utah State University with funding from the U.S. Department of Education’s Office of Special Education Programs (OSEP). It is a unique model of individualized learning for parents of children and youth who are deafblind, that was developed in response to their requests for information and training that would be accessible in their homes anytime, day or night, that would be directly applicable to their children, and that they could share with educators, service providers, and extended family members. Project SPARKLE combines DVD technology and the Internet to make deafblind-specific information, training, materials, and resources available to parents in their homes to be used at their convenience. It also gives them the opportunity to network with other families all over the country. Available on the web: http://documents.nationaldb.org/dbp/pdf/jan06.pdf#page=10
Quality Services for Children and Youth Who Are Deafblind --Harrington, Marjorie, Ph.D.; Pfohl, Emily, Ph.D. JADARA, Vol. 40, No. 1, 2006, pp. 17-23. (2006) Many deafblind students in the United States are not serviced appropriately in the educational system because there is a lack of qualified teachers available. New York State does not have certification for teaching deafblind students. The Canisius College teacher preparation program in conjunction with the New York State Technical Assistance Project Serving Children and Youth Who Are Deafblind (NYSTAP) task force is trying to alleviate some of this lack of knowledge by providing graduate students in the deaf education teacher preparation program with four workshops on deafblind issues. This paper describes the method used to introduce deafblind curriculum as a supplement to the established curriculum of the deaf education graduate teacher preparation program at Canisius College in Buffalo, New York.
Report on the International Course on Communication and Congenital Deafblindness --Nordic Staff Training Centre for Deafblind Services. Nordic Staff Training Centre for Deafblind Services. Communication Network Update Series, No. 8, 2007, 2-23. (2007) This is a report on an international course on communication and congenital deafblindness that was held at the Lithuanian Centre for the Blind in Vilnius in May 2000. The document has three parts. The first discusses the results of an analysis of videotapes that the participants brought with them. These tapes show the participant teachers interacting with a student who is deafblind. The second section is the text of a lecture by Jacques Souriau. The third section is the text of a lecture by Anne Nafstad and Inger Rodbroe.
Staff Training for Deafblind Education: A Case of the University of Education Winneba Ghana --Gadagbui, Grace Y. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is text of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. This presentation highlights the content of training of teachers for the deaf blind and the profile of lecturers of the Department of Special Education, University of Education, Winneba, Ghana.
Supporting Families : Training Family Support Specialists --Davies, Paddi. Deaf-Blind Perspectives, vol. 11, #1, Fall 2003, pp. 1-4. (2003) This article provides information on family support specialists, including the role of the specialist, why a specialist may be needed, and the positive effects of proper training for specialists. Also included is a description of NTAC's multi-year training program for specialists. Available on the web: http://www.nationaldb.org/dbp/sep2003.htm#support
Supporting Students With Severe Disabilities : A Paraeducator Curriculum --Fox, Timothy. Center on Disability and Community Inclusion. Participant's Manual. (2002) This curriculum was developed to assist paraeducators in interacting and educating students who may be non-verbal, have severe hearing, visual, motor or medical challenges as well as learning and/or behavioral challenges. It provides training content, formats, and a framework to ensure that paraeducators have the basic knowledge and skills necessary to contribute to the education of students with severe disabilities in inclusive educational settings. The course is divided into four units: 1) Principles and Assumptions, 2) Augmentative and Alternative Communication, 3) Health and Safety, and 4) Personal Care. Each unit contains an overview, required readings, activity sheets, knowledge review questions, cooperating teacher practicum summary, and a unit evaluation form. An instructor's manual is also available.
Supporting Students With Severe Disabilities : A Paraeducator Curriculum --Fox, Timothy. Center on Disability and Community Inclusion. Instructor's Manual. (2002) This manual includes all of the information an instructor needs to offer, prepare, deliver, and evaluate the mini-course "Supporting Students with Severe Disabilities: A Paraeducator Curriculum. The curriculum was developed to assist paraeducators in interacting and educating students who may be non-verbal, have severe hearing, visual, motor or medical challenges as well as learning and/or behavioral challenges. It provides training content, formats, and a framework to ensure that paraeducators have the basic knowledge and skills necessary to contribute to the education of students with severe disabilities in inclusive educational settings. The course is divided into four units: 1) Principles and Assumptions, 2) Augmentative and Alternative Communication, 3) Health and Safety, and 4) Personal Care. Each unit contains an overview, required readings, activity sheets, knowledge review questions, cooperating teacher practicum summary, and a unit evaluation form. A participant's manual is available.
Team Training Effort --Clifton, Jacque. NEWS FROM ADVOCATES FOR DEAF-BLIND, vol. 8, #3, Spring-Summer 2004, p. 11. (2004) This article describes the efforts of a mother of a deafblind son in obtaining the training needed for the school personnel working with him. Discusses how a team of specialists was formed to help collaborate his IEP goals into his everyday activities.
Toward a Diagnostic Intervention Model for Fostering Harmonious Interactions Between Deaf-Blind Children and Their Educators --Janssen, Marleen J.; Riksen-Walraven, Marianne; Van Dijk, Jan P. M. JOURNAL OF VISUAL IMPAIRMENT AND BLINDNESS, vol. 97, #4, April 2003, pp.197-214. (2003) This article describes the Diagnostic Intervention Model, a training program to foster harmonious interactions and communication between deaf-blind children and their educators in various settings (e.g., school, group, home). The model involves a cyclic process in which observations of interactions between deaf-blind children and their educators are used as a basis for the creation of intervention aims related to eight core categories of interactive behavior (initiatives, confirmations, answers, turns, attention, intensity, affective involvement, independent acting). The article lays the groundwork for this by first discussing the significance of harmonious interactions in children's social and emotional development and the difficulties deaf-blind children and their educators face when attempting to develop such harmonious interactions. It also includes a detailed review of previously developed intervention models and strategies that have focused on interaction and early communication with individuals who are deaf-blind.
Use of Multimedia Tools to Enhance Distance Education --Buckley, Wendy L. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is text of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. This presentation describes the use of multimedia technology to give students the tools to stay connected with each other and with their instructors and mentors.
Validation of the SKI-HI Competencies for Training Interveners to Work with Students with Deafblindness --Barnard, Shawn. National Technical Assistance Consortium for Children and Young Adults who are Deaf-Blind (NTAC) (2004) The author describes in this document the external validation review undertaken by the National Technical Assistance Consortium for Children and Young Adults who are Deaf-Blind (NTAC) in collaboration with the SKI-HI Institute to support the validation of the newly developed competencies for training interveners to work with students who are deafblind.
You Make the Difference : An Educator-Oriented Process for Supporting High Quality Interactions with Students Who are Deafblind [DVD] --Axelrod, Craig; Conlin, Kim; Smith, Tish. Austin: Texas School for the Blind and Visually Impaired. (2008) The interaction training process presented in this DVD is designed to help educators learn how to improve the quality of their interactions with students who are deafblind, by changing their own interactive behaviors and by adapting the interactive context (for example, offering communicative aids in an orderly way, offering choices, and removing distracting stimuli). You Make the Difference emphasizes and addresses the following educator-oriented learning goals: understand the role of high quality interactions in early development; understand the challenges to high quality interactions with children who are deafblind; identify student-specific factors that impact interactions; recognize the components of interaction; analyze the interactions between adults and students who are deafblind; identify and implement intervention strategies that improve the quality of those interactions. Cost: $50.00. Available from the Texas School for the Blind and Visually Impaired. Phone: 512-206-9427. Publisher's web site: http://www.tsbvi.edu/program-and-administrative-resources/component/content/article/86/component/content/article/86-quality-programs-for-for-students-who-are-visually/curriculum-a-publications/3/1018-you-make-the-difference