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ED 443 259 EC 307 955

TITLE Montana Partnerships for Rural Resource Teams ProjectManual.

INSTITUTION Montana State Office of Public Instruction, Helena.SPONS AGENCY Special Education Programs (ED/OSERS), Washington, DC.PUB DATE 1999-00-00NOTE 87p.; The Project collaborator was the University of

Montana, Rural Institute on Disabilities.PUB TYPE Guides Non-Classroom (055)EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS Assistive Devices (for Disabled); *Deaf Blind; Delivery

Systems; Elementary Secondary Education; *FamilyInvolvement; Inservice Education; *InterdisciplinaryApproach; Partnerships in Education; Program Development;Program Implementation; Resource Materials; *Rural Areas;Services; Specialists; State Programs; *Teamwork; *TechnicalAssistance

IDENTIFIERS *Montana

ABSTRACTThis project manual from the Partnerships for Rural Resource

Teams Project, a project designed to build upon the foundation of servicesfor children and youth with deaf-blindness in Montana, opens with guidingprinciples of the project and a description of the types of availableservices. Grounded in a framework that draws upon the principles ofcollaborative teamwork, contextually based technical assistance, familyinvolvement, and an ecological approach to skill development, thePartnerships Project identified personnel with expertise in deaf-blindnessand/or areas of programmatic support that were relevant to individuals withdeaf-blindness. Project funds were then utilized to develop a deaf-blindservice support model based on the purchase of necessary expertise to form anindividual student planning team around those individuals with deaf-blindnesswhose families required more or different types of technical assistance thancurrently available through the state. This manual contains a list of lendingmaterials available, answers to frequently asked questions about the MontanaTechnology Access Center, a description of services available at the MontanaTechnology Access Center, a description of programs and services availablefrom the Helen Keller National Center, Office of Public Instruction trainerguidelines, guidelines for responding to requests for technical assistance,and Deaf-Blind Partnerships Project planning forms. (CR)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

Montana Partnerships for RuralResource Teams

Project Manual

U.S. DEPARTMENT OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

his document has been reproduced asreceived from the person or organizationoriginating it.Minor changes have been made to improvereproduction quality.

Points of view or opinions stated in this docu-ment do not necessarily represent official NIEposition or policy.

BEST COPY AVAILABLE

2

Index

1. Children and Youth with Deaf-blindness in Montana Map

The Montana Deaf-Blind Partnerships Protect

Guiding principals

Protect description and services

III. Rural Resource Team Members

IV. Resource Loan Library

Pluk

Rural Institute

V. Assistive Technology Loan/Lease Program

VI. Basics of Deaf-Blindness; Articles

VII. Deaf-Blind Resources

VIII. Office of Public Instruction Trainer Guidelines

IX. Guidelines for Responding to Requests for Technical Assistance

X. rumsTechnical Assistance Request corm

Authorization for Release of Confidential Information

Consent for Photography and Video Taping

Technical Assistance Plan

Site Visit

Observation Checklist

Rural Resource Team Member Request for Assistance

XI. Billing Procedures

Process to bill for Technical Assistance

Bill for Technical Assistance

OP! Reimbursement forms

XII. Request to attend Training

Follow -up to Training Plan

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Guiding Principles of theMontana Deaf-Blind Partnerships Project

The following principles and beliefs guide the practices and consultation offered by the MontanaDeaf-Blind Partnerships Project. We believe that the "ideal" program for students with disabilitiesincluding deaf-blindness would be built upon the following principles:

Location of Service:Services are provided in inclusive settings that provide opportunities for students with disabilitiesto interact and develop social relationships with typical same-aged peers e.g. child care andpreschool for younger children and local schools for older children. For infants and toddlers, in-home support will enable parents to incorporate educational and therapeutic techniques within thecontext of their usual routine within the home.

Curriculum:What a student is taught is useful to them and enables them to function more independently in theirday to day environment. There is an emphasis on determining family priorities, developingcurriculum based on the needs of a child's future environment, and using age appropriate materials.

Behavior/Communication:When necessary, positive approaches to behavior intervention based on a functional analysis modelare utilized to determine the reason these behaviors are occurring and what the child iscommunicating through the behavior. Several modes of communication are considered for eachchild, reflecting what is most functional in a given circumstance.

Instructional Practices:Teaching students new skills within the context and activity which they will be used is emphasized.We believe in supporting students to participate in an activity to the maximum extent they are able.The child's peers can provide support and instruction as well as the teachers and other schoolpersonnel.

Teamwork Practices:Collaborative teams provide a mechanism which professionals and parents can share theirindividual areas of expertise and use creative problem solving strategies to respond to curricular,instructional and overall quality of life issues.

Family Involvement:Families are active participants in establishing educational priorities and shaping the instructionalprogram for their child thereby encouraging carry over of targeted skills between school and home.

These principals influence the assistance provided by the Deaf-Blind Partnerships Projectstaff, however, any school or family in need of assistance, regardless of their proximity to ourvision of the "ideal" practices is encouraged to make a request for assistance.

Deaf-Blind Partnerships for Rural Resource Teams

The Office of Public Instruction and the Rural Institute on Disabilities at the University ofMontana were awarded a federal pilot project grant to increase the capacity to serve children inMontana who have dual sensory impairments. Through this project, teams of professionals andparents are available to provide assistance, in addition to one-on-one assistance offered by thestate Dead-Blind Coordinator, to children who are deaf-blind, their families and support staff.These resources are available to:

assist students, schools, families, health and service agencies to implementrecommendations of the Deaf-Blind Coordinator across environments

assess needs and provide recommendations and/or supports for students with dual sensoryimpairments and their families

access and utilize assistive technology or augmentative communication systems

facilitate the inclusion of students with deaf-blindness in regular education or child caresettings and in the community

support transition planning across a child's school years including employment andindependent living for young adults with deaf-blindness

assist local teams to develop positive supports for individuals with behavioral challenges

Who is Eligible?Children or young adults up to age 21 who have dual sensory impairments, their families andsupport staff, are eligible to receive support from the Partnerships Project. All individuals must beevaluated by the State Deaf-Blind Coordinator and found to meet the Federal definition of Deaf-Blind; "children and youth having auditory and visual impairments, the combination of whichcreates such severe communication and other developmental and learning needs that they cannotbe appropriately educated without special education and related services, beyond those that wouldbe provided solely for children with hearing impairments, visual impairments, or severedisabilities, to address their educational needs due to these concurrent disabilities".

What services are available through the Deaf-Blind Partnerships Project?nu* Basic deaf-blind education and awareness activities: training will be delivered by theState Deaf-Blind project primarily but, many resources on Deaf-Blindness are housed at the RuralInstitute and at Parents Lets Unite for Kids (PLUK) which are available for loan. Contact theRural Institute at (888) 648-7267 or PLUK at (800) 222-7585 for a complete listing ofresources.

On-site training: various team members can provide training on site in their area ofexpertise. (This may be combined with child specific technical assistance.)

Assistive Technology Loan Bank: The Deaf-Blind Partnerships Project and all people oragencies receiving assistance from the Project are considered "Cooperating Agencies" andtherefor are eligible to borrow any Assistive Technology or Augmentative Communicationequipment from Montech. Call (800) 732-0323 for a listing of equipment which is available.

112* Mentoring/Shadowing Opportunities: People who are providing quality services toyouth with deaf-blindness will be identified as resources. The Partnerships Project willprovide financial support both the person doing the mentoring and the person doing theshadowing. This assistance or network can be in person or via long distance technology.Examples: a teacher who wanted to observe the use of assistive technology used in aclassroom to increase student communication could visit another teacher at a school which isusing this technology. Ideally, the visitor would observe part or an entire day and have timefollowing the observation to ask questions and be taught to use some of the technology. The ideais to connect the person who needs information up with a person who has the information.

Financial support to attend training: A professional, family member, or student withdeaf-blindness can request financial support to attend training to increase their skills. Anagreement between the trainee and the project will outline how the attending the training willbenefit the project.

On-site technical assistance for a specified child: Parents, teachers, support staff oryouth with deaf-blindness can request assistance on site. An individualized plan for technicalassistance will be developed for each child which outlines priority needs, as identified by theChild's support staff and family and the Partnership's staff. Additional resources will be broughtin to provide assistance to the child and their team based upon the needs identified in the plan fortechnical assistance.

Who provides on-site assistance to children?There are two different levels of people who are contracted with to provide services through theproject; Rural Resource Team Facilitators and Rural Resource Team Members.

Rural Resource Team Facilitators:As the project develops, there will be several team facilitators identified who will serve as theprimary contacts for the child's support staff and family and will take on the site coordinator role.Instead of sending several people (a team) out to the school the child's home, a Rural ResourceTeam Facilitator will perform the primary visit. On some occasions this may be with the Deaf-Blind Coordinator. During this visit they will observe the student, possibly video tape the student,and meet with the individuals who support the child in order to clarify the priority areas forassistance. Based upon the needs identified, the RRT facilitator and the child's team will create aplan for technical assistance for the child. If additional resources are needed beyond what theCore RRT member can provide, additional RRT members will be identified from the pool whocould provide technical assistance in the needed areas. The RRT facilitator will coordinate the

1111delivery of this support but may or may not be present when the TA is being provided.

Initially the Partnerships Project Coordinator, Ellen Condon, will serve as the primary RRTfacilitator. The long range plan is to identify up to 5 individuals who are interested in serving asregional Facilitators dispersed throughout the state. Desired qualifications for Facilitators willinclude, but are not limited to: availability, excellent communication skills, best practice values forsupport and educational services for students who are deaf-blind, and a desire to increase theirown knowledge of deaf-blindness and quality educational programming for students with dualsensory impairments and multiple disabilities.

Rural Resource Team Members:Over fifty (50) individuals from across the state representing various disciplines have been activelyinvolved in learning more about deaf-blindness and providing services on behalf of the Project asRural Resource Team members. These individuals will be called upon when their area ofexpertise is needed for a specific child. The Project will then contract with them to provide aspecified number of visits to provide specific supports to the child, family and/or support staff.

What does the Rural Resource Team Service Cost?The consultants are reimbursed through the grant. There are no direct costs for costs people whoaccess these services.

Interaction with the State Project:All students receiving services from the Partnerships Project must be identified as deaf-blind bythe State Coordinator, Francisco Roman, prior to being referred. Francisco will continue toserve as a link to students with deaf-blindness who may desire services from the Project and hewill continue to visit them according to his "cycle of visits". In relation to the PartnershipsProject, once the initial introduction is made, Francisco will play the role of one of the RuralResource Team members who will be called upon when his areas of expertise are needed in agiven situation. This differentiation between projects will eliminate the overlap of the services andhopefully lead to a better use of resources.

Reimbursement for Rural Resource Team Members:Rural Resource Team Members are reimbursed for all travel costs ( mileage .31/mile, per diem$23/day, and hotel). They receive $150.00 for a full day of service. If someone is visiting anothersite to observe their practices, the travel expenses of the visitor will be reimbursed by the project.The teacher, parent or practitioner being observed will be paid $50 for a full day observation, $25for a half-day observation.

For more information about the Partnerships Project contact:

Ellen Condon, Project CoordinatorRural Institute on DisabilitiesUniversity of Montana52 Corbin HallMissoula, MT 59812(406) 243-4134 phone(406) 243-2349 fax

a

10

Francisco Roman, Deaf-Blind SpecialistOffice of Public InstructionState Capital, room 106Helena, MT 59620(406) 444-4426 phone(406) 444-3924 fax

Lending Materials1-800-222-7585

I TRIC I

ETRIC I

ITRIC I

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Code Number

Lit='1'aa Format

i4382'BOOK

Welcoming Studehts Who AreDeaf-blind Into Typical Classrooms

TRIC/PLUK Library1-800-222-7585

Location

Main Classification

DEAF/BLINDDeaf/Blind

IDBL11[TRIG I

4819'B]OK

Sensory-motor Integration Activities DEAF/BLINDDeaf/Blind

f:DBL10 14838TRIC BOOK

Supporting Young Adults Who AreDeaf-blind In Their Communities


IDBL48 106754TRIC Book

Auditory Assessment And ProgrammingFor Severely Handicapped And_ . DEAF/BLINDVisual lmpairement

1DBL45 106749 Community-based Living Options ForTRIC A Book Young Adults With Deaf-blindness:

DEAF/BLINDVisual lmpairement

!DBL46 106149TRIC Book

:DBL50 106743TRIC Book

Employment Options For Young AdultsWith Deaf-blindness:

DEAF/BLINDVocational

Learning Steps: DEAF/BLINDVisual lmpairement

IDBL47 1106738TRIC Book

Words And Meanings: DEAF/BLINDVisual lmpairement

!DBL1 . G053BOOK

Insite Model Volume li DEAF/BLINDDeaf/Blind

6057'BOOK

Insite Model Volume Hi DEAF/BLINDDeaf/Blind

IDBL3TRIC

6058BOOK

Insite Model Volume V I DEAF/BLINDDeaf/Blind

[DBL11 ^ G519IBOOK

Sensory Motor Integration Activities DEAF/BLINDDeaf/Blind

Idb112TRIC

:DBL13 6602BOOK

fDBL15 16605BOOK

:DBL16 66061BOOK

:DBL14 6607

6567IBOOK

A Resource Manual For UnderstandingAnd Interacting With Infants, Toddlers,. _


TRICHand In Hand DEAF/BLIND

Deaf/Blind

Hand In Hand DEAF/BLINDDeaf/Blind

Hand In Hand DEAF/BLINDDeaf/Blind

[TRIC BOOKHand In Hand DEAF/BLIND

Deaf/Blind

!DBL17 16654 Independence Without Sight Or SoundIT RI C IBOOK


6676[BOOK

Being In Touch DEAF/BLINDDeaf/Blind

klb119ITRIC

6707 Vocational Curriclum For Deaf- Blind'BOOK Youth

DEAF/BLIND

2- BEST COPY AVAILABLE

[TRIC I

I TRI C I

[TRIC )

IT RIC I

Code Number

1--Lum-Y Format

6708[BOOK

idbI21TRIC

6709[BOOK

Advancements

\Curriclum For Daily Living

Location

Main ClassificationDEAF/BLIND

DEAF/BLIND

klb122 6710BOOK

Skill Tasks DEAF/BLIND

Idb123TRIC

6711[BOOK

A Motor Activities Manual For The Milti-Impaired Blind

DEAF/BLIND

idb124TRIC

. G712[BOOK

The Deaf-blind " Rubella " Child DEAF/BLIND

idb125 6714BOOK

Deaf- Blind Education Book A DEAF/BLIND

idb126 16715 Deaf- Blind Education Book B[TRIC [BOOK

DEAF/BLIND

idb127[TR1C

6716BOOK

" I Am Not Blind, I Just Do Not SeeClearly"

DEAF/BLIND

idb128ITRIC

6717BOOK

Speech Beginnings For The Deaf- BlinChild

DEAF/BLIND

6718[BOOK

Educational Beginnings With Deaf- BlindChildren

DEAF/BLIND

klb130TRIC

6719BOOK

Body Images And The SeverlyHandicapped Rubella Child

DEAF/BLIND

fdbI31 6720[BOOK

Auditory Training In The Perkins Deaf-Blind Department

DEAF/BLIND

fdb132 16761BOOK

idb133 16762[BOOK

idb134 6829

ITRICItinerant Teaching DEAF/BLIND

Deaf/Blindo

[TRICOrientation And Mobility Techniques DEAF/BLIND

Deaf/Blindo

ITRIC [BOOKTransition State Of The Art DEAF/BLIND

Deaf/Blind

Idb135ITRIC

6830[BOOK

Communication Development In YoungChildren With Deaf-blindness: Literature_ .

DEAF/BL1NDDeaf/Blind

Idb136[TRIC I

. G831[BOOK

One Step At A Time: A Manual ForFamilies Of Children With Hearing And


Idb137[TRIC [BOOK

Enhancing Interactions Between ServiceProviders And Individuals Who Are


6833[BOOK

Play Activities And Emergent Language:Intervention Procedures For Young_ .


idb139 .G834[BOOK

Augmentative Communication ForChildren With Deaf-blindness: Guidelines


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Code Number

Library Format

db 40 6835BOOK

Sensory Assessment Manual

Location

Main ClassificationDEAF/BLINDDeaf/Blind

idbI41 6836TRIO BOOK

Research On The CommunicationDevelopment Of Young Children With


Idb142TRIO

6838BOOK

Proceedings Of The National SynposiumOn Children And Youth Who Are


iDBL43 168470TRIO 'BOOK

Kid-friendly Parenting With Deaf AndHard Of Hearing Children


IDBL44 68671BOOKETRIC I

A World Without Words DEAF/BLINDDeaf/Blind

BEST COPY MARA E

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Code Number

Library Format

L61 1 200750 3 Closed Captioned Clips[Video

TRIC/PLUK Library1-800-222-7585

Location

Main ClassificationVIDEODeaf/Blind

IV-DBL10 1 5337 You & Me[PLUK VIDEO

VIDEODeaf/Blind

IV-DBL60 1 4986 Getting In Touch[VIDEO[TRIC

VIDEODeaf/Blind

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IV-DBL6 1 101199 As A Blind Person:ITRIC I [Video

VIDEODeaf/Blind

V-DBL1 100362TRIC [Video

Here Is TomorrowDeaf/Blind

1V-DBL13 1 107372 Family Focused InterviewTRIC [VIDEO

VIDEODeaf/Blind

IV-DBL7 1 101391 Not Without Sight:TRIC I 'Video Deaf/Blind

IV-DBL3 1 100425 Sensory Impaired/severelyMulti-handicapped Child:TRIC 'Video Deaf/Blind

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0/-DBL4 101516[ERIC Video

Sensory Impaired/severelyM ulti- handicappedchild:assessment -2 Deaf/Blind I

IV-DBL9 1 101431 Striving For IndependenceTRIC [Video Deaf/Blind

IV-DBL8 1 101507 What Do You Do When You See A BlindPerson?TRIC Video Deaf/Blind

1V-DBL15 16533 How Do We SeeTRIC VIDEO

VIDEODeaf/Blind

1V-DBL16 1 6534ITRIC VIDEO

Cued Speech Another Option - Tape 1 VIDEODeaf/Blind

IV-DBL19 1 6536ITRIC VIDEO

Family VIDEODeaf/Blind

IV-DBL20 16538 Morning Routines[TRIC [VIDEO

VIDEODeaf/Blind

V-DBL21 1 6539 Daily RoutinesITRIC [VIDEO

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Mitp_L.212 1 6540[VIDEO

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IV-DBL23 1 6541 Mealtime & Snacks[TRIC I 'VIDEO

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L24 6542[VIDEO

Body & Feelings

Location


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IV-DBL25 6543TRIO [VIDEO

Living & Working In The Home VIDEODeaf/Blind

IV-DBL26 1 6545 Playing & DoingTRIG [VIDEO

VIDEODeaf/Blind

iV-DBL27 1 6546TRIC VIDEO

Going Somewhere VIDEODeaf/Blind

1V-DBL28 ! 6547 Putting It All Together[VIDEOTRIC

VIDEODeaf/Blind

IV-DBL29 6548TRIC VIDEO

People VIDEODeaf/Blind

iV-DBL30 6549TRIC VIDEO

Body & Clothing VIDEODeaf/Blind

iV-DBL31 6550VIDEO

'Animals VIDEODeaf/Blind

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IV-DBL32 1G551TRIO VIDEO

Food VIDEODeaf/Blind

L33 6552T C VIDEO

Describing & Feeling VIDEODeaf/Blind


Inside & Outside The House VIDEODeaf/Blind

IV-DBL35 1G656ITRIC VIDEO

Time & When Things Happen VIDEODeaf/Blind

fV-DBL36 1G556[TRIO VIDEO

Action And Doing Things VIDEODeaf/Blind


Going Places VIDEODeaf/Blind

IV-DBL38 6558 Going To School[VIDEOI TR IC I

VIDEODeaf/Blind

IV-DBL18 1 6560VIDEO

Hearing Aid Management Skills ForFamilies Of Young Children Who Are

VIDEODeaf/Blind

IV-DBL14 1 6561TRIC [VIDE]

Overview Of The Insite Model HEARING IMPAIRMENTSign Language

IV-DBL44 1 6570 Introduction To Tactile CommunicationITRIC [VIDEO For Children Who Are Deaf Blind

VIDEODeaf/Blind

L45 1 6575 Using Tactile Signals And CuesIviDE]

VIDEODeaf/Blind

IV-DBL46 1 6576TRIC [VIDEO

Using Tactile Signals And Cues VIDEODeaf/Blind

BEST COPY AVAILABLE

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Code Number

1-itarY Fo mat

L47 16577VIDEO

Using Tactile Signals And Cues

Location




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1V-DBL49 16580TRIC VIDEO


IV-DBL50 16581VIDEOTRIC

Coactive Sign Series - Tape 1 VIDEODeaf/Blind

IV-DBL51 16582 Coactive Sign Series - Tape 2IT RIC I IVIDEO

VIDEODeaf/Blind

IV-DBL52 16583 Coactive Sign Series - Tape 3TRIC IVIDEO

VIDEODeaf/Blind

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k/V-DBL53 6584TRIC VIDEO


1V-DBL54 6585 Coactive Sign Series - Tape 5ITRIC 'VIDEO

VIDEODeaf/Blind

IV-DBL55 16586 . Coactive Sign Series - Tape 6ITRIC IVIDEO

6587NIDE()

VIDEODeaf/Blind


IV-DBL57 6589 Coactive Sign Series - Tape 8TRIC [VIDEO

VIDEODeaf/Blind

IV-DBL58 16590 Coactive Sign Series - Tape 9ITRIC 'VIDEO

VIDEODeaf/Blind

IV-DBL59 16599ITRIC IVIDEO

Hand In Hand: It Can Be Done VIDEODeaf/Blind

IV-DBL12 16655 Hope IncTRIC NIDE°

VIDEODeaf/Blind

1V-DBL11 17065 You & MeTRIC

VIDEODeaf/Blind

IV-DBL17 17067 Cued Speech Another Option - Tape 2IvIDEOIT RIC I

VIDEODeaf/Blind

1 BESTCOPYAVAILABLE

The Deaf-Blind Resource Libraryat the

Rural Institute on DisabilitiesThe University of Montana

52 Corbin HallMissoula, MT 59812

1-888-648-7267

Prepared By:Marnie Bastian, Ellen Condon, Pam Diedrich, & Catherine Ipsen

Funded by Grant #H158A50001 from the U.S. Department of EducationAwarded to the Office of Public Instruction - Nancy Keenan, Supertindent

Title A Resource Manual for Understanding and Interacting with Infants,Toddlers, and Preschool Age Children with Deaf-Blindness

Subtitle

Author Alsop, L. M.(Ed.)

Publisher SKI *Hl Institute

Address Department of Communicative DisordersUtah State UniversityLogan, UT 84322-1900

Library Reference Number: DB ARE 001

Format book Length 576 pages Year 1993 Category deaf/blind

ABSTRACTThis manual provides insights, information, and intervention strategies to those who work withinfants, toddlers, and preschool age children who are deaf-blind. It's filled with useful information,activities which are adapted for the needs of students with dual sensory impairments. The manualis divided into sections: learning, communication, hearing, vision, touch, daily care, massage,motor positioning., and more.

Title Auditory Scanning and Deaf-Blind Basics

Subtitle METNET

Author

Publisher

Address

Library Reference Number: DB MET 110V

.Format videotape Length 2.5 hours Year 1997 Category deaf/blind

ABSTRACTPartnership's METNET Training in March includes information on Deaf-Blind Basics presented byFrancisco Roman and Auditory Scanning Techniques presented by Pam Boespflug of MT Schoolfor the Deaf and Blind.

99

Title Communication and Community

Subtitle

Author Smith, T.

Getting Involved: A Conversation

Publisher Sign Media, Inc.

Address 4020 Blackburn LaneBurtonsville, MD 20866

Library Reference Number: DB COM 501V

Format videotape Length 90 minutes Year 1992 Category deaf/blind

ABSTRACTThis video presents a fascinating discussion of topics such as general perceptions andexperiences as deaf-blind adults and their communication frustrations and needs.

Title Communication and Community

Subtitle Overview and Introduction

Author Smith, T.



Library Reference Number: DB COM 502V

.Format videotape Length 40 minutes Year 1992 Category deaf/blind

ABSTRACTAmong the topics discussed in this video are a definition and description of the community,individual communicative differences and preferences, becoming involved in the community, andsetting limits.

2010

Title Finding the Balance

Subtitle

Author Southwest Communication Resources

Publisher Southwest Communication Resources

Address 412 Camino Don TomasP.O. Box 788Bernalillo, NM 87004

Library Reference Number: DB FIN 801V


ABSTRACTThis video portrays two American Indian mothers sharing their experiences and frustrations asparents of children with disabilities.

Title Getting in Touch

Subtitle Communicating with a Child Who is Deaf-Blind

Author Cooley, E.

Publisher Research Press Co.

Address 2612 N. Mattis AvenueChampaign, IL 61821

Library Reference Number: DB GET 010V

,Format videotape Length 19 minutes Year 1987 Category deaf/blind

ABSTRACTThis video is designed to introduce parents and others working with sensory-impaired children tosome basic principles to help make communication go more smoothly.

11

Title Guidelines

Subtitle Practical Tips for Working and Socializing with Deaf-Blind People.

Author Smith, T. B.



Library Reference Number: DB GUI 012


ABSTRACTThis workbook is designed for anyone interested in working with or interacting with members ofthe Deaf-Blind community, whether as a guide, facilitator, interpreter, or friend.

Title Hand in Hand

Subtitle

Author

It Can Be Done

Publisher American Foundation for the Blind

Address Eleven Penn PlazaNew York, NY 10001

Library Reference Number: DB HAN 401-406V


ABSTRACTThis video presents an introduction to working with students who are deaf-blind, starring manydeaf-blind people and their families and teachers, full of practical suggestions and valuableinsights.

2212

Title Hand in Hand

Essentials of Communication and Orientation and Mobility for Your Students Who areSubtitle Deaf-Blind (A Trainer's Manual)

40 Author Prickett, J.G., Joffe, E., Welch, T.R., & Huebner, K.M.



Library Reference Number: DB HAN 301-307V


ABSTRACTThis manual provides trainers with information to help teachers and others who interact withdeaf-blind students do their jobs successfully and provides personnel with the resources theyneed to work effectively.

Title Hand in Hand

Subtitle Deaf-Blind (Volume I)

Author Huebner, K.M., Prickett, J.G., Joffee, E., & Welch, T.R.

Essentials of Communication and Orientation and Mobility for Your Students Who are



Library Reference Number: DB HAN 001-007


ABSTRACTThese materials are self-instructional and focus on the unique learning needs of students who aredeaf-blind, including those with multiple disabilities and progressive conditions. To emphasize theindividuality of each student, they avoid the use of a developmental or comparative approach.

Tr) il.:It

13

Title Hand in Hand

Subtitle

Author

Essentials of Communication and Orientation and Mobility for Your Students Who areDeaf-Blind (Volume II)

Huebner, K.M., Prickett, J.G., Welch, T. R., & Joffee, E.





ABSTRACTThis book includes medical and related information on vision and hearing; amplification systems;assessment instruments; and federal funding for services to children with deaf-blindness.

Title Hand in Hand

SubtitleSelected Reprints and Annotated Bibliography on Working with Students Who areDeaf-Blind

Author Huebner, K.M., Prickett, J.G., Welch, T.R., & Joffee, E.




.Format other Length 282 pages Year 1995 Category deaf/blind

ABSTRACTThe articles reprinted in this volume contain useful information, regardless of prevailingeducational trends, about effective practices in many settings and circumstances with studentswho are deaf-blind; and because they support other information in the project materials.

2 4 14

Title

Subtitle

Author

I Work With a Guy Who's Deaf and Blind

Publisher Media Services

Address Lotus Development Corp.55 Cambridge ParkwayCambridge, MA 02142

Library Reference Number: DB IWO 601V


ABSTRACTThis video portrays a young man who is deaf-blind and his job with the Lotus Corporation inMassachusetts. He explains some of the accomodations the company has made that enables himto work independently. His coworkers talk about him as a fellow employee and friend. (ClosedCaptioned)

Title Listen with Respect

Subtitle

Author Southwest Communication Resources

Publisher Southwest Communication Resources

Address 412 Camino Don TomasP.O. Box 788Bernalillo, NM 87004

Library Reference Number: DB LIS 701V


ABSTRACTThis video presents an overview of cross-cultural barriers that many American Indian parentsexperience when using western medical services.

2515

Title Mom's Talk

Subtitle

Author.

Hearing Loss Diagnosis - Then and Now

Publisher All Indian Pueblo Council, Inc.

Address Speech, Language, and Hearing Program3939 San Pedro Drive, N.E., Suite DAlbuquerque, NM 87110

Library Reference Number: DB MOM 901V


ABSTRACTSeveral Native American mothers are interviewed regarding their reactions and their families'reactions to their child's diagnosis of a sensory loss.. Recommendations from their perspectivesare made for professionals interacting with Native American families to be more culturallysensitive.

Title Move...Touch...Do...

Subtitle

Author Drezek, W.

Publisher American Printing House for the Blind, Inc.

Address P.O. Box 6085Louisville, KY 40206

Library Reference Number: DB MOV 400

,Format book Length 268 pages Year 1995 Category deaf/blind

ABSTRACTMove, Touch, Do is designed for new teachers and therapists; however, it can also form a commoncorpus for a new team of experienced therapists and teachers. The curriculum provides a basicoutline of daily activities, as well as a structure of materials and skills for the school year. If usedin sequence, it allows the new teacher to slowly incorporate more sophisticated techniques intothe classroom.

2_6BEST COPY AVAILABLE

16

Title

Subtitle

Author

Supporting Young Adults Who are Deaf-Blind in Their Communities

A Transition Planning Guide for Service Providers, Families, and Friends

Everson, J.

Publisher Brookes Publishing Co., Inc.

Address P.O. Box 10624Baltimore, MD 21285-0624

Library Reference Number: DB SUP 011


ABSTRACTThis comprehensive guide describes how to secure the necessary supports - optimal health care,enhanced communication skills, and improved orientation and mobility - and encourages thoseinvolved in the transition process to move beyond traditional options.

Title The Picture Communication Symbols Book I

Subtitle

Author Johnson, R. M., M.A., CCC

Publisher Mayer-Johnson Co.

Address P.O. Box 1579Solana Beach, CA 92075-7579

Library Reference Number: DB PIC 100

Format book Length 90+ pages Year 1997 Category deaf/blind

ABSTRACTBook I has over 700 clear, simple symbols. It contains an entry-level vocabulary which includesthe core of the PCS. The book is divided into six main-word categories of people, verbs, nouns,descriptive, social, and miscellaneous.

2? 17

Title

Subtitle

The Picture Communication Symbols Book II






ABSTRACTBook Ills an outstanding additional set of 1,100 symbols to add to your first PCS book. The bookis divided into the same six main-word categories of Book I. The symbols are based onsuggestions from PCS users.

Title The Picture Communication Symbols Book Ill

Subtitle






ABSTRACTBook Ill is again based on suggestions from PCS users. It's full of both practical and fun symbols.The book is divided into the six main-word categories as in Books I and II.

Lo,

_ -18

Title The Work Experience of Jennifer Sy ler

Subtitle

Author Washington High School, Massillon City School District, Massillon, OH

Publisher Great Lakes Area Regional Center for Deaf Blind Education

Address The University of Dayton-Columbus665 East Dublin-Granville RoadColumbus, OH 43229

Library Reference Number: DB THE 120V


ABSTRACTThis video is a unique work resume of a student with deafblindness. It highlights Jennifer Sy ler'sabilities and shows how far she has progressed in two years.

Title Transition from School to Work

Subtitle Preparing Students for Success in the Workplace

Author Everson, J. M., Ph.D., & Mautz, D.

Publisher California Deaf-Blind Services

Address 604 Font BoulevardSan Francisco, CA 94132

Library Reference Number: DB TRA 080

,Format videotape Length 2 hours Year 1998 Category deaf/blind

ABSTRACTThis video is the recording of a satellite training on the "Facts and Myths About Deaf-Blindness"and "The Current State of Transition from School to Work for Students with Severe Disabilities" puton by California Deaf-Blind Services.

?19

Title Using Calendar Boxes

Subtitle

Author Deaf-Blind Partnerships Project

Publisher Deaf-Blind Partnerships Project

Address

Library Reference Number: DB CAL 130

Format videotape Length 20 minutes Year Category deaf/blind

ABSTRACTA videotape highlighting how to set up and utilize calendar boxes or communication boxes toprovide students who have dual sensory impairments with information about their daily routine,and provide them with a means to communicate.

Title Van Dijk Strategies

Subtitle

Author

Publisher

Address

Summer, 1998 - Great Falls

Library Reference Number: DB VAN 020V

Format videotape Length 2 hours Year 1998 Category deaf/blind

ABSTRACTThis videotape is a demonstration by. Pam Boespflug during the Deaf-Blind Summer Institute usingVan Dijk Strategies with several young children..

20

Title Welcoming Students Who are Deaf-Blind into Typical Classrooms:

Subtitle Facilitating School Participation, Learning and Friendships

Author Haring, N.G., & Romer, L.T.

Publisher Brookes Publishing Co., Inc.

Address P.O. Box 10624Baltimore, MD 21285

Library Reference Number: DB WEL 013


ABSTRACTThis book examines successful inclusive educational practices that encourage the participation ofstudents who are deaf-blind and discusses issues.

Title You & Me

Subtitle

Author

A Five Part Video Series about Educating Children Who are Deaf-Blind

Publisher Teaching Research Division

Address Western Oregon University345 North Monmouth AvenueMonmouth, OR 97361

Library Reference Number: DB YOU 333

.Format videotape Length varies by tape Year 1994 Category deaf/blind

ABSTRACTA Five Part videotape series consisting of four videotapes. Part 1 shows a young boy who isdeaf-blind in his regular education classroom. Part 2 focuses on the role of his interpretor-tutor.Part 3 examines the building of an effective communication system. Part 4 and 5 describe theimportance of social connections for children who are deaf-blind.

31 Category deaf/blind21

Frequently Asked QuestionsAbout

MontanaTechnology

Access Center(MTAC)

Operating Procedures

32

hat is MTAC?

MTAC is an assistive technology demonstration and evaluationcenter located within the Rural Institute on Disabilities at TheUniversity of Montana, supported with funding from the MonTECHProgram.* It is a technology lab where you can learn about, see,and try various types of low and high tech equipment that canassist people with disabilities to be more independent in home,school, work, and community settings.

What services are available at MTAC?

When is the lab open?

At MTAC, you can get information about assistive technologyproducts and services from an Information and Resource person.You can also use computerized databases and on-line resourcesto conduct your own searches about assistive technology, or lookthrough a full array of catalogs to identify a product that mightmeet your needs. The lab is staffed with people who candemonstrate equipment that is on display, or get you started sothat you may try equipment on your own.

The lab is currently open weekdays between the hours of 8:30amand 5:00pm. If there is sufficient demand, evening hours may bearranged in the future.

o I need an appointment to use the lab?

It is not necessary to make an appointment to visit the lab. Use itlike you would any library. However, if you will need the undividedattention of a staff member for more than a 10 to 15 minute period;it would be best to call and make an appointment so that we canmake sure help is available when you need it. You should alsocall for an appointment if you are interested in bringing a group totour the facility.

*The MonTECH Program is funded through the Montana Department of Public Health and Human Services,under grant number H224A10002 from the National Institute on Disability and Rehabilitation Research(NIDRR), U.S. Department of Education (USDOE). This publication does not necessarily reflect the viewsof NIDRR or the USDOE and no official endorsement of the material should be inferred.

C

ho can use the lab?

The lab is available to anyone with an interest in assistivetechnology. This includes individuals in need of assistivetechnology supports, teachers and other professionals who provideservices to people with disabilities, family members, students, andfaculty.

an I obtain an assistive technology evaluation at the lab?

A formal assistive technology evaluation, resulting in a writtenreport and recommendations, must be conducted by personnel withthe appropriate training and professional certification. AlthoughMTAC does not have the following personnel (speech therapists,occupational therapists, physical therapists, rehabilitationengineers) on staff, we do maintain a list of personnel in the regionwho provide these services. These professionals may scheduletime in the lab and use available equipment to conduct formalevaluations. Payment for these services is handled by theprofessionals involved.

Informal evaluations, meaning simply that an individual is able totry one or more pieces of equipment to identify what might meettheir needs, can occur in the lab at any time. While it is possible tovideotape an individual's use of equipment to share with others(visitors must supply their own videotapes; recording equipment isavailable on site), no formal report of this activity will be provided byMTAC.

MTAC is in the process of applying for a Medicaid providernumber as an assistive technology clinic, so a wider variety ofoptions may be available in the upcoming year.

re there fees for using the lab or its equipment?

There are no costs associated with the use of the lab for informationand demonstration purposes. If an agency is interested in formaltraining for a group of staff, a training fee will be charged.

34

an I borrow equipment to try someplace else?

Equipment that is part of Montana's Assistive TechnologyEquipment Loan/Lease Clearinghouse is available for short termloans. This pool of equipment does not include everything that is ondisplay at MTAC. People interested in borrowing a specific pieceof equipment can find out what is available by calling MonTECH(243-5676/800-732-0323), searching the MATEULC database viamodem connection (243-2318/800-961-9610), or obtaining a copyof the Loan Holdings while visiting MTAC. Software is not availablefor distribution through the loan program due to licensingrestrictions.

an I purchase equipment through the lab?

No, MTAC does not serve as a dealer or distributer of equipment.The lab does have current information about vendors, and canprovide you with information on the purchase of assistive devices.

s parking available for the lab?

Five reserved parking spots are available for MTAC visitors on thesouth side of Student Health Services (SHS) along Eddy Avenueand three reserved and seven "quick stop" parking spaces west ofSHS in parking Lot L. Spaces available on a first come, first servebasis. You must request a temporary parking pass to use thesespaces from the Rural Institute Receptionist. In addition, one-dayvisitor parking passes can be obtained at a cost of $1.50 from theParking Office located in the Physical Plant building off of CampusDrive (behind Washington-Grizzly Stadium). * See parking map.

ow can I help to support this technology center?

Use the facility and tell others about it! If you have interest andbackground in the use of assistive technology, or are willing tosupport the lab in other ways, we gratefully welcome volunteers. Ifyou have other ideas about how you could support MTAC, we wouldlove to hear about them.

35

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The University of

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detailedview . .................................-\ *--,

Student Health Services (SHS)

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Building Entrance's]

Eddy Ave.

Montana Technology Access Center

Hours:

Address:

Phone/TT:FAX:

E-mail:

Contact:

8:30 a.m. to 5:00 p.m. weekdays

MonTECH ProgramThe University of Montana634 Eddy AvenueMissoula, MT 59812

(406)243-5676 or 1-800-732-0323(406)243-4730

[email protected]

Frances MillerInformation & Outreach Coordinator

BEST COPY AVAILABLE 3

Welcome to theMontana Technology Access Center

The Montana Technology Access Center (MTAC) is a comprehensive assistive technology demonstrationcenter that offers individuals with disabilities and professionals an opportunity to see and use a wide range ofassistive technology equipment. MTAC is a project of the MonTECH Program, a statewide effort to develop acomprehensive system of technology-related assistance that will ensure that all Montanans with disabilitieshave equitable access to assistive technology devices and services.

Exploring Assistive Technolo - The following agendawas created to highlight various areas s of the lab. MonTECHstaff members will provide an introduction to the technologyareas and will demonstrate various types of equipment. Becauseour tour time is limited, we have selected only a few devices todemonstrate in each area. We have listed some of the otherdevices available in each category to give you a better idea of thescope of our inventory. Please feel free to ask questions and totry out the devices for yourself.

N Introduction to MTAC A brief description of thecenter's history, as well as the lab's mission and policies.

Assistive Technology for Children -Play with ourcollection switch-activated toys and computer programsdesign especially for children with disabilities.

N Mobility Lab- View many of the mobility aids availablefor loan to physical and occupational therapists. Devicesranging from ramps to standing frames to gait trainers.

N Ergonomic Lab - Take a look at many of the newadditions to the MTAC lab designed to make a work spacemore ergonomic. Items include: Keyboard tray, adjustablechairs and tables, articulating monitor arms and typingframes.

Assistive Technology:Any device or process that assists a personwith a disability to do something that couldotherwise be difficult or impossible toaccomplish.

Categories of Equipment availablethrough MTAC:

alerting devicesalternative keyboardsalternative mice & pointing devicesassistive listening systemsaugmentative communication devicescomputer input devicesdaily living aidsenvironmental controlsIBM and MAC computer stationsmemory aidsmobility aidsswitching devicesswitch adapted toysseating & positioning devicesvision & sensory aidsvoice recognition

N Environmental Control Lab See how lights, computers, televisions and other appliances can becontrolled through voice activation or by using easy-to-operate switches. The Imperium and SimplicitySeries 5 units will be demonstrated. The lab also has the Tash Ultra 4L unit available. Many of theAugmentative Communication devices such as the Dynavox, DynaMyte, Freestyle and Words+ TalkingScreen can also be used to run environmental control devices.

N Voice Recognition Lab - Take a look at a program that makes it possible to run computers throughvoice input. We will demonstrate the "new-style" Dragon Naturally Speaking continuous speech

41) software. We also have available for demonstration, Dragon Dictate (discrete speech), Dragon PowerSecretary (Mac platform/discrete) and IBM's Via Voice Gold. Two new voice recognition programs, FreeSpeech 98 and Dragon for Teens have also been ordered to give consumers a broad example of voicerecognition available.

37

N Assistive Technology Fabrication Lab - Sometimes it is not a matter of purchasing a piece ofequipment, but of inventing it! Check out how we can create or modify assistive technology to meetunique needs.

I Alternative Input Devices - Try operating acomputer by using different input devices. Keyboardselections include: TASH Mini Keyboard, Maltron Keyboard, Natural and Cordless Keyboards, On-ScreenKeyboards and a Comfort Keyboard. On order is a Left-Handed Keyboard to add to our inventory. Foralternative mouse input consider: Head Master, Trakker Infrared Mouse, Hands Free Foot Mouse,Glidepoint, Ring Mouse; Joystick or Lipstick or a Touch Screen/Touch Window. Other mouse alternativeare on order to add to our inventory.

I Software - Although we are not able to loan out software, the MTAC lab has a variety of softwareavailable for demonstration and evaluation. Products include: Ultimate Reader, WYNN, Co-Writer andWrite Out Loud software for increase productivity. Our inventory also includes a full Living BooksLibrary, InteliPicks, Click It, Picture It, Minks Mathhouse, Bailey Bookhouse, Thinking Things, SunburstLearning Library, Typing Tutors, etc..

N Sensory Aids - We have many products to aid individuals who are blind/low vision. Some of theitems featured in the lab include: CCTVs, Magnification Aids, JAWS for. Windows Screen Reader,Zoom Text Extra and more. We had additional products and devices for individuals who are deaf or hardof hearing such as: Alerting Systems, FM Amplification Units, Classroom Amplification, TDD Phones, etc.

I Daily Living Aids - Explore a small sample of daily living aids available to make everyday taskseasier. Such items include; dressing aids, cooking aids, magnification devices, grip enhancement, writingaids, recreation aids, etc..

I Augmentative/Alternative Communication From simple picture boards to powerful high techcommunicators, we have a complete range of devices to assist individuals who experience difficulty incommunicating due to physical or cognitive disabilities. We will show you many of the following devices:Voice Pal Max, Lightwriter, Speaking Dynamically, Alpha Talker, Canon Communicator, Actionvoice,Dynavox, Digivox, Franklin Speaking Language Master, Fasttalk, Scanmate, Speakeasy, Voicemate, andMacaw. New additions to our inventory include: DynaMyte, Crespeaker, Super Hawk and Freestyle.

N Memory Aids - See how simple, inexpensive and compact devices can give individuals moreindependence by giving them the ability to preprogram messages, appointment times, etc. Some of thedevices in our inventory include: Voice Diary, Nevermiss Memo Recorder Digi Pad & Time Pad and TotalRecall Recorder/Organizer.

I Switches - Take a look at the switches we have on display: Big Mack, Jelly Bean, Power Link 2, cordless,rocker, pillow, sip & puff, twitch, blink, foot, leaf, pinch, grip, tilt, photocell, voice activated, and more.We can adapt these switches, create new switch configurations, and adapt or create a wide range ofdevices in our fabrication lab.

N Discussion/ Question & Answer - Please feel free to use this time to ask any questions you mighthave about any of the assistive devices or technology that you have seen today.

MonTECHThe University of Montana - 634 Eddy Avenue - Missoula MT 59812

800-732-0323 (toll-free) - 406-243-5676 (voice/TT)38

Bibliography

Chen, D. (1995). Understanding and developing communication. In Starting points:Instructional practices for young childen whose multiple disabilities include visual impairment(pp. 57-73).

DB-Link: The National Information Clearinghouse on Children Who Are Deaf-Blind.(December, 1995). Overview on deaf-blindness. Monmouth, OR: Author.

DB-Link: The. National Information Clearinghouse on Children Who Are Deaf-Blind.(August, 1995). Expressive communication. Monmouth, OR: Author.

DB-Link: The National Information Clearinghouse on Children Who Are Deaf-Blind.(August, 1995). Communication interactions: It takes two. Monmouth, OR: Author.

DB-Link: The National Information Clearinghouse on Children Who Are Deaf-Blind.(Spring, 1995). Recreation and leisure. Monmouth, OR: Author.

DB-Link: The National Information Clearinghouse on Children Who Are Deaf-Blind.(August, 1995). Receptive communication. Monmouth, OR: Author.

Helen Keller National Center. Without sight and sound: Facts about deaf-blindness.(Available from the Helen Keller National Center, 111 Middle Neck Road, Sands Point, NY11050).

Helen Keller National Center. (1993). The deaf-blind population: Etiology andimplications for rehabilitation. (Available from the Helen Keller National Center, 111 MiddleNeck Road, Sands Point, NY 11050).

Helen Keller National Center. Guidelines for helping people who are deaf-blind: Onehand manual alphabet. (Available from the Helen Keller National Center, 111 Middle NeckRoad, Sands Point, NY 11050).

Helen Keller National Center. Without sight and sound: Facts about deaf-blindness.(Available from the Helen Keller National Center, 111 Middle Neck Road, Sands Point, NY11050).

MacFarland, S.Z.C. (1995). Teaching strategies of the van Dijk Curricular approach.Journal of Visual Impairment and Blindness, 89(3), 222-228.

Roman, F. (1998). Communication: Basic methods of communication. (Available fromthe Office of Public Instruction, State Capitol, Room 106, Helena, MT 59620).

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depe

nden

ce.

Stud

ents

' tra

inin

g is

usu

ally

fun

ded

by th

eir

Stat

es' D

epar

tmen

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Reh

abili

tatio

n. H

KN

C's

budg

et is

app

ropr

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dal

lbily

by C

ongr

ess,

and

it op

erat

es u

nder

the

supe

rvis

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of th

eR

ehab

ilita

tion

Serv

ices

Adm

inis

trat

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Inte

rnsh

ips

and

an I

nter

natio

nal P

rofe

ssio

nal

Tra

inin

g Pr

ogra

m a

re a

vaila

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at h

eadq

uart

ers.

RE

GIO

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EPR

ESE

NT

AT

IVE

S

Staf

f in

the

regi

onal

off

ices

off

er th

e fo

llow

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serv

ices

, fre

e of

cha

rge,

to in

divi

dual

s or

agen

cies

:

Clie

nt a

dvoc

acy

Con

sulti

ng a

nd te

chni

cal a

ssis

tanc

e to

sch

ools

and

agen

cies

Ass

ista

nce

in d

evel

opin

g lo

cal s

ervi

ces

Clie

nt f

ollo

w-u

p se

rvic

esIn

form

atio

n an

d re

ferr

alPr

ofes

sion

al d

evel

opm

ent a

nd in

-ser

vice

trai

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Publ

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and

awar

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reg

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CO

NT

AC

T y

our

loca

l reg

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rese

ntat

ive

for

furt

her

info

rmat

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AFF

ILIA

TE

PR

OG

RA

M

HK

NC

pro

vide

s fi

nanc

ial a

ssis

tanc

e to

40

stat

ean

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ivat

e ag

enci

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ser

ve p

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apab

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ew g

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ear

on a

com

petit

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s. F

or in

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onta

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eN

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oord

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or, A

ffili

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EA

FBL

IND

HK

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cate

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prov

ides

the

follo

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pro

fess

iona

lsin

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fiel

ds o

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habi

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and

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taff

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ordi

natio

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emin

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conf

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all 2

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thly

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syn

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TA

C a

ssis

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tran

sitio

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af-b

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ove

from

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catio

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adul

t ser

vice

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vide

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chni

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ssis

tanc

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publ

ic a

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riva

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aren

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ups

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incl

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rin

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orks

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gram

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sulta

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spe

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hild

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and

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late

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. 46

How

Do I C

ontactD

B-LIN

K?

Contact D

B-L

INK

at:

...1:115(800) 438-9376

Voice

(800) 854-7013T

TY

Hours:

9 to 5 Eastern T

ime (M

F)

Voice m

ail messages m

ay be leftafter hours.

Business inquiries should be

addressed to:Project D

irectorD

B -L

INK

345 N. M

onmouth A

ve.M

onmouth, O

R 97361

Voice:

(503)838-8776

TT

Y:

(503)838-8821

Fax:(503)

838-8150

Internet:dblink@

tr.wosc.osshe.edu

Ww

w.trw

ascosshe.edu/dblink

The N

ational Information C

learinghouse On C

hildren Who A

reD

eaf-Blind is funded by the U

.S. Departm

ent of Education,

Office of Special E

ducation Programs, C

ooperative Agreem

entH

025U200111.

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AA

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TIN

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I E

LIN

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T

! Pl

ease

arr

ive

at th

e sc

hedu

led

time.

INE

R E

TIQ

UE

TT

E:

! A

lway

s in

trod

uce

your

self

(an

d an

y ot

her

team

mem

ber)

to th

e sc

hool

pri

ncip

alfi

rst.

! If

pos

sibl

e, v

isit

with

the

prin

cipa

l for

a f

ew m

inut

es. L

et th

em k

now

the

reas

onfo

ryo

urvi

sit.

! B

e co

urte

ous

at a

ll tim

es.

! L

et th

e sc

hool

pri

ncip

al k

now

whe

n yo

u ar

e le

avin

g th

e sc

hool

pre

mis

es.

50r- J

EST

PR

AC

TIC

ES

INT

HE

PR

OV

ISIO

NO

F T

EC

HN

ICA

L A

SSIS

TA

NC

E:

! B

eop

ento

a v

arie

ty o

f T

echn

ical

Ass

ista

nce

requ

est t

ypes

.

52

- Sc

hool

per

sonn

el a

roun

dth

e st

ate

appr

oach

Tec

hnic

al A

ssis

tanc

e fr

om a

vari

ety

of p

ersp

ectiv

es.

- Pr

ovid

e yo

ur T

.A. a

ccor

ding

tow

hat (

and

how

) th

ey w

ant t

o re

ceiv

e it.

- In

the

scho

ol, v

isit

only

with

the

peop

le w

ho w

elco

me

the

T.A

. vis

it. S

ome

pers

onne

l are

not

ope

n to

oth

er p

eopl

e ob

serv

ing

them

.

53

! E

xam

ples

of

T.A

. may

incl

ude:

- O

bser

vatio

n an

d su

gges

tions

- Sp

ecif

ic q

uest

ions

, con

cern

s or

issu

es b

efor

eyo

uob

serv

e th

e st

uden

t

- O

bser

vatio

nsan

d an

"ex

it br

iefi

ng"

- V

isits

with

teac

hers

and

par

ents

in th

e sc

hool

set

ting.

- V

isit

with

teac

hers

in s

choo

l and

par

ents

at h

ome

- O

ther

type

s as

req

uest

ed o

rne

eded

.

! E

nhan

ce tr

aine

es c

ompe

tenc

e by

incr

easi

ng th

eir

know

ledg

ean

d sk

ills.

STA

Y A

WA

Y F

RO

M:

! In

terp

retin

g or

exp

lain

ing

Spec

ial E

duca

tion

rule

s -

ask

them

to c

all O

PISp

ecia

lE

duca

tion

staf

f w

ith th

ese

ques

tions

.

! Y

our

pers

onal

or

prof

essi

onal

age

ndas

. Stic

k w

ith th

e T

.A. r

eque

sted

, eve

nif

you

stro

ngly

dis

agre

e.

! T

ellin

g te

ache

rs, p

aren

ts o

r an

y ot

her

prof

essi

onal

they

are

wro

ng o

r no

tdo

ing

ago

od jo

b.

! U

sing

you

r O

PI c

ontr

acte

d ho

urs

for

any

othe

r pr

ofes

sion

al p

urpo

se.

STA

Y A

WA

Y F

RO

M (

Cnt

d.):

! C

onfi

dent

ialit

y is

sues

. Don

't di

scus

s yo

ur T

.A. a

ctiv

ities

out

side

the

scho

olse

tting

or w

ith p

eopl

e no

t con

cern

ed w

ithth

e st

uden

t or

pers

onne

l you

are

wor

king

with

.

! M

akin

g an

y ne

gativ

e or

der

ogat

ory

stat

emen

ts r

egar

ding

oth

er te

ache

rs, s

choo

l,st

uden

t, pa

rent

s or

any

oth

er p

erso

n or

age

ncy

wor

king

with

you

r st

uden

t.

! O

bser

ving

, off

erin

g su

gges

tions

or

mak

ing

com

men

ts r

egar

ding

any

oth

er s

tude

ntin

the

scho

ol y

ou a

re v

isiti

ng (

even

if th

ey a

sk y

ou to

do

so.)

5859

P IN

TE

RS

FRO

M F

RA

NC

ISC

O:.

! B

e pa

tient

, fri

endl

y, e

nthu

sias

tic, o

pen

and

inte

llige

nt.

! R

epea

t the

wor

ds "

sugg

est"

and

"re

com

men

d" c

ontin

uous

ly.

! E

njoy

your

T.A

. vis

it an

d m

ake

frie

nds.

! If

you

don'

t kno

w s

omet

hing

, tel

l the

m. T

hen,

fin

d th

ein

form

atio

n th

ey n

eed

and

send

it la

ter.

! E

ncou

rage

peo

ple

to k

eep

up th

e go

od w

ork.

The

n, e

ncou

rage

inno

vatio

ns to

thei

rpr

ogra

ms

6061

Guidelines for Responding to Requests for Technical Assistance

1. Requests for assistance will be directed to the Partnerships Project Coordinator.

2. If the child is not currently on state Deaf-Blind roles, they must first be evaluated by the stateDeaf-Blind Coordinator to determine eligibility for services.

3. Once determined eligible, a "Technical Assistance Request Form" will be completed by theperson requesting assistance or over the phone by the person taking the request.

4. The type of assistance will be identified:1) Resource Team visit for a specific child,2) On-site training,3) A request to visi

reproductions supplied by edrs are the best that can be made … · 2014. 3. 30. · ed 443 259 ec...

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