DOCUMENT RESUME

ED 391 281 EC 304 530

AUTHOR Dorsey, Christine

TITLE Illinois State Project: Services for Children with

Deaf-Blindness Program. Final Performance Report.

INSTITUTION Illinois State B.)ard of Education, Springfield.

SPONS AGENCY Special Educatiqn Programs (ED/OSERS). Washington,

DC.

PUB DATE 30 Sep 95

CONTRACT H025A2005

NOTE 20p.

PUB TYPE Reports Descriptive (141)

EDRS PRICE MF01/PC01 Plus Postage.

DESCRIPTORS Agency Cooperation; Consultation Programs; *Deaf

Blind; Disability Identification; Education Work

Relationship; Elementary Secondary Education;

Inclusive Schools; Infants; *Inservice Education;

Needs Assessment; Parent Education; Preschool

Education; *State Programs; *Technical Assistance;

Transitional Programs

IDENTIFIERS *Illinois

ABSTRACT

This final report describes activities and

accomplishments of the Illinois state project on services for

children with deaf-blindness, a 3-year federally supported project to

address the needs of children (ages birth to 21) who are deaf-blind.

Project activities included inservice training and technical

assistance, development of a comprehensive resource library, the

maintenance of a statewide census of students with deaf-blindness,

and assistance in assuring appropriate -educational services to these

children. Project staff were involved in Child Find activities,

ind'vidual program development, family consultation, program

consultation, and inservice trainings. An overall intent of the

project was to integrate infants and toddlers with deaf-blindness

into the existing early intervention service delivery system.

Approximately 340 diagnostic assessments for children with dual

sensory impairments were conducted. Other accomplishments included

the expansion of a Toy Lending Library for families and sponsoring of

an annual Family Training Weekend. An Interagency Agreement Committee

met regularly to assist school graduates in the transition to adult

service programs. Annual needs assessments were also conducted.

Individual sections of the report describe the project's goals and

objectives, conceptual framework, activities and accomplishments,

project changes, evaluation findings, and impact. (DB)

***********************************************************************

Reproductions supplied by EDRS are the best that can be made * from the original document. ***********************************************************************
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CENTER (ERIC)

"This document nes been reproduced as

received from the person or organization

originating it

if Minor changes have been made to improve

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Points of view or opinionsstated in this docu.

ment do not necessarily represent official

OERI position 01 policy

SERVICES FOR CHILDREN WITH DEAF-BLINDNESS

CFDA-84.025A - STATE PROJECT

FINAL PERFORMANCE REPORT

PROJECT NUMBER: H025A2005 PROJECT START DATE: October 1, 1992

PROJECT END DATE: September 30, 1995

PROJECT TITLE: Illinois State Project:

Services for Children with GEOGRAPHIC AREA SERVED: Illinois

Deaf-Blindness Program

PROJECT CONTACT: Christine Dorsey

MAILING ADDRESS: Philip Rock Center and School

818 Du Page Blvd.'

Glen Ellyn, Illinois 60137

TELEPHONE NUMBER: (708) 790-2474

BEST COPY AVAILABLE.
EXECUTIVE SUMMARY

Illinois State Project: Services for Children

with Deaf-Blindness Program

The Illinois State Project: Services for Children with DeafBlindness Program was designed to address needs of children

between the ages of birth-to-twenty-one who are deaf-blind.

These services were provided through a contract between the

Illinois State Board of Education and the Philip J. Rock

Center. Tne Center provides a variety of resources to all

Illinois residents who are deaf-blind. Specific activities

of the Center that complement the goals of the grant project

include inservice training and technical assistance, a

comprehensive resource library, the maintenance of a statewide census of students who are deaf-blind, and assistance in

assuring appropriate educational services to children who are

deaf-blind.

Golls for the project were:

I. To assist current service providers in identifying

children with deaf-blindness.

II. To assure that all infants and toddlers suspected of

being deaf-blind are seen for necessary assessments.

III. To assure that all infants and toddlers identified with

deaf-blindness are receiving educational and support

services.

IV. To provide technical assistance to service providers

and parents of children with deaf-blindness.

The Philip J. Rock Center employed seven specialists through

the 307.11 federal grant project. During these past three

years, the Specialists engaged in activities of Child Find,

individual program development, family consultation and

program consultation. They presented at in-service trainings

and were available to share resources and information.

It was a primary responsibility of the project specialists to

establish a working relationship with the early intervention

service providers in their respective geographic areas. The

overall intent of the project was not to create a separate

service system for the population; but rather to integrate

infants and toddlers who are deaf-blind into the existing

early intervention service delivery system and utilize a

collaborative approach. Only when local services were not

available due to a total lack of availability or a waiting

list was direct services offered with 307.11 money. In the

instance of serving infants and toddlers where there were

waiting lists, the local early intervention service provider

was kept informed and supportive services accessed where

possible.
Executive Summary

Page 2

The project supported attendance of 1260 people to

inservices, conferences, and training workshops.

Three hundred forty-four aiagnostics for children with dual

sensory impairments were scheduled and paid for by the

project. They included: occupational therapy evaluations,

physical therapy evaluations, ophthalmological evaluations,

audiological evaluations, low vision evaluations, oral motor

evaluations, visual evoked response evaluations, speech &

language evaluations, auditory brainstem response evaluations

and neurological consultations.

Other accomplishments include the expansion of a Toy Lending

Library for families, and the sponsoring of an annual Family

Training Weekend for 20-40 families.

The Philip J. Rock Center hosted bimonthly meetings in

central Illinois for an Interagency Agreement Committee

(IAC). Representatives from the state agencies met to share

information and discuss strategies to address servi e

delivery "gaps". The Interagency Agreement Committee hosted

an annual conference to increase awareness and provide

pertinent programming information on deaf-blindness. IAC was

established to assist transitional school graduates in the

transition to adult service programs. The project provided

technical assistance to 15 adult service sites. All

professionals working with individuals who are deaf-blind,

their families and consumers had access to all services

provided by the Center and project.

An annual needs assessment and the lack of mandated services

for the infant and toddler age group have resulted in the

State of Illinois concentrating its efforts on meeting the

needs of this population with the 307.11 project. The

results of the annual needs assessment showed a lack of

expertise by service providers in the identification of

infants and toddlers who are deaf-blind as well as in meeting

the needs of these children. In many instances, this was due

to the low incidence of the handicapping condition. In 1989,

of the approximately 294 children who were deaf-blind in

Illinois, only 35 were between the ages of birth-to-three.

As a result of the diagnostic identification activities

initiated under this grant, infants and toddlers with dual

auditory-visual deficits have been identified and are

receiving services.
TABLE OF CONTENTS

I. Goals and Objectives 1

II. Conceptual Framework 6

III. Project Activities/Accomplishments 8

IV. Changes 11

V. Evaluation Findings 12

VI. Project Impact 13

VII. Information/Assurance Statement 15
GOALS AND OBJECTIVES

I. To assist current service providers in identifying

children with deaf-blindness.

A. Moc:ify the inservice training module that is

presented to service providers in Illinois.

1. Based on the evaluation of inservices given

during the prior year; the Center will make

modifications in the training module used

for presentations to Early Intervention

Centers.

2. Specialists will have the opportunity to

review revisions and give feedback.

3. Revised module will be available for

presentations. Information packets will be

developed from the training module materials

to be distributed to medical centers and

doctors' offices.

4. An inservice training module will be

developed that is specifically targeted for

presentation to school personnel.

B. Hire Deaf-Blind Specialists to implement grant

activities.

1. The Center's Chief Administrator will assure

that positions remain filled with qualified

staff.

C. Offer consultation services, following

presentations of the inservice training module.

1. Upon request from a service provider, the

Specialist will observe the child suspected

of being deaf-blind and consults with

parents and service providers.

2. Informal functional vision and auditory

checklists will be completed.

3. Current records will be reviewed to

determine status of vision and hearing, as

well as other disabilities.

1
4. Determination will be made regarding a need

to refer for medical and educational

evaluations.

D. Maintain contact with service providers and parents.

1. Regardless of the presence of a child with

deaf-blindness within a given program, the

Specialists will make contact on a quarterly

basis.

2. Parents will be contacted on a quarterly

basis.

3. Written summaries of all contacts will be

prepared by the Specialists and sent to the

Center.

4. All information required for the Deaf-Blind

Registry will be maintained and updated on

as semi-annual basis.

To assure that infants and toddlers suspected of being

deaf-blind are seen for necessary assessments.

A. Contract for the provision of diagnostics.

1. Infants and toddlers maybe referred by

parents or service providers for diagnostics

to the Center.

2. The Chief Administrator will review requests

and determines appropriateness and

eligibility for services.

3. If eligible, referral will be made to the

appropriate diagnostic center.

4. All findings will be returned in written

form to the Center.

B. Share results of diagnostics with parents and

service providers.

1. Upon receipt, copies of written diagnostic

reports will be mailed to service providers

and parents.

2. When indicated, a meeting will be scheduled

to discuss the results of the evaluations.

2
C. Facilitate the implementation of all diagnostic

recommendations.

1. Implementation strategies of recommendations

will be discussed with parents and service

providers.

2. If further assessments are necessary, the

Center will make arrangements for

appointments.

3. If programmatic modifications are necessary,

the Specialist will work with the program

staff to implement change.

4. If necessary, outside consultants may be

contracted with to provide services.

D. Facilitate the development of service delivery

plans.

1. Using the Individualized Family Service Plan

(IFSP), goals and objectives will be written

for the infant or toddler and his/her

family.

2. The Specialist will assist the service

provider and family as needed in the

implementation of the IFSP.

3. As needed, the Specialist will facilitate

the procurement of additional support

services for the infant or toddler, service

provider, and parents (e.g. public

assistance, respite services, counseling,

etc.).

III. To assure that all infants and toddlers identified

with deaf-blindness are receiving educational and

support services.

A. Make contacts with local service providers to

provide services.

1. If an infant or toddler is already known to

a local agency, the Specialist will work

with this agency to provide direct service.

2. If an infant of toddler is not known to a

local agency, the Specialist will identify

3
and make contact with the appropriate

agency.

3. Using the Center's Contact Summary Form,

copies of all activities on behalf of an

infant or toddler will be written up and

shared with parents, service providers and

the Center's Chief Administrator.

B. Provide direct services on a weekly basis, when

adequate services are not available through

existing service providers.

1. Services will be provided on a homebound

basis when possible.

2. Center-based services will be provided when

homebound services are not feasible.

3. Weekly written summaries of activities will

be written on the Contact Summary Form and

prepared with one copy remaining with the

parent, one copy with the service provider

and one copy maintained in the files at the

Philip Rock Center.

C. Provide support services.

1. The Specialist will assist the family in

securing necessary support services (e.g.

occupatioral therapy, physical therapy,

speech and language therapy etc.).

2. The Specialist will be responsible for

processing referral requests for additional

diagnostics when updated evaluation

information is needed.

IV. To provide technical assistance to service providers

and parents of children with deaf-blindness.

A. Provide consultation services to programs as

needed.

1. Consultation services may be requested by

parents or service providers by submitting a

referral form to the Center.

2. Update the Center's Technical Assistance

manual on deaf-blindness.

4
3. Lend periodicals, videos and toys from the

Center's library to parents and service

providers.

4. Plan a Parent Family Training Weekend to

provide parents with speakers on topics of

interest to them and provide their children

with childcare activities.

B. Work with IAC to oversee the delivery of

transition services.

1. IAC will review cases to assist in the

coordination of services for individuals as

they change placements or services.

2. Representatives from the various state

agencies will share information and

resources . C. Plan the annual IAC conference for parents,

teachers and service providers.

1. A statewide conference will be organized for

the winter seascn.

2. Presentations will be scheduled on the

topics of early intervention, education,

transition, vocational, and related services

to children with deaf-blindness.

3. Evaluate the conference's effectiveness with

written evaluation.

5
CONCEPTUAL FRAMEWORK

Due to the low incidence and multiple nature of their

disabilities, students with dual sensory impairments pose

unique challenges to the educational system in terms of (a)

curriculum, (b) instruction, (c) receiving education within

general education schools/classrooms, (d) planning for

meaningful transitions, and (e) post-school ot ortunities

(Covert & Carr, 1988; Ellis, 1986; Goetz, & StremelCampbell, 1987; Helmstetter, Murphy-Herd, Roberts, & Guess,

1987).

Integration into community services and opportunities for

social interactions are crucial components of appropriate

intervention programs for young children with multiple

disabilities. However, because the developmental, health,

and family-related needs of young children differ from those

of older children, the successful integration of infants and

toddlers requires careful consideration of the unique issues

facing children of this age range and their families (Hanson

& Hanline, 1989).

According to Hanline and Hanson (1989), interventions in the

early years must be family focused and utilize communitybased programs whenever possible. When parents and

professionals work together to integrate children with

disabilities into community child care and educational

activities, the needs of the family and the child are more

likely to be met. Through such preparation, support, and

advocacy, families of children with disabilities are given

the same opportunities as other families to fully take

advantage of child-related community resources.

Downing and Eichinger (1990) found that, classroom teachers

of students without sensory impairments usually are not

experienced with learners having dual deficits and may be

unfamiliar with strategies that compensate for sensory

losses. However, if these teachers can be encouraged to seek

assistance from specialists as needed, and to recognize the

importance of adapting to the sensory loss, meeting the needs

of students with dual sensory impairments can be achieved

without jeopardizing the instruction of other students.

Learners with dual sensory impairments (deaf-blindness)

traditionally have been educated in segregated and

specialized environments. These learners, however, possess

many of the same characteristics as other learners with

severe disabilities who have been successfully integrated

into regular schools and classes (Ford & Davern, 1989).

As Durand and Kishi (1987) found, in some instances staff

lacked knowledge of current best practices and may have
needed additional supports and supervision to ensure

continued utilization of new skills rather than reversion to

past, ineffective reaction patterns whenever old patterns

resurfaced.

According to Janney and Meyer (1990), consultants and

inservice trainers may need to work more closely with school

and district administrators to ensure that organizational

mechanisms to support implementation and maintenance of

effective practices are in place.

7
PROJECT ACTIVITIES/ACCOMPLISHMENTS

I. To assist current service providers in identifying

children with deaf-blindness.

Based on the evaluation of inservices giver_ during

the prior year, the Center made modifications in the

training module each Fall. Presentations were given

to early intervention centers and community service

providers. Deaf-blind Specialists had the opportunity

to review and participate in the revisions for the

final draft of the training module. The revised

training module is available for presentations.

Information packets have been updated from the

training module materials to be distributed to medical

centers and doctors' offices. One inservice training

module has been designed specifically for

presentations to s%.;hool personnel.

The Center's Chief Administrator has hired

qualified and competent staff for all Specialists'

positions. Upon request from community service

providers, the Specialists observed children suspected

of bein- deaf-blind and provided technical assistance

to parents and service providers. Informal functional

vision and auditory checklists were completed for each

new referral to the center. Current records were

reviewed to determine the child's status of vision and

hearing, as well as other disabilities. Determination

was made regarding a need to refer for medical and

educational evaluations.

Quarterly contacts were made by the specialists to

programs currently serving children with deafblindness and to programs that are likely to serve

children with dual sensory impairments. Parents of

children with deaf-blindness received quarterly

newsletters and written reports following each

contact. Written summaries of all contacts were

prepared by the Special,ists and reviewed by the Chief

Administrator and maintained on file at the Center.

All information required for the Deaf-Blind Census was

maintained and updated on a semi-annual basis. There

are currently 384 children on the Illinois Census.

To assure that infants and toddlers suspected of being

deaf-blind are seen for necessary assessments.

Infants and toddlers were referred by parents or

service providers for diagnostics to the Center. The

Chief Administrator reviewed diagnostic requests and

determined appropriateness and eligibility for

services. When eligible, referrals were made to the

appropriate diagnostic center. All diagnostic

8
findings were submitted in written form to the Center.

Upon receipt, copies of written diagnostic reports

were mailed to service providers and parents. When

indicated, a meeting was scheduled to discuss the

results of the evaluations with team members.

Implementation strategies of recommendations were

discussed with parents and service providers. When

further assessments were necessary, the Center made

arrangements for appointments.

When programmatic modifications were necessary,

the Specialist worked with the program staff to

implement change. When necessary, outside consultants

were contracted with to provide services. Using the

Individualized Family Service Plan (IFSP), goals and

objectives were wrjtten for the infant or toddler and

his/her family. The Specialist assisted the service

provider and family as needed in the implementation of

the IFSP. As needed, the Specialist facilitated the

procurement of additional support services for the

infant or toddler, service provider, and parents (e.g.

public assistance, respite services, counseling,

etc.).

III. To assure that all infants and toddlers identified

with deaf-blindness are receiving educational and

support services.

If an infant or toddler was already known to a

local agency, the Specialist works with this agency to

provide direct service. If an infant or toddler was

not known to a local agency, the Specialist identified

and made contact with the appropriate agency. Using

the Center's Contact Summary Form, copies of all

activities on behalf of an infant or toddler were

written and shared with parents, service providers and

the Center's Chief Administrator. Services were

provided on a homebound basis when possible. Centerbased services were provided when homebound services

were not feasible.

Weekly written summaries of activities were

written on the Contact Summary Form and prepared with

one copy remaining with the parent, one copy with the

service provider and one copy maintained in the files

at the Philip Rock Center. The Specialists assisted

family members in securing necessary support services

(e.g. occupational therapy, physical therapy, speech

and language therapy etc.). The Specialists were

responsible for processing referral requests for

additional diagnostics when updated evaluation

information was needed.

9

I 4
IV. To provide technical assistance to service providers

and parents of children with deaf-blindness.

Consultation services were requested by parents or

service providers by submitting a referral form to the

Center. Periodicals, videos and toys from the

Center's librc, i were loaned to parents and service

providers.

A Parent Family Training Weekend to provide

parents with speakers on topics of interest to them

and provide their children with childcare activities

was scheduled all three summers.

Interagency Agreement Committee reviewed cases to

assist in the coordination of services for individuals

as they change placements or services. Representatives from the various state agencies shared

information and resources at bimonthly meetings. A

statewide conference was planned all three years.

Presentations were scheduled on the topics of

communication and orientation/mobility curr'culum.

Sessions will be offered to parents on the topic of

Empowerment and for consumers who are deaf-blind on

accessing community services. The conference's

effectiveness was evaluated with written evaluation.

10
PROJECT CHANGES

In the third year of the Illinois 307.11 project, the

OSEP grant officer requested the project activities relating

to "early intervention direct services" be changed to "early

intervention technical assistance". The rationale behind

this request stemmed from the Illinois State Board of

Education receiving federal Part H dollars for all infants

and toddlers. The Philip Rock Center was successful in

receiving a state grant for Part H monies targeted for

children with deaf-blindness. The activities of the 307.11

project and the Part H grant for children with deaf-blindness

are both coordinated by the Philip Rock Center Chief

Administrator.

11
EVALUATION FINDINGS

Evaluation of the project activities consisted of the

following components. The Philip J. Rock Center Chief

Administrator met with the seven specialists on a bimonthly

basis to monitor grant activities. Copies of all activity

summary sheets and calendars were mailed to the Center

monthly. All staff were evaluated annually. Programs

receiving technical assistance were asked to evaluate the

quality and effectiveness of the assistance provided.

Parents who were the recipients of direct service,

consultation and/or diagnostic services were asked to

complete a satisfaction survey.

The families and service providers that received services

from this project indicated the following:

1. There are still children with dual sensory impairments

that are not being identified and consequently not

receiving appropriate services.

2. All of the families that participated in the Family

Training Weekend felt that the times was well spent. The

received information related to the field of deafhlindness and were able to network with other parents.

3. Parents turned to the Center to fund diagnostics when all

other funding sources had been exhausted. These

diagnostics provided valuable information for programming

decisions.

4. Parents and service providers appreciated being able to

call the Philip Rock Center to have questions answered or

referrals made on their behalf.

5. The Interagency Agreement Committee provided an important

resource for educators, adult service providers and

parents, especially in the area of transition from

school.

6. Parents requested help establishing a statewide parents

organization.

12 17
PROJECT IMPACT

The following chart is a count (per person) of all contacts made by the Illinois DeafBlind Specialists during the course of their work on the 307.11 project for the 3 year grant

period.

PROFESSIONAL PARAPROFESSIONAL FAMILY

MEMBER

I. CONSULTATIVE

SERVICES

..

..

..

.-: :.

:..

.

.. : A. Direct service ages 0-2

(FY93/FY94 only)

883 185 2567

B. # of technical assistance visits,

agcs 0-2

622 83 906

C. # of technical assistance visit.

ages 3-21

988 225 532

TOTAL CONSULTATIVE

SERVICES

2493 493 4005

II. TRAINING

A. Inservices given 984 242 34

III. INFORMATION/

REFERRAL SERVICES .. . . .. .

.

..

----,

.. ... ....... ...........

:::

.:. A. Phone consultations 2269 73 1400

B. Materials Requests (photocopies

or loans)

625 64 403

TOTAL INFORMATION

REFERRAL

2894 147 1803
State Geographic,

Assignments for Specialists

Arcal

Northeast

AIME

Northwest

Amain

Chicago

Arza_Pi

Chicago Suburbs

Area V

East Central

Arta_NEI

West Central

Area_Yll

South

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INFORMATION

Further information can be found by contacting the

Philip J. Rock Center, ERIC or DB-LINK.

The Philip Rock Center maintains records on all

technical assistance visits and inservice trainings. Copies

of agenda, handouts and evaluation forms are available on

request.

ASSURANCE STATEMENT

The Illinois State Project Services for Children with

Deaf-Blindness Program Final Report has been sent to the ERIC

Clearinghouse, Reston, Virginia.

15 2