document resume ed 390 228 ec 304 493 author … · author fisher, joseph; and others title the...
TRANSCRIPT
DOCUMENT RESUME
ED 390 228 EC 304 493
AUTHOR Fisher, Joseph; And OthersTITLE The Tennessee Outreach Project for Children and Youth
Experiencing Dual Sensory Impairments (ProjectTREDS). Final Report.
INSTITUTION Tennessee State Dept. of Education, Nashville. Div.of Speial Education.
SPONS AGENCY Special Education Programs (ED/OSERS), Washington,DC.
PUB DATE 22 Dec 95CONTRACT H025A20023NOTE 123p.
PUB TYPE Reports Descriptive (141)
EDRS PRICE MF01/PC05 Plus Postage.DESCRIPTORS Agency Cooperation; *Consultation Programs; *Deaf
Blind; Delivery Systems; Disability Identification;Elementary Secondary Education; InformationDissemination; Information Sources; *InserviceEducation; Needs Assessment; *Outreach Programs;*Parent Education; Postsecondary Education; PreschoolEducation; State Programs; *Technical Assistance;Workshops
IDEW.IFIERS *Tennessee
ABSTRACTThis final report describes activities and
accomplishments of the Tennessee Outreach Project for Children andYouth Experiencing Dual Sensory Impairments. The project was designedto improve the capacity of state, regional, and local educationalservices in meeting the needs of learners with deaf-blindness andtheir families. Major goals were to improve the accuracy ofidentification of infants and toddlers with deaf-blindness and toimprove the educational outcomes for learners with deaf-blindnessfrom birth through age 21 by equipping professionals and parents withneeded knowledge and skills. The project used a regional consultanttechnical assistance model to conduct project activities. Technicalassistance was based on needs assessment findings, and data werecollected to assess project outcomes. Major project accomplishmentsincluded increasing the census of individuals with deaf-blindnessfrom 32 to 168; developing products including a brochure, newsletter,resource library, and needs survey; conducting workshops :krldstate-wide presentations; and providing on-site consultationservices. Much of the report consists of appendices which include theteacher needs survey; detailed listings of workshops, presentations,and consultation events; information dissemination and referralefforts; resource library holdings; and sample workshop evaluationresults. (DB)
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Reproductions supplied by EDRS are the best that can be made *
* from the original document.***********************************************************************
Services to Children with Deaf-Blindness in Tennessee
U S. DEPASTMENT Of EDUCATIONOlifce of f ducalionat Research and Impro.r.enl
EDUCATIONAL RESOURCES INFORMATIONCENTE R (ERIC)
/This document has Peen reprcduf ed asrev elyecl I /Om Ise Pelson or organizallonoriginating itMinot changes have been made to a.eprovereproduction ooality
Points ol view of OpInIons stated theS dor.men, do nol neressahly reoresen1 orbitalOE M pOsitton or pobiy
The Tennessee Outreach Project for Children and Youth ExperiencingDual Sensory Impairments (Project TREDS)
FINAL REPORT
State and Multi-State Projects for Children with Deaf-BlindnessU.S. Department of EducationGrant Number: H025A20023
CFDA: 84.025A
Joseph FisherExecutive Director
Eva M. Horn, Ph.D.Project Co-DirectorAnne Corn, Ed.D.Project Co-Director
Tennessee Department of EducationDivision of Special Education710 James Robertson Parkway
8th Floor - Gateway PlazaNashville, TN 37243-0383
(615) 741-2851
December 22, 1995
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BEST COPY AVAILABLE
11. ABSTRACT
Tennessee Outreach Project for Children and Youth ExperiencingDual Sensory Impairments (TREDS)
Joseph FisherExecutive Director
Eva Horn Anne CornCo-Director Co-Director
The TREDS (Tennessee Outreach Project for Children and Youth Experiencing DualSensory Impairments) Project was a sub-contract by Vanderbilt University with the State ofTennessee Department of Education, Division of Special Services for CFDA 84.025A-State Services Projects for Children with Deaf-Blindness. This project was designed toimprove the capacity of state, regional, and local educational services in meeting the needsof learners with deaf-blindness and their families in Tennessee. A major goal of the projectwas to improve the accuracy of identification of infants and toddlers with deaf-blindness aswell as other children and youth in the state. Another goal of the project was to improvethe educational outcomes for learners with deaf-blindness from birth through 21 byequipping professionals and parents with needed knowledge and skills.
The project used a regional consultant technical assistance model to conduct the activities ofthe project in reaching major goals. A needs assessment was used to determine the needs ofchildren, parents and service providers. After determining major needs, technical assistancewas provided and data was collected to assess success in meeting the objectives of theproject.
ii
TABLE OF CONTENTS
I. IIILE PAGE
II. ABSTRACT ii
III. TABLE OF CONTENTS iii
IV. PURPOSE, GOALS, AND OBJECTIVES 1
V. CONCEPTUAL FRAMEWORK 1
VI. DESCRIPTION OF ACCOMPLISHMENTS AND OUTCOMES 3
VII. LOGISTICAL PROBLEMS 9
VIII. EVALUATION FINDINGS 10
IX. IMPACT 12
X. FURTHER INFORMATION 13
XI. ASSURANCE STATEMENT 13
XII. APPENDICES 14
A. Teacher Needs Survey 14
B. Advisory Council Members 20
C. Workshops and Presentations 22
D. Technical Assistance and Consultation 26
E. Information Dissemination and Referral 29
F. TREDS Brochure 35
G. TREDS Newsletter 37
H. TREDS Resource Library 43
I. Sample Workshop Evaluation Results 92
iii
IV. PURPOSE, GOALS, AND OBJECTIVES
The Tennessee State Department of Education, Division of Special Education submitted aproposal for state services for children with deaf-blindness in Tennessee as a contract withVanderbilt University. Project goals and objectives focused on provision of exemplarypractice in inclusive settings across the age span to both families and their children from asystems prospective and an individual prospective. Goals and objectives promoted thisthrough training and technical assistance to professionals and families which related directlyto identified need in the states CSPD plan. Throughout all of the activities theparent/professional partnership was reinforced thus strengthening shared advocacy effortsfor infants, toddlers, children, and youth in the project (Hamre-Nietupski, Nietupski,Ostercamp, Sensor, & Opheim, 1988). Many of the project objectives and activitiesinvolved and promoted interagency cooperation and collaboration. Such efforts areparticularly critical at points of transition (Johnson, Bruininks, & Thurlow, 1987).
The following goals and objectives were employed to derive the anticipated project impact:
Goal #1: Improve the capacity of state, regional, & local educational/intervention servicesto meet the needs of learners with deaf-blindness and their families.
a. Improve accuracy of census through identification of children and youth withdeaf-blindness.
b. Build capacity of Regional Core Teams to meet the needs of learners withdeaf-blindness.
Goal #2: Improve the educational outcomes for learners with deaf-blindness from birththrough age 21.
a. Build the capacity of Tennessee's Part H system (MIS) to serve infants andtoddlers with deaf-blindness and their families.
b. Build the capacity of LEA' s and school programs to serve students with deaf-blindness and their families.
c. Build the capacity of interagency resources to meet the needs of transition-ageyouth with deaf-blindness and their families to increase the number leavingpublic and private programs who will live and work in real jobs, and recreatein communities with minimal support.
d. Assist families in their efforts to advocate for, obtain, and participate in qualityservices for their child with deaf-blindness.
V. CONCEPTUAL FRAMEWORK
Project TREDS directly responded to the critical needs previously identified in Tennesseefor infants, toddlers, children, and youth with deaf-blindness. These learners had beenunder-identified and under-served for many years. While there were many systems changeinitiatives for the general populations of persons with disabilities in Tennessee, none wereavailable to address the particular needs of students with deaf-blindness. There was acritical need to coordinate these efforts, such that "special" programs were not developed
1
5
for this population in isolation of other efforts. Project TREDS focused on the infusion ofinformation, adaptations, and accommodations related to learners with deaf-blindness intothe existing networks in Tennessee.
The systems change portion of this project focused on the belief that learners with deaf-blindness were more like other students with disabilities and non-disabled students than theywere different. Learners with deaf-blindness have traditionally been educated in segregatedand specialized environments (Downing & Eichinger, 1990). These learners, however,possessed many of the same characteristics as other learners with severe disabilities whohave been successfully integrated into regular schools and classes (Ford & Davern, 1989).Instead of developing completely unique programs for students with deaf-blindnessaccording to their most apparent weaknesses and limitations, we believed that these learnerscould benefit from shared learning environments (cross-categorical). We recognized theunique learning needs of learners labeled deaf-blind, yet felt that certain modifications andadaptations could effectively accommodate such learners without segregation. The purposeof Project TREDS was to provide curricular, instructional, and administrative strategies thatcould be employed to make accommodations for students with deaf-blindness incommunity-based heterogeneous environments. Specifically, special education and earlyintervention providers with no previous training or experience with students who havesensory impairments learned to identify, assess, plan for, and effectively instruct thesestudents.
Project TREDS focused on improving the quality ol services and thus the outcomes forindividual infants, toddlers, children, and youth with deaf-blindness and their families. Theprimary purpose of these efforts was to change practices such that individual service andeducational plans reflected current research findings and exemplary practices. Resistance tochange is certainly understandable; change is often viewed as threatening and painful. Theexternal reactions to change can range from opposition and resistance to acceptance andsupport (Drieford, 1986). Even when acceptance of change has taken hold, implementationmust be carefully planned.
Some of the barriers to the implementation of "best practices" that were identified included:a) locating/securing qualified direct service staff; b) the need for more intensified technicalassistance services; c) the need for interagency collaboration/communication; and d) theneed for administrative support (Gallagher & Shields, 1990). While legal mandates such asIDEA provided the impetus for change, the process for overcoming resistance to changemust be carefully planned. Key ingredients in the process identified by Project Copernicus(1990) included: a) offering a practical and straightforward framework for givingproductive directions for everyone to follow; b) selling the vision and the benefits; c) givingsupport; d) offering training and education; e) providing people with choices; and f)
involving people at a meaningful level of participation. We addressed each of these keyelements through our Technical Assistance Model. The model was comprised of five majorsteps or activities: 1) Development of a needs assessment; 2) Conducting the neexlsassessment; 3) Analyzing the needs assessment and collaboratively developing written
2
technical assistance plans; 4) Providing technical assistance according to the technicalassistance plan; and 5) Conducting evaluation of technical assistance provision and impact.
This technical assistance model directly impacted the ability of these service providers toevaluate their strengths and needs relative to exemplary practices for this population, theirneed for training, the quality and range of services offered by agencies, and the policies andpractices that engender effective family-professional partnerships.
Technical Assistance Model
Development of a needs assessment. A needs assessment, covering the age span of birththrough age 21, was developed that addressed the quality of service provision for learnerswith deaf-blindness. On the needs assessment, service providers were able to indicate onwhich topics they wanted assistance as well as how they would like the informationpresented (e.g., workshops, fact sheets, on-site visit). Refer to Appendix A for a copy ofthe needs assessment.
Conducting a needs assessment. Project staff completed a needs assessment with serviceproviders across Tennessee. Information was collected from multiple sources includinginterviews with instructional personnel, administrative personnel, andparent/family/advocates; direct observations of the child; and record reviews. This stepdirectly related to the second key ingredient - Felling the vision and the benefit. As staffcompleted the assessment, much give and take of information occurred, particularly relatedto the nature of quality service provision.
Analyzing the needs assessment and developing a tmhnical assistance plan. Project staffanalyzed the needs assessment data focusing on identifying barriers to quality services.Together with the service providers and/or the family, the project staff developed atechnical assistance plan. This step directly related to the third, fifth, and sixth keyingredients from above - giving support, providing people with choices, and involvingpeople at a meaningful level of participation.
Providing technical assistance. The specifics in terms of format and content of the technicalassistance was individually determined by the technical assistance plan. However, theseactivities were supported by and utilized numerous resources available at Peabody Collegeof Vanderbilt University as well as materials available through members of the advisorycouncil. The project also made use of materials developed and disseminated through theTRACES Project, Oregon Research Institute, DB-LINK, the Mississippi Deaf-BlindProject, the Perkins Deaf-Blind Training Project, and the RRIC on Blindness and LowVision (Mississippi State).
VI. DESCRIPTION OF ACCOMPLISHMENTS AND OUTCOMES
The Tennessee Outreach Project for Children and Youth Experiencing Dual SensoryImpairments was implemented over the 36-month funding period based on a technical
3
assistance model. Much of the past three years concentrated on establishing the accuracy ofthe deaf-blind census, supplying individualized technical assistance to service providers andfamilies, and establishing public awareness across the state.
The process of providing technical assistance across the state of Tennessee was approachedon an individual basis depending on specific needs of service providers or family members.Major activities conducted to reach our goals and objectives included:
A. Advisory CouncilB. Deaf-Blind CensusC. Workshops/PresentationsD. Individualized Technical AssistanceE. Information/Referral/Public AwarenessF. Resource DisseminationG. Family Support and AdvocacyH. Youth in Transition
Listed below are the goals and objectives as they related to each of the specific activities.Immediately following is a detailed description of each of the activities.
Goal #1: Improve the 'apacity of state, regional, & local educational/intervention servicesto meet the needs of lea:ners with deaf-blindness and their families.
Objective 1.1: Improve the accuracy of census through identification of childrenand youth with deaf-blindness.
Advisory CouncilDeaf-Blind CensusInformation/Referral/Public Awareness
Objective 1.2: Build the capacity of Regional Core Teams to meet the needs oflearners with deaf-blindness.
Advisory CouncilWorkshops/PresentationsInformation/Referral/Public AwarenessResource Dissemination'Youth in Transition
Goal #2: Improve the educational outcomes for learners with deaf-blindness from birththrough age 21.
Objective 2.1. Build the capacity of Tennessee's Part H system (TEIS) to serveinfants and toddlers with deaf-blindness and their families.
Deaf-Blind CensusWorkshops/PresentationsIndividualized Technical AssistanceInformation/Referral/Public AwarenessResource Dissemination
4C.
Objective 2.2. Build the capacity of LEA's and school programs to serve studentswith deaf-blindness and their families.
Deaf-Blind CensusWorkshops/PresentationsIndividualized Technical AssistanceInformation/Referral/Public AwarenessResource DisseminationYouth in Transition
Objective 2.3 Build the capacity of interagency resources to meet the needs oftransition-age youth with deaf-blindness and their families to increase thenumber leaving public and private programs who will live and work in realjobs, and recreate in communities with minimal support.
Deaf-Blind CensusWorkshops/PresentationsIndividualized Technical AssistanceInformation/Referral/Public AwarenessResource DisseminationFamily Support and AdvocacyYouth in Transition
Objective 2.4 Assist families in their efforts to advocate for, obtain, and participatein quality services for their child with deaf:blindness.
Deaf-Blind CensusWorkshops/PresentationsIndividualized Technical AssistanceInformation/Referral/Public AwarenessResource DisseminationFamily Support and AdvocacyYouth in Transition
A. Mvisory Council
The initial meeting of the Advisory Council was held in April of 1993 and a second washeld in August of 1994. Individuals representing families, parent support andempowerment, early intervention, school aged services, transition for youth, access toassistive technology, and the Department of Education were in attendance. The meetingsserved to inform the various constituency groups about the project and the variety ofactivities TREDS could conduct. Further, there were opportunities for each group to sharethe types of activities and supports they provide to the disability community across the stateof Tennessee. Much of the discussion at these meetings centered around how services andspecial technical assistance for learners with deaf-blindness could be embedded into ongoingprograms across the state and the role of TREDS staff in that effort. Further, AdvisoryCouncil members contributed recommendations of ways in which TREDS could better serve
5
students and their families. Appendix B contains a listing of Advisory Council membersand their affiliations.
B. Deaf-Blind Census
Major emphasis was placed on establishing the deaf-blind census for the state of Tennesseeduring this grant period. These efforts resulted in a substantial increase in the census. Webegan this grant cycle (October, 1992) with 32 individuals on the census. By the end of thegrant period (September 30, 1995), there were 168 individuals registered. We continued torefine our referral package with review and approval from the Tennessee Department ofEducation, the TRACES Project, and appropriate community persons. The packet wasbroadly disseminated along with the State Department's December 1 Child Count to serviceproviders across the state including LEA special education directors and state special schooldirectors. In addition, Project TREDS disseminated the referral packet to the Division ofMental Retardation community early intervention programs, the TIPS Project, and TEIS(Part H system) coordinators. Each packet was accompanied by a letter of introduction andstatement of the purpose from the Executive Director of the Division of Special Educationof the Tennessee Department of Education. To assist with the completion of the censusinformation, yearly follow-up telephone calls were made to the contact person listed foreach individual registered on the previous year's census. Table 1 provides a summary ofthe census count broken down by age groups for the years of the project.
Table 1Breakdown of Tennessee Census by Age
AGES 0 - 3 4 - 6 7 - 9 10 - 12 13 - 15 16 - 18 19 - 21 TOTAL
March 1993 39 9 10 14 13 10 8 103students
March 1994 44 16 18 19 20 16 9 142students
March 1995 47 32 l 7 26 16 18 12 168Students
C. Workshops/Presentations
The staff conducted or participated in 49 different formal presentations during this grantcycle. These occurred at various workshops, conferences, and LEA in-services throughoutthe state and focused on public awareness, development of hearing and vision skills,program modifications for learners with deaf-blindness, and other topics related to deaf-blindness. In addition, the TREDS poster and brochures were displayed at mostworkshops, conferences, and professional meetings to acquaint families and serviceproviders with the TREDS project and with the procedures used for identifying learners
6
with deaf-blindness. The workshops/presentations were attended by professionals,paraprofessionals, and family members (1332 individuals). See Appendix C for a listing ofspecific workshops and presentations conducted over the three year grant cycle.
Included in the 49 presentations, TREDS sponsored 6 full-day workshops during the courseof the grant cycle. These workshops were designed to address the practical day-to-dayneeds of family members and service providers. The information presented at the last threeTREDS' sponsored workshops focused on topics which were most requested on the TeacherNeeds Survey. (See Appendix A for a sample copy of the Needs Survey.) The focus of allvorkshops was on providing practical information that attendees could implement in theircommunities. Table 2 provides a breakdown of the numbers and types of attendees acrossall workshops. Refer to the evaluation section for specifics on evaluation of thepresentations.
Table 2Workshops and Presentations
Grant Year Number ofWorkshops
ProfessionalsServed
ParaprofessionalsServed
FamilyMembers
Served
10/01/92-09/30/93
13 251 1 10
10/01/93-09/30/94
14 346 33 45
10/01/94-09/30/95
22 565 34 47
D. Individualized Technical Assistance
The staff of Project TREDS scheduled and participated in 43 individual technical assistancevisits during the course of the grant cycle. Requecte for technical assistance were receivedfrom parents as well as teachers and prograr._ _A ectorb. These technical assistance visitsserviced a total of 53 children. In one situation, technical assistance in the form ofprogramming suggestions was requested for a young child with multiple impairmentsincluding deaf-blindness. The State of Tennessee was not able to serve this child in anexisting Early Intervention program within the state; therefore, the Tennessee EarlyIntervention Program (Part H) funded this child to attend a program in Alabama. A
TREDS staff member visited and observed the child in this setting and discussedprogramming suggestions with both the mother and program staff. This child has sincebeen transferred to a public school setting in Tennessee and TREDS has continued to assisther by visiting the new program placement. See Table 3 for a detailed account of numbersof technical assistance visits. Appendix D provides detailed information on the types of
7 1
individualized technical assistance and consultation provided. On-site consultation visitswere conducted for all who requested them.
Table 3Number of Technical Assistance Visits
Grant Year SchoolVisits
HomeVisits
ProfessionalsServed
ParaprofessionalsServed
FamiliesServed
10/01/92 - 9/30/93 3 2 5 1 3
10/01/93 - 9/30/94 18 2 44 10 14
10/01/94 - 9/30/95 16 2 32 11 17
E. Information/Referral/Public Awareness
Information, referral, and public awareness was provided through a variety of activitiesover the course of the grant. These consisted of: on-site consultation, dissemination ofproject brochure, dissemination of project newsletter, and use of the toll free telephonenumber. Appendix E provides a detailed summary of the activities ronducted for thepurpose of information sharing, referral, and public awareness.
Project Brochure: In the Spring of 1994, project staff developed a brochure describingPro, ct TREDS This brochure was used to disseminate information about the project toprofessionals and family members throughout the state of Tennessee. It was distributed atworkshops and presentations and mailed to individuals on the TREDS mailing list. A copyof the brochure can be found in Appendix F. With minor modifications, this brochure willcontinue to be used for dissemination purposes during the next four years as a part of therecently funded Tennessee Deaf-Blind Project.
Newsletter: To assist with the dissemination of information, project staff began producinga bi-annual newsletter in August of 1993. This newsletter served as a vehicle fordisseminating information about the project, the resource library, technical assistanceservices, and general "new" information regarding working with learners with deaf-blindness. It also incorporated resources available throughout the state of Tennessee andthe nation as well as upcoming conferences and workshops. It was disseminated toapproximately. 1300 professionals and family members throughout the state of Tennessee.A copy of the January 1995 newsletter can be found in Appendix G. Project staff willcontinue to publish a similar newsletter on a bi-annual basis during the next four years aspart of Tennessee's newly funded Deaf-Blind Project.
ligLireeaglegiumcatuntai Through the use of an 800 telephone number, project staffwere able to maintain contact with service providers and family members in a cost efficientmanner. As with the other means of dissemination and information sharing, this toll free
r.
number wil? continue to be used during the next four years as a part of the recently fundedTennessee Deaf-Blind Project.
F. Resource Dissemination
TREDS purchased both written and audio-visual materials for the Resource Library duringthis grant cycle. These materials provided easy access to current information and resourceson t vies such as: communication, vision, hearing, orientation and mobility, assistivetechnology, families, health and leiated information, and curriculum.
Materials from the library were requested from a variety of individuals. A total of 115individuals borrowed 331 resources from the TREDS Resource Library during the threeyear period. Materials were available for a 2 week loan period to anyone in the state ofTennessee who was interested. A listing of the Resource Library is provided in AppendixH. The resource library will continue to function in the same capacity during the next fouryears as a part of the recently funded Tennessee Deaf-Blind Project.
G. Family Support and Empowerment
In addition to providing individualized family support and technical assistance, we focusedour efforts towards two primary groups - Project STEPS (the parent to parent statewidesupport project) and The Tennessee Association for Persons with Multiple Disabilities andDeaf-Blindness. Representatives from these groups attended our Advisory Councilmeetings and assisted in establishing several joint activities including cross listing innewsletters and dissemination of materials at presentations and workshops.
H. Youth in Transition
To increase our knowledge and skill in this area, staff members participated in severaltraining events over the course of the grant cycle. Several staff attended a full dayworkshop on Personal Futures Planning and another went to a 3 day workshop on"Developing Individualized Transition Services for Students with Deaf-Blindness" at theHelen Keller National Center. Two of the TREDS sponsored workshops featured half daysessions devoted to Personal Futures Planning or Person Centered Planning. The projectstaff continue to educate themselves in this area in order to better serve those individuals onthe Tennessee Deaf-Blind census who are beginning with or in the process of transition.
VII. LOGISTICAL PROBLEMS
As project staff implemented the goals and objectives over the course of the three year grantcycle, we modified some specifics described in the original grant application. Thesemodifications were made by the Project Co-Directors and project staff and were determinedto be more appropriate to the intent of the project.
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Original Planned Activity
Regional core teams servingas the source of referral andinformation
Slide show
Change(s) Made/Resolution
Instead of having regional representatives from 8state initiatives represent the three distinct regionsof Tennessee, we selected a single representativefrom each initiative to serve on the TREDSAdvisory Council. Through individual contactsand the annual Advisory Council mezting, theserepresentatives were able to serve as a source ofreferral and/or information. In addition, theyencouraged employees of their agencies to alsoserve in this capacity.
Due to time restraints and finances, a slide showwas not developed during this grant cycle.Instead of the slide show, staff developed andused brochures and a poster to represent theproject at a variety of workshops andpresentations throughout the state and nation.
VIII. EVALUATION FINDINGS
The project's evaluation design consisted of a variety of processes for generatinginformation on an mgoing basis. That information was utilized by project staff inevaluating the effectiveness of training and consultations. This data was also used toredesign the structure and content of technical assistance when necessary.
Teacher Needs Survey Data. Project TREDS developed and disseminated a survey toservice providers working with the infants, toddlers, children and youth on the state's deaf-blind census in the fall of 1994. A copy of the survey can be found in Appendix A. Thissurvey indicated that the primary area of licensure for educators of children with deaf-blindness is generic special education. A few service providers had vision certification orhearing certification, but none had both. Furthermore, no service providers indicated thatthey had the newer competency-based licensures. When responding to specific informationand training needs related to serving learners with deaf-blindness, service providersidentified the following areas as priorities: vision, communication, assistive technology,transition planning, and orientation and mobility.
Workshops and Presentation Data: Following many formal presentation, participants wereasked to complete an evaluation form using a liken scale ranging from 1 (poor) to 5(excellent). This data allowed TREDS staff to review their comments on the content,organization, and style to make necessary adjustments for improving future presentations.The results from a sample evaluation form can be found in Appendix I. Table 4 provides asummary of the data from the presentations which included evaluation reports.
1 0
Table 4
Yearly Data for Evaluated Presentations
Dates Number of Quality/Overall Organization Attendance atPresentations Evaluation of of Presentation Presentation
Evaluated Presentation
10/01/92 - 9/30/931 6 4.6 4.7 4.5
10101/93 - 9/30/94 9 4.7 4.6 4.7
10/01/94 - 9/30/94 13 4.6 4.6 4.6
Toll Free Phone Number: Use of the toll-free 800 phone line provided an economic meansfor family members and service providers to obtain technical assistance from ProjectTREDS staff members. The toll-free telephone number was used for a variety of activities:consultation, family support, scheduling on-site visits, follow-up on census, checking outmaterials from the Resource Library, and networking.
Resource Library: Over the three year grant cycle, 331 video or written materials wereloaned to family members or service providers within the state of Tennessee. Verbal andwritten feedback from those borrowing materials indicated that the resources werebeneficial to their family or programs. In addition they stated that the use of this resourcelibrary was cost efficient in terms of time and postage.
Feedback on Technical Assistance: Service providers and family members requestedtechnical assistance as needed. All requests were addressed through on-site consultations,workshops, resource library, or written materials. Table 5 illustrates the number ofindividuals on the Deaf-Blind census who requested and received technical assistance.
Table 5Technical Assistancc Contacts for 1992-1995
# on census TA Contact Percentage receiving TA
EAST . 55 19 35%
Part H 16 2 12%
School AgeResidential
327
15
2
47%29%
WEST 37 20 54%
Part H 6 1 17%
School Age 29 18 62%
Residential 2 1 50%
MIDDLE 75 41 55%
Part H 10 7 70%
School Age 55 33 60%
Residential 10 1 10%
Totals 167 80 48%
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IX. IMPACT
Family members and service providers who requested and received technical assistancethrough Project TREDS had the opportunity to acquire information about educationalprogramming and resources for learners who are deaf-blind. Through completion of theteacher needs survey, service providers were able to indicate where their needs were andspecify how they would like to have those needs met: through written materials,workshops, or individualized on-site consultations. The project impacted service providers
and family members throughout the state via the products developed,workshops/presentations, and on-site consultation visits. As a result of these efforts, thecensus for individuals with deaf-blindness in Tennessee increased froma32 at the beginningof the grant cycle to 168 at the end. Of those enrolled on the Tennessee census, 53received on-site consulZation during the grant period.
A. Products
TREDS Brochure: The brochure provided an overview of the goals and objectives ofProject TREDS and informed persons about how an individual qualifies for the census (See
Appendix F).
TREDS Newsletter: The newsletter disseminated information about Project TREDS,information regarding working with learners with deaf-blindness, information aboutresources available across the state, and information about upcoming conferences andworkshops (Appendix G).
TREDS Resource_ Libtaryi The Resource Library offered 85 videos and 141 books orpamphlets on topics related to working with individuals with sensory impairments(Appendix H).
Teacher Needs Survey: The needs survey allowed service providers to indicate the areas inwhich they wanted additional intormation and how they would like to have that information
presented (Appendix A).
B. Workshops and Presentations
By using the data obtained from the teacher needs survey to plan TREDS sponsoredworkshops and state-wide presentations, TREDS staff were able to impact the practical day-to-day needs of family members and service providers. These presentations offered theparticipants information directly related to the needs of learners with deaf-blindness. By
attending these, the participants were able to gain practical information they could take back
to their homes or educational environments.
121 t
C. On-Site Consultation
Project TREDS staff impacted family members and service providers by visiting andobserving in their homes and educational settings. Here staff provided individualizedprogramming suggestions as well as environmental adaptations and modifications.
X. FURTHER INFORMATION
Information on the Tennessee Outreach Project for Children and Youth Experiencing Dual
Sensory Impairments can be found in:
DB-LINK: The National Information Clearinghouse on Children who are Deaf-Blind
ERIC Clearinghouse on Disabilities and Gifted EducationTRACES: Teaching Research Assistance to Children and Youth Experiencing Sensory
ImpairmentsWorld Wide Web on the Internet under Vanderbilt University Kennedy Center Home
Page (http://kc.gpct.vanderbilt.edu/treds/treds.html)
XI. ASSURANCE STATEMENT
A complete copy of this final report, including appendices, was sent to ERIC on December
22, 1995 at the following address:ERIC/OSEP Special Projects
ERIC ClearinghouseCouncil for Exceptional Children
1920 Association DriveReston, VA 22091
13
APPENDIX A
Teacher Needs Survey
14
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lthou
gh I
am
fam
iliar
with
this
topi
c, I
wou
ld li
ke a
dditi
onal
info
rmat
ion
and
assi
stan
ce.
3 =
I a
m n
ot f
amili
ar w
ith th
is to
pic
and
wou
ld li
ke a
ssis
tanc
e.U
nder
the
addi
tiona
l col
umns
, ple
ase
chec
k th
e ty
pes
of f
orm
ats
whi
ch w
ould
be
help
ful t
o yo
u in
gai
ning
mor
ein
form
atio
n on
that
spec
ific
topi
c.
Con
fide
nce
Lev
el_p
leas
e ci
rcle
Info
rmat
ion
not
need
ed a
t thi
stim
e
On-
site
vis
itR
egio
nal
wor
ksho
pIn
form
atio
n (e
.g.,
fact
she
ets,
vide
otam
s, e
tc.)
I
Vis
ion
Whe
re to
go
for
visi
on a
sses
smen
ts (
opht
halm
olog
ist/o
ptom
etri
st)
12
3
hite
rEet
ing
form
al v
isio
n as
sess
men
ts1
23
Typ
ical
dev
elop
men
t of
visi
on s
kills
12
3
Vis
ion
scie
enin
ss1
23
Func
tiona
l vis
ion
asse
ssm
ents
12
3
of v
isio
n im
pair
men
ts1
23
_Typ
esL
ow v
isio
n ai
ds/e
quip
men
t1
23
Func
tiona
l vis
ion
trai
ning
1 1
2 2
3 3O
ther
:
Ori
enta
tion
and
Mob
ility
Tea
chin
g th
e ch
ild to
mov
e in
depe
nden
tly w
ithin
the
hom
e, c
lass
room
, and
/or
com
tmm
ity s
ettin
gs1
23
Use
of
egip
men
t for
mob
ility
(ca
nes
wal
kers
, etc
.)1
2 2
3 3O
ther
:
Con
fide
nce
Cod
e:I
= I
und
erst
and
and
am c
omfo
rtab
le w
ith th
is to
pic.
2 =
Alth
ough
I a
m f
amili
ar w
ith th
is to
pic,
I w
ould
like
addi
tiona
l inf
orm
atio
n an
d as
sist
ance
.
3 =
I a
m n
ot f
amili
ar w
ith th
is to
pic
and
wou
ldlik
e as
sist
ance
.
...C
onfi
denc
ele
vel (
Plea
seci
rcle
)
Info
rmat
ion
not
need
ed a
t thi
stim
e
On-
site
vis
itR
egio
nal
wor
ksho
pIn
form
atio
n (e
.g.,
fact
she
ets,
vide
otap
es, e
tc.)
Hea
ring
Whe
re to
go
for
audi
tory
ass
essm
ents
12
3
Typ
ical
dev
elop
men
t of
audi
tory
skill
s1
23
Hea
ring
scr
eeni
ngs
12
3
Deg
rees
and
type
s of
hea
ring
loss
1 1
2 23 3
How
to in
terp
ret a
n au
diog
rarn
llear
ing
aids
/equ
ipm
ent
12
3
Func
tiona
l aud
itory
trai
ning
12
3
Oth
er:
12
3
1E1)
/11,
SP D
evel
opm
ent a
nd I
mpl
emen
tatio
n.
Ass
essm
ent f
or p
rclg
ram
pla
nnin
g1
2 23 3
Dev
elop
men
t of
the
indi
vidu
aliz
ed p
rogr
am p
lan
Coo
rdin
atio
n of
the
prog
ram
pla
n m
eetin
g1
23
Impl
emen
tatio
n of
indi
vidu
aliz
ed g
oals
12
3
Age
-app
ropr
iate
act
iviti
es (
hom
e,sc
hool
, etc
.)1
23
Tea
chin
g ap
prop
riat
ebe
havi
ors
12
3
Red
ucin
g/m
anag
ing
inap
prop
riat
ebe
havi
ors
1 1
2 23 3
Ad'
ap_t
itlg
clas
sroo
mm
ater
ials
Plan
ning
for
max
imum
inte
grat
ion
inre
gula
r pr
ogra
m1
23
Oth
er:
12
3
Tra
nsi
t ion
Pia
nni
ngT
rans
ition
into
ear
ly in
terv
entio
n pr
ogra
ms
12
3
Tra
nsiti
on f
rom
ear
ly in
terv
entio
n in
to p
ublic
scho
ols
12
3
Tra
nsiti
on o
ut o
f m
blic
edu
catio
n1
23
Pers
onal
Fut
ures
Pla
nnin
g_1
23
Con
fide
nce
Cod
e:1
= I
und
erst
and
and
am c
omfo
rtab
lew
ith th
is to
pic.
2 =
Alth
ough
I a
m f
amili
ar w
ithth
is to
pic,
I w
ould
like
add
ition
alin
form
atio
n an
d as
sist
ance
.
3 =
I a
m n
ot f
amili
ar w
ith th
isto
pic
and
wou
ld li
ke a
ssis
tanc
e.
Con
fide
nce
leve
l (Pl
ease
circ
le)
Info
rmat
ion
not
need
ed a
t thi
stim
e
On-
site
vis
itR
egio
nal
wor
ksho
pIn
form
atio
n (e
.g.,
fact
she
ets,
,
vide
otap
es, e
tc.)
Com
mun
icat
ion
Det
equi
ning
com
mun
icat
ion
need
sof
stu
dent
s (o
ral a
nd w
ritte
n)1
23
Aug
men
tativ
e co
mm
unic
atio
n sy
stem
s(e
.g.,
elec
tron
ic
boar
ds, c
omm
unic
atio
n bo
ards
,B
raill
e, e
tc.)
12
3
Sign
laag
uage
12
3
Cue
d sp
eech
12
3
Tou
ch c
ues
or o
bjec
t cue
s1
23
Faci
litat
ed c
omm
unic
atio
n1
23
Oth
er:
12
3
Ass
istiv
e T
echn
olog
y/A
dapt
ive
Equ
ipm
ent
12
3Po
sitio
ning
stu
dent
s sa
fely
and
com
fort
ably
Ada
ptin
g eq
uipm
ent t
o m
eet t
hest
uden
t's n
eeds
12
3
Lif
ting,
car
ryin
g, a
nd tr
ansf
erri
ng1
23
Feed
ing
equi
pmen
t/tec
hniq
ues
toas
sist
with
eat
ing
and
drin
king
12
3
Tec
hnol
ogy
appl
icat
ions
for
ada
ptiv
ebe
havi
or1 1
2 2
3 3T
echn
olog
y ap
plic
atio
ns f
or a
cade
mic
s or
pre
acad
emic
s
Ada
ptin
g to
ys/m
ater
ials
12
3
Oth
er:
12
3
Rel
ated
Ser
vice
s Su
rvey
as r
ecom
men
ded
by th
eII
EP/
IFSP
/IT
P
DIR
EC
TIO
NS:
I.Pl
ease
com
plet
e on
e fo
r ea
ch c
hild
on
the
regi
stry
.2.
Plea
se in
dica
te if
the
stud
ent r
ecei
ves
serv
ices
fro
m a
ny a
genc
yot
her
than
you
rs.
3.If
you
hav
e qu
estio
ns c
once
rnin
g th
e de
fini
tions
liste
d un
der
serv
ice
mod
els
belo
w, p
leas
e re
fer
to
the
atta
ched
she
et f
or d
efin
ition
s.
Chi
ld's
Nam
e:Pr
imar
y Se
rvic
e Pr
ovid
er's
Nam
e:Pr
imar
y Se
rvic
e Pr
ovid
er's
Deg
ree:
Are
a(s)
of
End
orse
men
t:
Dat
es o
f D
egre
e:
Scho
ol:
Add
ress
:Ph
one
Num
ber:
lk
Phys
ical
The
rapy
Occ
upat
iona
lT
hera
py
Pik
Spee
ch &
Lan
guag
eT
hera
pyM
it..
Vis
ion
Edu
catio
nSe
rvic
es
- Ori
enta
tion
&M
obili
tySe
rvic
esr
-A
udio
logy
Serv
ices
Pers
onal
Ass
ista
nt
A-
Oth
er(p
leas
esp
ecif
y)W
1
You
rO
ther
Age
ncy
Age
ncy
k L
You
rO
ther
Age
ncy
Age
ncy
I
You
rO
ther
Age
ncy
Age
ncy
You
rO
ther
Age
ncy
Age
ncy
You
rO
ther
Age
ncy
Age
ncy
You
rO
ther
Age
ncy
Age
ncy
You
rO
ther
Age
ncy
Age
ncy
You
rO
ther
Age
ncy
Age
ncy
Scri
ce h
lodc
l (In
dica
te a
llth
at a
pply
)D
P .=
Dire
ct p
ull o
ut1)
1=
Nre
et in
tegr
ated
Ilt; =
Dire
Lt c
rnal
l gro
upIr
Indi
rect
con
su:ta
tion
Cc
Inte
gfite
dt o
llal,o
rativ
cco
ncul
tativ
e
,\1N
Ioni
torin
gN
I'N
ot p
iovi
ded
F. =
Eva
luat
ion
A
1
Frc
mic
ney
of s
ervi
ce(c
g,
oncc
ft w
eek
for
30m
inut
es; t
wic
e a
stee
l-
for
15 'M
imic
s ea
ch)
A
i
1
W.
1 ni
inin
g or
ceo
iliat
ion
ofst
iff (
if kn
msn
):(e
g ,
135
in S
poci
alItI
ti-at
ion;
NIS
in P
li)%
kill
llito
lpy,
cei
tili:t
1vc
ista
nt, o
rrei
tifie
d)..
Pik
2 6
Definitions for Related Services Survey
DP (Direct/individual service in pull out model) The related service person
provides individual training directly to the student after first separating them
from the ongoing activity (e.g., orientation & mobility therapist works with the
child in the hallway or a separate out-of-the-way corner of the classroom).
DI (Direct/individual service integrated into context) The related service person
provides individual training directly to the student as a part of the routine
activities within the setting (e.g., physical therapist works on equilibrium skills
in sittii.g as the child is participating in an opening group activity sitting on the
floor).
DG (Direct/individual service in a small group) The related service provider works
with a group of eligible children simultaneously (e.g., speech therapist forms a
small group of children with whom she provides direct therapy for each child as
a member of the group).
IC (Indirect Consultation) The related service provider advises or assists the teacher,
family, other caregivers and/or interventionists within the specific setting to
carry out an individual child's intervention plan (e.g., physical therapist
supplies illustrations to the family and primary service provider demonstrating
best positions for the child in a variety of activities).
CC (Integrated Collaborative Consultation) The sharing of information and/or
strategies among individuals of different disciplines and the primary service
provider to ensure consistent, comprehensive, and functional programming
(e.g., physical therapist, language therapist, and the primary service provider
share ideas concerning how to position the child in order to maximize his/her
communication skills across multiple natural environments).
M (Monitoring) The related service provider evaluates the student and plans activities
to be carried out by another person trained and monitored on a regular basis by
the provider (e.g., occupational therapist plans feeding roudne for a child, trains
an occupational therapist assistant to carry out the plan and monitors her on a
regular basis to ensure appropriateness as well as to make modification in
the routine when necessary).
NP (Not provided) this related service is not being provided by anyone at this time.
E (Evaluation) an evaluation and/or assessment of skills in this particular area has
been recommended before determination of eligibility for the related service is
made (e.g., child has been referred for a vision evaluation to determine level of
sight).
(i)
APPENDIX B
Advisory Council Members
20 23
TREDS Advisory Council Members
Name Affiliation
Bette Berry Tennessee Department of Education
Mary Gregson Tennessee Association for Persons with MultipleDisabilities and Deaf-Blindness
Yvonne Cartwright Family Representative
Jill and James Thacker Family Representatives
Donald Thompson East Tennessee School for the Deaf
Gene Reeves West Tennessee School for the Deaf
Harbans Dhindsa Tennessee School for the Blind
Nancy Diehl Project STEP (Parent Support and Empowerment)
Jennifer Butterworth LRE for LIFE (Transition for Youth)
La Rhea Sanford LEA Representative (Davidson County)
Mary Franks Tennessee Infant Parent Services (Early Intervention)
Rebecca Reddy VISIONS (Early Intervention)
Jo Ruta Chattanooga State Technical Community College(Assistive Technology)
Ann Hampton Tennessee Department of Education (CSPD)
1
Sarah Willis Tennessee Department of Education (TEIS-Part H)
21 23
APPENDIX C
Workshops and Presentations
Pro
ject
TR
ED
SP
rese
ntat
ions
Dat
eC
ity/S
itePr
ofes
sion
alPa
ra-
Prof
essi
onal
Fam
ilyM
embe
rT
itle
08/0
4/92
Gat
linbu
rg, T
N: L
RE
for
LIF
E C
onfe
renc
e*1
0A
ugm
enta
tive
Com
mun
icat
ion
08/0
4/92
Gat
linbu
rg, T
N: L
RE
for
LIF
E C
onfe
renc
e*1
2Sp
ecia
l Pro
ject
s in
Ten
ness
ee: H
ow D
o W
e T
ap in
toT
hem
?
09/1
2/92
Jack
son,
TN
: TR
ED
S W
est T
enne
ssee
Wor
ksho
p
233
TR
ED
S Sp
onso
red
Wor
ksho
p
09/2
6/92
Nas
hvill
e, T
N: T
RE
DS
Mid
dle
Ten
ness
eeW
orks
hop
335
TR
ED
S Sp
onso
red
Wor
ksho
p on
Top
ics
Such
as:
Ass
istiv
e D
evic
es, P
rogr
amm
ing
in th
e L
east
Res
tric
tive
Env
iron
men
ts
01/2
8/93
Nas
hvill
e, T
N: L
eade
rshi
p C
onfe
renc
e on
Lea
st R
estr
ictiv
e E
nvir
onm
ent.
*15
Ove
rvie
w o
f th
e T
enne
ssee
Out
reac
h Pr
ojec
t for
Chi
ldre
n an
d Y
outh
Exp
erie
ncin
g D
ual S
enso
ryIm
pair
men
ts.
.02
/04/
93N
ashv
ille,
TN
:: C
olla
bora
tive
Con
fere
nce
onY
oung
Chi
ldre
n w
ith S
peci
al N
eeds
and
The
irFa
mili
es
*15
'
Ass
essi
ng V
isua
l and
Aud
itory
Ski
lls o
f C
hild
ren
who
are
Dif
ficu
lt to
Tes
t
07/1
6/93
Bro
wns
ville
, TN
: Hay
woo
d C
ount
y Sc
hool
s17
Act
ivity
-Bas
ed P
rogr
amm
ing.
07/1
6/93
Bro
wns
ville
, TN
: Hay
woo
d C
ount
y Sc
hool
s28
An
Ove
rvie
w o
f C
hild
ren
with
Dua
l Sen
sory
Impa
irm
ents
: Ass
essm
ent a
nd P
rogr
amm
ing.
07/2
3/93
Mar
tin, T
N: S
umm
er I
nstit
ute
25E
valu
atin
g an
d Pr
ogra
mm
ing
for
You
ng C
hild
ren
who
have
Hea
ring
Im
pair
men
ts.
08/0
6/93
Nas
hvill
e, T
N: N
ashv
ille
Are
a A
ssoc
iatio
n on
You
ng C
hild
ren
8A
sses
sing
Vis
ual a
nd a
udito
ry S
kills
of
Chi
ldre
n w
ho a
reH
ard
to T
est.
08/2
5/93
Cow
an, T
N: C
owan
Ele
men
tary
Sch
ool
51
An
Ove
rvie
w o
f C
hild
ren
with
Dua
l Sen
sory
'
Impa
irm
ents
: Ass
essm
ent a
nd P
rogr
amm
ing
,
09/1
8/93
Nas
hvill
e, T
N: T
RE
DS
Fall
Wor
ksho
p*4
5T
RE
DS
spon
sore
d w
orks
hop
on to
pics
suc
h as
:T
angi
ble
Sym
bol S
yste
ms,
Ori
enta
tion
and
Mob
ility
,L
ow V
isio
n A
ids,
Tou
ch S
witc
hes,
Ada
ptiv
e T
oys,
.
Pers
onal
Fut
ures
Pla
nnin
g
09/1
8/93
Nas
hvill
e, T
N: T
RE
DS
Fall
Wor
ksho
p15
2H
ome-
Mad
e A
dapt
ive
Seat
ingl
10/0
1/93
Gat
linbu
rg, T
N: T
enne
ssee
Ass
ocia
tion
onY
oun
Chi
ldre
n7
Ass
essi
ng V
isua
l and
Aud
itory
Ski
lls o
f C
hild
ren
who
are
Har
d to
Tes
t
11/0
5/93
Chi
ca !
o, I
L: T
ASH
Con
fere
nce
*90
*5*5
Post
er P
rese
ntat
ion:
Pro
'ect
TR
ED
S
11/1
1/93
Gre
enev
ille,
TN
: Upp
er E
ast T
enne
ssee
Re_
iona
l Wor
ksho
273
Eva
luat
ing
and
Prog
ram
min
g fo
r Y
oung
Chi
ldre
n w
hoha
ve V
isio
n or
Hea
rin:
I ..
."r
men
ts.
3132
Dat
e.
..
City
/Site
Prof
essi
onal
Para
-Pr
ofes
sion
aFa
mily
Mem
ber
Titl
e
12/0
2/93
Uni
on C
ity, T
N; D
epar
tmen
t of
Hea
lth*5
0H
eari
ng a
nd V
isio
n Sc
reen
ings
02/1
9/94
Nas
hvill
e, T
N: C
olla
bora
tive
Con
fere
nce
61
1H
ands
-On
Exp
erie
nces
Usi
ng S
imul
atio
ns
04/0
8194
Coo
kevi
lle, T
N: T
N T
ech
15O
verv
iew
of
Proj
ect T
RE
DS
04/1
6/94
Nas
hvill
e, T
N: H
arri
s-H
illm
an S
choo
l10
530
Post
er P
rese
ntat
ion:
Pro
ject
TR
ED
S
05/2
1/94
Nas
hvill
e, T
N: T
RE
DS
Spri
ng W
orks
hop
306
3T
RE
DS
spon
sore
d w
orks
hop
focu
sed
on s
peci
fied
topi
cs(e
.g. L
ibra
ry f
or th
e H
eari
ng I
mpa
ired
, VIT
AL
Cen
ter,
Cue
d Sp
eech
, Spe
cial
Fri
ends
, AdA
ptiv
e T
oys,
Tan
gibl
eS
bol S
ste
ms
H. :
& V
isio
n Si
mul
atio
ns
07/2
7/94
Cla
rksv
ille,
TN
: Mon
tgom
ery
Cou
nty
Scho
ols
204
Ove
rvie
w o
f V
isio
n D
evel
opm
ent
07/2
7/94
Cla
rksv
ille,
TN
: Mon
tgom
ery
Cou
nty
Scho
ols
203
Ove
rvie
w o
f H
eari
ng D
evel
opm
ent
08/0
1/94
Col
umbi
a, T
N: M
aury
Cou
nty
Scho
ols
91
Ove
rvie
w o
f H
eari
ng/V
isio
n D
evel
opm
ent
08/0
5/94
Fran
klin
, TN
: NA
AY
C3
Han
ds-O
n E
xper
ienc
es U
sing
Sim
ulat
or
09/1
0/94
Nas
hvill
e, T
N I
nfor
mat
ion
Shar
ing
Fair
455
5O
v,rv
iew
of
Proj
ect T
RE
DS
09/3
0/94
Nas
hvill
e, T
N: S
usan
Gra
y Sc
hool
for
Chi
ldre
n14
1H
ands
-On
Exp
erie
nces
Usi
ng S
imul
atio
ns
11/0
8/94
Was
hing
ton,
DC
: Pro
ject
Dir
ecto
rs M
eetin
g19
010
Post
er P
rese
ntat
ion:
Pro
ject
TR
ED
S
11/3
0/94
Nas
hvill
e, T
N: J
oint
Con
f. f
or C
hild
ren
with
Dis
abili
ties
8D
evel
opin
g In
divi
dual
ized
Pro
gram
s fo
r St
uden
ts w
ithD
eaf-
Blin
dnes
s in
Inc
lusi
ve S
choo
l Com
mun
ities
.
12/0
9/94
Atla
nta,
GA
: TA
SH C
onfe
renc
e14
1Pr
ovis
ion
of R
elat
ed S
ervi
ces
to C
hild
ren
with
Dua
lSe
nsor
y an
d M
ultip
le D
isab
ilitie
s: A
te W
e A
ppro
achi
ngB
est P
ract
ices
Yet
?
02/0
9/95
Nas
hvill
e, T
N: C
olla
bora
tive
Con
fere
nce
onY
oung
Chi
ldre
n w
ith S
peci
al N
eeds
and
The
irFa
mili
es
113
1522
Post
er P
rese
ntat
ions
: Pro
ject
TR
ED
S, D
-B L
ink,
and
TR
AC
ES.
02/0
9/95
Nas
hvill
e, T
N: C
olla
bora
tive
Con
fere
nce
onY
oung
Chi
ldre
n w
ith S
peci
al N
eeds
and
The
irFa
mili
esG
alla
tin, T
N: S
umne
r C
ount
y Sc
hool
s.
26 2
2 10
2 2
Dev
elop
ing
IEP
Goa
ls f
or P
resc
hool
Chi
ldre
n w
ithM
ultip
le D
isab
ilitie
s th
roug
h a
Col
labo
rativ
e T
eam
Proc
ess:
Ref
lect
ing
the
Who
le C
hild
.U
nder
stan
ding
Hea
ring
and
Vis
ion
Los
s.03
/21/
95
03/3
1/95
Mem
phis
, TN
: Spe
cial
KID
S Pr
esch
ool
l(4
Ove
rvie
w o
f H
eari
ng, V
isio
n, a
nd P
rogr
amm
ing
for
You
n C
hild
ren
with
Dea
f-B
lindn
ess.
04/0
8/95
Kno
xvill
e, T
N: K
noxv
ille
Are
a A
ssoc
iatio
n fo
rth
e E
duca
tion
of Y
oung
Chi
ldre
n3
11
Han
ds-O
n E
xper
ienc
es S
imul
atin
g H
eari
ng, V
isio
n, a
ndD
ual S
enso
ry I
mpa
irm
ents
.
05/1
5/95
Nas
hvill
e,.T
N: S
tate
Dm
ent o
f E
duca
tion
11O
verv
iew
of
Pro'
ect T
RE
DS
new
1.
'ea
. . s
al.
3334
.
Dat
eC
ity/S
itePr
ofes
sion
alPa
ra-
Prof
essi
onal
Fam
ilyM
embe
r
.
Titl
e
05/3
0/95
Nas
hvill
e, T
N: C
MR
A2
Ove
rvie
w o
f Pr
ojec
t TR
ED
S ne
w g
rant
pro
posa
l.06
/06/
95M
emph
is, T
N: T
enne
ssee
Ear
ly I
nter
vent
ion
Syst
em (
Part
H)
11O
verv
iew
of
Proj
ect T
RE
DS
new
gra
nt p
ropo
sal.
'06
/08/
95N
ashv
ille,
TN
: Sta
te D
epar
tmen
t of
Edu
catio
n8
Ove
rvie
w o
f Pr
ojec
t TR
ED
S ne
w g
rant
pro
posa
l.06
/13/
95Fa
ll C
reek
Fal
ls (
TN
Sta
te P
ark)
: Sta
teD
epar
tmen
t of
Edu
catio
n.40
Ove
rvie
w o
f Pr
ojec
t TR
ED
S ne
w g
rant
pro
posa
l.
06/2
1/95
Nas
hvill
e, T
N: D
epar
tmen
t of
Hum
anSe
rvic
es, S
ervi
ces
for
the
Blin
dI
Ove
rvie
w o
f Pr
ojec
t TR
ED
S ne
w g
rant
pro
posa
l.
06/2
3/95
Nas
hvill
e, T
N: T
RE
DS
Sum
mer
Wor
ksho
p38
2T
RE
DS
Spon
sore
d W
orks
hop
on to
pics
suc
h as
:A
ssis
tive
Tec
hnol
ogy,
Opt
ical
Aid
s, F
undi
ng A
ssis
tive
Tec
hnol
ogy,
Com
mun
icat
ion
Prog
ram
min
g, F
unct
iona
lV
isio
n A
sses
smen
t, A
dapt
ing
Mat
eria
ls, a
nd S
hari
ngR
esou
rces
and
Inf
orm
atio
n.07
/11/
95Sm
yrna
, TN
: Ten
ness
ee S
ervi
ces
for
the
Blin
dD
HS
156
Ove
rvie
w o
f Pr
ojec
t TR
ED
S ne
w g
rant
pro
posa
l.
08/0
4/95
Nas
hvill
e, T
N N
ashv
ille
Are
a A
ssoc
iatio
n on
You
ng C
hild
ren
9L
et's
Pla
y T
oget
her:
Ada
ptin
g A
ctiv
ities
for
Chi
ldre
nw
ith S
peci
al N
eeds
.D
evel
opin
g IE
P G
oals
thro
ugh
a C
olla
bora
tive
Tea
mPr
oces
s fo
r E
lem
enta
ry-A
ged
Stud
ents
with
Dea
f-B
lindn
ess.
08/0
8/95
Kno
xvill
e, T
N: T
he L
RE
for
LIF
E P
roje
ct7
09/2
2/95
Jack
son,
TN
: TR
ED
S Fa
ll W
orks
hop
281
TR
ED
S Sp
onso
red
Wor
ksho
p on
topi
cs s
uch
as:
Ass
istiv
e T
echn
olog
y, V
isio
n Sc
reen
ing,
Fun
ctio
nal
Vis
ion
Tra
inin
g, C
reat
ing
a la
ngua
ge E
nvir
onm
ent,
the
Van
Dijk
App
roac
h, a
nd P
erso
n-C
ente
red-
Plan
nin_
.09
/22/
95Ja
ckso
n, T
N: T
RE
DS
Fall
Wor
ksho
p12
1C
reat
ing
a L
angu
age
Env
iron
men
t for
Stu
dent
s w
ithD
eaf-
Blin
dnes
s.-
09/2
2/95
Jack
son,
TN
: TR
ED
S Fa
ll W
orks
hop
71
Vis
ion
Scre
enin
gs09
/22/
95Ja
ckso
n, T
N: T
RE
DS
Fall
Wor
ksho
p10
Func
tiona
l Vis
ion
Tra
inin
..,
3-3
36
APPENDIX D
Technical Assistance and Consultation
3 I26
Pro
ject
TR
ED
S T
echn
ical
Ass
ista
nce/
Con
sulta
tion
Dat
eC
ity/S
itePr
ofes
sion
alPa
ra-
Prof
essi
ona
Fam
ilyM
embe
rT
ype
of T
.A.
1/13
/94
Nas
hvill
e, T
N: T
om J
oy E
lem
enta
ry1
Stud
ent o
bser
vatio
n / i
nteg
ratio
n su
gges
tions
1/14
/94
Mur
free
sbor
o, T
N: M
cFad
den
Ele
men
tary
1St
uden
t obs
erva
tion
/ pro
gram
min
g an
d in
tegr
atio
n
sugg
estio
ns
1/26
/94
Nas
hvill
e, T
N: U
na E
lem
enta
ry1
1St
uden
t obs
erva
tion
/pro
gram
sug
gest
ions
'
2/03
/94
Shel
byvi
lle, T
N: S
helb
yvill
e C
DC
51
Hom
e vi
sit a
nd I
EP
mee
ting
2/22
/94
Mem
phis
, TN
: Fox
Mea
dow
s Sc
hool
42
Stud
ent o
bser
vatio
ns /
prog
ram
sug
gest
ions
3/06
/94
John
son
City
, TN
: Asb
ury
Pres
choo
l3
2_
Stud
ent o
bser
vatio
n / p
rogr
am s
ugge
stio
nsSt
uden
t obs
erva
tion
/ sro
:.us
su:
lest
ions
3/06
/94
John
son
Cit
, TN
: Joh
nson
Aca
dem
21
4/06
/94
Col
umbi
a, T
N: J
E W
ooda
rd S
choo
l1
11
Stud
ent o
bser
vatio
n / p
rogr
am s
ugge
stio
ns/ p
hoto
sta
ken
for
new
bro
chur
e
4/12
/94
Tul
laho
ina
TN
: Ski
lls C
DC
32
1
-St
uden
t obs
erva
tion
/ pro
gram
sug
gest
ions
Stud
ent o
bser
vatio
n / p
rogr
nm s
ugge
stio
ns4/
14/9
4C
olum
bia,
TN
: Mau
ry R
egio
nal H
ospi
tal
21
5/05
/94
Fran
ldin
, TN
: hom
e vi
sit
1St
uden
t obs
erva
tion
/ gen
eral
info
rmat
ion
5/11
/94
Cen
terv
ille
TN
: Cen
terv
ille
Ele
men
11
1St
uden
t obs
erva
tion
/ pro
gram
gest
ion
5/16
/94
Fran
klin
, TN
:5
2IF
S? M
eetin
g
5/17
/94
Col
umbi
a T
N:
ss
Dau
s.
s te
r Sc
hool
11
Stud
ent o
bser
vatio
n /
s ro
..
is s
ues
tions
6/01
/94
Nas
hvill
e, T
N: R
oss
Ele
men
tary
Sch
ool
1st
uden
t obs
erva
tion
/ pro
gram
sug
gest
ions
6/07
/94
Bel
vide
re, T
N: H
ome
visi
t1
1St
uden
t obs
erva
tion
/ pro
gram
sug
gest
ions
8/31
/94
Old
For
t, T
N: S
outh
Pol
k E
lem
enta
ry1
1St
uden
t obs
erva
tion
/pro
gram
sug
gest
ions
9/19
/94
Roc
kval
e, T
N: R
ockv
ale
Ele
men
tary
91
IEP
Mee
ting
9/27
/94
Nas
hvill
e, T
N: H
arri
s-H
illin
an2
Stud
ent o
bser
vatio
n / p
rogr
am s
ugge
stio
ns
9/29
/94
Cen
terv
ille,
TN
11
stud
ent o
bser
vatio
n / p
rogr
am s
ugge
stio
ns
10/1
1/94
Nas
hvill
e, T
N: V
andy
Clin
ic1
2st
uden
t obs
erva
tion
(che
ck v
isio
n)
10/2
0/94
Nas
hvill
e T
N: H
arri
s-H
illm
an1
info
rmat
ion
conc
erni
ng u
pcom
ing
1EP
,
follo
w-u
p on
par
ent c
once
rns
11/0
3/94
Nas
hvill
e, T
N1
1/19
/95
Col
umbi
a, T
N: J
E W
ooda
rd E
lem
21
1st
uden
t obs
erva
tion
/12
:421
aL_n
stig
gst
ions
stud
ent o
bser
vatio
n / p
rogr
am s
ugge
stio
ns2/
15/9
5T
ulla
hom
a, T
N: S
kills
CD
C2
1
2/16
/95
Nas
hvill
e T
N: T
SB1
11
stud
ent o
bser
vatio
n / p
rogr
am s
ugge
stio
ns
2/23
/95
Col
linw
ood,
TN
: Col
linw
ood
Ele
mI
Ist
uden
t obs
erva
tion
/ pro
gram
sug
gest
ions
33
Dat
eC
ity/S
itePr
ofes
sion
alPa
ra-
Prof
essi
onal
Fam
ilyM
embe
r
,,
.
Typ
e of
T.A
.
2/23
/95
Wa
. esb
oro
TN
: Wa
. esb
oro
Mid
dle
Scho
ol1
1st
uden
t obs
erva
tion
/I
1.
a..
1:es
tions
3/02
/95
Gra
TN
: Dan
iel B
oone
12
stud
ent o
bser
vatio
n / t
o? ..
.. su
llest
ions
3/03
/95
Pow
ell T
N: H
ome
visi
tst
uden
t obs
erva
tion
/.
el..a
sa
estio
ns
3/09
/95
Ool
tew
ah T
N: O
olte
wah
Ele
m5
1st
uden
t obs
erva
tion
/ pro
gram
sug
gest
ions
3/09
/95
Ool
tew
ah, T
N: O
olte
wah
Ele
m,-
--5
1st
uden
t obs
erva
tion
/ pro
gram
sum
fion
s
3/30
/95
Bar
tlett
TN
: Kat
e B
ond
Ele
mst
uden
t obs
erva
tion
,_/..
plon
ons
.
4/04
/95
Ool
tew
ah, T
N: O
olte
wah
Ele
m1
stud
ent o
bser
vatio
n / p
rogr
am s
uftg
estio
ns
4/04
/95
Ool
tew
ah T
N: O
olte
wah
Ela
m1
stud
ent o
bser
vatio
n /
.t 1
., Su
l :.e
stio
ns
4104
195
Ool
tew
ah, T
N: O
olte
wah
Ele
m4
Mee
ting
with
sch
ool s
taff
to d
iscu
ss p
rogr
amsu
gges
tions
mad
e
4/25
/95
Dan
drid
ge, T
N: J
effe
rson
Cou
nty
Hig
h Sc
hool
31
1st
uden
t obs
erva
tion
/ pro
gram
sug
gest
ions
5/25
/95
Nas
hvill
e, T
N: T
SB4
-IE
P m
eetil
l;
10/1
8/95
Roc
kval
e, T
N: R
ockv
ale
Ele
m2
1m
eetin
g to
pla
n in
clus
ion
sche
dule
and
incl
ude
ob'e
ct c
ues
APPENDIX E
Information Dissemination and Referral
4 ,).. A.,
29
Proj
ect T
RE
DS
Info
rmat
ion
Dis
sem
inat
ion
and
Ref
erra
ls
Dat
e
......
......
"4/
21/9
4
City
/Site
Prof
essi
onal
Para
-Pr
ofes
sion
alFa
mily
Mem
ber
Dic
kson
TN
: Oak
mon
t Ele
m1
5/04
/94
Fran
klin
, TN
1Pa
rent
Su.
is
5/06
/94
MC
oun
TN
: Re:
'ona
l H.
. 'ta
t1
Gen
eral
PIO
Its
...w
ilL,
Info
rmat
ion
5/18
/94
Old
For
t, T
N: S
outh
Pol
k E
lem
1
1
Gen
eral
info
rmat
ion
/ reg
istr
y fo
rms
Res
ourc
e lis
tin:
5125
/94
McM
inne
ville
, TN
: VIS
ION
S7/
14/9
4W
aver
ly, T
NFo
rt C
ampb
ell,
KY
2 24
Gen
eral
Inf
orm
atio
n on
TR
ED
SIn
fo a
nd r
efer
ral /
reg
istr
y fo
rms
8/08
/94
8/10
/94
Fort
Cam
pbel
l, K
Y1
Info
rmat
ion
on h
eari
ng/v
isio
n an
d re
sour
ce li
brar
ylis
tin :
8/12
/94
Tre
nton
, TN
IV
isio
n in
form
atio
n
8/17
/94
Eri
n, T
N (
Hou
ston
Cou
nty)
04
4G
ener
al in
form
atio
n on
TR
ED
S
8/29
/94
Kin
gspo
rt, T
NK
sing
spor
t, T
N
1 1 1
Ref
erra
lke
t am
..rre
sour
ce li
stin
g
Ref
erra
ket a
rKl_
./res
ourc
eli
'
Ref
erra
l pac
ket a
nd r
esou
rce
listin
g8/
29/9
48/
29/9
4K
ings
port
, TN
9/16
/94
Nas
hvill
e T
N: H
ead
Star
tI
Gen
eral
info
rmat
ion
and
reso
urce
list
ing
9/19
/94
Dic
kson
, TN
1G
ener
al in
form
atio
n an
d re
sour
ce li
stin
gG
ener
al in
form
atio
n an
d re
sour
ce li
stin
g9/
20/9
4C
lark
svill
e, T
N1
10/0
6/94
Mur
free
sbor
o, T
N1
Ref
erra
l pac
ket
10/1
9/94
Hun
tsvi
lle, T
N: S
cott
Cou
nty
Scho
ols
1M
ater
ials
on
asse
ssm
ent &
pro
gram
min
g fo
r a
child
with
a vi
sion
impa
irm
ent
10/1
9/94
Nas
hvill
e, T
NO
n-si
te v
isit
for
gene
ral i
nfor
mat
ion
Poss
ible
spr
ing
inse
rvic
eC
all r
egar
ding
Sha
re G
roup
CSS
& P
.E.P
.
10/2
0/94
Nas
hvill
e, T
N: C
love
rbot
tom
1
10/2
7/94
Fran
klin
TN
1
_...-
210
/28/
94N
ashv
ille,
TN
1
10/3
1/94
Kno
xvill
e, T
N: U
T-K
CA
RC
1'
Gen
eral
info
rmat
ion
11/0
1/94
Ala
mo
TN
1.
Cal
l for
Col
labo
rativ
e C
onfe
renc
e
12/1
6/94
Col
umbi
a, T
NI
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Gen
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12/2
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Col
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1/23
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1/27
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Gen
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3/14
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3/15
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3/15
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3/16
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3/16
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3/16
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3/21
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3/22
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3/22
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3/23
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3/23
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Nas
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Gen
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info
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RE
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I33/2
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TN
: Fam
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3/23
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Nas
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Gen
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info
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3/23
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Nas
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N: F
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Con
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Gen
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info
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3/23
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Nas
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N: F
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Lit
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Gen
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info
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onTREDS
3/25
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Mem
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form
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Dat
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Prof
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Fam
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3/25
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Cha
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form
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TR
ED
S
4/03
/95
Mem
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, TN
1
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Tha
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4/12
195
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12/9
5O
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, TN
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4/18
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Sent
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dapt
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env
4/18
/95
Gra
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N1
Follo
w-u
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one
call
4/26
/95
Lew
isbu
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N1
sent
info
rmat
ion
on: o
bjec
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mun
icat
ion,
envi
ronm
enta
l fac
tors
and
vis
ion,
bro
chur
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libra
ry
5/02
/95
Cen
terv
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TN
: IE
P m
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Gen
eral
info
rmat
ion
on T
RE
DS
5/02
/95
Gal
latin
, TN
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Col
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Gen
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04/9
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5/05
/95
Dan
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2Se
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sug
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5/05
/95
Dan
drid
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N1
Sent
TA
rep
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nd s
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stio
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5/05
/95
STA
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WID
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2554
59M
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5/08
/95
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N1
Inqu
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par
ticul
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hild
ren
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e on
our
regi
stry
5/09
/95
Nas
hvill
e, T
N1
Sent
lette
r, r
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try
form
, and
par
ent f
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for
6 ch
ildre
n
5/09
/95
Jack
son,
TN
IL
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ith in
fo o
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Fam
ily R
esou
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Cen
ter
&
Ala
mo,
TN
5/09
/95
Ool
tew
ah, T
NI
Follo
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one
call
5/09
/95
Ool
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N1
Sent
cop
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/12/
95
5/09
/95
Ool
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ah, T
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5/10
/95
Mac
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Ref
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to r
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and
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5/14
/95
Cen
terv
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TN
2R
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res
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n co
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-bas
ed p
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and
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5/19
/95
Nas
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CC
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form
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5/19
/95
Nas
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form
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5/19
/95
Nas
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N1
Phon
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out 1
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5/26
/95
Kno
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NSe
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fo to
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4/
Dat
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Prof
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Fam
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of T
.A.
5/30
/95
6/05
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Kno
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N1
Phon
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gen
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info
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6/09
/95
Nas
hvill
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NI
Set u
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r co
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ratio
n w
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for
the
Blin
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6/09
/95
Dov
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N1
Sent
wor
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and
broc
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6/13
/95
Shel
byvi
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N1
Sent
info
on
Aut
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6/14
/95
Kno
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N1
Sent
into
for
new
ref
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6/15
/95
Shel
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Sent
info
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IDE
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Reg
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6/23
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6/23
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Sent
num
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light
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6/27
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ashv
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TN
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6/27
/95
Nas
hvill
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N3
Sent
info
on
how
to m
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switc
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6/30
/95
STA
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WID
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Sent
info
abo
ut w
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hop
for
fam
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on
tran
sitio
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7/06
/95
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hvill
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N1
Sent
info
on
curr
icul
a fo
r pr
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ool f
or L
EA
s
7/07
/95
Kno
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NI
Req
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con
trac
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7/11
/95
STA
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WID
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Sent
info
abo
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orks
hop
for
fam
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on
tran
sitio
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7/12
/95
Nas
hvill
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N1
Col
lab
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7/12
/95
Nas
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Col
lab
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Col
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7/20
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Nas
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7/24
/95
Kno
xvill
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N1
Gen
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info
rmat
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7/24
/95
Kno
xvill
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N1
Sent
info
abo
ut T
RE
DS
and
TR
I-W
AL
L P
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7/25
/95
Nas
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N1
Info
res
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hild
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Con
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7/27
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Mid
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fo o
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8/02
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50
Dat
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City
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Prof
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Para
-Pr
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Mem
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Typ
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T.A
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8/15
/95
John
son
City
, TN
1
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8/24
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Tri
mbl
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N1
Req
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of r
esou
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libra
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nd N
OR
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8/29
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Nas
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Gen
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8/29
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Nas
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Gen
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9/12
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TR
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S
9/15
/95
Win
ches
ter,
TN
23
9/20
/95
Jack
son,
TN
1
APPENDIX F
TREDS Brochure
35
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5 /
APPENDIX G
TREDS Newsletter
5 3
37
January 1995
TREDSTHE TENNESSEE OUTREACH PROJECT FOR CHILDREN
AND YOUTH EXPERIENCING DUAL SENSORYIMPAIRMENTSPublished by TREDS
John F. Kennedy CenterVanderbilt University
Nashville, TN
TREDSTREDS is a federally funded program which provides
technical assistance to individuals, birth through 21, withdual sensory impairments. TREDS supplies assistance inthe form of in-service training, IFSP/MP/ITP planning,programming suggestions, and resources for educationalpersonnel, families, and others who work with theseindividuals. The TREDS Project is located at PeabodyCollege of Vanderbilt University under contract with theTennessee State Department of Education, Division ofSpecial Education. It is supported by a Grant from theU.S. Department of Education, Office of Special EducationPrograms, CFDA Grant Number 84:025A.
WWWWWWWWWWVBCensus Update
TREDS staff are currently preparing the annual censusfor individuals between the ages of birth and 21 who have adual sensory impairment. Individuals throughout the stateof Tennessee who have both hearing and visionimpairments should be enrolled on this census. Fundingthat you are cuurently receiving for these individuals willnot be affected by enrolling them on the TREDS census.
Registry information forms along with a letter from JoeFisher (Assistant Commissioner) explaining the deaf-blindcensus were sent out between November and December toall LEA's, State Agency Schools, DMH/MR Programs,Head Start Programs, TEIS Service Coordinators, and TIPSService Coordinators. If you have students in your schoolsystem or agency who have limitations in both hearing andvision, please complete a registry information form andsend it back to TREDS. Even students who are currentlyon the state census will need to have updated registry formscompleted.
During January and February, TREDS staff will becontacting service providers to obtain the necessaryinformation on those students who do not have a complete1995 census form. We thank you in advance for assistingus with this process. When you are contacted, please let usknow if we can be of any assistance to you. Agencies andfamily members who have a child enrolled on the census
38
have the opportunity to request technical assistance fromTREDS staff at any time.
Once we have all of the completed forms, we will beginpreparing the annual census report. This is submitted tothe Federal Government in the middle of March each year.
LIVEVGrant Proposal
TREDS is in the final year of its three year fundingcycle. We have enjoyed having the opportunity to meetmany of you during this time. The current funding willexpire the end of September of this year. The fundingcycle for the next grant is a four year period rather thanthree and would begin on October 1, 1995. We would liketo thank everyone who wrote letters of support for us toinclude in our application packet. We look forward toseeing and working with all of you in the future.
EMOILLIHEIMMUIEDResource Library
Don't forget to check with our Resource Library if youare interested in borrowing materials on a specifictopic. We have an extensive videotape collection aswell as many books and pamphlets. Call our office at(615) 322-8277 or (800) 288-2266 to request a specificitem or a copy of the listing of materials in theResource Library.
PARENTS ENCOURAGINGPARENTS (P.E.P.)
P.E.P. is Tennessee's statewide parent-to-parentsupport network for families whose children have sometype of special need or chronic illness. Families who are inneed ot specific information or are going thsough a difficulttime are matched with a family who has a child with similarneeds or who has been in a comparable situation. To findout more about this program, please call Pat Zappulla at(615) 741-0361.
5 3
COLLABORATIVE CONFERENCETennessee's Third Annual Collaborative Conference
on Young Children with Special Needs and Their Familieswill be held February 8-11, 1995 in Nashville, TN. Theconference will take place at the Sheraton Music City Hotellocated at 777 McGavock Pike. Conference attendance islimited to 750 participants and positions will be filled on afirst-come, first-serve basis.
Concurrent sessions will take place several times a dayand will focus on the following strands: Assessment andCurriculum, Family, Health and Related Issues, andAdministrative/Policy/Service System Issues. Two plenarysessions will also be offered this year. One will focus onthe family, the other on consumers.
On Thursday evening (February 9th) from 6:00 until7:30 p.m. there with be a reception, poster session, andsilent auction. The poster session will feature numerousdisplays including TREDS, D-B Link (the nationalinformation clearinghouse on children who are deaf-blind),and TRACES (Technical Assistance for Children who areDeaf-Blind).
If you are interested in attending, early registration isrecommended. The pre-registration deadline is January 25,1995. For more information contact Doris Mattraw at(615) 741-2851.
Technical Assistance SurveyWe would like to thank each of you who completed the
technical assistance surveys which were sent out to serviceproviders last Fall. We appreciate your cooperation!Information from these surveys will be used to developlocal, regional, and statewide workshopsfinservices basedon the indicated needs. This information will also assist us
when planning individualized consultations.
Perkins Summer InstitutePerkins School for the Blind in cooperation with
Florida State University will be hosting a summer traininginstitute on "Communication for Learners Who Are Deaf-Blind." The training will take place at the Delta OrlandoResort in Orlando, Florida from July 22nd through July27th. Two participants from the state of Tennessee will be
funded to attend this institute. Funding will cover tuition(2 graduate credits), travel, food, and lodging. Proof of abachelor's degree is required for registration. Additionalinformatioii along with an application will be mailed outthe middle of this month. If you are interested in attendingthis institute, please complete the application and return it
to TREDS before March 15th. The applications will thenbe reviewed and two participants will be selected.
Tennessee Cued SpeechFamily Network
Donna Consacro, parent contact, offered and led acourse this past November and December to trainindividuals interested in learning the basics of CuedSpeech. The course consisted of four sessions, each lasting
2 hours. Ms. Consacro intends to repeat this course in theSpring using a similar schedule. If anyone is interested in
learning how to "Cue" or would simply like to haveadditional information about Cued Speech, please contactDonna at (615) 322-8277.
Preschool TransitionMeeting for Davidson
County SchoolsThe Metropolitan Nashville Public Schools are hosting
transition meetings for parents who are interested in
receiving information about Preschool Special Educationservices for children who are 3 and 4 years of age. They
are held the second Wednesday of each month (fromOctober through April) from 10:30 am until 12:00 noon.The meetings take place at Martha Vaught School which islocated at 160 Rural Avenue. If you have any questionsconcerning these meetings, please. call the Preschool Special
Education Office at (615) 353-2075.
Possible Indicators ofHearing or Vision
ImpairmentsChildren often exhibit behaviors which can serve as
possible indicators of vision or hearing difficulties. Serviceproviders and/or family members should observe the child
over :iLme to determine if they are consistently exhibitingseveral of these behaviors. (NOTE: We should becautious not to assume that children have a loss merelybecause they exhibit one or more of these behaviors in
isolated inlances.) After observing and documentingthese indicators, it is then the responsibility of the adult to
refer the child for an evaluation to determine if there is a
loss in either one of these sensory areas.
6 0
Behaviors that may indicate aHEARING impairment
Does the child:fail to react to loud noises?sit very close to the television or turn the volume upexcessively loud on the stereo?talk in a loud voice?seem confused when verbal directions are given innoisy environments such as playgrounds, child carecenters, or school cafeterias?indicate agreement (nods head) when he/she does notunderstand what was said?have difficulty locating the sources of sounds?fail to recognize and respond appropriately to words orcommon home noises (telephone, door knock,television)?understand better when looking directly at the personspeaking?have little or no language as compared to otherchildren?produce speech sounds incorrectly?frequently ask to have things repeated (e.g., "huh" or"what") or follow directions incorrectly?function below potential in school?have behavior problems at home and/or at school?tend to be withdrawn or moody?have frequent earaches, colds, running ears, upperrespiratory infections, or allergies?complain of ringing in the ears or that sound ismuffled?
Behaviors that may indicate aVISION impairment
Does the child:often bump into persons and/or objects?have difficulty walking or crawling smoothly acrossshadows or areas that look different (carpet or tiles)?need to touch or have an object close to his or her faceto identify it?prefer only brightly colored or shiny objects?have difficulty reaching for and grasping objects in acoordinated manner?squint, cover, or close one eye when looking atobjects?have difficulty doing small motor tasks like puzzles?usually turn toward a light source?fail to recognize and respond to familiar faces?have difficulty following moving objects with eyes?lose interest or tire easily when performing close tasks?have eyes that are red, watery, or not clear?frequently rub or poke eyes?tilt head or appear to strain forward while looking at anobject?
61 39
STATEWIDE RESOURCESThe following statewide resources are available to
service providers and families of individuals who havehearing impairments.
THE EAR FOUNDATION AT BAPTIST HOSPITAL2000 Church StreetBox 111, Nashville, TN 37236(615) 329-7809 (Voice/TDD)
LIBRARY SERVICE FOR THE HEARING IMPAIRED700 Second Avenue, South Room 211Nashville, TN 37210(615) 862-5750(800) 342-3262 (Voice/TDD)TTY News Service(615) 880-2600 (local)(800) 342-3264 (state)
MENIERE'S NETWORKThe EAR Foundation2000 Church StreetBox 111Nashville, TN 37236(615) 329-7809 (Voice/TDD)
REHABILITATION SERVICES ADMINISTRATIVEOFFICE400 Deadrick Street, Suite 1100Nashville, TN 37248-6300(615) 741-5644 (Voice/TDD)
TN ASSOCIATION OF THE DEAF/BLIND124 Browns Ferry RoadChattanooga, TN 37419-1705(615) 821-9400 (TDD Only)
TN COMMITTEE ON EMPLOYMENT OF PEOPLE WITIIDISABILITIES400 Deadrick Street, llth FloorNashville, TN 37219(615) 741-2095 (Voice/TDD)
TN COUNCIL FOR THE HEARING IMPAIRED400 Deadrick Street, Suite 1100Nashville, TN 37248-6300(615) 741-5644 (Voice/TDD)
TN CHILDREN'S SPECIAL SERVICES- FAMILYSERVICES10th Floor, TN Tower312 8th Ave N.Nashville, TN 37247-4701(615) 741-7353
TN RELAY CENTER7104 Crossroads Blvd., Suite 101Brentwood, TN 37027(800) 848-0298 (TDD Users)(800) 848-0299 (Voice Users)
TN INFANT PARENT SERVICE (TITS)2725 Island Road Home Blvd.Knoxville, TN 37920(615)579-2456 (Voice/TDD) 24-hour answering machine
TN SCHOOL FOR !HE BLIND115 Stewarts Ferry PikeNashville, TN 37214(615) 885-2451
TN SCHOOL FOR THE DEAF2725 Island Home Blvd.Knoxville, TN 37920(615) 594-6022 (Voice/TDD)
TN SCHOOL FOR THE DEAF100 Berryhill DriveJackson, TN 38301(901) 423-5705
JOHN F. KENNEDY CENTERPROJECT TREDSVANDERBILT UNIVERSITYBOX 328 - PEABODY COLLEGENASHVILLE, TN 37203
**The Focus Flyer on expressive communication enclosedin this newsletter was provided by the Mississippi Servicesfor Individuals who are Deaf-Blind. For more informationcontact Kathleen St.emel or Becky Wilson at:
University of Southern MississippiDepartment of Special EducationSouthern Station, Box 5115Hattiesburg, MS 39406-5115(601) 266-5135(800) 264-5135
TREDS staff are available to offer technical assistancethroughout the state of Tennessee to families or serviceproviders of individuals with combined hearing and visionimpairments.Caren Wayburn - Project CoordinatorLisa Hirtzer - Technical Assistance SpecialistDonna De Stefano - Technical Assistance SpecialistEva Horn - Project DirectorAnne Corn - Project CodirectorJanet Smith Project Secretary
62
NON-PROFIT ORGANIZ ATION
U.S. POSTAGEPAID
NASHVILLE, TN
Permit No. 1466
Number 4April 1994
ississippi Services for Individuals Who Are Deaf-Blind
k(((((Wk 1 I"Focusing on Quality Services to Infants, Children, and Young Adults Who Are Deaf-Blind"
KrOPIC: Ex ressive Communication--Kathleen:Stremel--
WHAT IS EXPRESSIVE COMMUNICATION? Expressive Communication involves sendina a message to anotherperson(s) for the purpose of: (a) making something happen, or (b) stopping something that is happening. Children andyouth who are deaf-blind may communicate with others in many different ways. It is important that parents, siblings, andservice providers be responsive to the communication expressed by the child/student who is deaf-blind, and that theyprovide opportunities for expressive communication to occur.
The purpose of this flyer is to:
o Discuss the reasons or uses of expres3ive communication.
o Discuss the many forms that may be used for expressive communication.
o Discuss the progressive nature of communication development.
o Encourage parents and service providers to be more responsive to their child's current forms of communication.
o Encourage parents and service providers to develop a "Map" of their child's current and future expressive communicationneeds.
Throughout this flyer, the name Lee will be used as an example to represent any infant, child, or young adult who is deaf-blind. Think of Lee as your child or the student in your classroom.
WHY DO CHILDREN/STUDENTS COMMUNICATE? (REASONS TO COMMUNICATE)The primary reason that everyone communicates is to get an outcome. What will happen if parents and service providersdo not expect Lee to communicate, and they do everything for him? Lee may learn that: (a) "I don't need to do a thing andI get fed, dressed, and rocked, and/or (b) "Nothing I do gets me anything or anywhere...so..I'll just stop trying tocommunicate." What are the early reasons for Lee to communicate?
First, Protest or Rejection is used to get another person to stop! Even if Lee doesn't talk, his message may mean:- "Don't touch me!" - "I don't like that!"- "I don't want another bite!" - "Stop doing that!"
Second, Attention is used to get people to attend. Luis messan may mean:- "Mama." - "Hcy, here I am...look at me!"- "Come over here!"
Third, Requesting Continuation is used to get more of an activity or get more of an object. Lee's message may mean:- "I want another bite." - "More bouncirm, please."- "I need more work." - "I want to play ball some morc."
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1 (( (( (((((((.0(0.((((q«.FOC.U.F1,yER.:P.))»))).»»j.j))))))..).))).))))))AiriiSlii
Fourth, Requesting or Making a Choice is used to express wants, needs, and preferences. Lee's message may mean:- "I want chocolate milk." (not more food) - "I'd like a hamburger." (not a drink)
- "I need a break from my work."
Later, other masons to communicate may be needed. These reasons may include:Greetings and Social Comments, such as ''Hi," "Bye" and "Thank you."Offering, such as "Would you like some?" or "Here, have some of mine."Comments, such as "Mine," "This is good," or "The table is dirty."Reply, such as "Okay" or "Later."Remember: The messages, provided as examples-above, maybe expressed in many different ways other than speechor signs.
HOW DO CHILDREN/STUDENTS COMMUNICATE? (WAYS TO COMMUNICATE)
Initially, Lee's mom and dad "read" his cries and movements as having meaning even though Lee did not purposefullycommunicate his needs to anyone. People began to respond to Lee's movements and facial gestures as communication.Then, Lee began to understand that his movements made certain things happen...he was beginning to have some controlover his world. Later, Lee's mom. dad and teacher an together to figure out how Lee could communicate with morepeople and in new ways. The Expressive Communication Map presented below can be used as a guide for three purposes:
8 To determine the ways in which your child is able to communicate with you right now (Current),To determine the way or ways in which your child can be taught to communicate during the next year (IEPObjectives), and
0 To determine the ways that your child might be able to communicate in the future (Visionary Planning).
COMMUNICATIONMAP
. %Cots
Manual Signs
Complex Gestures
Extend Object
vc
Simple GesmresMiniature Objects
NomSpeechSymbols
ianipulate Person
Current (yellow)1- Year Plan (red)Future (blue)
Touch ObjectPointing
ElectronicSystems
Two SwitchCommunication
Other TactualSymbols
As you look at the map you will notice that, initially, the "ways" to communicate are simple and concrete. As you moveacross the map you will see that the ways to communicate become more difficult. Lee is able to use a number of differentways to communicate the same message. When Lee does this, he is showing more "purposeful" communication behavior.
6 4-2- BEST COPY AVAILABLE
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April 1994
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Service providers and parents should discuss:o How many different ways the student is communicating currently,o The new ways that could be taught during the year, ando Possible ways that may be taught in the next five years.
You may use the color-coding that is shown, or you may make up your own. Parents should be given a copy and a copyshould be placed with the child's records. Too often, the child's communication system is not planned or maintainedduring periods of transition. When that occurs, valuable time may be wasted by: (a) changing the child's program whenthe current one is working, (b) trying things that didn't work in the past, or (c) teaching something that the child alreadyImows. The explanations and examples of the different forms or ways in which your child may communicate are listedbelow.
EXPRESSIVE COMMUNICATION FORMS (WAYS TO COMMUNICATE)
EXPLANATION
Facial Expressions - These early forms may not be purposeful communication,but simply reactions. Lee's reactions may indicate pleasure or displeasure.
Vocalizations - Early vocalizations may indicate pleasure or discomfort/distress. Parents may notice that when Lee is uncomfortable or not pleased,his vocalizations are louder, longer, and have different inflections than when heis happy.
Body Movement - Lee may use large body movements or more specific bodymovements to express his wants. Initially this may be used as a protest orto request more. At this point, Lee is demonstrating that he anticipates that anactivity will continue. Purposeful communication will occur only if otherpeople are responsive to Lee's specific movements.
Switch Activation (physical control) - Early assistive technology may includea switch that is connected to a tape recorder (for music), a fan, a vibrationpillow, or lights. This is not a communication response, but this may beteaching Lee cause-and-effect. Hopefully, he will learn that if he makes acertain movement, he can have some control over his physical environment.
Switch Activation (social control) - If Lee is not able to get other people'sattention by vocalizations, by physical touch, or going to them, he should betaught other ways of calling or getting people's attention. A switch may behooked up to a tape recorder that has a loop tape with a recorded message,"Come here, please." A simple buzzer may also serve as a calling device toget people's attention.
Touch Person - Lee will need to learn that things in his environment don'tjust happen. Other people can control outcomes if he communicates to them.If Lee has the motor ability to touch another person to communicate, this isimportant to teach. In order to show that Lee has purposeful communication,he must look, turn to, or touch another person to purposefully communicate tothat person. This can be done by eye gaze (if Lee has enough vision to do this).It can be done by moving one's body toward the other person or it can be doneby touching the other person. Initially, Lee may only touch you if you placeyour hand 1/2 to 1 inch from his hand. Then, you can begin to move yournand away so that hc has to extend his hand farther to touch you.
-3-6
EXAMPLES
Opens mouth for more.Turns head away.Smiles or grimaces.
Cries to indicate discomfort.Makes soft "u" sound when rocked.Makes loud "a" sound when musicgoes off.Makes gentle "wee" sound whenswinging.
Moves body when person startsrocking him and stops.Moves body back when person startsgiving a back nib and stops.Turns head away from disliked food.
Touches Big Yellow plate switch(AbleNet) to turn on fan.Touches vibration pillow (Toys forSpecial Children).Pulls strings on Pull Switch(AbleNet) to turn on bright lights.
Activates a buzzing device in a jobplacement to indicate, "Need help"or "Need more work."Presses a switch with a red satinheart that is connected to a taperecorder that says, "Give me a hug."
Touches Mom's hand to get anotherbite.Touches Dad's arm to get moretickling.Pushes brother's fax': away to indi-cate, "Leave me alone."
Number 4 A ril 1994
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Manipulate Person, - Once Lee can touch a person, he may begin to take thepersons hand and move it toward him or toward an object that he wants. Wecan help make this happen if we don't move our hands immediately when hetouches us. In this way, Lee will have to work a little bit harder to make some-thing happen (outcome).
Touch Object - We also want Lee to touch one (out of two or more) objects torequest a choice. At first, do not provide him with two "good" choices. Usean object he dislikes (a cool washcloth) and one he likes (oatmeal withcinnamon). This gives Lee a reason to touch one object and not the other.Later, you can use two items, which he likes, to allow him to make choices.Lee may turn his cheek to.touch.the.objecti.f.he does.not have use afhis amis.or hands. He may move his hand only an inch to touch the chosen object. Aphysical or occupational therapist may help determine the best motor move-ment.
Extend Objects Lee will be able to extend objects only if he has the motorability. All.childrenwill not have this ability, and all objects can not beextended. At first, Lee may extend the object only a short distance. Gradu-ally, he will learn to extend the object farther. At first, Lee may extendobjects to you to get something in return (Remember...outcomes).
Pulls Mom's hand (with the spoon)to his mouth.Pulls Dad's arm to his tummy formore tickling.Pushes peer's hand to open lockerin the high school.
Touches warm applesauce.Touches keys (to go riding) versuspaper towel.Touches waistband to indicate."Go to bathroom."
Simple Gestures - Simple gestures should be taught before manual signs (if Leehas the motor ability). You and I use gestures to communicate every day. Leewill still use simple gestures even though he may learn other complex ways tocommunicate.
Pointing - Children without disabilities begin to point to people and objectsbefore they learn to say their first words. Often, their first words may bepaired with pointing. We all point on occasion to communicate something tosomebody (especially in quiet places, like church). Of course, Lee's ability topoint will depend on how well he is able to see and how well he can use hisfine motor skills. Many children who are deaf-blind will not be able to usepointing as a way to communicate. This form will have to be omitted.However, if Lee has enough vision to see large objects or large pictures andhas good motor skills, we want to teach him to point as a way to communicate.
TwofThree Choice Communication Systems - Once Lee is able to make achoice from two objects, we want to increase the number of choices-. He maydo this by pushing a switch on a Three-Choice-Light/Buzzer device (Toys forSpecial Children) to express his choice of the three items or he may push oneof several switches that activate different messages on a tape recorder. If Leeis not able to make simple choices with objects, a more expensive communi-cation system will probably not work either. Remember, no system is magic.
Complex Gestures - Once Lee is able to use a few simple gestures, then moregestures may be taught. Think of gestures that we may use instead of talking.
6 0
-4-
Extends cup to get more milk.Extends money holder for you toput in his "wages."Extends bowl for more popcorn.Extends lunch ticket to manaeerin cafeteria.
Waves "Hi"/"Bye."Gestures "Mine."Gestures "Eat."Gestures "Finished."
Points to a light to get person tolook.Points to Daddy when he getshome from work.Points to door to go outside.Points to clock/watch with largenumbers to indicate, "Time to goto work."
Uses eye gaze to look at one offour objects velcroed to a plexi-glass form.Touches one of three switches toget desired item at lunch.Activates one of two switches tocommunicate where he wants togo (miniature objects may bevelcroed to the switch; once Leelearns that these may representreal objects or activities).
Gestures "Want."Gestures "Put in here."Shrugs shoulders to indicate, "I
don't know."Gestures "Come."Shakes head "No" and "Yes."
Number 4 April 1994
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Miniature Objects - Lee has learned to associate object cues with people andactivities in his receptive communication program (see Focus Flyer #3). Heis now able to use small objects that are associated with an activity as a wayto express his wants and needs. Now he can communicate about more thingsin his environment.
Hands handle bar grip to P. E.teacher to request exercise bike.Presses button on a Touch Talker(Prentke Romich) that has smallobjects glued to each of the buttons.Extends one of five small objects(velcroed on a wheelchair tray) to theteacher to indicate where he wants togo.
Pictures and Line Drawings - Lee may have enough vision (when he wearshis glasses) to see picture symbols (black drawings/Mayer-Johnson) eventhough he can't identify photographs:- Line drawings-are less expensive tharrminiature objects and take less time to find. If Lee can see and understandthese, we can use these as we increase his vocabulary. Lee's vocabulary canbe gradually increased.
Symbolic Communication - Manual signs, written words, systems withbraille, and speech words are tnie symbols. They are abstract systems.Lee must understand that there is a 1 to 1 relationship between the symboland the object/person/activity. The symbol being used "stands for"or "refers to" the real thing. This is a very difficult task for some children.If Lee has the cognitive abilities, he may be able to use an electronic systemwith speech output. His symbol system may be large keyboard letters or abrailled keyboard, depending on his vision, motor and coznitive skills.
Selects picture of swing to indicate,"I want to swing."Presses a 3-Choice Switch with apicture of a bucket indicating, "Needbucket to clean table in cafeteria."Points to a line drawing of a redsquare to indicate, "Put me on thered mat."
HOW DO WE DETERMINE THE MOST EFFECTIVE & EFFICIENT EXPRESSIVECOMMUNICATION SYSTEM? (MAKING DECISIONS AS A TEAM)
Parents and service providers need to consider the child's/studenCs vision, hearine, motor, and cognitive skills. They mustalso consider his age and with whom he will be communicating.. It. is important to remember that communicationdevelopment is progressive... (a) from easy to hard, (b) from limited ways to many ways, (c) from fcw wants and needs tomany, (d) from a few reasons to many reasons, and (e) with few people to many people.
Consider the hearing and vision abilities and disabilities of the child.
Determine your child's strongest sensory mode when making decisions about possible systems.
When was the onset of the vision or hearing loss?Does your child have the ability to hear (with hearing aids) and imitate some sounds?Can your child see shadows or color?Does your child see objects well enough to reach out for them?
Consider the motor abilities and disabilities of the child.
Is your child ambulatory?Does he have full range of motion of his arms and hands or is movement limited?If he can't move his arms and legs. can hc move his face from side to side?Can he grasp objects?
Number 4 A u;11221,
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Continued from page 5
References:
Does he have the motor ability to extend his arm or point?Does he have a tray on his wheelchair to attach objects, switchs, or electronic devices?
Consider the cognitive abilities and disabilities of the child.
Does your child seem to learn thinas quickly?Does he indicate that he knows where he is going and what is about to happen?Is he motivated to do things?Does your child try things again and again when he is learning new things?Does he smile when he has accomplished a task?
Your child will not have to learn each form or way that was presented above. You will need to considerhis vision, hearing, motor, and coznitive abilities and disabilities in order to: (a) strengthen currentcommunication, (b) develop new wa.).; to communicate, and (c) plan for more efficient ways for yourchild to communicate in the future.
Remember... Very few children and students who are deaf-blind will learn to communicate from theirenvironment without ACINE TEACHING Everyone must be responsive, consistent, and providemany different opportunities for the child to communicate. The next flyer will discuss how we can usecaregiving routines and functional activities to increase both receptive and expressive communication.Strategies for teaching communication will also be discussed.
Rowland, C. & Schweigert, P. (1989). Tangible symbol systems for indivicitialsaiithirmithemorydrapilrme_na. Tucson: Communication SkillBuilders.
Rowland. C. & Strernel-Campbell, K. (1987). Share and share alike: Conventional gestures through emergent language. In D. Guess, L. Goetz &K. Stremel-Campbell (Eds.), hmovati ie program design for individuals with dual sensory impairments (pp. 45-75). Baltimore: Paul H.Brookes.
Stremel. K. & Schutz, R. (in press). Functional communication in Integrated settings for students who are deaf-blind. In N. G. Haring &L. T.
Rorner (Eds.), Including students with deaf-blindness in typical educational settings. Baltimore: Paul H. Brookes.
Resources:
AbleNet, Inc. 1081 Tenth Avenue, S. E., Minneapolis, MN 35414-1312; 800-322-0956.
Hope Catalog (1994). Hope Inc. 809 North 800 East, Logan, UT 84321; 801-757-9533.
Mayer-Johnson Company Non-Speech Communication Products (1993). P. 0. Box 1579. Solana Beach, CA 92075; 619-481-2489.
Prentke Romich, 1022 Heyl Road, Wooster Heights, OH 44691.
Toys for Special Children, Steve Kanor. 385 \Varburton Avenue, Hastings-on-Hudson, NY 10706; 914-478-9060.
68-6-
TREDSResource Library
70 JES1 WHY AVAILABLE
1
INDEX
ASSESSMENT
Title
Assessment of Auditory Functioning of Deaf-Blind Multihandicapped Children 098B
Augmentative & Alternative Communication Systems for Persons with Moderate and Severe Disabilities 09913
Children Move to Learn: A Guide to Planning Gross Motor Activities loss
Choosing Options & Accommodations for Children (COACH): A Guide to Planning Inclusive Education 107B
Community-Based Curriculum 110B
Curriculum Considerations in Inclusive Classrooms: Facilitating Learning for All Students 114B
Developing IFSPs: A Family Focused Approach 1188
Educating All Students in the Mainstream of Regular Education 125B
Educating Children with Multiple Disabilities 124B
Education of Children with Disabilities from Birth to Three: A Handbook for Parents, Teachers and OtherCare Providers
126B
Functional Curriculum Programming for Students with Multiple Disabilities 133B
Inclusive Instructional Design: Facilitating Informed and Active Learning for Individual: Who Are Deaf-Blind in Inclusive Schools
137B
Innovative Program Design for Individuals with Dual Sensory Impairments 142B
The Insite Developmental Checklist 143B
Preschool Orientation and Mobility Screening 230B
Program Guidelines for Individuals Who Are Deaf-Blind 194B
Psychoeducational Assessment of Students Who Are Visually Impaired or Blind 195B
Quality Early Intervention: Linking Research and P-actices 196B
Resources for Family Centered Intervention for Infants, Toddlers and Preschoolers Who Are VisuallyImpair-A, Vol. 1
198B
Screening and Assessment: Guidelines for Identifying Young Disabled and Developmentally VulnerableChildren and Their Families
203B
..Sensory Assessment Manual 204B
Support Network for Inclusive Schooling: Interdependent Integrated Education 210B
Transdisciplinary Training, Assessment and Consultation Model 218B
72
2
ASSISTIVE TECHNOLOGY
ree Code Age
Adam's Chair: Life in a Power Wheelchair 08913
Adapt-a-Strategy Booklet Series for Parents and Teachers of Infant/Young Children with MultipleD isabilities:Positioning and Handling
09013
Assistive Technology: We Can Do It 004V
Char Inserts for Preschoolers 2258
Computer Applications Presentation 018V
Engineering the Preschool Environment for Interactive Symbolic Communication 18 Months to 5 YearsDevelopmentally
12913
Fun Machines for the Physically Impaired 032V
Growing Up Capable 039V
Hal-Hen Company, Inc. Catalog 228B
Helping Your Child Learn Choices, Helping Your Child Learn Adaptation' Helping Your Child Learn Self-
Control
Special Education Technology: Classroom Applications
Tecknology in the Classroom: Communication
Tehnology in the Classroom: Education
Technology in the Classroom: Listening and Hearing
Technology in the Classroom: Positioning, Access and Mobility 2178
Technology Resources for Students with Deaf-Blindness and Severe Disabilities 213B
Tri-Wall PaUem Portfolio 2198
BEHAVIOR
Title Code Age
Ain't Misbehavin' 003V
First Steps: A Handbook for Teaching Young Children who are Visually Impaired 1328
An Introsluction to Behavior Management in Early Childhood Special Education 1488
It Resource Manual for Understandmg & Interacting with Infants, Toddlers and Preschool Aged Children
with Deaf-Blindness
1978
Ryan: A Mother's Story of Her Hyperactive/Tourette Syndrome Child 201B
7 3
BEHAVIOR
Title Code Age
Steps to Independence: A Skills Training Guide for Parents and Teachers of Children with Special Needs 2088
Support Network for Inclusive Schooling: Interdependent integrated Education 210B
Usc of Aversive Procedures with Persons wlv. are Disabled: An Historic Review and Critical Analysis 221B
BIBLIOGRAPHY
Title Code Age
Annotated Resource Guide to Early Intervention Training Material 097S
Augmentative Communication (Chapter from Perkins Activity and Resource Guide) 226B
Bibliography of Print Resources 1018
New England Center for Deaf-Blind Services Resource Library 1613
Normal Development of Functional Motor Skills 227B
Semi-Annual Accessions List January-June 1994 202B
Supporting Families and Their Prematurely Born Babies: Guide for Training Care Providers and SourceBook
2118
COMMUNICATION
Title Code Age
Activity Descriptions: Activity-Based ...angn-,,e Training 094B
Adapt-a-Strategy Booklet Series for Parents and Teachers of Infant/Young Children with MultipleDisabilities: Expressive Communication
091B
Adapt-a-Strategy Booklet Series for Parents and Teachers oi Infant/Young Children with MultipleDisabilities: Receptive Communication
092B
Adapt-a-Strategy Booklet Series for Parents and Teachers of Infant/Young Children with MultipleDisabilities: Interaction and Play
093B
Assistive Technology: We Can Do It 004V
Auditory and Speech Training Curriculum Guide 005B
Augmentative & Alternative Communication Systems for Persons with Moderate and Severe Disabilities 099B
Augmentative Communication (Chapter from Perkins Activity and Resource Guide) 2268
74
1
4
COMMUNICATION
Title Code Age
Augmentative Communication for Children with Deaf-Blindness: Guidelines for Decision Making 100B
Bringing Out the Best 006V
Can't Wait to Communicate 102B
Choices in Deafness: A Parent's Guide 106B
Communication with Preverbal Infants and Young Children 016V
Cued Speech: Another Option 112B
Cued Speech Instruction Video Set 019V
Enhancing Communication and Language with Milieu Teaching 024V
Enhancing Interactions Between Service Providers and Individuals who are Severely Multiply Disabled 127B
Enhancing Nonsymbolic Communication Interaction Among Learners with Severe Disabilities 128B
Engineering the Preschool Environment for Interactive Symbolic communication 18 Months to 5 YearsDevelopmentally
129B
Every Move Counts - Sensory-Based Communication Techniques 025V
Facilitated Communication Workshop Part One 026V
Facilitated Communication Workshop Part Two 027V
Facilitative Communication with Barbara Retenback 028V
First Steps: A Handbook for Teaching Young Children who are Visually Impaired 132B
Getting in Touch 034V
Going to School with Facilitated Communication 038V ____
I'm not Autistic on the Typewriter 044V
Independence Without Sight or Sound: Suggestions for Practitioners Working with Deaf-Blind Adults 138B
Innovative Program Design for Individuals with Dual Sensory Impairments 142B
The Insite Model 144B
Interpreting and Transliterating for Persons who are Deaf-Blind 146B
Mini-Grants and Volunteers: Developing Support for Augmentative Communication Programa 158B
On the Way to Literacy: Early Experiences for Visually Impaired Children 162B
PACT: Partners in Augmentative Communication Training 1755
A Resource Manual for Understanding & Interacting with Infants, Toddlers and Preschool Aged Childrenwith Deaf-Blindness
197B
Resources for Family Centered Intervention for Infants, Toddlers and Preschoolers Who Are VisuallyImpaired, Vol. 1
198B
1
5
COMMUNICATION
Title
....0Code Age
Signs of Success: A Progressive Sign Language Manual for DeaffBlind and the Multihandicapped 205B
SKI5HI Coactive Sign System 066V
SKI5HI Interactive Series 067V
SICI5HI Introduction to the Tactile Communication Series 068V
SKItHI Signal Series 069V
Smalltalk - Tape 1-Introduction to Smalltalk 070V
Smalltalk - Tape 2-Conversations Throughout the Day 37IV
Smalltalk - Tape 3-Ways to Create Conversations 072V
Smalltalk - Tape 4-Helping Young Children Learn to Take Turns 073V
Smalltalk - Tape 5-Designing the Environment for Conversation 074V
Smallta lk - Tape 6-Helping Children Take Turns with Each Other 075V
Tangible Symbol Systems: Symbolic Communication for Individuals with Multisensory Impairments 079V
Technology in the Classroom: Communication 2I4B
Videotape of All Five Programs from SKI51-1I Institute 081V
Within Reach: Getting to Know People Who Are Deaf-Blind 086V
You & Me: A Five Part Video Series about Educating Children who are Deaf-Blind 088V
CONFERENCE PROCEEDINGS
Title
EC-SPEED Model Program Conference: Summary of Conference Proceedings 123B
Proceedings for the National Symposium on Children and Youth Who are Deaf-Blind 193B
CURRICULUM
Title
Access for All: Integrating Deaf, Hard of Hearing and Hearing Preschoolers 224V
Activity-Based Intervention 001V
Activity Descriptions: Activity-Based Language Training 094B ---.
1
1
6
CURRICULUM
'fitle
Auditory and Speech Training Curriculum Guide 005B
Augmentative & Alternative Communication Systems for Persons with Moderate and Severe Disabilities 0998
Augmentative Communication for Children with Deaf-Blindness: Guidelines for decision Making 1008
Bringing Out the Best 006V
Can Do Series: Becoming a Can Do Kid 007V
Can Do Series: Going Places 008V
Can Do Series: Making Friends 009V
Can Do Series: Learning About the World 010V
Can Do Series: Seeing Things in a New Way 011V
Can't Wait to Communicate: FP?n Activities that Shape Nonverbal Communication 102B
Choosing Options & Accommodations for Children (COACH): A Guide to Planning Inclusive Education 107B
Collaborative Teams: For Students with Severe Disabilities Integrating Therapy and Educational Services 108B
Community-Based Curriculum: Instructional Strategies for Students with Severe Handicaps 1100
Community-Based Instruction for Children with Sevete Disabilities 01W
Curriculum Adaptations for the Deaf-Blind: The Selsorimotor Period 1138
Curriculum Considerations in Inclusive Classroom: Facilitating Learning for All Students 1140
A Curriculum for All Young Children: The EC-SPEED Curriculum Guide 115B
Early Childhood at Its Best 021V
Educating All Students in the Mainstream of Regular Education 125B
Educating Children with Multiple Disabilities 124B
Educating Peter 022V
Education of Children with Disabilities from Birth to Three: A Handbook for Parents, Teachers and OtherCare Providers
1260
Enhancing Communication and Language with Milieu Teaching 024V
Every Move Counts - Sensory-Based Communication Techniques 025V
First Steps: A Handbook for Teaching young children who are Visually Impaired 132B
Fun Machines for the Physically Impaired 032V
Functional Curriculum Programming for Students with Multiple Disabilities 133B
Growing up Capable 039V
77
7
CURRICULUM
Title Code
-
Age
Inclusive Instructional Design: Facilitating Informed and Active Learning for Individuals who Are Deaf-blind in Inclusive Schools
137B
Innovative Program Design for Individuals with Dual Sensory Impairments 142B
The Insite Model t 144B
Kids Are Kids: An Activities Based Curriculum Guide 046V
Kids Are Kids: An Activities Based Cr.:rriculum Guide 151B
Medically Fragile Infants and Toddlers: An Interdisciplinary Training Curriculum 157B
Movement Analysis and Curriculum for Visually Impaired Preschoolers 158B
Orientation and Mobility for Preschoolers 058V
Positioning for Infants & Young Children with Motor Problems 061V
Program Guidelines for Individuals Who Are Deaf-Blind 194B
Promoting Motor Development 062V
Quality Early Intervention: Linking Research and Practices 196B
A Resource Manual for Understanding & Interacting with Infants, Toddlers and Preschool Aged Childrenwith Deaf-Blindness
197B
Resources for Family Centered Intervention for Infants, Toddlers and Preschoolers Who Are VisuallyImpaired, Vol. 1
198B
Resources for Family Centered Intervention for Infants, Toddlers and Preschoolers Who Are VisuallyImpaired, Vol. 2
199B
SMALLTALK - Tape 1 - Introduction to Smalltalk 070V
SMALLTALK - Tape 2 - Conversations Throughout the Day. 071V
SMALLTALK - Tape 3 - Ways to Create Conversation 072V
SMALLTALK - Tape 4 - Helping Young Children Learn to Take Turns 073V
SMALLTALK - Tape 5 - Designing the Environment for Conversation 074V
SMALLTALK - Tape 6 - Helping Children Take Turns with Each Other 075V
Steps to Independence: A Skills Training G Ade for Parents and Teachers of Children with Special Needs 208B
Support Network for Inclusive Schooling: Interdependent Integrated Education 210B
Technology in the Classroom: Communication 214B
Technology in the Classroom: Education 215B
Technology in the Classroom: Listening and Hearing
Technology in the Classroom: Positioning, Access, and Mobility 217B
7
8
CURRICULUM
Title Code Age
The Way to Go 084V
You & Me: A Five Part Video Series about Educating Children who are Deaf-Blind 088V
DIRECTORIES
Title Code Age
Catalog of Community Services for Children 103B
Choices in Deafness: A Parent's Guide 106B
Directory of Agencies and Organizations Serving Individuals who are Deaf-Blind 119B
Directory of Community Services 120B
Information about Usher Syndrome 139B
Information about RP and Allied Retinal Degenerative Diseases 140B
The Inheritance of RP and Allied Retinal Degenerative Diseases 141B
DUAL SENSORY IMPAIRMENTS
Title 0 de Age
Ain't Misbehavin' 003V
Assessment of Auditory Functioning of Deaf-Blind Multihandicapped Children 098B
Augmentative Communication for Children with Deaf-Blindness: Guidelines for Decision Making 100B
CHARGE Syndrome: A Booklet for Families 104B
Curriculum Adaptations for the Deaf-Blind: The Sensorimotor Period 113B
Directory of Agencies and Organizations Serving Individuals who are Deaf-Blind 119B
Etiologies and Characteristics of Deaf-Blindness 130B
I Work with a Guy Who is Deaf-Blind 043V
Inclusive Instructional Design: Facilitating Informed and Active Learning for Individuals Who are Deaf-Blind in Inclusive Schools
137B
Independence Without Sight and Sound: Suggestions for Practitioners Working with Deaf-Blind Adults 138B
Information about Usher Syndrome 139B
7)
9
DUAL SENSORY IMPAIRMENTS
Title Code Age
Innovative Program Design for Individuals with Dual Sensory Impairments 142V
Interagency Collaboration for Young Adults with Deaf-Blindness: Toward a Common Transition Goal 145B
Interpreting and Transliterating for Persons who are Deaf-Blind 146B
A Life of Leisure: Leisure Options for Persons with dual Sensory or Multiple Impairments 1528
One Step at a Time: A Manual for Families of Children with Deaf-Blindness 173B
New England Center for Deaf-Blind Services Resource Library 1618
Now is the Time: Integrated Work for Persons with DSI 057V
Proceedings for the National Symposium on Children and Youth who are Deaf-Blind 193B
Program Guidelines for Individuals Who Are Deaf-Blind 194B
A Resource Manual for Understanding & Interacting with Infants, Toddlers and Preschool Aged Children
with Deaf-Blindness
197B
Sensory Assessment Manual 2048
Signs of Success: A Progressive Sign Language Manual for Deaf/Blind and the Multihandicapped 2058
Supporting Young Adults Who Are Deaf-Blind in Their Communities: A Transition Planning Guide for
Service Providers, Families and Friends
212B
Tangible Symbol Systems: Symbolic communication for Individuals with Multisensory Impairments 079V
Technology Resources for Students with Deaf-Blindness and Severe Disabilities 2138
Transition Services for Youths Who Are Deaf-Blind: A Test Practices" Guide for Educators 231B
Welcoming Students Who Are Deaf-Blind Into Typical Classrooms 229B
Within Reach: Getting to Know People who arc Deaf-Blind 086V
You & Me: A five Part Video Series about Educating Children who are Deaf-Blind 088V
EMPLOYMENT
Title
Administrative and Implementation Guidelines for School Community-Based Vocational Instruction Based on
the Fair Labor Standards Act
0958
Deaf Students and the School-to-Work Transition 117B
Employability: Integrating People with Developmental Disabilities into Workplace 023V
I Work with a Guy Who is Deaf-Blind 043V
IIII
I
I
I
I
I
I
I
I
I
I
I
III
10
EMPLOYMENT
Title Code Age
A New Way of Thinking 053V
Now is the Time: Integrated Work for Persons with Dual Sensory Impairments 057V
People with Physical and Multiple Disabilities Support Employment Demonstration 060V
Regular Lives 063V
EVALUATION OF PROGRAMS AND SERVICES
Title Code Age
An Assessment Instrument for Families: Evaluating Community-Based Residential Program for Individualswith Deaf-Blindness
096B
A Continuation of Integration in Early Childhood Special Education: Setting Up Cooperative Programs inCommunity Nursery School Setting
111B
EC-SPEED Early Childhood Special Education Program Design and Evaluation Guide 122B
A National Survey of the Needs of Children and Adults with Mental Retardation 052V
An Introduction to Program Evaluation in Early Childhood Special Education 150B
SKI*HI Home-Based Programming for Children with Hearing Impairments: Demographics, ChildIdentification, and Program Effectiveness
2068
Strategies for Early Intervention Program from Planning to Service Delivery 209B
FAMILIES
Title
Adam's Chair: Life in a Power Wheelchair 0898
Adapt-a-Strategy Booklet Series for Parents and Teachers of Infant/Young Children with MultipleDisabilities: Positioning and Handling
090B
Adapt-a-Strategy Booklet Series for Parents and Teachers of Infant/Young Children with MultipleDisabilities: Expressive Communication
0913
Adapt-a-Strategy Booklet Series for Parents and Teachers of Infant/Young Children with MultipleDisabilities: Receptive Communication
092B
Adapt-a-Strategy Booklet Series for Parents and Teachers of Infant/Young Children with MultipleDisabilitiei: Interaction and Play
093B
8 1
11
FAMILIES
ritle Code Age
An Assessment Instrument for families: Evaluating Community-Based Residential Program for Individualswith Deaf-Blindness
096B
Augmentative Communication (Chapter from Perkins Activity and Resource Guide) 2263
Can Do Series: Becom:ng a Can Do Kid 007V
Can Do Series- Going Places 008V
Can Do Series: Making Friends 009V
Can Do Series: Learning About the World 010V
Can Do Series: Seeing Things in a New Way 011V
Can I Play Too? Parent Version 014V
CHARGE Syndrome: A Booklet for Families 104B
Choices in Deafness: A Parent's Guide 1063
Choosing Options & Accommodations for Children (COACH): A Guide to Planning Inclusive Education 107B
A Circle of Inclusion 015V
Collaborative Teams: for Students with Severe Disabilities Integrating Therapy and Educational Services 108B
Cued Speech: Another Option 1128
A Curriculum for All Young Children: The EC-SPEED Curriculum Guide 1158
Deaf Students and the School-to-Work Transition 1178
Developing IFSPs: A Family Focused Approach 118B
Early Intervention For Young children and Their Families Affected by Maternal Substance Abuse 121B
Educating All Students in the Mainstream of Regular Education 125B
Education of Children with Disabilities from Birth to Three: A Handbook for Parents, Teachers and OtherCare Providers
126B
Etiologies and Characteristics of Deaf-Blindness 130B
Familiea on the Move 029V
Family Focused Interview 030V
Feeding Baby 1318
First Steps: A Handbook for Teaching Young children who art Visuelly Impaired
,132B
A Guide for Planning the Psychological Needs of the Young Hospitalized Child 1348
Helping Your Child Learn Choices, Helping Your Child Learn Adaptations, Helping Your Child Learn Self-Control
040V
IFSP Handbook - Louisiana 136B
1
12
FAMILIES
Title Code Age
The Insite Model 144B
Into Our Lives 14713
An Introduction to Cultural Sensitivity: Working with Puerto Rican Families in Early Childhood SpecialEducation
149B
Learning Together: A Parent Guide to Socially-Based Routines for Visually Impaired Infants 153B
The Medically Complex Child - The Transition to Home Care 155B
The Medically Fragile Child 156B
Medically Fragile Infants and Toddlers: An Interdisciplinary Training Curriculum 157B
A National Survey of the Needs of Children and Adults with Mental Retardation 052V
A New Way of Thinking 053V
One Step at a Time: A Manual for Families of Children with Deaf-Blindness 173B
Parents as Partners in Early Intervention 177B-188B
Parenting Preschoolers: Suggestions for raising Young Blind and Visually Impaired Children 176B
Parents & Professionals, Partners in Co-Service Coordination 059V
Playing with your Child: Master'', Motivation, and Learning 191B
Positioning for Play: Home Activities for Parents of Young Children 192B
Quality Early Intervention: Linking Research and Practices 1968
Regular Lives 063V
Resources for Family Centered Intervention for Infants, Toddlers and Preschoolers Who Are VisuallyImpaired, Vol. 1
198B
Resources for Family Centered Intervention for Infants, Toddlers and Preschoolers Who Are VisuallyImpaired, Vol. 2
199B
Respecting Family Needs in the IFSP Planning Process 064V
The Road to Freedom: A Parent's Guide to Prepare the Blind Child to Travel Independently 20013
Ryan: A Mother's Story of Her Hyperactiverl'ourette Syndrome Child 201B
Screening and Assessment: Guidelines for Identifying Young Disabled and Developmentally VulnerableChildren and Their Families
203B
SKI5HI Home-Based Programming for Children with Hearing Impairments Demographics, ChildIdentification and Program Effectiveness
206B
Steps to Independence: A Skills Training Guide for Parents and Teachers of Children with Special Needs 208B
Suppoiting Families and Their Prematurely Born Babies 078V
83
13
FAMILIES
'rale_
Supporting Families and Their Prematurely Born Babies: Guide for Training Care Providers and SourceBook
211B
Supporting Young Adults Who Art Deaf-Blind in Their Communities: A Transition Planning Guide krService Providers, Families and Friends
212B
Support Network for Inclusive Schooling: Interdependent Integrated Education 2108
They Don't Come with Manuals 080V
The Way to Go 084V
Within Reach: Getting to Know People Who Are Deaf-Blind 086V
Working with Families 087V
Working with Families of Young Children with Special Health Care Needs 223B
You & Me: A Five Part Video Series about Educating children who are Deaf-Blind 088V
HEALTH AND RELATED ISSUES
Title
Early Intervention For young Children and Their Families Affected by Maternal Substance Abuse 121B
Etiologies and Characteristics of Deaf-Blindness 130B
Feeding Baby 1313
Feeding Infants and Young Children with Special Needs 031V
A Guide for Planning the Psychological Needs of the Young Hospitalized Child 1343
A f_luide to Conditions Which Place Children at Developmental Risk 135B
Home Gastronomy Care for Infants and Young Children 041V
Home Tracheostomy Care for Infants and Young Children 042V
The Medically Complex Child - The Transition to Home Care 1553
The Medically Fragile Child 156B
Medically Fragile Infants and Toddlers: An Interdisciplinary Training Curriculum 157B
Promoting Motor Development 062V
A Resource Manual for Understanding & Interacting with Infants, Toddlers and Preschool Aged Childrenwith Deaf-Blindness
197B
Resources for Family Centeeed Intervention for Infants, Toddler* and Preschoolers Who Are VisuallyImpaired, Vol. 2
199B
14
HEALTH AND RELATED ISSUES
Title Code lAge
Sensory Integration Therapy 065V
Steps to Independence: A Skills Training Guide for Parents and Teachers of Children with Special Needs 208B
Supporting Families and Their Prematurely Born Babies: Guide for Training Care Providers and SourceBook
2118
They Don't come with ManualsI
080V
Working Willi Families of Young Children with Special Health Care Needs 223B
HEARING
Title Code Age
Access for All: Integrating Deaf, Hard of Hearing and Hearing Preschoolers 224V
Assessment of Auditory Functioning of Deag-Blind Multihandicapped Children 098B
Assitive Technology: We Can Do It 004V
Choices in Deafness: A Parent's Guide 1068
Cued Speech: Another Option 1128
Cued Speech Instruction Video Set 019V
Curriculum Adaptations for the Deaf-Blind: The Sensorimotor Period 1138
Deaf and Hard of Hearing Students Education Service Guidelines 2328
The Deaf Mentally Retarded 1168
Deaf Students and the School-to-Work Transition
.---
Helping Your Child Learn Choices, Helping Your Child Learn Adaptations, Helping Your Child Learn Self-Control
040V
Independence Without Sight or Sound: Suggestions for Practitioners Working with Deaf-Blind Adults 1388
Information about Usher Syndrome 1398
The Insite Model 144B
The Nonhearmg World - Understanding Hearing Loss 054V
Program Guidelines for Individuals Who Are Deaf-Blind 194B
A Resource Manual for Understanding & Interacting with Infants, Toddlers and Preschool Aged Childrenwith Deaf-Blindness
197B
Seidory Assessment Manual 204B
85
1 15
HEARING
Title Code Age
SKI5HI Home-Based Programming for Children with Hearing Impairments: Demographics, ChildIdentification, and Program Effectiveness
206B
Technology in the Classroom: Listening and Hearing 216B
Videotape of all Five Programs from SKI5HI Institute 081V
When the Mind Hears: A Synopsis in ASL 2228
When the Mind Hears: A Synopsis in ASL 085V
INCLUSION
Title Code Age
Access for All. Integrating Deaf, Hazd of Hearing and Hearing Preschoolers 224V
A Circle of Inclusion 015V
Administrative and Implementation Guidelines for School and Community-Based Vocational Instruction Basedon the Fair Labor Standards Act
0958
Administrator's View of Inclusion 002V,
Can I Play Too? Overview 012V
Can I Play Too? Provider Version 013V
Can I Play Too? Parent Version 014V
Choosing Options & Accommodations for Children (COACH): A Guide to Planning Inclusive Education 1078
Collaborative Teams: For Students v.ith severe disabilities Integrating Therapy and Educational Services 1088
Community-Based Curriculum 1108
Continuation of Integration in Early Childhood Special Education: Setting Up Cooperative Programs incommunity Nursery School Settings
IllB
Curriculuni Considerations in Inclusive Classrooms : Facilitating Learning for All Students 114B
A Curriculum for All Young Children: Th.:. EC-SPEED Curriculum Guide 115B
Early Childhood at Its Best 021V
Educating All Students in the Mainstream of Regular Education 125B
Educating Peter 022V
Employability: Integrating People with Developmental Disabilities into the Workplace 023V
Future of Children with Disabilities 033V
Getting Together: Peer Tutoring 035V
86
16
INCLUSION
Title Code Age
Getting Together: Interaction 036V
Getting Together: Awareness 037V
I Work with a Guy Who is Deaf-Blind 043V
Inclusive Instructional Design: Facilitating Informed and Active Learning for Individuals Who Are Deaf-Blind Inclusive Schools
13711
Kids Belong Together 047V
MTASH/ARC Fall Conference 1993 049V
MTASH/ARC Fall Conference 1994: What Type of Reality is Inclusion? Virtual Reality - Consensual Reality- Experimental Reality
051V
MTASH/ARC Fall Conference Program Notes 1994: What Type of Reality is Inclusion? 159B
A New Way of Thinking 053V
Now is the Time: Integrated Work for Persons with DSI 057V
People with Physical and Multiple Disabilities Support Employment Demonstration 060V
Regular Lives 063V
Support Network for Inclusive Schooling: Interdependent Integrated Education 210B
The Way to Go 084V
Welcoming Students Who Are Deaf-Biind Into Typical Classrooms 22911
MOTOR
Title Code Age
Adapt-a-Strategy Booklet Series for Parents and Teachers of Infant/Young Children with MultipleDisabilities: Positioning and Handling
090B
Adam's Chair: Life in a Power Wheelchair 089B
Chair Inserts for Preschoolers 2258
Children Move to Learn: A Guide to Planning Gross Motor Activities 105B
Curriculum Adaptations for the Deaf-Blind: The Sensorimotor Period 113B
Educating Children with Multiple Disabilities 124B
First Steps: A Handbook for Teaching Young Children who are Visually Impaired 132B
Lfant Motor Developmcnt 045V
8
17
MOTOR
'ntle
Innovative Program Design for Individuals with Dual Sensory Impairments 142B
The Insite Model 1448
Mini-Grants and Volunteers: Developing Support for Augmentative communication Programs 1588
Normal Development of Functional Motor Skills 2278
Normal Infant Reflexes and Development 05W
Physical Therapy in Public Schools: A Related Service, Vol. 1 19013
Positioning for Infants & Young Children with Motor Problems 061V
Positioning for Play: Home Activities for Parents of Young Children 1928
Promoting Motor Development 062V
A Resource Manual for Understanding & Interacting with Infants, Toddlers and Preschool Aged Childrenwith Deaf-Blindness
19713
Resources for Family Centered Intervention for Infants, Toddlers and Preschoolers Who Are VisuallyImpaired, Vol. 2
199B
Sensory Integration Therapy 065V
Technology in the Classroom: Positioning, Access, and Mobility 2178
MULTIPLE DISABILITIES
Title Code 1 e-
Adapt-a-Strategy Booklet Series for Parents and Teachers of Infant/Young Children with MultipleDisabilities: Positioning and Handling
090B
Adapt-a-Strctegy Booklet Series for Parents and Teachers of Infant/Young Children with MultipleDisabilities: Expressive Communication
091B
Adapt-a-Strategy Booklet Scries for Parents and Teachers of Infant/Young Children with MultipleDisabilities: Receptive Communication
092B
Adapt-a-Strategy Booklet Series for Parents and Teachers of Infant/Young Children with MultipleDisabilities: Interaction and Play
093B
Assessment of Auditory Functioning of Deag-Blind Multihandicapped Children 098B
Assistive Technology: We Can Do It 004V
Augmentative Communication (Chapter from Perkins Activity and Resource Guide) 226B
Augmentative Communication for Children with Deaf-Blindness: Guidelines for Decision Making 100B
Bringing Out the Bcst 006V
88
18
.MULTIPLE DISABILITIES
[ Title Code Age
rCHARGE Syndrome: A Booklet for Families 104B
Choosing Options & Accommodations for Children (COACH): A Guide to Planning Inclusive Education 1078
A Circle of Inclusion 015V
Community-Based Curriculum: Instructional Strategies for Students with Sev..;re Handicaps 110B
Community-Based Instruction for Children with Severe Disabilities 017V
The Deaf Mentally Retarded 1163
Educating Children with Multiple Disabilities 1243
Enhancing Interactions Between Service Providers and Individuals who ar Severely Multiply Disabled 12713
Enhancing Nonsymbolic Communication Interaction Among Learners with Severe Disabilities 128B
Functional Curriculum Programming for Students with Mulyiple disabilities
The Insite Developmental Checklist 1433
The Insite Model 144B
A Life nf Leisure - Leisure Options for Persons with Dual Sensory or Multiple Impairments 152B I
People with Physical and Multiple Disabilities Support Employment Demonstration 060V 1
Perkins Activity and Resource Guide: A Handbook for Teachers and Parents of Students with Visual and
Multiple Disabilities
189B
Physical Therapy in Public Schools: A Related Service Vol. I 1908
Screening and Assessment: Guidelines for Identifying Young Disabled and Developmentally VulnerableChildren and Their Families
203B
Sensory Integration Therapy 065V
Signs of Success: A Progressive Sign Language Manual for Deaf/Blind and the Muhihandicapped 205B
Tangible Symbol Systems: Symbolic Communication for Individuals with Multisensory Impairments 079V
Technology Rewurces for Students with Deaf-Blindness and Severe Disabilities 2138
The Way to Go 084V
ORIENTATION AND MOBILITY
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Can Do Series: Going Places 008V
First Steps: A Handbook for Teaching Young Children who are Visually Impaired 13213
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ORIENTATION AND MOBILITY
Title Code Age
Fun Machines for the Physically Impaired 032V
Independence Without Sight or Sound: Suggestions for Practitioners Wori ['mg with Deaf-Blind Adults 1388
Innovative Program Design for Individuals with Dual Sensory Impairments 142B
Orientation and Mobility for Preschoolers 058V
Orientation and Mobility Primer for Families and Young Children 174B
Preschool Orientation and Mobility Screening 230B
Program Guidelines for Individuals Who Are Deaf-Blind 194B
A Resource Manual for Understanding and Interacting with Infants, Toddlers, and Preschool Aged Childrenwith Deaf-Blindness
197B
Resources for Family Centered Intervention for Infants, Toddlers and Preschoolers Who Are VisuallyImpaired, Vol. 2
199B
The Road to Freedom: A Parent's Guide to Prepare the Blind Child to Travel Independently 2008
Technology in the Classroom: Positioning, Access, and Mobility 2178
POLICY
Tele Code Age
Administrative and Implementation Guidelines for School Community-Based Vocational Instruction Based onthe Fair Labor Standards Act
095B
Deaf Students and the School-to-Work Transition 117B
Families on the Move 029V
IFSP Handbook - Louisiana 1368
Into Our Lives 147B
Mini-Grants and Volunteers: Developing Support for Augmentative Communication Programs 158B
A New Way of Thinking 053V
Parents & Professional, Partners in Co-Service Coordination 059V
Parent. As Partners in Early Intervention 1778-1888
Quality Early Intervention: Linking Research and Practices 196B
Respecting Family Needs in the IFSP Planning Process 064V
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POLICY
Title Code Age
Screening and Assessment: Guidelines for Identifying Young Disabled and Developmentally VulnerableChildren and Their Families
203B
SKI5HI Home-Based Programming for Children with Hearing Impairments: Demographics, ChildIdentification, and Program Effectiveness
206B
SSI Helping Kids 076V
SSI Presentation 077V
Understanding SSI 220B
Use of Aversive Procedures with Persons who are Disabled: An Historic Review_and Critical Analysis 221B
RECREATION/LEISURE
Title 1 Code Age
A Life of Leisure - Leisure Options for Persons with Dual Sensory or Multiple Impairments 152B
SYNDROME
Title Code Age
CHARGE syndrome: A Booklet for Families 104B
Etiologies and Characteristics of Deaf-Blindness 130B
Information about Usher Syndrome 139B
Information about RP and Allied Retinal Degenerative Diseases 140B
The Inheritance of RP and Allied retinal Degenerative Diseases 141B
Playing with your Child: Mastery Motivation and Learning 191B
Ryan: A Mother's Story of Her Hyperactive/Tourette Syndrome Child 201B
TRANSITION
Title
Deaf Studnnts and the School-to-Work Transition 117B
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TRANSITION
Title Code Age
Interagency Collaboration for Young Adults with Deaf-Blindness: Toward a Common Transition Goal 145B
The Medically Complex Child - The Transition to Herne Care 1558
MTASH/ARC Fall Conference 1993 - Personnel Futures Planning 050V
Resources for Family Centered Intervention for Infants, Toddlers and Preschoolers Who Are VisuallyImpaired, Vol. 1
198B
Supporting Young Adults Who Are Deaf-Blind in Their Communities: A Transition Planning Guide forService Providers, Families and Friends
212B
Transition Services for Youths Who Are Deaf-Blind: A "Best Practices" Guide for Educators 231B
VISION
Title Code Age
Can Do Series: Becoming a Can Do Kid 007V
Can Do Series: Going Places 008V
Can Do Series: Making Friends 009V
Can Do Series: Learning About the World 010V
Can Do Series: Seeing Things in a New Way 011V
Curriculum Adaptations for the Deaf-Blind: The Sensorimotor Period 1138
First Steps: A Handbook for Teaching Young Children who arc Visually Impaired 132B
Helping Your Child Learn Choices, Helping Your Child Learn Adaptations, Helping Your Child Learn Self-Control
040V
Information about Usher Syndrome 1398
Information about RP and Allies Retinal Degenerative Diseases 1408
Independence Without Sight or Sound: Suggestionc for Practitioners Working with Deaf-Blind Adults 138B
The Inheritance of RP and Allied Retinal Degenerative Diseases 141B
The Insite Model 144B
Learning Together: A Parent Guide to Socially-Based Routines for Visually Impaired Infants 153B
Low Vision: A Resource Guide with Adaptations for Students with Visual Impairments, 2nd Edition 154B
Movement Analysis and Curriculum for Visually Impaired Preschoolers 160B
Normal Visual Development: Birth to 6 Months 056V
On the Way to Literacy: Early Experiences for Visually Impaired Children 162B
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22
VISION
Title
Orientation and Mobility for Preschoolers 058V
Parenting Preschoolers: Suggestions for Raising Young Blind and Visually Impaired Children 176B
Perkins Activity and Resource Guide: A Handbook for Teachers and Parents of Students with Visual andMultiple Disabilities
189B
Program Guidelines for Individuals Who Are Deaf-Blind 194B
Psychoeducational Assessment of Students Who Are Visually Impaired or Blind 195B
Resources for Family Centered Intervention for Infants, Toddlers and Preschoolers Who Art VisuallyImpaired, Vol. 1
198B
Resources for Family Centered Intervention for Infants, Toddlers and Preschoolers Who Are VisuallyImpaired, Vol. 2
199B
A Resource Manual for Understanding & Interacting with Infants, Toddlers, and Preschool Aged Childrenwith Deaf-Blindness
197B
The Road to Freedom: A Parent's Guide to Prepare the Blind Child to Travel Independently 200B
Sensory Assessment Manual 204B
Vision Exercises: A Video of Home Visual Exercises for Children 082V
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NUMERICAL LISTING OF TREDS RESOURCE LIBRARY
Activity-Based InterventionDiane Bricker, University of Oregon-EPS Outreach Training Project13 minutesThis video demonstrates how a young child with disabilities can learn specific skills within the context offunctional, routine activities. It specifies the four components of activity-based programmingto be: 1) child-directed transactions, 2) embedding objects in routine or planned activities, 3)using logical antecedents and consequences, and 4) developing functional and generalizableskills. _
Administrator's View of InclusionVern Johnson (Keynote speaker at the Application of Social Integration: Alternatives for Persons with SevereHandicaps Conference) (1987)1 hour and 40 minutes plus information packetVern Johnson speaks on the imperative need for inclusion. He uses data from his schoolsystem to argue that inclusion for students with severe disabilities is necessary. Issues inplanning to move towards inclusion are discussed as are goals for inlcusion.
Ain't Misbehavin'Texas School for the Blind16 minutes plus information packetThis video discusses reasons why students with dual sensory impairments may presentchallenging behavior. Strategies for preventing the occurrence of undesired behaviors arepresented.
Assistive Technology: We Can Do ItAmerican Speech-Language and Hearing Association (1992)16 minutes plus four manualsOpen captioned videotape demonstrating the use of technology with children from ages 2 to 7with severe disabilities. This videotape accompanies the 4 manuals entitled Technology in theClassroom.
Auditory and Speech Training Curriculum GuideKendall Demonstration Elementary School - Gallaudet University150 pagesThis curriculum guide emphasizes a comprehensive program for:1) describing a students' communication skills; 2) setting appropriate IEP goals; and 3)choosing strategies, activities, and materials to meet the goals.
Bringing Out the BestOregon Research Institute (Elizabeth Cooley 8c G5orge Singer)24 minutes plus workbookThis is a video training program designed to introduce teachers, staff, and parents to a varietyof teclmigues for teaching expressive communication skills to children with multipledisabilities. The focus is on methods to initiab, communication, arrange the environment, andpromote generalization. It includes children with a wide range of communication abilities. Aworkbook accompanies this videotape.
Can Do Series: Becoming a Can Do KidVIPS (Visually Impaired Preschool Services-Kentucky)10 to 15 minutesThis video presents parenting information on teaching a child with a visual impairmentindependent feeding, dressing, and toileting skills through modeling by familie: of childrenwith visual impairments.
Can Do Series: Going PlacesVIPS (Visually Impaired Preschool Services-Kentucky)10 to 15 minutesThis video defines orientation and mobility and presents parenting information on teachingskills necessary for independent mobility.
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Can Do Series: Makhmi FriendsVIPS (Visually Impaired Preschool Services-Kentucky)10 to 15 minutesThis video discusses delays in social skills typically seen in children with visual impairmentsand shows parents modeling ways to facilitate social skill development.
Can Do Series: Learning About the WorldVIPS (Visually Impaired Preschool Services-Kentucky)10 to 15 minutesThis video discusses ways children typically develop concepts through the use of their vision.!t demonstrates ways for pbzents to assist their child with this process.
Can Do Series: Seeing Things in a New WayVIPS (Visually Impaired Preschool Services-Kentucky)10 to 15 minutesThis video offers parents an introduction to visual impairmentr. It responds to possiblequestions and concerns.
Can I Play Too? OverviewPartnerships for Inclusion-Frank Porter Graham Child Development CenterUniversity of North Carolina20 minutesThis video presents the legal, social, and educational rationale for inclusion.
Can I Play Too? Provider VersionPartnerships for Inclusion-Frank Porter Graham Child Development CenterUniversity of North Carolina20 minutesThis video introduces the viewer to Tommy, a young boy with cerebral palsy, his parents, andthe individuals who provide services to Tommy in his child care program.
Can I Play Too? Parent VersionPartnerships for Inclusion-Frank Porter Grahan Child Development CenterUniversity of North Carolina20 minutesIn this video, several parents share their experiences and feelings about inclusion.
A Circle of InclusionLearner Managed Designs, Inc.27 minutes plus information packetThis video presents the integration of three preschoolers with severe disabilities into aMontessori program. The parents of the children, parents of typically developing peers,Montessori teachers at the school, and the children's special education teacher discuss issuesand benefits of inclusion.
Communication with Preverbal Infants and Young ChildrenLearner Managed Designs, Inc29 minutes plus test packet and pamphletThis video discusses how communication develops in children who are at risk for speech andlanguage problems. Technigues for encouraging communication from young children aredemonstrated.
Community-Based Instruction for Children with Severe DisabilitiesPresentation at the Deab-Blind Best Practices Conference (1989)1 hourThis presentation defines severe/profc md and multiple disabilities. It also discussesappropriate ways to program these individuals in the community. It reviews a communityquestionaire that must be completed with families in order to determine which environmentsare important to them.
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Computer Applications PresentationMolly Littleton1 hour and 30 minutesIn this presentation, Molly Littleton discusses the benefits of using computers with studentswith disabilities. Numerous adaptations and software packages are demonstrated.
Cued Speech Instruction Video SetHope, Inc3 hours, 8 minutes (2 videos) plus accompanying monographThis video was developed for parents of young children with hearing impairments and for those professionalswho work with these families Cued Speech Instruction is a 120 lesson training program to teach cued speechtechniques.
Early Childhood at Its BestAdvent Media, Inc. (1992)24 minutesIn 1988, the Ohio Department of Education, Division of Special Education funded a project to assist with thedesign of a comprehensive cost-effective state wide service delivery system. In this videotape, educational andbusiness leaders discuss the inclusion of children with special needs into early childhood programs. ThePreschool Special Education Service Delivery Project looked at 13 exemplary programs throughout Ohio and theUnited States and discovered 4 basic findings dealing with: 1) the variety of funding sources and types; 2) thedefinition of mainstreaming; 3) developmental focus versus an academic focus; and 4) the celebration of humandiversity
Educating PeterAn HBO Special Presentation (1993)29 minutesThis videotape demonstrates the process of moving a child who has Down Syndrome into themainstream of a thrid grade classroom. Peter had previously attended segregated programs for his educationand is now being included in his neighborhood school. The videotape shows interviews with the classroomteacher, classroom peers, etc. both at the beginning of the school year and at the end of the year.
Employability: Integrating People with Developmental Disabilities into WorkplaceThe Woolworth Corporation (1993)28 minutes plus guide for the videotapeThis video presents adults with disabilities in supported, competitive employment. Throughthe comments of executives, supervisors, co-workers, parents, and the individuals themselves,the benefits to the business and to the individuals employed are discussed. This program isclosed captioned.
Enhancing Communication and Language with Milieu TeachingSteven Warren - Peabody College of Vanderbilt University2 hoursThis video was produced by Project Precede, Preschool and Rural Education CollaborativeElectronic Distance Education. Dr. Warren describes a naturalistic model of languageintervention that includes child-oriented, transactional approaches.
Every Move Counts - Sensory-Based Communication TechniquesTherapy Skill Builders (1993)10 minutes plus 162 page manualThis video and manual contain criterion-based sensory response and communicationassessments for identifying activities and response modes. It also reviews four levels ofinstruction, illustrations showing positioning alternatives, data collection formats andrecordkeeping forms, and a reproducible implementation guide.
Facilitated Communication Workshop Part OnePresenter at Workshop2 hours and 14 minutesThis video is a training workshop based on facilitated communication.
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Facilitated Communication Workshop Part TwoPresenter at Workshop1 hour and 30 minutesThis video is a training workshop based on facilitated communication.
Facilitative Communicaiton with Barbara RetenbackBarbara Retenback (LRE for Life Conference-8/92)57 minutesThis video presents a young woman talking with an audience at an LRE for Life Conferenceusing facilitative communication.
Families on the MoveNational Center for Policy Coordination in Maternal and Child Health12 minutesIn this videotape, Doris Haar discusses the 14 components of IDEA, Part H and explains how they all fittogether.
Family Focxxsed InterviewHope, Inc74 minutes plus workbookThis video and supplemental materials are a training guide for family-focused interviews. Thefamily-focused interview serves the dual purposes of assessment and collaborative goal setting.
Feeding Infants and Young Children with Special NeedsLearner Managed Designs, Inc. (1989)26 minutes plus test packet and pamphletThis video presents information divided into three parts. Part 1 includes information on theimportance of eating and problems that can occur. Part 2 contains information concerningspecific techniques for feeding children with special needs who have eating problems. Part 3contains information on behavior problems and safety precautions.
Fun Machines for the Physically ImpairedRock N' Roll, Inc. (1990)10 minutesThis video features cycles that are individually customized for children who physicallyimpaired.
Future of Children with DisabilitiesBud Fredericks-MTASH Conference1 hour and 34 minutesIn this keynote presentation, Bud Fredericks discusses the need to include individuals withdisabilities in their community (from child-care centers to employment).
Getting in TouchResearch Press Company (1987)19 minutes plus manualThis video demonstrates techniques that involve the use of two types of tactile cues for thosewho work with children who have sensory impairments. Seven communication principles aregiven.
Getting Together: Peer TutoringCarola Murray, Lori Goetz, and Susan Beckstead19 minutesSpecial educators, administrators, and regular education teachers must work together ifintegration is going to be successful. This video shows how one program used peer tutoring tofacilitate the process of integration.
Code 036V Getting Together: InteractionProducer: Carols Murray, Lori Goetz, and Susan BecksteadLength: 16 minutesAbstract: This video emphasizes the need for special education teachers and regular education teachers to
work together to promote group interactions. Staff from several programs discuss how theyfacilitate these interactions and how they use 'special friends'.
Code: 037V Getting Together: AwarenessProducer: Carols Murray, Lori Goetz, and Susan BecksteadLength: 16 minutesAbstract: In order for integration to be successful, administrators and special educators must work
together to foster an atmosphere of interactions. This video stresses the need to presentawareness activities through inservice training and simulation activities to the students in"regular education" classes on the specifics of disabilities.
Code: 038V Going to School with Facilitated CommunicationAuthor: Syracuse Un;versity (1991)Length: 10 minutesAbstract: This video gives information concerning the use of facilitated communication within a school
setting.
Code: 039V Growing Up CapableAuthor: Able Net, Inc. (1991)Length: 9 minutesAbstract: This video presents ideas for involving children and youth in age-appropriate activities for
home and school through the use of simple technology.
Code: 040V Helping Your Child Learn Choices, Helping Your Child Learn Adaptations, HelpingYour Child Learn Self-Control
Author: Baker Street ProductionsLength: 34 minutes (3 segments)Abstract: This video discusses ways parents can assist their child to learn through choice making,
through adaptive devices, and through self-control. The first segment discusses the importanceof choice making and talks about the value of being able to express our preferences. Thesecond segment discusses adaptations and adaptive devices that will allow the child to performmore effectively in travel, to communicste more effectively, and to participate in moremeaningful activities. The final segmen. discusses how to discipline and teach the child self-control.
Code: 041V Home Gastronomy Care for Infants and Young ChildrenPublisher: Learner Managed Designs, Inc. (1990)Length: 26 minutes plus test packet and manualAbstract: This video provides information for parents and caregivers of infants and young children who
have gastronomies. A discussion of two differenct types of gastronomy procedures, feedingtubes, feeding process, medication process, and possible problems are presented. This videohas an accompanying manual.
Code: 042V Home Tracheostomy Care for Infants and Young ChildrenPublisher: Learner Managed Designs, Inc. (1989)Length: 37 minutes plus test packet and manualAbstract: This video covers the whole spectrum of tracheostomy care for infants and young children.
Equipment and supplies are also discussed. This video has an accompanying manual.
Code: 043V I Work with a Guy Who is Deaf-BlindAuthor: Lotus Development CorporationLength: 11 minutesAb qract: This video illustrates how a person with dual sensory impairments can become a part of a team
in the workplace.
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I'm not Autistic on the TypewriterSyracuse University12 minutesThis video presents an introduction to facilitated communication. It portrays several students(variety of ages) in the Syracuse School System using facilitated communication.
Infant Motor DevelopmentTherapy Skill Builders, Inc. (1988)20 minutes plus instructor's bookletThis video presents information on typical motor development from birth trhough 12 months.Components of movement and skills that are acquired during the infantile, preparation,modification, and refinement phases are discussed.
Kids Are Kids: An Activities Based Curriculum GuideKathy Meredith Russell30 minutesThis video demonstrates activity-based intervention and shows:1. how it promotes development of whole child.2. how to create a supportive environment.3. how to incorponne activity-based intervention into routines.
Kids Belong Together - A Policy of InclusionMinnesota Department of Education Unique Learners Needs23 minutesShows children in inclusive preschool and kindergarten classes. Professors of Special Education, parents,teachers, and administrators discuss the benefits of inclusion for children with disabilities and for their typicallydeveloping peers.
MTASH/ARC Fall Conference 1993Dr. Wayne Sailors2 hoursThis video includes the Keynote Presentation "Building Inclusive Environments: A Global Perspective" as wellas the session "building Inclusive Environments at School" presented by Dr. Sailor at the ARC/MTASH FallConference
MTASH/ARC Fall Conference 1993 - Personnel Futures PlanningLaWanna Edwards and Cathy Livingston1 hr. 30 min.This session on personal futures planning focuses on transitioning from school to adult life but many of theprinciples are applicable to younger children.
MTASH/ARC Fall Conference 1994 - What type of Reality is Inclusion? Virtual Reality - ConcensualReality - Experimental RealityKent Logan51 minutes plus 2 page hand-out.During the presentation, Kent Logan describes and defines the three types of reality for inclusion. Plus 2-pagehandout.
A National Survey of tly: Needs of Children & Adults with Mental RetardationPresidents Committee on Mental Retardation55 minutesThe committee conducted a national survey with families to determine what parents thoughtabout services and programs, the quality of services, and the continuum of services that are toexist.
A New Way of ThinkingAmerican Production Services23 minutesShows a three year old, a teenager, and three adults participating in inclusive environments.Paretns, teachers, therapists, and employers discuss inclusion. The need for changes ingovernmental funding is addressed.
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The Nonhearing World - Understanding Hearing LossFilms for the Humanities and Sciences (1993)17 minutesThis video presents an overview of different levels of hearing loss. It also simulates hearingloss for the viewers.
Normal Infant Reflexes and DevelopmentTherapy Skill Builders (1991)15-20 minutes and manualThis video describes normal primitive reflexes and their development. Includes a discussionof the significance of these reflexes to normal development.
Normal Visual Development: Birth to 6 MonthsErhartt Developmental Products30 minutesThis video provides information on visual development from birth to 6 months. Information isorganized by clusters of visual skills.
Now is the Time: Integrated Work for Persons with Dual Sensory ImpairmentsAmerican Production Services13 minutesThis video shows adults with dual sensory impairments in supported employment. Emloyersdiscuss the benefits of employing individuals with disabilities.
Orientation and Mobility for PreschoolersE. Hill, S. Rosen, V. Correa, & M. Langley1 hour plus articleDr. Everett Hill preser.ts an overview of the processes of utilizing sesnory information toestablish and manitain one's position in the envionunent (orientation) and of moving safely,efficiently, and gracefully within one's environment (mobility). Dr. Hill describes thebroadened definition of orientation aad mobility (0 & M) and the changing role of the 0 & Minstuctor.
Parents & Professionals, Partners in Co-Service CoordinationWaisman Center University of Wisconsin - Madison20 minutes plus guideThis video presents an overview of co-service coordination, how it develops and some of itsmutual benefits to parents and professionals.
People with Physical & Multiple Disabilities Support Employment DemonstrationAmerican Production Services (1988)14 minutesThis video shows individuals with physical and multiple disabilities working in supportedemployment sitivations. Employers comment on employing individuals with disabilities.Individuals with disabilities talk about working.
Positioning for Infants & Young Children with Motor ProblemsLearner Managed Designs, Inc. (1988)10 minutes plus test packet and manualIn this video parents are featured demonstrating techniques for positioning young children withmotor problems during daily activities.
Promoting Motor DevelopmentLearner Managed Designs, Inc (1992)23 minutes plus manualThis video illustrates abnormal postures and movements often seen in infants and youngchildren who have been hospitalized for extended periods. Positioning and handling techniquesthat can be used during daily routines are shown.
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Regular LivesWashington Educational Telecommunications Association, Inc. (1988)30 minutes plus 14 page discussion guideThis video shows individuals with disabilities participating in the community with theirtypically developing veers in a variety of settings: an elementary school, a middle school,supported employment, and supported Eying. Teachers, administrators, employers, parents,typically developing peers, and individuals with disabilities discuss inclusion.
Respecting Family Needs in the IFSP Planning ProcessJerome H. Morton1 hour plus 27 page in-service training manualDuring an 1FSP meeting a parent of a 26 month old child with a hearing impairment discusses her search fordiscovering what was wrong with her child and the many recommendations given to her.
Sensory Integration TherapyTherapy Skill Builders (1991)16 minutes plus manualThis video is an introduction to the developmental process of sensory integration andtherapeutic activities for intervention.
SICI*B1 Coactive Sign SystemHope, Inc.60 minutes plus instruction booklet (each video)This program contains a set of nine videos and an instruction book to teach coactive signing.for each sign the ASL sign is shown and then the coactive sign is demonstrative.
SKI*HI Interactive SeriesHope, Ince.Topic # 1-Encouraging Independent Signing: Moving from Coactive to Interactive Signing.Topic # 2-Establishing a Foundation for Conversational Interactions. 15 minutes
Encouraging the Child to Sign Interactively.Topic # 3-Suggestions to Encourage Language Development: Vocabulary. 16 minutesTopic # 4-Suggestions to Encourage Language Development: Using Comments, Directions,
and Questions,Topic # 5-Creating a Communicative Environment: Using Calendar Systems. 18 minutesTopic # 6-Creating a Communicative Environment: Encouraging Independence and
Providing Rich Language Opportunities.Topic # 7-Selecting Materials and Activities that Promote Interaction. 10 minutesTopic # 8-Establishing Guidel;ne for Effective Conversation. 15 minutesTopic # 9-Conveying Emotions and Meanings Through Tactile Sign. 10 minutes
Topic #10-Fingerspelling. 14 minutesTopic #11-Encouraging Interaction with Peers and Others Within the Community.Topic #12-Interpreting for the Individual Who is Deaf-Blind. 12 minutesThese videotapes explore some ways in which you can assist your child move from coactivesigning into independent signing and conversational interactions.
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SKI*111 Introduction to the Tactile Communication SeriesHope, Inc.32 minutesThis videotape describes how to interact using tactile signing with children who are deaf-blind. It suggests ways
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forms of communication.
069V SKI*HI Signals Series: Communication with Children who are Deaf-Blind (Signals and Cues)Hope, Inc
Length: Topic # 1 - Encouraging your child to relate to people. 7 minutesTopic # 2 - Letting your child know who you are and what you will do. 10 minutes
Topic # 3 - Deciding what signals and cues to use. 9 minutes
Topic # 4 - A model for using signals and cues. 6 minutes
Topic # 5 - Skill: Anticipation & Activity: Getting up to play. 25 minutes
Topic # 6 - Skill: Awareness of child's signals & Activity: Toileting, bathing, brushing teeth. 25 minutes
Topic # 7 - Skill: Responding & Activity: Eating or feeding. 32 minutes
Code: 069V (Continued) - SKI*131 Signals SeriesTopic # 8 - Slcill: Encouraging turn-taking & Activity: Waking up, going to bed, and dressing.Topic # 9 - Skill: Giving choice & Activity: Playing and actions. 24 minutesTopic #10 - Skill: Using coactive signs & Activity: Placing and calming your child.Topic #11 - Skill: Enriching activities & Activity: Feelings and senses. 37 minutesTopic #12 - Skill: Encouraging active communication & Activity: Going somewhere.
Abstract: These videotapes lay the foundation for using signals and cues in daily routines and activitieswith your child who is deaf-blind.
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SMALLTALK - Tape 1 - Introduction to SMALLTALKRiverside Publishing Company (1991)9 minutes plus bookletThis video provides a brief overview of the SMALLTALK series.
SMALLTALK - Tape 2 - Conversations Throughout the DayRiverside Publishing Company (1991)13 minutes plus bookletThis videotape shows how to recognize opportunities for conversations and how to find goodtimes to start conversations with children.
SMALLTALK - Tape 3 - Ways to Create ConversationsRiverside Publishing Company (1991)22 minutes and bookletThis video presents ways to encourage another turn, interpret with words what a child feels,add on t a child's turn, describe the child's focus of interest and (when necessary) introduce anew topic.
SMALLTALK - Tape 4 - Helping Young Children Learn to Take TurnsRiverside Publishing Company (1991)18 minutes plus bookletThis video shows how to help child learn whea and how to take turns, how to wait longenough for the child to take a turn, fmd moments for one-to-one conversations and time forlong conversations, and how to notice and respond to tiny turns.
SMALLTALK - Tape 5 - Designing the Environment for ConversationRiverside Publishing Company (1991)19 minutes plus bookletThis video shows how to design your environment for good topics for conversations, arrangeinteresting things at the child's level, and design the environment with plenty of theings forchildren to do independently, so you are free to hoin in play and conversation.
SMALLTALK - Tape 6 - Helping Children Take Turns with Each OtherRiverside Publishing Company (1991)19 minutes plus bookletThis video shows how to joins in children's play and help them take turns with each other,how to create child-size spaces that bring children together, and ways to help those who areespecially shy, quiet, or less skilled than th others to join in small group activities.
SSI Helping KidsNational Center for Policy Coordination in Maternal and Child Health10 minutesThis tape provides genend information on SSI and how to apply for it. It contains interviewswith parents who have children who qualify for benefits. These parents share their ownpersonal stories about what they have been through and how SSI has helped.
SSI PresentationTim Kotora1 hour and 15 minutesTim Kotora presents a general overview of Supplemental Security Income (SSD.
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Supporting Families and Their Prematurely Born BabiesInfancy Institute102 minutes plus accompanying 293 page manualThis video and accompanying manual is intended for training medical, allied health care, andEarly Intervention providers. The book is divided into two units: Unit I introduces the traineeto the issues involved in supporting and addressing the needs of infants, families, and theproviders that serve them; Unit LI focuses specifically on the special issues of families withpreterm infants. A source book of related readings is also provided.
Tangible Symbol Systems: Symbolic Communication for Individuals with MultisensoryImpairmentsCommunication Skill Builders (1990)1 hour plus bookletThis video shows how to help students with severe sensory or developmental disabilities learnto express needs, make choices, and follow a schedule using tangible symbol systems.
They Don't Come with ManualsFanlight Productions29 minutesThis video features candid discussions by parents and adoptive parents of children with specialneeds concerning their day-to-day caring experiences.
Videotape of all Five Programs from SKI*111 InstituteSKI-I-LI Institute50 minutesl'his video shows all five SKI*HI programs: home hearing aid, home communicatin, homeauditory, aural-oral, and home tactile communication.
Vision Exercises: A Video of Home Visual Exercises for ChildrenLearning Skills Company (1989)45 minutesDr. Joel Zaba (optometrist) presents home vision exercises for children and young adults. These -aercisesshould assist in improving visual skills related to performance, etc.
The Way to GoSan Francisco State University17 minutesThis video shows children with multiple disabilities in school and community settingsintegrated with regular education students. Comments are given by parents and teachersconcerning the benefits to both regular education students and special education students.Innovative ways to develop basic skills are shown.
When the Mind Hears: A Synopsis in ASLHarlan Lane12 videotapes which accompany individual chapters in 537 page bookThese 12 vidoetapes are ASL synopsis of each chapter from the book which is a study of thehistory of people who are deaf in Europe and American. It traces the beginnings of formaleducation for students who are deaf in France and the U.S.
Within Reach: Getting To Know People Who Are Deaf-BlindTASH Technical Assistance Project25 minutesThis video shows a number of individuals with dual sensory impairments engaged in theirtypical environments. The video presents a variety of interaction and communicationtechniques which can be used. Three parents of children with dual sensory impairments talkabout their children.
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Working with FamiliesTom Powell - MTASH1 hour and 15 minutesThis presentation focuses on issues related to empowering families and working together withprofe&sionals.
You & Me: A Five Part Video Series about Educating Children who are Deaf-BlindTeaching ResearchTape #1 (18 minutes) Do not have other 4 tapes yet.This video series describes the life of a child who is deaf-blind. It includes information ongeneral introduction to Riley and his family, the interpreter-tutor, communication; mobility,and social networks for Riley.
Adam's Chair: Life in a Power WheelchairC.A. Marienau33 pagesA mother describes the opportunities that her son's power wheelchair has allowed him.
Adapt-a-Strategy Booklet Series for Parents and Teachers of Infant/Young Childrenwith Multiple Disabilities: Positioning and Handling12 pagesCynthia YatesThis booklet discusses: 1) Goals of good positioning, 2) Examples of functional positions, 3)Adapted seating, and 4) Handling/handling techniques.
Adapt-a-Strategy Booklet Series for Parents and Teachers of Infant/Young Childrenwith Multiple Disabilities: Expressive CommunicationCheryl S. Creel16 pagesThis booklet discusses early forms of communication that occur before language. Theselevels include: 1) early communication, 2) conventional communication and 3) emergingsymbol communication. The booklet also discusses the functions of expressive communicationand setting up a communication program
Adapt-a-Strategy Booklet Series for Parents and Teachers of Infant/Young Childrenwith Multiple Disabilities: Receptive CommunicationKathleen Stremel Campbell12 pagesThis booklet discusses how you can enhance the child's understanding of his social andphysical world through interactions. It reviews types of cues, selecting cues based oninteractions and the use of receptive communication to support the. child's expressive system.
Adapt-a-Strategy Booklet Series for Parents and Teachers of Infant/Young Childrenwith Multiple Disabilities: Interaction and PlayJimmie Matthews16 pagesThis booklet list strategies to encourage interactions and play with your child. This includesinteractions with people, interactions with objects,and combining interactions on people andobjects. Information is also provided on how to develop stategies to enhance interactionsthrough play.
Activity Descriptions: Activity-Based Language TrainingSteven F. Warren29 pagesThis book presents play activities for language training. Each activity includes a list ofmaterials, time necessary, a description of the activity, variations of the activity, basicvocabulary, syntax skills, morphology, and pragmantic skills.
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Administrative and Implesnentation Guidelines for School Community-Based VocationalInstruction Based on the Fair Labor Standards ActN. Elliot, Houser, E., Alberto, P., Taber, T., and Arnold, S.49 pagesMonograph provides regulations that are in compliance with the law and required by Dept. ofLabor in regards to wage and hours. It provides "best pnictices' for the implementation of acommunity-based vocational training program.
An Assessment Instrument for Families: Evaluating Community-Based ResidentialProgram for Individuals with Deaf-BlindnessHelen Keller National Center - Technical Assistance Center, Hilton/Perkins Project, Members of the NationalParent Network Advisory Committee12 pagesAn evaluative list for parents when selecting or monitoring their child's residential program.The tool offers three areas of assessment: 1) physical attributes of the home; 2) availableresources for promoting capabilities; and 3) philosophy of the agency.
Annotated Resource Guide to Early Intervention Training MaterialFaculty Institute for Training - J.F.K. Center, University of Colorado159 pagesThis publication is a resource guide for those who teach, consult or do advocacy work in earlyintervention. References are listed under ten general topics.
Assessment of Auditory Functioning of Deaf-Blind Multihandicapped ChildrenDeborah Kukla and Theresa Thomas Connolly (South Central Regional Center for Services to Deaf-BlindChildren) - 1978105 pagesThis assessment will allow teachers to determine to what extent a child who is deaf-blind ormultiply disabled uses his residual hearing in the classroom.
Augmentative & Alternative Communication Systems for Persons with Valerate andSevere DisabilitiesD. Baumgart, J. Johnson, & E. Helmstetter254 pagesThis book describes communication systems and services and illustrat, the process forassessing, designing, implementing, and evaluating a communicaitor system for children,youth, and adults with moderate and severe disabilities.
Augmentative Communication for Children with Deaf-if oldness: Guidelines for DecisionMakingC. Cress, P. Mathy-Laikko, & J. Angelo59 pagesThe focus of this book is to discuss issues that are likely to occur in developing anaugmentative communication system for an individual with dual sensory impairments. Specificimplementation or modification of general techniques for flP.f-blind individuals are coveredwith each step in the decision process. Equipment r ....Nourc ,.. specific to dual sensoryimpairments are covered.
Bibliography of Print ResourcesLibrary Services for the Hearing Impaired80 pagesA categorical bibliography.
Can't Wait to Communicate: Pita Activities that Shape Nonverbal CommunicationR. Wise75 pagesThis book provides activity ideas for incoporating the use of communication boards into dailyroutines in a way that is fun and meaningful for the student.
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Code: 103B Catalog of Community Services for ChildrenAuthor: Metropolitan Board of EducationLength: 68 pagesAbstract: This catalog provides a listing of services available to children in the Nashville area. Both
public and private agencies are listed, as well as volunteer and advocacy groups.
Code: 104B CHARGE Syndrome: A Booklet for FamiliesAuthor: M. Hefner, J. The lin, S. Davenport, & J. MitchellLength: 48 pagesAbstract: This booklet gives both general and specific information about CHARGE syndrome. A list of
resources about CHARGE syndrome is included.
Code: 1058 Children Move to Learn: A Guide to Planning Gross Motor ActivitiesAuthor: J. KlineLength: 52 page bookletAbstract: This guide suggests questions and observations tbat lead to positive assessment of selected
gross motor abilities; makes it possible to detect and identify delays; and then initiate, developand implement corrections.
Code: 106B Choices in Deafness: A Parent's GuideAuthor: L. SchwartzLength: 212 pagesAbstract: This book presnets three methodologies: cued speech, oral approach, and total
communication. It includes a recommended reading list, a directory of national organizations,and a directory of state programs.
Code: 107B Choosing Options & Accommodations for Children (COACH): A Guide to PlanningInclusive Education
Author: M. Giangreco, C. Cloninger, & Iverson, V.Length: 189 pagesAbstract: This guide offers an alternative to criterion-referenced assessment approaches. It is an
assessment and planning tool which is designed to identify the content of a child's programbased on individually determined valued life outcomes. The guide is organized into threep -ts: 1) Family Prioritization Interview; 2) Defining Educational Program Components; and3) Addressing Educational Program Components in Inclusive Environments.
Code: 108B Collaborative Teams: For Students with Severe Disabilities Integration Therapy andEducational Services
Author: B. Rainforth, J. York, and C. MacdonaldLength: 284 pagesAbstract: This book describes ways in which families and professionals can work together to create
learning opportunities for students. It discusses transitions, the collaborative team, and detailshow to implement team strategies.
Code: 110B Community-Based Curriculum: Instructional Strategies for Students with SevereHandicaps
Author: Mary A. FalveyLength: 372 pagesAbstract: This book offers strategies and materials for community-based instruction, including
information on: Improving curricula; establishing priorities in educational programs; focusingon instructional issues, skills, and strategies; and determining the how, where, and why of aparticular activity.
Code: 11111 A Continuation of Integration in Early Childhood Special Education: Setting UpCooperative Programs in Community Nursery School Settings
Author: M. BruderLength: 20 page bookletAbstract: This booklet gives information about program evaluations. A Planning Guide is included for
evaluating early childhood programs.
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Cued Speech: Another OptionS. Horning te. M. Walworth45 pagesThis monograph describes Cued Speech and how it can be used in the SKI*HI home visitlessons.
Curriculum Adaptations for the Deaf-Blind: The Seasorimotor PeriodJudy A. Goodrich & Patricia G. Kinney235 pagesThis guideline was developed to assist providers as they assess, plan for and implement programs for studentswho are deaf-blind. The guideline includes: an overview, procedures for adapting the curricula, sampleactivities, and supplemental readings.
Curriculum Considerations in Inclusive Classrooms: Facilitating Learning for AllStudentsS. Stainback & W. Stainbaek275 pagesThis book focuses on how to promote inclusive education by designing, adapting, anddelivering curriculum in general education classrooms.
A Curriculum for All Young Children: The EC-SPEED Curriculum GuideOhio Department of Education (1989)108 pagesThis guide provides functional curricular suggestions that correlate with best practices from theProgram Design and Evaluation Guide (#122B).
The Deaf Mentally RetardedAmerican Speech and Hearing Association13 page bookletThis booklet presents information about individuals who have hearing impariments and mentalretardation.
Deaf Students and the School-to-Work TransitionT. Allen, B. Rawlings, & A. Schildroth253 pagesThis book is a comprehensive study of youth with severe and profound hearing impairments.Discusses laws and regulations, reviews available services, examines existing relationshipsbetween educational programs and vocational rehabilitatiou agencies, and provides parents'perspectives on the transition process.
Devek ning IFSPs: A Family Focused ApproachInterdisciplinary Human Development Institute-University of Kentucky (1991)113 page manual plus appendicesThe modules in this manual were designed to provide a framework and philosophy fordeveloping Individualized Family Service Plans (IFSPs). The modules focus on:1) Introduction to Public Law 99-457; 2) Philosophy and Framework for Developing the IFSP; 3) The IFSPProcess: Working with Families; and 4) Skills to Implement the Process.
Directory of Agencies and Organizations Serving Individuals who are Deaf-BlindHelen Keller Center for Deaf-Blind Youths and Adults291 pagesThis directory contains a listing of services/agencies who have worked with individuals withdeaf-blindness. This should serve as a resource guide to services in the United States.
Directory of Community ServicesCouncil of Community Services364 pagesThis directory contains a listing of community services cvailable in Davidson County.
Code: 121B
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Early Intervention For Young Children and Their Families Affected by MaternalSubstance AbuseThe Boling Center for Developmental Disabilities-University of Tennessee, Memphis (1993)73 pagesThis book contains the history and development of the Boling Center. It also includesinformation on the components of the project and the results of follow-up procedures.
EC-SPEED Early Childhood Special Education Program Design and Evaluation GuideOhio Department of Education (1989)68 pagesThis provides a basis for designing and evaluating exemplary early childhood special educationprograms. It includes information on legal, program, and service delivery options.
EC-SPEED Model Program Conference: Summary of Conference ProceedingOhio Department of Education (1993)72 pagesThese Conference Proceedings are from a two-day problem solving conference held inColumbus, Ohio on March 8 and 9, 1991. It includes information on parent involvement,funding, staff development, collaboration, integrated related services, class size, scheduling,and transition.
Educating Children with Multiple DisabilitiesF. Ore love & D. Sobsey481 pagesThis book combines the transdiciplinary team model with a functional array of assessment,intervention, and evaluation techniques. It is a practical guide to curricular planning andimplementation for children with severe or profound mental retardation who have motor orsensory impairments.
Educating All Students in the Mainstream of Regular EducationS. Stainback, W. Stainback, & F. Forest286 pagesThis book addresses approaches for merging or integrating special and regular education andfor educating all stw!--ats in the mainstream of regular education as a regular, normal, andexpected practice.
Education of Children with Disabilities from Birth to Three: A Handbook for Parents,Teachers and Other Care ProvidersM. Mapes, J. Mapes, & M. Lian71 pagesThis easy-to-read handbook provides basic information on birth-to-three programs for childrenwith disabilities.
Enhancing Interactions Between Service Providers and Individuals who are SeverelyMultiply DisabledE. Siegel-Causey & D. Guess106 pagesThis book begins with an introduction to nonsymbolic communication, offers instructionalguidelines for incoporating it, and presents examples that help move plans into practir,e. Inaddition, specific hands-on strategies and procedures for better understanding and developingfunctional communication repetoires are presented.
Enhancing Nonsymbolic Communication Interaction among Learners with SevereDisabilitiesE. Siegel-Causey & D. Guess208 pagesThis book is for caregivers, educators, clinicians, therpaists, and others dedicated todeveloping communication and instructional skills amok students with severe and multiplehandicaps.
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Engineering the Preschool Environment for Interactive Symbolic Communication 18Montbs to S Years DevelopmentallyC. Goosens, S. Crain, & P.S. Elder201 pagesThis book discusses engineering or designing the preschool environment so that use ofaugmentative and/or alternative communication systems (AAC) is feasible and encouraged.The AAC needs to be an integral part of the classroom and should be designed in a timely andcost-efficient manner. Part I of the book focuses on designing the environment while Part IIcenters around training frequent, interactive, and generative use.
Etiologies and Characteristics of Deaf-BlindnessK.W. Heller & C. Kennedy72 pagesThis monograph was developed to assist state coordinators, administrators, educators, relatedstaff and parents to gain a better understanding of the terminology and major causes of deaf-blindness.
Feeding BabyGerber Products Company34 pagesThis is a simple, sensible, and convenient set of guidelines for new parents.
First Steps: A Handbook for Teaching Young Children who are Visually ImpairedBlind Children's Center203 pagesThis book provides information on teaching chldren with visual impairments. Chapters coverbehavior management, speeth and language development, sesnsorimotor integration, motordevelopment, orientation and mobility skill debelopment, and self-help skills.
Functional Curriculum Programming for Students with Mulitiple DisabilitiesPeabody Integration Project, Community-based curriculum: Instructional strategies for students withsevere handicaps. TOT (Tennesses Outreach Training) Project54 pagesThe assessment strategies emphasized in this booklet are those that will assist educators andparents to develop chronological age-approprriate and functional educational programs forstudents with severe handicaps.
A Guide for Planning the Psychological Needs of the Young Hospitalized ChildS. Cohen, N. Brill, M. Fauvre, S. Clark, L. Garcia, & N. Klein65 pagesThis guide has been complied to assist child life workers and other health care providers indelivering services to yo ng hospitalized children and their families.
A Guide to conditions Which Place Children at Developmental RiskTennessee Children's Services Commission (1986)98 pagesThe guide was developed to ass:st service providers of young children to understand handicapping conditions, torecognize potential problems. and to make appropriate referrals.
IFSP Handbook - LouisiannnaS. Bertrand, R. Fewell, M. Hockless, D. Sexton, and P. Snyder (1991)43 pages plus appendicesThis handbook serves as a guide for developing IFSPs for children in Louisiana.
Inclusive Instructional Design: Facilitating Infmmed and Active Learning for IndividualsWho Are Deaf-Blind in Inclusive SchoolsKathy Gee, Morgan Alwell, Nan Graham, Lori Goetz106 pagesThis manual recommends practices to ensure successful inclusion of students who are deaf-blind. Chapters focus on the defmition of inclusion, defmition of deaf-blind, team planning,and creating programs.
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Code: 138B
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Independence Without Sight or Sound: Suggestions for Practitioners Working with Deaf-Blind AdultsD. Sauerbut ger194 pagesThis book provides insights, strategies, and techniques for how to communicate and feelcomfortable with our deaf-blind clients, colleagues, and acquaintances.
Information about Usher SyndromeRP Foundation Fighting Blindness24 pagesThis book provides basic information about Usher syndrome and also lists organizations andresources for individuals with visual impairments.
Information about RP and Allied Retinal Degenerative DiseasesRP Foundation Fighting Blindness23 pagesThis book provides basic information about retinitis pigmentosa (RP). Organizations andresources for individuals with visual impairments are listed.
The Inheritance of RP and Allied Retinal Degenerative DiseasesJ. C. Hennessey16 pagesThis book explains the genetic inheritance of retinitis pigmentosa (RP). Addressess for RPresearch centers are listed.
Innovative Program Design for Individuals with Dual Sensory ImpairmentsL. Goetz, D. Guess & K. Stremel-Campbell365 pagesThis book gives practical guidance in the areas of nonverbal or nonsymbolic communicaitonsystems, assessment of residual sight and hearing, orientation and mobility skills, functionalliving skills, and the use of natural cues and prompting sequences.
The Insite Developmental ChecklistE. Morgan & S. Watkins49 pagesA comprehensive developmental skill ascP-ssment for young multihandicapped, sensoryimpaired children. The assessment includes: 1) short form for 0-2 years, 2) long form for 0-6years, 3) Instruction Manual - Assessment of Developmental Skills for YoungMultihandicapped Sensory Impa'-ed Children
The Insite ModelS. Watkins, Editor(Available by Chapters)Volume 1: Introduction, Overview, Background, Rationale, & Description
The MHSI Child, His Family, and the Parent AdvisorPsychological and Emotional SupportSupportive ServicesPlanning, Delivering, and ReportingGetting Started ProgramHearing ProgramCommunication Program
Volume 2: Vision ProgramCognition ProgramMotor Impairments ProgramDevelopmental Resources
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Interagency Collaboration for Young Adults with Deaf-Blindness: Toward a CommonTransition GoalJ. Everson, P. Rachal, & M. Michael (1992)89 pagesThis monograph discusses ways agencies can work together for the purpose of transitioningstudents who are deaf-blind. Chapter topics include: 1) TAC Interagency Training andTechnical Assistance Activities; 2) Collaborative Interagency Transitional Services; 3) SalientAspects of the Collaborative Transition Process; 4) Parents: Vital Members of the InteragencyTransition Team; and 5) Collaborative Interagency Transition.
Interpreting and Transliterating for Persons who are Deaf-BlindIllinois Department of Rehabilitation Services13 pagesDelineates the skills necessary to inteipret or transliterate for a person who is deaf-blind. Acomprehensive list of the modes of communication is given.
Into Our LivesChildren's Hospital Medical Center of Akron (1989)44 PagesFor families who have a child with a special need, this book serves as a guide to the IFSP process.
An Introduction to Behavior Management in Early Childhood Special EducationM. Bruder12 page bookletThis booklet explains how to create a behavior management program.
An Introduction to Cultural Sensitivity: Working with Puerto Rican Families in EarlyChildhood Special EducationM. Bruder7 page bookletThis booklet gives basic information about cultural sensitivity, characteristics specific to thePuerto Rican culture, and a guide to help you communicate with families of different cultures.
An Introduction to Program Evaluation in Early Childhood Special EducationM. Bruder10 page bookletThis booklet gives information about program evaluations. A planning guide is included forevaluating early childhood programs.
Kids Are Kids: An Activities Based Curriculum Guide for Infants, Toddlers, &PreschoolersKathy Meredith Russell225 pagesThis guide presents many activities appropriate for children ages birth to 3 who havedevelopmental disabilities. It includes 9 monthly theme units and 5 theme units for summercamp. These materials can be used for all preschool educational programs, whether they havechildren with or without disabilities.
A Life of Leisure - Leisure Options for Persons with Dual Sensory or MultiplebnpairmentsM. Clyne & L. Cummings128 pagesThis book contains a rationale for leisure programming with suggestions fw. the teaching ofspecific individual and group recreational activities that once learned people are free to chooseto do during leisure time for the rest of their lives.
Learning Together: A Parent Guide to Socially-Based Routines for Visually ImpairedInfantsD. Chen, C.T. Friedman, and G. Calvello (1988)39 pagesThis book contains activities and strategies for infants between 6 and 24 months that can bedone during home routines.
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Low Vision: A Resource Guide with Adaptations for Students with Visual Impairments,2nd EditionNancy Levack (1994)-Texas School for the Blind and Visually Impaired263 pagesThis guide provides guidelines for assessing visual functioning, guidelines for planning andimplementing programming, and serves as a reference guide for information related to lowvision.
The Medically Complex Child - The Transition to Home CareN. J. Hochstadt & D. M. Yost323 pagesThis book provides information on the theoretical, ethical, and practical issues surroundingtransition and home care for medically complex children.
The Medically Fragile ChildM. Krajicek & R. Tompkins162 pagesThis book reviews problems and issues met by families of medically fragile infants in a varietyof settings. In addition to physiological and developmental contexts, the book provides readerswith practical suggestions and solutions to problems encountered in caring for medically fragileinfants.
Medically Fragile Infants and Toddlers: An Interdisciplinary Training CurriculumJFK Center for Developmental Disabilities, University of Colorado294 pagesThis curriculum covers: overview of medically fragile; family adjustment and family-centered;interdisciplinary team assmsment and intervention; feeding problems-assessment andintervention; service coordination; and community interaction.
Mini-Grants and Volunteers: Developing Support for Augmentative CommunicationProgramsC. R. Musselwhite115 pagesThis book suggests two ways to develop support for aumentative communication programs:developing mini-grants for funding and utilizing nontraditional volunteers for hands on support.
MTASH/ARC Fall Conference Program Notes 1994: What Type of Reality is Inclusion?Kent Logan2 pages plus video of keynote speechKent Logan defines and compares the 3 types of reality in relation to inclusion: 1) virtual reality, 2) consensualreality, 3) exprimental reality.
Movement Analysis and Curriculum for Visually Impaired PreschoolersPinellas County Public Schools in Florida (1986)230 pagesThis was designed for 0 & M Specialist; however, it is also beneficial to OT, PT, VisionSpecialist, and Preschool Teachers who work with young children with visual impairments.Covers positioning and handling technigues and offers movement activities.
New England Center for Deaf-Blind Services Resource LibraryNew England Center for Deaf-Blind Services (1992)405 pagesThis directory includes a list of the articles, publications, videotapes, and additional resourceswhich are available at the New England Center Resource Library.
On the Way to Literacy: Early Experiences for Visually Impaired ChildrenJ. M. Stratton & S. Wright112 pagesThis book provides information on a child's needs in developing the foundations of literacy.Within each developmental level (infants, toddlers, and preschoolers), communication, hadskills/tactual exploration, concepts, and book experiences are discussed.
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On the Way to Literacy: Early Experiences for Visually Impaired Children:American Printing House for the Blind (1991)From 7 to 24 pagesTactileNisval storybooks for young children who are blind or visually impaired. These books may be usedalong with the guide book 162B.
-Something Special 163B-Roly-Poly Man 16413-Bumpy Rolls Away 165B-Silly Squiggles 166B-The Longest Noodle 16713-Gobs of Gum 168B-The Caterpillar 169B-That Terrible Awful Day 170B-Jennifer's Messes 171B-Book About Me 17233
One Step at a Time: A Manual for Families of Children with Deaf-BlindnessS. Bolton38 pagesThis book shares practices from families of children who are deaf-blind. Written primarily forparents, this manual will also help therapists.
An Orientation and Mobility Primer for Families and Young ChildrenBonnie Dodson-Burk and Everett W. Hill42 pagesPart I of this book provides information on basic concepts related to the instruction oforientation and mobility. Part II provides functional suggestions that families can incorporateinto their routines to facilitate orientation and mobility skills
PACT: Partners in Augmentative Communicaiton TrainingD. M. Culp & M. Carlisle142 pagesThis is a resource guide for interaction facilitation training for children. The book givesinformation of improving communication between young augmentative communication usersand their communication partners.
Parenting Preschoolers: Suggestions for Raising Young Blind and Visually ImpairedChildrenKay Alicyn Ferrell28 pagesThis booklet gives an overview of' what families may expect when they first discover that theirchild is blind or visually impaired. Using a question-answer format, the booklet covers topicsfrom mobility to braille to early childhood programs.
Code: 177B-188B Parents as Partners in Early Intervention:Author: Outreach to Infants in Rural SettingsLength: 177B-Transition Issues in Early Inte.rvention
178B-The IEP, Facts to Know179B-Service Coordinator180B-Preschool Services181B-Goal Setting182B-Public Law 99-45718311-Child Assessment184B-Family Assessment18511-Case Manager186B-Early Intervention Services18711-Procedural Safegaurds188B-Transition Issues
Abstract: These booklets were designed to assist families
5 Pages6 pages
5 Pages5 Pages5 Pages5 Pages5 Pages5 Pages5 pages5 Pages1 1 pages
5 pagesin understanding Public Law "IDEA"- Part H and Part B.
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Perkins Activity and Resource Guide: A Handbook for Teachers and Parents of Studentswith Visual and Multiple DisabilitiesC. Cushman, K. Heydt, S. Edwards, M. J. Clark, & M. Al lon(Available by chapters)This guide provides techniques and methods for working with children who are visuallyimpaired with additional multiple disabilities. It contains information specific for most allareas of development.
Physical Therapy in Public Schools: A Related Service Vol. 1B. Blossom & F. Ford182 pagesThis book contains specific information for assessment and intervention strategies that willfacilitate student success in multiple learning and community environments.
Playing with Your Child: Mastery Motivation and LearningS. Hupp, T. Alpert, & S. Goetz17 page bookletThis booklet will provide you with strategies to encourage mastery motivation in children.
Positioning for Play: Home Activities for Parents of Young ChildrenR. B. Dianmant213 pagesThis book includes home activities for parents which combine the principles of positioning withplay to encourage sensory and motor development.
Proceedings for the National Symposium on Children and Youth Who Are Deaf-BlindJ. W. Reiman & P. A. Johnson240 pagesThese proceedings present abstracts and texts of all formal Symposium papers and them-centered lists of specific recommendations emerigning from the Symposium focus groups fromthe 1992 National Symposium on Children and Youth Who are Deaf-Blind.
Program Guidelines for Individuals Who Are Deaf-BlindCalifornia Department of Education - Bill Honig83 pagesThese guidelines were developed to assist in identifying, assessing, planning, and providingeducational services.
Psychoeducational Assessment of Students Who Are Visually Impaired or BlindS. Bradley-Johnson253 pagesThis book covers issues related specifically to assessing students with visual impairments. Thebook contains descriptions of procedures which can be used to obtain information duringassessment, background information on assessing individuals with visual impairments, specialprocedures needed to obtain information on these children and adolescents, and detailedreviews of published tests.
Quality Early Intervention: Linking Research and PracticesM. Graham & D. Bryant36 pagesThis report summarizes best practices through review of the literature and site visits to nationaland state programs. The goal of this report is to suggest directions for practices, not to dictatepolicy.
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A Resource Manual for Understanding & Interacting with Infants, Toddlers andPreschool Aged Children with Deaf-BlindnessSKI*HI Institute, P. Alsop576 pagesThis manual gives basic information about deaf-blindness and intervention with young childrenwho are deaf-blind, information on learning strategies, communication and tactile signaling andsigning, hearing and auditory stimulation, vision and visual stimulation, touch and tactilestimulation, daily care and self-help skills, massage, motor skills and positioning and handling,orientation and mobility, behavior management, special health-care needs, and play and toys.
Resources for Family Centered Intervention for Infants, Toddlers and Presdioolers WhoAre Visually Impaired, Vol. 1E. Morgan, Editor459 pagesThis volume includes a model for home and center-based services, information on workingwith families and support services, assessment, pluming and program delivery, interactingwith people (communication, language, social), and childcare and self-care.
Resources for Family Centered Intervention for Infants, Toddlers and Preschoolers WhoAre Visually Impaired, Vol. 2E. Morgan, Editor608 pagesThis volume includes information on gross motor and orientation and mobility, learningthrough the senses, and cognition.
The Road to Freedom: A Parent's Guide to Prepare the Blind Child to TravelIndependentlyR. Webster115 pagesThis book is intended to teach parents how to provide their child with visual impairments theprerequisite skills necessary to benefit from orientation and mobility training.
Ryan: A Mother's Story of Her Hyperactivefrourette Syndrome ChildSusan Hughes153 pagesA mother of a child with hyperactivity disorder and Tourette syndrome describes the triumphover a life full of struggles with her son Ryan.
Semi-Annual Accessions List January-June 1994Perkins School for the Blind83 pagesBibliography of available materials.
Screening and Assessment: Guidelines for Identifying Young Disabled andDevelopmentally Vulnerable Children and Their FamiliesSamual J. Meisels and Sally Provence (1989)65 pagesThis book discussed the rationale and guidelines for screening and assessing young children(ages 0-5) who have disabilities. It includes information on Public Law 99-457, information ofthe development of children, procedures for screening and assessment, information on risks tochild's development, and guidelines for developing appropriate screenings and assessments.
Sensory Assesment ManualP.J. Cress21 pagesThis book discusses visual and auditory assessment of individuals with dual sensoryimpairments.
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Signs of Success: A Progressive Sign Language Manual for Deaf/Blind and theMultihandicappedL. G Cummings166 pagesThis is a "workbook' Which dftAcribes the communication mode and signs which individualswith dual sensory impairments or multiple diabifities utilize. The book contains suggestionsand practice sentences for the development of sign language classes for staff working withindividuals with disabilities in a variety of settings.
SKI*111 Home-Based Programming for Children with Hearing Impairments:Demographiscs, Child Identification, and Program EffectivenessC. Strong, T. Clark, D. Barringer, B. Walden, & S. Williams313 pagesThis book summarizes the results of a study of SKI*1-ll home-based programming. The studyattempted to describe the demographic characteristics of the children receiving home-basedinstruction, to study the relationship between demographic characteristics and childachievement, to study the effectiveness of identification procedyres for hearing impairments,and to investigate the effect of various aspects of home-based intervention, including amount,intesity, and time of program start, on language development.
Special Education Technology: Classroom ApplicationsR. B. Lewis552 pagesThis book focuses on ways teachers can use computers and other technologies to improve theeducation of students with disabilities.
Steps to Independence: A Skills Training Guide for Parents and Teachers of Childrenwith Special NeedsB. Baker & A. Brightman323 pagesOffers a step-by-step approach for teaching children with disabilities self-help skills, toiletingskills, play skills, advanced self-care, home care, and information necessary for getting alongin the world.
Strategies for Early Intervention Program from Planning to Service DeliveryL. Arnn and C. Kelsey94 pagesThis book describes suggestions for organizing forms so that outreach and programming willbe most functional. It is a practice tool designed to provide information on how to deliverquality services in early childhood intervention settings.
Support Network for Inclusive Schooling: Interdependent Integrated EducationW. Stainback & S. Stainback259 pagesThis book outlines a broad range of strategies for implementing inclusibe education and showshow the respect children learn for each other in the classroom can carry ober into the widercommunity.
Supporting Families and Their Prematurely Born Babies: Guide for Training CareProviders and Source BookInfancy Institute293 page manual with accompanying 102 minute videoThis manual and accompanying video are intended for training medical, allied health care, andEarly Intervention providers. The book is divided into two units: Unit I introduces the traineeto the issues involved in supporting and addressing the needs of infants, families, and theproviders that serve them; Unit II focuses specifically on the special issues of families withpreterm infants. A source book of related readings is also provided.
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Supporting Young Adults Who Are Deaf-Blind in Their Communitites: A TramitionPlanning Guide for Service Providers, Families and Friends
Technology Resources for Students with Deaf-Blindness and Severe DisabilitiesN. Sall & H. Mar97 pagesInformation on adaptive technology based, in part, on a research project that aimed to identify,demonstrate, and validate the uses of technology for preschool and school-age children withdeaf-blindness and severe disabilities.
Technology in the Classroom: CommunicationS. Blackstone72 pages plus appendices (A-0)This book discusses intervention for young children with severe communication disorders.Accompanying videotape.
Technology in the Classroom: EducationE.L. Cassatt-James102 pages plus appendices (A-F)This book explains the integration of assistive technology into sensorimotor, preschool, andelementary curricula. Accompanying videotape.
Technology in the Classroom: Listening and Hearing
This book describes how assitive technology relates to chilfren with severe listening andhearing disorders. Accompanying videotape.
Technology in the Classroom: Positioning, Access, and MobilityE. Tref ler57 pages plus appendices (A-F)This book provides basic principles regarding the use of assistive technology to meet a child'spositioning and mobility needs. Acommpanying videotape.
The Transdesciplinary Training, Assessment and Consultation ModelCarol S. Eagen, Kathleen Petisi, and Amy L. Toole (1980)60 pages plus appendicesThis manual was developed for a classroom of children (ages 3 & 4) who had mild tomoderate disabilities. It focuses on: 1) introduction to the transdisciplinary process; 2) roles ofpeople on the team; 3) training activities to make the process work; and 4) the implementationplan.
Tri-Wall Pattern PortfolioM. J. Baker & D. Kilburn21 pagesThis book provides patterns and instructions to build seven basic designs of adaptive equipmentfor infants and toddlers including: regular seat, incline seat, recline V-back seat (small andmedium), recLne V-back floor sitter, highchair insert, and table.
Understanding SSIThe Department of Health and Human Services Social Security Administration62 pagesThe purpose of this book is to inform advocates and others in interested agencies andorganizations about supplemental security income (SSI) eligibility requirements and processes.
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Use of Aversive Procedures with Persons who are Disabled: An Historic Review andCritical AnalysisD. Guess, E. Helmstetter, H. Turnbull, & S. Knowlton68 pagesThis monograph addresses the underlying assumptions of the 1981 resolution calling for thetermination of the use of aversive procedures to modify the behavior of persons with severhandicaps, and provides both data and arguments to support the original concerns that led tothe action taken at that time by the Executive Board of The Association for Persons withSevere Handicaps (TASH).
When the Mind Hears: A Synopsis in ASLH. Lane537 pages with 12 accompanying videotapesA powerful study of the history of Deaf people in Europe and America. This book traces thebeginnings of formal education for deaf students in France and in the U.S.
Working with Families of Young Children with Special Health Care NeedsE. C. Morgan, Editor - Hope, Inc.193 pagesThis monograph includes 5 sections on medical conditions and interventions, service providers,psycho-emotional issues, the role of the parent advisor in providing early intervention servicesto the family, and developmental activities adapted for children with special health care needs.
Access for AU: Integrating Deaf, Hard of Hearing and Hearing PreschoolersGail Sofit, Maral Taylor, and Angela Bednarczyk1 hr 11 minThis video is intended for child-care providers, early childhood educators, and administratorsconsidering integrating children with hearing impairments into their setting. The videopresents information on hearing impairments, hearing aids, interagency collaboration, andinclusion and adaptation.
Chair Inserts for PreschoolersE. Horn, C. E. Millen, C. L. Cavanaugh, & S. Komisar5 pagesProvides detailed procedures for making chair inserts for preschoolers with physical disabilitiesin order to provide customized adaptive searing at reduced cost.
Augmentative CommunicationC. Cushman20 pagesThis chapter from Perkins Activitv and Resource Guide: A Handbook for Teachers andParents of Students with Visual and Multiple Disabilities presezits an introduction toaugmentative communication systems and then presents resources related to augmentativecommunication.
Normal Development of Functional Motor SkillsR. Alexander, R. Boehme, & B. Cupp243 pagesThis book presents information on the development of a typical infant from birth to 12 monthsin the areas of postural control, gross motor, fine motor, oral-motor, and speech and language.Each chapter includes a summary chart and a list of reference materials.
Hal-Hen Company, Inc. CatalogHal-Hen Company, Inc.139 pagesThis catalog offer ; many different types of products which are offered to the heal ing, healthcore industru including hearing aid accessories.
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Welcoming Students Who Are Deaf-Blind Into Typical ClassroomsNorris G. Haring & Lyle T. Romer447 pagesThis book offers guidance to educators to create supportive environments for students with deaf-blindness.Information is included on overview of population, collaborative teamwork for program planning, functionalcommunication, social relationships, and support strategies.
Preschool Orientation and Mobility ScreeningBonnie-Dodson & Everett Hill27 pagesThe screening is designed for 0 & M instuctors to identify areas needing further assessment and to identifycurrent functioning levels and needs with 0 & M.
Transition Services for Youths Who Are Deaf-Blind: A "Best Practices" Guide forEducatorsHelen Keller National Center - Technical Assistance Center139 pagesThis guide provides information and suggestions for successful transitions for youths who aredeaf-blind.
Deaf and Hard of Hearing Students Educational Service GuidelinesS. Baker-Hawkins and S. Easterbrooks85 pagesThis document provides information to education agencies, service providers, and families on the programelements and features needed when designing a program fin students who are deaf or hard of hearing. Thedocument is divided into 5 sections:1) Foundations for educating students who are deaf or hard of hearing2) Supportive Structures and Adminsitration3) Assessment4) Placement and program options5) Personnel
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APPENDIX I
Sample Workshop Evaluation Results
An Overview of Hearing, Vision, and Programmingfor Young Children with Deaf-Blindness
Presenters: Caren Wayburn, Donna De Stefano and Lisa Hirtzer
Special Kids: In-ServiceMemphis, TN
March 31, 1995
Total Evaluations: 12
1. The topic was relevant and appropriate: (5: Relevant, 1: No Relevance
4.9 average
2. The organization of the session was: (5: Excellent, 1: Poor)
4.9 average
3. The objectives of the session were: (5: Clear, 1: Vague)
4.9 average
4. The ideas and activities were: (5: Excellent, 1: Poor)
5 average
5. The materials (overheads, handouts) were: (5: Beneficial, 1: No Benefit)
4.8 average
6. My attendance at this session was: (5: Beneficial, 1: No Benefit)
4.8 average
7. Overall session was: (5: Excellent, 1: Poor)
4.8 average
What I liked most about the session:
The entire session was a learning experience for me; each session was a challenge. Thanks tothe presenters.
Interactive session to experience the disabilities/limitationsThe activitiesLooking forward to the second half of the sessionVery hands-on; practical; relavant; TREDS staff very flexible and open to our concerns andquestions
Having the chance to experience how an impaired person sees or hears thingsUsing ear plugs and visual equipment to experience sensory impairmentsHands-on working through problem areas tips for certain problems very helpfulEverything most informativeEach group gave their program very well and informedDoing activities that really give you a sense of what it's like to have sensory impairments. Itwas very :_nsightfull It really made me aware of what we assume people know and what we talcfor granted.
The hands-on activities
What I liked least about the session:
Running out of time allotted; but I'll be backNoneNothingIt was all goodNothingI enjoyed all the session a great dealNothing. Everything was great.Nothing. I liked it all.
Suggestions for future workshops/sessions:
CPR; Families who have to deal with disabilitiesMore hands-on about how to show or tell a child how to do an activityOn any day except Friday, Saturday or SundayHave children who have these disabilities at the workshopMore hands-on activities of various kinds
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