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Module Descriptions

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Welcome and Orientation

Welcome and Orientation

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

Learning Outcomes
  • 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 boards, quizzes).
  • Understand the module accessibility features.
  • Know where to get connected outside of the modules to learn more.

Module 1: An Overview of Deaf-Blindness and Instructional Strategies

Module 1: An Overview of Deaf-Blindness and Instructional Strategies

Module 1 gives learners an overall sense of the population of students who are deaf-blind and describes approaches for teaching and interacting with students who are deaf-blind.

Learning Outcomes
  • 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 results in significant challenges in interactions and learning.
  • Be aware of basic team dynamics

Module 2: The Sensory System, the Brain, and Learning

Module 2: The Sensory System, the Brain, and Learning

Module 2 gives learners an overview of the sensory systems and the ways that students access information in the world around them.

Learning Outcomes
  • 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.
  • Understand basic information about all seven senses.
  • Know how to identify additional resources to learn more.

Module 3: The Role of Interveners in Educational Settings

Module 3: The Role of Interveners in Educational Settings

Module 3 orients learners to the role of the intervener and the process of intervention.

Learning Outcomes
  • 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.

Module 4: Building Trusted Relationships and Positive Self-Image

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.

Learning Outcomes
  • 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.
  • 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.

Module 5: Availability for Learning

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 successful participation in learning.

Learning Outcomes
  • 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 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.

Module 6: Understanding Communication Principles

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.

Learning Outcomes
  • 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.

Module 7: Emergent Communication

Module 7: Emergent Communication

Module 7 helps learners recognize and document emergent communication functions and forms in natural environments.

Learning Outcomes
  • 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 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.

Module 8: Progressing From Non-Symbolic to Symbolic Communication and Complex Language

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.

Learning Outcomes
  • 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, and assessment.

Module 9: Routines for Participation and Learning

Module 9: Routines for Participation and Learning

Module 9 unpacks the richness of routines as a framework for learning and participation.

Learning Outcomes
  • Describe routines as a foundation for early learning, concept development, and interactions.
  • Describe how routines support and organize learning for students who are deaf-blind by compensating for sensory gaps.
  • Explain the importance of collaboration with family members and the use of routines in both home and school environments.
  • Identify how routines support the student, the intervener, the teacher, and the family.
  • Identify how routines are a framework for assessment and intervention.
  • Describe the intervener’s role in the development of routines.
  • List the prerequisites and considerations for designing and using routines.
  • Identify the steps of reviewing routine materials with a student and the process for developing a dialogue for communication.
  • Create and evaluate an effective routine for a case-study student.
  • Describe ways to expand on routines to help a student make progress.
  • Summarize the importance of routines for learning all types of skills.

Module 10: Concept Development and Active Learning

Module 10: Concept Development and Active Learning

In this module, participants explore more about the role that active learning and exploration play for students who are deaf-blind - incorporating activities that support concept development for students every day.

Learning Outcomes
  • Recognize the impact of deaf-blindness on an individual’s development of concepts and incidental learning.
  • Compare and contrast skill development and concept development.
  • Recognize that trusting relationships are essential for the development of concepts about the self (and concepts about the self are essential for learning).
  • Recognize the role of touch and exploration in the development of concepts and active learning.
  • Identify the role of language and communication in the development of concepts.
  • Describe methods for incorporating experiential learning and functional tasks.
  • Apply deaf-blind strategies in the development of routines which support active learning and concept development.

Module 11: Intervener Strategies

Module 11: Intervener Strategies

Within this module, the learner delves deeper into the essential role and function of the intervener. Come learn how to refine your observational skills. Learn about the key principles of how to: "do with and not for"; "be a 'bridge' not a barrier" for students; use hand-under-hand techniques, and how to apply the techniques of wait time and pacing for processing.

Learning Outcomes
  • Demonstrate observation skills that promote understanding of the intervener strategies covered in this module.
  • Describe the principle of “do with not for” and identify ways to "do with" students who are deaf-blind.
  • Describe the challenges of being a bridge, rather than a barrier. Identify possible solutions to these challenges.
  • Explain the importance and rationale of hand-under-hand technique and demonstrate the technique.
  • Understand the importance of "pace, process and wait."

Module 12: Maximizing Vision and Hearing

Module 12: Maximizing Vision and Hearing

Most students who are deaf-blind have access to some vision or hearing. Some have some access to both senses. As the person who works most closely with students in everyday school routines, it is vital for the intervener to know the basic functions of medical devices. Explore more uses of assistive technologies for support students’ access to information and find out how these may help individuals maximize vision and hearing within busy classroom environments.

Learning Outcomes
  • Demonstrate understanding of instructional modifications and strategies that maximize vision and hearing.
  • Demonstrate understanding of medical and assistive devices used to maximize vision and hearing.
  • Understand when you need to adapt a vision or hearing device or strategy to accommodate both sensory needs.
  • Understand the role of the intervener during the assessment process.
  • Know how to use and maintain amplification, cochlear implants, and assistive listening devices as directed.
  • Know how to make adaptations for auditory needs as directed.
  • Know how to make adaptations for visual needs as directed.

Module 13: Calendars

Module 13: Calendars

Calendars for children with deaf-blindness are individualized time pieces that help them make sense of and participate in their environment. Calendars also provide a rich way of accessing information and having conversation. In addition to providing individuals with a sense of safety, they can also provide a way for individuals to share their opinions with others.

Learning Outcomes
  • Explain why a student with deaf-blindness might have difficulty learning time concepts, time vocabulary, and understanding traditional timepieces.
  • List the continuum of time frames in calendar systems and identify several student characteristics that are prerequisites for each.
  • Identify ways that calendar systems are individualized for students with deaf-blindness.
  • Describe strategies to depict and discuss the past events for each time frame.
  • Describe how calendars move from concrete to abstract across the time frames to teach vocabulary about the future.
  • List example of how calendars support communication for students with deaf-blindness.

Module 14: Introduction to Orientation and Mobility for Interveners

Module 14: Introduction to Orientation and Mobility for Interveners

Orientation and mobility skills are essential for all people and must be taught directly to students who are deaf-blind. To work effectively with an O&M instructor, an intervener needs to understand the role of O&M and how she can effectively support plans that are created for the student to develop O&M skills.

Learning Outcomes
  • Describe the role of the intervener in supporting a student's orientation and mobility.
  • Describe the role of the orientation and mobility specialist.
  • Describe the 5 levels of the Spatiotemporal Development Framework as it relates to students who are deaf-blind.
  • Identify ways to support students who are deaf-blind within the 5 levels of development.
  • Identify basic O&M tools and techniques.

Module 15: Orientation and Mobility in Everyday Routines

Module 15: Orientation and Mobility in Everyday Routines

Part two of the O&M modules takes us to the practical world of O&M in everyday life. Learn more about how interveners provide deeper insight for all team members in the ways that students are motivated to use these skills in the world around them.

Learning Outcomes
  • Understand how an effective travel routine can support a student's practice of O&M skills.
  • Understand the "10 Principles of Effective Travel Routines" and how to apply intervener strategies to support student learning related to each principle.
  • Understand how environmental features help a student learn about the concepts of space and distance.
  • Understand how environmental features can be sequenced to help a student know where he or she is in space (orientation).
  • Understand that the skills a student acquires in the context of travel routines have a direct, positive impact on his or her inclusion in family, school, and community life.
  • Understand that the skills acquired in the context of travel routines lead to higher levels of safe, efficient, and independent travel.

Module 16: Self-Determination

Module 16: Self-Determination

Self-determination is an essential skill for all people. Students who are deaf-blind need specific supports and opportunities to develop self-determination. Come and learn how people can develop their "choices" and "voices" through supportive intervention and planning.

Learning Outcomes
  • Learners will be able to describe four components of self-determination as they relate to the specific needs of students who are deaf-blind.
  • Learners will be able to define basic vocabulary, as it relates to self-determination.
  • Learners will identify opportunities for self-determination within video-based case studies.
  • Learners will conduct environmental analyses to determine what opportunities there are for students with deaf-blindness to develop self-determination skills with partners in actual school settings.

Module 17: Social Skills

Module 17: Social Skills

Academic skills are often prioritized as the most important for students. Developing social skills and interacting with peers are vital skills that we can teach our students for building a successful and happy life. For students who are deaf-blind, these subtle skills can be overlooked in fast-paced educational environments. This module provides some practical ways to build these 21st Century skills with diverse students who are deaf-blind.

Learning Outcomes
  • Understand the important role that social skills play in school and post-school success.
  • Understand how deaf-blindness and decreased opportunities for incidental learning can impact the development of social skills.
  • Describe how to support natural social interactions based on shared activities and interests within the framework of family culture and local norms.
  • Describe how the intervener can facilitate friendships and interactions between the student and others in the school and community.
  • Understand how the Circle of Friends process can be used to identify challenges and strategies to support social connections.

Module 18: Collaborative Teaming and Family Partnerships

Module 18: Collaborative Teaming and Family Partnerships

Teaming and collaboration are words that are used often in education and special education. For students who are deaf-blind, effective teaming and partnerships with families are the foundation for student success. Students who are deaf-blind often have a wide variety of team members with different types of training. This diversity, the student's need for consistency, and complex schedules can make it hard to implement educational goals in a truly collaborative way. Come and learn, not only how to avoid conflicts, but to develop teaming skills that allow the student and all members of the educational team to be successful.

Learning Outcomes
  • Understand the importance of clear communication for the team dynamic.
  • Describe strategies to support good team communication.
  • Recognize the role and responsibilities of each member of the team, including the family.
  • Understand the importance of role release.
  • Describe strategies for conflict resolution.

NCDB : The Research Institute : Western Oregon University : 345 N. Monmouth Ave. : Monmouth, OR 97361
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