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Interveners & qualified personnel initiative & ohoa modules

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1 Interveners & qualified personnel initiative & ohoa modules
Kristi M. Probst, Ed.D. National Center on Deaf-Blindness

2 Interveners & Qualified Personnel (IQP)
FOCUS is to promote: Recognition, training, certification, and use of interveners and teachers of the deaf-blind Professional development for teachers, related service providers, and others who work with children who are deaf-blind GOAL is to create sustainable change at local, state, and national levels to ensure that all children who are deaf-blind are being served by personnel with expertise in deaf- blindness. Have you visited the IQP homepage?

3 Current Work Presentations at national and international conferences
Professional development (PD) courses for teachers and related service providers SDSU Embedding deaf-blind content in state-specific PD systems TA to states Intervener training Intervener career ladder (WA) Intervener candidates pursuing national certification through the National Intervener Certification E-portfolio (NICE) Using Open Hands Open Access modules for professional development and training Teacher Preparation Programs Preparing teacher candidates in deaf-blind coursework Possibilities around sustainability of programs (many have ceased)

4 Current Work Cont’d. Peer Learning Groups Proficient Communicators
Training Interveners Group (TIG) Community of Practice National Deaf-Blind Educator Network (NDBEN) Interveners – working toward this for the future

5 National Partnerships
Academy for Certification of Vision Rehabilitation & Education Professionals (ACVREP) Association for the Education and Rehabilitation of the Blind and Visually Impaired (AER) – Division on Multiple Disabilities & Deaf- blindness Council for Exceptional Children (CEC) Division of Visual Impairment and Deaf-blindness (DVIDB) Division for Communication, Language, and Deaf/Hard of Hearing (DCD) Deafblind International (DBI) IRIS Center National Association of State Directors of Special Education (NASDSE) National Deaf Center on Post- Secondary Outcomes (NDC) National Family Association for Deaf- Blind (NFADB) Paraprofessional Resource and Research Center (PAR2A Center) Technical Assistance for Excellence in Special Education (TAESE) TIES Center Usher Syndrome Coalition *And teacher preparation programs* IRIS Center (national center dedicated to improving education outcomes for all children, especially those with disabilities birth through age twenty-one) TIES Center is working with states, districts, and schools to support the movement of students from less inclusive to more inclusive environments. 

6 Poll Questions Have you explored the Open Hands Open Access Modules?
Have any of the families you work with explored the modules?

7 Open Hands Open Access (OHOA) Modules
Collaborative effort between NCDB, state deaf-blind projects, and experts in deaf-blindness Created to increase awareness, knowledge, and skills related to intervention for students birth to 21 who are deaf-blind 2 ways to access Web-based Moodle (cohorts administered by state projects) Now in both English and Spanish Total of 27 modules Used by State projects Universities Individuals (self-study) Districts

8 What’s Going on in the States (some examples)
Intervener Training CA, MT, ID collaborating – SDSU Intervener Training Courses SD has a summer cohort (SD and Beyond) Some states use the university programs Central Michigan University Utah State University State-Specific Cohorts OK OH New England NY RI What’s Going on in the States (some examples) IL SC GA/TN LA ND *no cohorts that I know of for families...maybe we can brainstorm ways to have family cohorts later?

9 More Examples of “Goings On” in the States
Washington Working with their Paraprofessional Education Board to make a state- specific intervener certification Virginia Exploring additional intervener training options State-Success Stories You'll see that most, if not all systems change started with FAMILIES! More Examples of “Goings On” in the States

10 Open Hands Open Access Modules – Family Use
Learning tools for families Watching the slide shows and videos = lots of information! Web-based modules broken up into topics Impact of Deaf-blindness on Learning Communication Promoting Learning Preparing for Adult Life Professionalism Collaborative Teaming & Family Partnerships

11 OHOA for “New Families”
No background in deaf-blindness Where to start? – OHOA Modules An Overview of Deaf-Blindness and Instructional Strategies Activity 1 Slide Presentation Activity 1 - Children Who Are Deaf-Blind in Your State:  Go to the National Center on Deaf- Blindness website home page. Locate the map of the United States.  Click on your state and visit the website for your state’s deaf-blind project.  Find the number of students who are deaf-blind in your state by going to the National Deaf-Blind Child Count Annual Reports and downloading the current year of the report. Optional Reading: Children Who Are Deaf-Blind

12 OHOA for “New Families” Cont’d.
OHOA Modules An Overview of Deaf-Blindness and Instructional Strategies Cont’d. Activity 3 Slide Presentations Impact of Deaf-Blindness on Learning & Social Interactions Strategies for Interacting and Communicating with Students Building Trusting Relationships and Positive Self-Image Activity 1 Slide Presentation Activity 2 Slide Presentations (both) Joy and Sharing Emotions Processing Time (optional) Activity 4 Slide Presentations (all 3)

13 More OHOA for “New Families”
More OHOA Modules Understanding Communication Principles Activity 1 Slide Presentation Activity 2 Slide Presentation Activity 3 Slide Presentation Emergent Communication Activity 1 Video, Being in the Same Space Slide Presentation Read Mutual Tactile Attention Activity 2 Optional, but may give insight: Tactile Memory Simulation Activity Activity 3: Video & Slide Presentation Activity 4: Slide Presentations & Reading

14 More OHOA for “New Families” Cont’d.
OHOA Module Touch for Connecting and Learning Activity 1 Slide Presentation Activity 2 Slide Presentation Activity 3 Slide Presentations (both) Activity 4 Slide Presentations (three) and Video An Introduction to Sign Language and Braille Activity 1 Slide Presentations (all 3) Routines for Participation and Learning Activity 1 Slide Presentations (both) and Readings (two)

15 Increasing Knowledge & Skills
Families with “more experience” or children with more advanced communication skills Progressing from Non-Symbolic to Symbolic Communication and Complex Language Activity 1 Slide Presentation Activity 2 Slide Presentation Activity 3 Slide Presentation Activity 4 Slide Presentations & Reading (“Communication Forms”) Touch for Connection and Communication Activity 1 Slide Presentations Activity 3 Slide Presentations

16 Increasing Knowledge & Skills Cont’d.
Building on foundation of Sign Language and Braille An Introduction to Sign Language and Braille Activity 2, Sign Language, Slide Presentations (all 3) Activity 3, Braille, Slide Presentations (all 3) and Reading Routines for Participation and Learning Activity 2 Reading Activity 3 Slide Presentation, Routines & Family Calendars Activity 1 Slide Presentation, Introduction to Calendars for Students who are Deaf-Blind Activity 2 Slide Presentation, Anticipation Calendars, Reading, I Can Hardly Wait

17 More on Increasing Knowledge & Skills
Behavior can be tricky! Behavior & Environmental Supports Activity 1 Slide Presentations (all 3) Activity 3 Slide Presentation Activity 4 Slide Presentation, Managing the Environment to Modify Behavior Orientation & Mobility An Introduction to Orientation & Mobility for Interveners Activity 1 Slide Presentations Activity 2 Slide Presentation

18 Diving Deep - Revisiting
Revisiting some prior modules Routines for Participation and Learning Activity 3 Slide Presentation, Routines & Families Activity 4 Slide Presentations (both) Calendars Activity 3 Slide Presentations (all 3) Reading, Tips for Expanded Calendars Activity 4 Slide Presentations (both) Reading, Information for Parents

19 Diving Deep – New Information
Tackling some new information Social Skills & Peer Relationships Activity 1 Interview video Slide Presentation Activity 2 Slide Presentations (both) Activity 3 Slide Presentation & Reading Self-Determination Activity 1 Slide Presentation, A Model of Self-Determination Activity 2 Slide Presentation Activity 3 Slide Presentation Activity 4 Slide Presentation

20 Knowledge is Power As your families learn, they can teach others about the uniqueness of deaf-blindness Other family members Educational Teams Friends Community They can also use this knowledge to make a difference by advocating

21 Advocacy What advocates do Gather information
Educate themselves about their state/district/school Plan and prepare Ask questions & listen to the answers Identify problems and propose solutions

22 Advocacy Cont’d Use portions of the modules
Videos help people connect where words may not Use fact-based knowledge about deaf-blindness and specific children Propose solutions or create a possible plan that works best  Be active futurists Be a team player - Establish a positive, partner-based learning approach Information is power, and parents need to start with the facts about their child's special needs. Try and keep emotion out of it; parents need to have fact-based knowledge from their child's doctors, specialists, special education experts, parents of kids with similar special needs, attorneys, teachers, and anyone else who can provide information. Parents not only have the responsibility of planning their child's education and requirements today; they are also faced with the difficult task of thinking long-term. In other words, parents must be active futurists in setting up their child's successful life down the road. a wide range of need combined with limited resources often creates the potential for conflict between what reasonably can be provided vs. parents wanting what they believe is "best" for their kids. Parents and providers/teachers should do everything possible to establish a positive, partnership-based learning approach and team together.

23 Resources for Advocacy
Open Hands Open Access (OHOA) Modules IQP Homepage State Success Stories (shows how IL, MN, UT, VA, WV, and WI advocated and made changes in their states regarding intervener recognition and support) Teacher Preparation Information Teacher Preparation Programs: Deaf-Blindness Intervener Information Intervener services in educational settings definition IEP Discussion Guide (for determining need for intervener) Ruth Ryder letter (OSEP support for interveners as a related service)

24 Let’s Discuss... Advocacy
Are you involved with helping families advocate for interveners? How do you make determinations about the project’s and your own capacity to support families with advocacy? What are common roadblocks families have encountered regarding getting interveners? How do you combat those roadblocks?

25 Let’s Discuss...Revisiting OHOA
Open Hands Open Access for families Could/should there be OHOA cohorts for families? How could that happen?

26 Ask questions provide feedback participate in my work

27 OHOA can be used by ANYONE
OHOA can be used by ANYONE! Change starts with families Anyone can advocate using their “Knowledge Power” Takeaways

28 Questions?

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