DOCUMENT RESUME

ED 391 297 EC 304 546

AUTHOR Greenfield, Robin G.

TITLE Idaho Project for Children and Youth with

Deaf-Blindness. Final Performance Report.

INSTITUTION Idaho Univ. Boise. Center on Developmental

Disabilities,

SPONS AGENCY Special Educa'tion Programs (ED/OSERS), Washington,

DC.

PUB DATE 30 Sep 95

CONTRACT H025A20042

NOTE 106p.

PUB TYPE Reports Descriptive (141)

EDRS PRICE MFOI/PC05 Plus Postage.

DESCRIPTORS Agency Cooperation; *Deaf Blind; Disability

Identification; Elementary Secondary Education;

Infants; *Information Dissemination; Inservice

Education; Outreach Programs; Parent Education;

Preschool Education; *State Programs; Student

Participation; *Technical Assistance; Toddlers

IDENTIFIERS *Idaho

ABSTRACT

This report describes activities and accomplishments

of the Idaho Project for Children and Youth with Deaf-Blindness, a

3-year federally supported project which provided training, technical

assistance, and resources to families, educators, and other servirce

providers working with infants, toddlers, children, and youth with

deaf-blindness. An emphasis of the program was to increase the active

participation of individuals with deaf-blindness in their home,

school, and community. The project resulted in a dramatic increase in

the number of individuals who were identified as having

deaf-blindness. Among the information sources developed for both

families and professionals were an annual summer institute and

inservice sessions (serving approximately 1,500 people), quarterly

newsletters, a film series, informational fact sheets, biweekly

computer bulletins on the Idaho Special Net board, on-site trainings

and technical assistance visits, and collaborative activities with

various agencies across the state. Individual sections of the report

describe the project's goals, objectives, accomplishments, issues,

impact, and development of information sources. Appendices include

sample transdisciplinary reports on specific children, assessment

forms for training programs, a listing of materials in the project's

resource lending library, and a flyer in both English and Spanish

versions. (DB)

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

* Reproductions supplied by EDRS are the best that can be made

from the original document. ***********************************************************************
U.S. OEPARTMENT OF EOUCA710N Office of Educational Res.arch and improvement EDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)

2" This document has been reproduced as

received from the person or organaation

onginating a

7 Minor changes have been made to improve

reproduction quality

FINAL PERFORN1ANCE REPORT Points Of view or opinions stated in this docu.

ment do not necessarily represent official

OE RI Wainer, dr Pohoy

cr) PROJECT NUMBER: H025A20042 PROJECT START DATE: 10-1-92

LL1 PROJECT END DATE: 9-30-95

PROJECT TITLE: IDAHO PROJECT

FOR CHILDREN AND YOUTH

WITH DEAF-BLINDNESS

GEOGRAPHY' ARLA SERVED:

IDAHO

PROJECT DIRECTOR: ROBIN G. GREENFIELD, PH.D.

MAILING ADDRESS: IDAHO CENTER ON DEVELOPMENTAL DISABILITIES (UAP)

UNIVERSITY OF IDAHO

BOISE CENTER

800 PARK BLVD.

BOISE, IDAHO 83712

TELEPHONE: (208) 364-4012

UNIVERSITY OF IDAHO

129 W. 3RD STREET

MOSCOW, IDAHO 83843

4r3 BEST COPY AVAILABLE
ABSTRACT

The purpose of the Idaho Project for Children and Youth with Deaf-Blindness is to provide

training, technical assistance, and resources to families, educators, and other service providers

who work with infants, toddlers, children, and youth with deaf-blindness. Services are designed

to increase the active participation of individuals with deaf-blindness in their home, school, and

community.

The Idaho Project for Children and Youth with Deaf-Blindness has completed the 1992-1995

grant period. The past three years have seen a dramatic rise in the number of infants, toddlers,

children, apd youth who have become a part of the Idaho census. A variety of information

sources have been created for both families and professionals who work with children in Idaho

who are deaf-blind. These information sources include an annual summer institute, quarterly

newsletters, informational fact sheets, bi-weekly computer bulletins on the Idaho Special Net

board, on-site trainings and technical assistance visits, and collaborative activities with a number

of agencies across the state.

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TABLE OF CONTENTS

I. Project Purpose, Goals and Objectives 4

II Project Accomplishments 13

III. Project Issues 14

IV. Project Impact 15

V. Information Sources 17

VI. ERIC Assurance 18

VII. Appendices 19
I. Project Purpose, Goals and Objectives

The purpose of the Idaho Project for Children and Youth with Deaf-Blindness is to provide

training, technical assistance, and resources to families, educators, and other service providers

who work with infants, toddlers, children, and youth with deaf-blindness. Services are &signed

to increase the active participation of individuals with deaf-blindness in their home, scnool and

community.

The following sections will describe the project's goals and objectives from October 1, 1992 until

September 30, 1995.

GOAL 1.0 The Idaho Project for Children and Youth with Deaf-Blindness will develop a

coordinated, comprehensive process for identifying infants, toddlers, children, and youth (birth

through 22 year of age) including those individuals from underrepresented groups (e.g. Hispanic,

Native American) with deaf-blindness.

Objective 1.1 Provide information, technical assistance, and resources to the assessed needs and

requests of professionals, including those who work with underrepresented groups in

identification and assessment procedures of infants, toddlers, children, and youth with deafblindness.

Over the past three years the Idaho Project has provided information, technical assistance, and

resources to a variety of professionals including teachers, support personnel (e.g. speech and

language pathologists), teaching assistants, and administrators. Technical assistance has included

on-site visits to classrooms and child development centers, inservice training, "teacher and

assistant friendly" reports (see Appendix A). Ongoing support has been provided by multiple onsite visits, conference calls, and action plans. Information has been provided to professionals in

various forms including films, written material, and toys.

Activity 1.1.1 Assess the needs of professionals working with infants, toddlers, childi en,

and youth with deaf-blindness including those working with underrepresented groups.

This activity has been an ongoing process. Each October individual teachers of children

and youth on the project census are mailed a formal training needs assessment (see Appendix 13).

At the conclusion of each technical assistance visits professionals are also asked to identify

additional training or technical assistance needs. Results from these assessments have determined

the kinds of trainings that have been given during the annual summer institute as well as during

the school year.

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Activity 1 1 2 Disseminate information on students who are at-risk of having a dual

sensory impairment.

Information regarding who is eligible for the project census as well as who is at-risk for

deaf-blindness is advertised in the project literature. Information on this subject has also been

presented a various trainings and on the Idaho computer board.

Activity 1.1.3 Conduct the yearly census.

The project census is conducted on a yearly basis to coordinate with the December 1 child

count conducted by the Idaho State Department of Education. The census as of September 30,

1995 was 54 individuals ranging in age from 17 months to 21 years of age.

Objective 1.2 Provide information, technical assistance, and resources to the assessed needs and

requests of families including those from underrepresented groups, in identification and

assessment procedures of infants, toddlers, children, and youth with deaf-blindness.

Activity 1.2.1 Conduct a yearly needs assessment

Information regarding the project's activities, resources and services was distributed in

individual mailings, through the project newsletter, and conferences conducted throughout the

state. An annual needs assessment (see Appendix C) was mailed to families of individuals on the

project census to assess the needs for training and technical assistance. Results of the assessments

were used to design technical assistance activities.

Activity 1.2.2 Respond to the assessed needs and requests of families

TLL Project has responded to the assessed needs of families through on-site technical

assistanc:F: in schools and homes The project has also used the information from the family needs

assessment to design summer training (e.g. communication strategies, inclusion issues, medical

issues, functional vision assessment and instructional strategies).

The project has been very conscientious about including families in all phases of technical

assistance. Most technical assistance visits include some kind of person centered planning.

Sometimes that planning has taken the form of a formal MAPS meeting or personal futures

planning meeting. Other times families have been involved in a more informal interview about

their son or daughter.

Over the past three years the project has played several different roles for families. It has

acted as a mediator for families who were in conflict with a particular school district.. The

majority of conflicts have been around the issue of "inclusion" and how a child who is deaf-blind

might participate in an inclusive setting. The technical assistance provided by the project,

5

6
.)articularly the project's transdisciplinary team, has been most effective in averting legal

proceeding between school districts and families

The project has also function.xl as an advocate for families in Idaho. There have been

numerous occasions when families have literally been "all alone" in their effort to secure a quality

education for their child. For some of those families the project has been their only source of

support.

GOALIE, The Idaho Project for Children and Youth with Deaf-Blindness will provide

information, technical assistance, and resources to the assessed needs and requests of educators

and other professionals who work with infants, toddlers, children, and youth, including those from

underrepresented group, with deaf-blindness.

Objective 2.1 Develop three effective practice sites in Idaho.

Over the past three years has provided technical assistance to numerous sites throughout the state.

The majority of those visits have included intensive one to two day observations and planning

meetings. Followup has consisted of regular conference calls, resource materials, and some revisits as per request by teacher, family, or action plan.

Two of the sites (Boise and Meridian) received intensive on-site technical assistance. In both

cases the family of each child was very involved with each part of the technical assistance process.

Both children spend the majority of their day with their non-disabled peers and receive their

education in their age appropriate, general education classroom.

The technical assistance process has involved observation, conducting MAPS sessions, attending

and facilitating regular planning meetings, on-site followup, program writing, and video taping.

There were several outcomes of this kind of intensive technical assistance. First, functional teams

were formed around each of the children who began to meet, plan, and brainstorm on a regular

basis. iSecond, video tapes that were made led to presentations by one of the children's mother

and teaching assistant at the Chicago TASH conference in 1993. Video tapes taken of the other

child have been expanded and made into a film series call You and Me. In collaboration with the

TRACES project a five part series is being produced to include information on educating children

with deaf-blindness in general education settings, the role of the interpreter-tutor, communication,

orientation and mobility, and developing and maintaining social networks. A manual will

accompany films two through five. Films one and two have been distributed to 307.11 project

coordinators throughout the country.

These two children are indeed being educated, and are "included" as a member of their ageappropriate, general education classroom and school. Their families, various teaching assistants,

and school personnel have all contributed io the success of their programs. As a result a

6
"process" has been created in which people are more able to make decisions about these children's

programs. That process has made these effective school sites.

Activity 2.1.1. Solicit participation of schools to participate as an effective practice site.

This activity was completed in that each of these schools has worked with the project for

several years.

Activity 2.1.2. Assess needs of staff, students, and families

This activity was done by conducting MAPS sessions with students, families, and school

staff. The needs of the student and staff were naturally assessed through this process. Action

plans were then developed to meet the needs of the child, staff, and family

Activity 2.1 3 Assist in developing and implementing programs which meet the needs of

students within the context of general education settings

During the summer of 1993 a transdisciplinary team was formed as part of the project

services. The team includes an audiologist, an occupational therapist, a speech and language

pathologist, a vision specialist, and an educator. Since the summer of 1993 the team has traveled

to six location in various parts of Idaho. The team typically spends a full day or two observing

the focus student. Followup consists of training staff conference calls, followup visits, and user

friendly written reports (see Appendix A and D). The team has been effective in helping

educational personnel design programs and appropriate instruction for children. Evaluations of

the team process have been very positive. The team continues to be a part of the project as the

new grant cycle begins.

Objective 2 2 Develop and sponsor a series of mini-workshops for professionals.

The original thought in developing a "series of mini-workshops" (half-day) was two-fold. First,

mini-workshops would happen on a regular basis, and second, people would retain more

information if it was given in small amounts. Although the project still considers this as effective

training strategy it has been difficult to accomplish for several reasons. The project budget has

severely limited travel to locations throughout Idaho on a regular basis. Air travel within Idaho is

very expensive and driving, particularly in the winter months, is difficult at best.

In place of the ongoing mini-workshops the project has sponsored two to five day summer

workshops. In June of 1993 the project collaborated with Diane Baumgart, Ph.D., Associate

Professor of Special Education at the University of Idaho, to sponsor a five day workshop on

physical and medical issues as they pertain to children with multiple disabilities including those

with deaf-blindness, in educational settings. The workshop was conducted by Donna Lehr, Ph.D.

from Boston University. Dr. Lehr presented the information from Moscow (400 miles from

Boise) and the classes were ...nsmitted down the Micron Technology Center at Boise State

7
University. Participants in the Boise area were able to watch Dr. Lehr on a large television

monitor and ask questions via interactive speakers. 55 teachers, parents, administrators, and

support personnel participated in this workshop.

In August of 1993 the Idaho Project collaborated with the Specialized Training Program from the

University of Oregon to sponsor a three day training on strategies for including students with

disabilities, including deaf-blindness, in general education settings. 40 participants, including

parents, administrators, support personnel, and teachers attended the workshop.

In August of 1994 the project brought in Tanni Anthony, Ed.S. from the Colorado Department of

Education to conduct a two day workshop entitled Sensory Loss and the Early Years. That

workshop presented information about different types of vision and hearing loss. Participants

learned about the characteristics displayed by young children with a sensory loss and the factors

that put children at-risk for a vision and/or hearing impairment. Participants discussed the impact

a sensory loss has on cognition, communication, socialization, fine motor, gross motor (including

orientation and mobility), and self help skills. Participants were able to observe Tanni interaction

and demonstrating a play based assessment with a four year old boy who had a sensory loss.

45 parents and professionals attended the workshop.

Because Tanni's workshop had been so well received the Idaho Project brought her back to

conduct two more workshops in June of 1995. She repeated the information in Pocatello

(southern Idaho) where there were 50 participants and in Moscow (northern Idaho) where 29

people attended the two day session. As had happened the previous summer a child with a

hearing and vision loss was available to participate in a play based assessment with Tanni. Video

tapes were made of each of the children and are available for teachers and parents to check out

through the project library.

Activity 2.2.1 Conduct an annual needs assessment

Annual needs assessments are conducted with professionals in several forms including

written assessments (see Appendix B), evaluations of previous workshops, telephone requests,

and on-site visits.

Activity 2.2.2 Develop an information series of mini-workshops from the assessed needs.

Refer to Objective 2.2

Activity 2.2.3 Select mini-workshop presenters

Presenters were selected based on their experience and expertise in the target area.

TRACES has been helpful in making suggestions about potential presenters.

8

;)
Activity 2.2.4 Conduct mini-workshops

Refer to Objective 2.2

Activity 2.2.5 Evaluate and revise series for following year

Evaluations forms were given to participants after each of the workshops. Evaluation

results can be found in Appendix E.

Objective 2.3 Develop a video, toy, and materials lending library.

The project has accumulated a library of videos, books, and manuals. A catalogue of

these items can be found in Appendix F. The toy library was discontinued for lack of use.

Activity 2 3,1 Develop a catalogue of library toys, videos, and materials.

Please refer to Appendix F

Activity 2,3.2 Mail catalogues to teacher and other service providers

Catalogues are mailed upon request or distributed at local conferences

Activity 2,3,3 Mail materials to professionals

Materials are mailed upon request. Over the past three years there have been forty five

requests for library materials.

Activity 2,3.4 Evaluate lending library

An evaluation form is sent out with each item. Information from the evaluation forms is

used to make decisions about future materials.

Objective 2,4 Publish a newsletter three times a year

The Idaho Project Newsletter (See Appendix G for latest newsletter) has been published

three times a year. The newsletter contains information for parents, teachers, and other service

providers. The newsletter is mailed to over 700 individuals throughout Idaho and other parts of

the United States.

Activity 2.4.1 Publish newsletter in fall, winter, and spring of each project year

See Objective 2.4

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1 0
Activity 2 4 2 Mail newsletters to families, educators, and other service providers on

project mailing list

See Objective 2.4

Objective 2 5 Provide information to the Idaho Project Advisory Board regarding project

activities

The Idaho Project board consists of two parents as well as a representative from

TR kCES, the Idaho State Department of Education, the Idaho School for the Deaf and the Blind,

Part H (the Idaho Infant-Toddler Council), Maternal and Child Health located on the Fort Hall

Reservation, a University of Idaho professor, a school administrator, a classroor (eacher, a

repr ,4ntative from the Idaho Migrant Council, a counselor for the Idaho Comi. ,sion for the

Blind, and the director of the Council on Developmental Disabilities.

state.

Activity 2 5.1 Facilitate conference calls twice a year with board members

Conference calls have been conducted several times a year with board members across the

Activity 2.5.2 Send updated information regarding project activities to board members

Board members are sent information regarding proposed project activities and asked to

given their advice and feedback. The activity is ongoing.

GOAL 3.0 The Idaho Project for Children and Youth with Deaf-Blindness will provide

information, training, and resources to the assessed needs and requests of families of infants,

toddlers, children, and youth including those from underrepresented groups with deaf-blindness

Objective 3.1 Develop and sponsor a series of regional mini-workshops for families

Due to financial and logistical constraints this objective was difficult to complete. A day

long conference was held in May 1994 in Idaho Falls, Idaho for families and professionals that

families invited to come with them. 10 families and eight professionals participated in the session

which focused on the area of communication for individuals with deaf-blindness.

Families are always invited to trainings sponsored by the project in different parts of

Idaho. For example, parents from the project have attended each of the summer institutes.

The project has also presented at the Annual Idaho Parents Unlimited (IPUL) conference

that is held each fall.

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ii
Activity 3 1.1 Conduct an annual needs assessment of families

A needs assessment has been mailed to families in the fall of each project year. See

Appendix C.

Activity 3 1 2 Develop a series of mini-workshops form the assessed needs

Although the mini-workshops were not accomplished the summer training agendas were

developed around the assessed needs of parents and teachers.

Activity 3.1.3 Select mini-workshop presenters

See Objective 3.1

Activity 3.1.4 Conduct mini-workshops

See Objective 3.1

Activitt 3.1.5 Evaluate and revise series for the following year.

See Objective 3.1

Objective 3.2 Support the training of family members in three regions of Idaho to act as parent

consult its to other families in their regions

Three parents in three regions of Idaho acted as parent consultant for their particular

region.

Activity 3 2.1 Solicit members of three families in the three regions of Idaho to act as

parent consultants

Refer to Objective 3.2

Activity 3 2.2 Train family members in conjunction with regional teams

Family consultants were provided support and information according to particular needs

Objective 3 3 Create an Idaho Project Consumer Board

This objective was not met in the formal sense of creating a board. Consumers including

students with deaf-blindness, parents, teachers and other service providers are asked to have input

into and evaluate all project activities

1 1

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Activity 3 3 1 Solicit participation on the Board from consumers throughout Idaho who

are receiving training and technical assistance from the project

See Objective 3.3.1

Activity 3.3 2 Mail satisfaction and feedback questionnaires to each board member in the

fall and in the spring of each project year

See Objective 3.3.1

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PROJECT ACCOMPLISHMENTS

During the 1992-95 grant period the Idaho Project for Children and Youth with Deaf-Blindness

has made several major contributions which have impacted the lives of individuals with deafblindness in the state of Idaho.

1. Idaho Proiect Transdisciplinarv Team - The development of the Transdisciplinary Team has

been an important part of the project's ability to offer technical assistance. The team consists of

an occupational therapist, a speech and language pathologist, a vision specialist, an audiologist,

and a special educator. Families and service providers who work with children on the project

census are eligible for services from the team. The team travels to the location where the child

lives and spends one-two days observing the child and teacher, interviewing family members,

teachers, educational assistants and other support personnel, reviewing the child's file, and

meeting with the child's team members. The philosophy of the Idaho Project Team is that children

should be assessed and instructed in a holistic manner, rather than one part at a time. At the

conclusion of the visit an action plan is written with the team. A report is also generated by the

team as a whole and sent to the focus child's family and teachers. Followup activities are designed

according to request and need. Some followup activities have included additional on-sites visits

from one of the team members who lives close to the child, followup conference calls with the

team that are conducted on a monthly basis, additional written material and videos.

It was the intention of the team to generate a report for school personnel and family members that

was "user-friendly," that is, one that people could understand, refer to, and use. Most of the

reports the team members find in student files are derhaps filled with good suggestions but written

in a formal and often unusable style. Teachers and assistants rarely read these kinds of reports.

As you can see from looking at Appendix A and Appendix D the project team has written reports

in a different way. We have questioned teachers and family members and received positive

feedback as to the manner in which the report was written. The team continues to be a critical

part of the project and hopes to offer training on what we have learned to other teams in Idaho.

2. Summer Trainings - The summer trainings (see Objective 2.2) were developed in place of the

mini-workshop concept that was originally written in the grant proposal. The trainings have been

very well received and looked forward to by participants throughout the state. Logistics and

money have prevented the project from conducted more that one or two large trainings in the

summer months. From the project's perspective this has proved to be a wise choice given people's

time constraints during the school year. The trainings have been very well received and followup

information from both parents and professionals indicate that there has been an impact upon the

lives of children in classrooms and homes.

3. Film Series - Over the past several years the project has been involved in the development of a

film series entitled "You and Me." The series focuses on the education of a boy named Riley Ford

who is totally deaf and totally blind. The series includes an overview film on Riley's education

13
with his classmates at Valley View School, the role of his interpreter-tutor, Riley's

communication system, his orientation and mobility, and his social networks. Films two through

five will be accompanied by manuals. The series is being distributed by Teaching Research to

each of the 307.11 coordinators in the United States.

4. Technical Assistance - The technical assistance offered by the project has been helpful to

teachers and families on the project for several reasons. First, it has given information to teachers

and families about a particular child. It has been a resource when there has been no other

resource. It has supported both families and teachers in times of crisis from diverting potential

legal battles to helping create communication systems when there were no other supports. The

project's technical assistance has also taught people different strategies that they could use again

and again. Strategies like MAPS, and teaming building and communication techniques have

proved to be invaluable for school districts that have no access to inservice training or consultants

on a regular basis.

PROJECT ISSUES

The issues associated with the project have mainly pertained to time and money. It has been very

difficult to carry out all of the project's original goals and objectives given the size of Idaho and

one staff person who was working three-quarters time. The budget for this project also limited

completing all of the proposed activities. Given that statement, it is important to know that over

the past three years the project of staff (1) has learned a good deal about how to make the most of

a given amount of money and impact that largest number of people. For example, it is much more

cost effective to conduct a large summer training in two parts of the state than to conduct small

mini-wor:cshops over the course of the year. It attracts more people, it can be given for credit,

people have a chance to problemsolve and meet other people.

The project also had to deal with the geography of the state when trying to think about and carry

out trainings and other activities for parents. Families are live in everything from tents on

mountain tops to apartments above a 7-11. Some families are very involved in the education of

their child and therefore very responsive to trainings and information.. Other families do not want

anything to do with their school districts let alone a federally funded project (Remember, this is

Idaho!). On the other hand those families are all on the project mailing list. They are given

information on a regular basis. Also, the project has now been around long enough and their

children have been on the census for a time. They know they have access to the project if it can

be helpful to them..

The proposed consumer board was never developed for some of the reasons stated in Objective

3.3. Although the board was not developed in a formal sense the project considers the consumers

of each technical assistance visit and each training all members. There is a constant and ongoing

interaction with these people. All of their suggestions are used to evaluate the project activities.

14

1 5
Finally, the project has not done as well as it would like with the Native American population in

Idaho nor the Hispanic population. For both these populations distance is an issue. All of the

reservations are located a long distance from the base of the project staff. Although not an

entirely effective excuse it does make a difference when people are in need of constant and

ongoing technical assistance (This issue does not just pertain to underrepresented groups but is a

constant problem throughout the state) some of this issues has begun to be addressed recently

through the type of report that was written (See Appendix D). The location of this child's site

was so far away from any of the team members that we literally scripted out what the school staff

should do and say for this particular child. We are following this up with monthly telephone

conferences. So far it has worked. The staff was very happy with this kind of long distance

technical assistance. This may be a way to address issues on the reservations and within the

Hispanic communities.

Another issue related to serving Native American populations and the Hispanic community is

cultural. For example, in the fall of 1994 the director of the Idaho Project made a visit to the Fort

Hall Indian Reservation in Fort Hall, Idaho. That is about 200 miles from Boise where the project

base if located. The director spent the day with the director of Maternal and Child Health, visited

programs, met the head of the Tribal Council, ate a buffalo burger at the local restaurant, and

conducted a small inservice on the project and what services we might offer to the reservation. It

did not take long to learn that the process of making decisions on the reservations is very different

for the reservation. That is, all decision regarding training and technical assistance are made by

the Tribal Council not by the individual people who work on the reservation.

An initial contact was made with the Idaho Migrant Council and visit was made to their Head

Start Programs. Information, including brochures and fact sheets in Spanish, were sent to contact

people. Initial plans were also made to perhaps develop some information sessions on sensory

impairments for parents of children at the Head Start program. Again, some of the stumbling

blocks involve the transient nature of the field workers whose children attend the school and their

belief that things like vision problems have to do with witchcraft.

The project continues to try and figure out ways to work with both the Migrant Council and the

reservations throughout the state.

PROJECT IMPACT

Over the past three years the project has concluded summer trainings and inservice sessions for

approximately 1500 people. The project provided services for teachers and families in some 40

schools and child development centers. Additional contacts include followup on-site visits,

telephone calls, and information sent from the project library. Collaborative efforts with the Idaho

Department of Health and Welfare, specifically the Idaho Infant Toddler Council, the Idaho State

15

1 ti
Department of Education, the Idaho Council on Developmental Disabilities, Easter Seals, Idaho

Parents Unlimited (IPUL), and numerous schools in Idaho have resulted in people in these

agencies as well as the general public being more aware of people with deaf-blindness. This

awareness has led to collaborative activities with these agencies that benefit children with deafblindness and their families.

Project products include facts sheets in English and Spanish. newsletters, films, flyers, a project

brochure in English and Spanish, and workshop videos. A sample of items is included in

Appendix H. The videos can be accessed through the project director.

16
INFORMATION ACCESS

Further information can be accessed from:

Robin Greenfield, Ph.D.

Director

Idaho Project for Children and Youth with Deaf-Blindness

800 Park Blvd.

Boise, Idaho 83712

and

ERIC/OSEP Special Projects

ERIC Clearinghouse

Council for Exceptional Children

1920 Association Drive

Reston, VA 22091

17
ASSURANCE STATEMENT

This final report for the project period October 1, 1992 through September 30, 1995 has been

sent to:

ERICIOSEP Special Projects

ERIC Clearinghouse

Council for Exceptional Children

1920 Association Drive

Reston, VA 22091

on January 10, 1996.

Director

Idaho Project for Children and Youth with Deaf-Blindness

/es

date

18

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APPEMDICES
Appendix A - Transdisciplinary Report

20

1 1 (.... i
CURRENT EDUCATIONAL STATUS:

is currently a student at Mackay Elementary School. He

attends the first grade class for approximately 1 1/2 hours each

day. He spends the remainder of the day in the school resource

room. has been assigned a one-on-one assistant.

ASSESSMENT PROCEDURES:

The Idaho Projict team observed i on November 18, 1993 in

the resource room, playground, and hallway of Mackay Elementary

School. was also observed on the November 18, 1993 in

the rest room by Gail Brown, the occupational therapist. On

November 19, 1993 '-* was observed at his home as he prepared

to leave for school, in the first grade classroom, and in the

resource room.

A MAPS (McGill Action Planning System) session was conducted for

on November 19, 1993 at the Mackay Elementary School.

Those in attendance were mother, : the

principal, Mr. . the resource room teacher, Ms

assistant, the speech assistant,

and members of the Idaho Project team, Gail Brown, Debra

Towsley, and Katherine Lloynd. The session was facilitated by

Robin Greenfield.

The assessment process is ongoing. In the future team members

will conduct individual assessments according to each team

member's discipline as well as continue to assess with other team

members.

CURRENT RECOMMENDATIONS:

Because a transdisciplinary approach advocates a collaborative

effort with regards to assessment and program development, the

recommendations that follow have been designed to embed skills

within Clifton's routines and activities.

There are four areas that the team concluded were priority areas

for i at the present time. These areas include

communication (both receptive and expressive), mobility, choicemaking, and developing some friends his own age. These priority

areas were chosen as a result of the team's observation, the MAPS

session, and interviews conducted with both the teaching staff at

Mackay Elementary and Mrs.

In an effort to be reader-friendly

consist of a particular routine or

about the routine or activity, and

questions for the team to consider

current program.

the recommendation format will

activity, general comments

specific recommendations and

as they develop and expand on

CON
ACTIVITY: ARRIVAL

COMMENTS: Since ( rides the school bus it would be nice if

he could walk into the school with the other children. His

assistant could meet the bus and walk with , and the other

children.

RECOMMENDATIONS:

-Walk into school through the front door with peers and

assistant.

-Greet peers with "hi" or "hi (name of child)"

-Hang coat up in first grade classroom.

-Converse with assistant, teacher, or peers about happenings in

the environment

-Walk to schedule box and go through activities of the day (see

attached information on creating a schedule box and suggestions

for items in box).

Note: When you are designing a schedule box it is very important

to be a good observer. That is, be sure you put objects/symbols

in the box that are meaninaful to not to you. For

example, a spoon might seem the logical choice to designate

lunchtime, but a cup might be the symbol that Clifton associates

with lunch.

-Walk to restroom (if that is the first activity after arrival)

or locate his seat or spot on floor for opening.

QUESTIONS FOR TEAM:

Can use his walker to walk into the school?

Could a "cool looking" pouch be attached to the walker to carry

school items?

Are there other kids from the first grade that can walk into

school with him?

Is there a specific place in the first grade classroom where

's schedule box might be located?

Should go to the restroom first or go through the

schedule box first?

PEST COM'

2
8:45 OPENING

COMMENTS:

As your team considers 's priorities for the year it is

important for you to ask if and how these needs are being met

within the context of the day. What opportunities are created

through each activity to practice a needed skill. How might

use his strengths to support his participation in an

activity?

You might want to consider looking at the different materials in

the first grade and how you might use them differently to

accomplish 's personal goals and objectives. For example,

during our initial observation was involved in a color,

cut, and paste activity in the first grade. Ask yourself what

the purpose of 's participation in this activity? Mrs.

indicated that she did not particularly care if

brought home a "finished product" but would rather he have luore

interactions with the children at the table, practice mobility

skills, etc. Part of your team meeting discussion can be

dedicated to clarifying some priorities for family and teachers

during this first grade time.

As we observed the first grade and talked with the teacher we

noticed that there were several opportunities for to have

a choice in either an activity or materials. Potential cnoices

might include - books he might want to listen to on tape, visual

cues (choice of crayons, materials, etc.) What other

opportunities are there luring this time for to make a

choice?

It may be to your advantage to have some materials pre-cut since

activities like the color, cut, paste are so arduous for

The purpose of cutting is strengthening his hands so using

stiffer paper might make sense. Some materials could also

sometimes be pre-cut and could glue the animals on the

sheet.

RECOMMENDATIONS:

walks to the opening activities at the circle

, is positioned so he can see and hear, the teacher and

other students

-time

sits independently as much as possible during circle

Note: This is a good time to practice a sitting position. It

also is a time when his assistant does not necessarily need to be

right next to him.
-Involve him in passing out materials like the other children -

papers, crayons, etc.

-Develop adapted materials (e.g. large print numbers, clock with

rotating hands) for him to use during circle time. Have peers or

teacher assist him.

-Consider using a slant board to accomdate for vision during

activities at table. (Note: We will send you a video)

-Encourage choice making.

-Name, label, describe object and materials while working with

them to encourage vocabulary development.

-Establish some routine communication exchanges - for example,

always greeting the other students at the table.

-Encourage appropriate verbalization - for example, "May I

have....please, "I want , "Please help me....

-Prepare __ _ for transitions. Let him know what is going to

happen next by talking to him, having him go to the schedule box,

paying attention to the activity around him with his vision and

hearing.

QUESTIONS FOR TEAM?

Are there other times can be in the first grade classroom

other than opening?

What kinds of opportunities are there in the class to embed his

language and therapy goals?

What kind of assistance does the team need?
REST ROOM

GENERAL COMMENTS: Because this is something that happens

several times a day it becomes a good teaching time. We recommend

you establish a routine involving certain procedures such as

locating the restroom, pulling open the door, closing the door,

pulling his pants down and up, washing his hands. This is

another excellent time for describing, labeling and communication

with Not only is this promoting long term independence

with regards to using the rest room but also in terms of language

development.

RECOMMENDATIONS:

-Develop a bathroom schedule/ask what happens she does at

home?

-Develop a more conventional way for to let 1 or his

teacher know he has to use the rest room - a sign perhaps or an

appropriate vocalization.

-Use walker, whenever possible, to walk to to restroom.

-Use the restroom as a teaching opportunity for things like

opening doors, washing his hands - including turning on and off

the water, use a pump bottle for soap, and drying hands.

-Teach functional skills like turning on and off the lights in

the rest room.

-A great time for interaction and conversation.

QUESTIONS FOR TEAM?

Could use pull-ups instead of diapers? What does Mrs.

Webster do at home?

Could be given time to attempt independent behaviors?

Er_r_.! CON [MUM E
SNACK

Snack is a natural time for children to make choices and for

teachers to respond to their spontaneous communication efforts.

Be sure to seize the "teachable moments" during this time - for

example, if ( spills the juice - embrace the moment as a

time for conversation and interaction not a disaster!

RECOMMENDATIONS:

walks to table for snack.

-He helps get snack items - include several so ne can make

choices during this time.

helps set table, wash plates at conclusion of snack.

-Create opportunities for to request "more" of some snack

item rather than always asking nim - a time delay.

-Describe taste, texture, likes and dislikes - find out what he

doesn't like - encourage verbalizations.

-Create language activities involving food - for example, make

pudding together, decorate cupcakes.

QUESTIONS FOR TEAM:

-Could , have his snack in the first grade room?

-If not, is it possible for a peer to have a s,lack with

in the reslrce room - kids could rotate each day.

-Does need a snack time or could he carry a cup in a

pouch on his walker and use if throughout the day when necessary?

-If snack has to be after snack could music be played as a

reinforcer?
LANGUAGE

GENERAL COMMENTS:

Language is a skill that is embedded throughout the day within

every activity and routine. If your team decides to keep this

particular time in the schedule we have come up with some

additiona2 suggestions that perhaps will be helpful to you.

First, we suggest using more meaningful objects to promote

's language. For example, favorite age-appropriate toys

(Ninja turtles), toys that make sounds and encourage . to

use his vision and hearing, familiar household items. Again,

Mrs. should be very helpful in this area. What does

like at home? This is again a nice time for choice making

- what would like to talk about?

The big red switch could be used with toys borrowed from the UCP

lending library in Boise. They have an extensive list of items

you can borrow for several weeks at a time.

The team also felt that since music is not only such a reinforcer

for but a way to stimulate language and encourage some

independence it might be an appropriate goal to teach to

use a tape recorder - that is select a tape, put it in the tape

recorder, turn on the tape recorder, listen to the tape and

return the tape to the box. The team might want to consider

looking at a tape recorder that has buttons which are easier for

Clifton to push.

RECOMMENDATIONS:

-Play with age-appropriate toys - noisy, visually appealing,

providing choices, and requiring verbalization for selection.

Play with appropriately by himself and with other children.

-Think of activities to expand his language including parallel

talk/play.

-Use food/baking as basis for language development. Decorate wit',

colors, texture.

-Make things like collages with macaroni, gummi worms, etc. cn

construction paper.

-Make a science project using materials

vinegar (smell, taste) bubbles, etc.

-Encourage comments, requests, labeling,

jlis lead instinctively during this time.

HAVE FUN !WM

like baking powder,

description and follow
OUESTIONS FOR TEE TEAM:

Think about what you are all trying to encourage during this

time? Talk about this during one of your team meetings.

Is this activity and the items you are using during this time

meaningful to '? Will they be important in the future?

Are there other things you might try during this time to

encourage language for

What kind of progress are you seeing? How do you know? How would

you tell other people?

Are you seeing use and expand his communication and

language skills across the day in other activities?
LUNCH

GENERAL COMMENTS:

Lunch is another nice time to embed a number of skills including

choice making, language, vision, hearing, fine motor,

independence, mobility, and general socialization with peers and

teachers.

RECOMMENDATIONS:

-(Ideally) Walk to lunchrom with classmates.

-Talk about what is for lunch.

-Independently eat/cut food, clean up spills, wash hands (before

and after eating).

OUESIONS FOR THE TEAM:

-Is it possible for 1 to accompany the high school student

to the cafeteria to help pick up his lunch tray? If he were to

eat with other children - could he stand in line for milk?

could put the milk carton in the pouch attached to his

walker. (Note: Oral stimulation could be done upon his return

from the cafeteria and right before he eats.)

ErsI COPY AVAILABLE
THINGS TO THINK ABOUT BEFORE AND DURING EACH ACTIVITY?

-Is sing his hearing aides? Why not? What do we need to

do to help him use the hearing aides? Who is responsible for

making sure they are working and he is using them?

-Are the appropriate people using the auditory trainers? Are

they in good working condition? Who is responsible for making

sure all equipment is working properly?

-Is . walking to each activity? If not, why not?

-Am I aware of 's visual attention during the activity?

-Is positioned so he gains - auditory and visual

-Does have a choice regarding activities or during the

designated activity?

-Are teachers and students talking with 1? How does he

respond?

-How is ' interacting with other students and teachers?

-What are the naturally occurring opportunities during the

activity for to communicate?

-Have we created opportunities for 1 to initiate

interactions?

-Are we paving attention and responding to 's spontaneous

communication efforts?

-Are we giving enough time to respond to our questions

and demands?

-Don't forget the "teachable moments" throughout the day

-How is the team communicating with one another?

-Is the team having fun???? Why, or why not?

-Is the team reinforcing itself for the progress it is making?

You need to give yourselves a pat on the back.

-What else do you need?

-Is a prompt hierarchy being used?

-Are you problem solving with one another in a positive way?

-How are you planning for / 's transition into 2nd grade?

31
A few wording on the art of teaming

I sent you several forms that I thought might be useful for your

team. Although sometimes people think it is time consuming it is

important for your team to have some structure, some norms, and

ways to resolve conflict in a positive way. Here are some things

you might think about.

1. Think about who the core team members need to be - possibly

Ms. K, How often does feel she needs to be

at your meetings? You might want to begin having her at every

meeting as you begin to choose some items to try then gradually

as you are all more comfortable with your team she may attend

every other meeting or once a month. The first grade teacher is

certainly a key member of the team but it may not be necessary

that she attend all of your meetings.

You also want to think about who is on your extended team, that

is people who do not attend the meetings all the time but are

important to -'s program for example, the physical

therapist in Idaho Falls. Mr. as the school

administrator, would probably be considered an extended member

of the team. Team members might be added or leave depending on

what is happening in 's program.

2. Develop some team norms, for example - team will meet weekly

for a month (with the intention of meeting bi-weekly or monthly),

meetings will last for half an hour, every team member is equal,

we will have an agenda, we will takes meeing minutes, we will

rotate the meeting facilitator position, we will not interrupt

each other, etc. Some teams meet outside of school, some bring

food.

3. As you review the recommendations - choose several you as a

team want to work on. You don't need to try everything all at the

same time. You do want to have plan of how you will add things,

what will be next? What will be the criteria for changing

things?

4. What do you need from the Idaho Project to implement some of

the things you want to try????

5. I have enclosed two other things in this packet - one is

called a "problem-solving capsule" - I would recommend that at

one of your meetings you choose an issue and try this out. It is

fun to do and very productive. Last but not least I have

enclosed something I ran across in Vermont last week - thought it

might be helpful to have a good laugh or two up there in the cold

of Mackay.

32
Appendix B - Teacher Assessment

21
Idaho Project for Children and Youth with Deaf-Blindness

Survey

To help us in planning the activities for the next year, please answer the following questions, fold it in half with our label

showing, and mail it back to us. No postage is needed!

Demographics

Area(s) of Certification

Do you feel you are adequately trained to work with children with dual-sensory impairoents? Yes No

I currently work with (number) of students with dual-sensory impairments.

Content & Level

Please rank the top five of the following topics according to your need for more information. The item for which you need the

most information should be given a "1". The item for which you need the next most information should be given a 2,' etc.

Then rate the level of training you wish by circling the letter to the right of the items you ranked (I al Introductory level, B = Basic Implementation Strategies, and A = Advanced Implementation Strategies).

Rank Training Level

Topics Introductory Basic Advanced

Community Based Instruction I B A

Ecological Assessment Procedures I B A

Functional Curriculum I B A

Functional Hearing Assessment and Training I B A

Functional Vision Assessment and Training I B A

Increasing Integration Opportunities I B A

Medically Fragile Students I B A

Nonaversive Behavior Management I B A

Nonsymbolic Communication Strategies I B A

Orientation and Mobility Techniques I B A

Team Collaboration Strategies I B A

Transition to Adult Services I B A

Ushers Syndrome I B A

Vocational Training I B A

Other 1 B A

Ways to Learn

The following are ways you might like to learn. Circle the number for each statement that tells how much you lace that way of

learning.

Dislike Like a little Like Lllte more Me very much

1 2 3 4 5

Read written materials 1 2 3 4 5

Take a course for credit at a local school, college, or university 1 2 3 4 5

Watch a videotape 1 2 3 4 5

Watch a specialist work with my student in my room 1 2 3 4 5

Watch a specialist work with a student similar to my student 1 2 3 4 5

Watch videotapes of myself practicing with my student 1 2 3 4 5

Have someone talk to me about how to interact with my student 1 2 3 4 5

Attend a weekend workshop 1 2 3 4 5

Attend a workshop during the summer 1 2 3 4 5

Other 1 2 3 4 5

If you would like to be on our mailing list, please complete the following:

NameAddress:

City, State, Zip:

"2

' Information for tbis form was kindly supplied by Great Lakes Area Regional Center for Deaf-Blind Education.
Appendix C - Parent Assessment

22
Idaho Project foe Children and Youth with Deaf-Blindness

Family Survey

To help us in planning our activities for the next year, please answer the following questions, fold it in half with our label

showing, and mail it back to us. No postage is needed!

Content & Level

Choose five topics you would like to learn more about this year. Rank topics in order of interest 1-5.

Rank Topics

Behavior Management

Communication Strategies

Community Based Instruction

Curriculum Ideas

Dressing Skills

Eating Skills

Medical Issues

Vocational Training

Sexuality Issues

Develeping Leisure/Recreation Skills

Collaborative Teaming

Rank Topics

Etiologies Related to Hearing and Vision Loss

Home Strategies for Young Cliildren

IEP, What is it?, How can it Work for Us?, etc.

IFSP, What is it?, How can it Work for Us?, etc.

Sibling Imes

Strategies for Working with Schools

Transition to Adult Services

Wills and Guardianship

Developing Play in Children

Strategies for Including Students in General Education Settings

Other

Ways to Learn

The following are ways you might like to learn. Circle the number for each statement that tells how much you like that way of

learning.

Dislike Like a little Like Like more

1 2 3 4

Like very much

5

Read written materials 1 2 3 4 5

Take a course for credit at a local school, college, or university 1 2 3 4 5

Watch a videotape 1 2 3 4 5

Watch a teacher work with my child 1 2 3 4 5

Meet with other families 1 2 3 4 5

Attend a weekend workshop 1 2 3 4 5

Attend a family weekend which would include activiiizs for all family members. 1 2 3 4 5

Other (Please explain)

We would appreciate a current address to update our mailing list in an effort to keep you informed of the project's activities.

Name:

Address:

City, State, Zip:

Information for this form was kindly supplied by Great Lakes Area Regional Center for Deaf-Blind Education and the Nevada

Dual-Sensory Impairment Project.
101X437

Please Fold on This Tine

and tape together on tbr:. bottom

DO NOT STAPLE

BUSINESS REPLY MAIL

FIRST CLASS MAIL PERMIT NO.120 MOSCOW, ID

POSTAGE WILL, BE PAID BY ADDRESSEE

Ul/BOISE CENTER

IDAHO PROJECT FOR CHILDREN AND YOUTH WITH

DEAF-BLINDNESS

SOO PARK BLVD.

BOISE, ID 83712

lit 11111111111111111111111111111111111111111111111 II I

NO POSTAGE

NECESSARY

IF MAILED

IN THE

UNITED STATES
Appendix D - Transdisciplinary Report

23
IDAHO PROJECT FOR CHILDREN AND YOUTH WITH DEAF-BLINDNESS

TRANSDISCIPLLNARY TEAM REPORT

CHILD'S NAME:

SCHOOL:

TEACHER:

PARENT:

DATE OF TEAM OBSERVATION: November 13-14, 1995

TEAM MEMBERS: Gail Brown, OTR/L; Debra Tows ley, M.S., CCC; Jeff Brockett, M.S.,

CCC-A; Katherine Welsh, M.S.; Robin Greenfield, Ph.D.

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

The following information is.a summary of each individual team member's observation and

interaction with diagnosis includes prenatal encephalopathy. Resulting

complications include deaf-blindness, cerebral palsy, mental retardation, and seizures.

Speech and Language Pathologist - Debra Towsley. M.S.. CCC

has many strengths regarding communication. She has the ability to express 'eat' and 'drink'

appropriately by using sign language which indicates knowledge of symbols for language, cause

and effect, use of contrasting symbols to indicate meaning, and an indication of want and need; to

indicate 'dislikes' by being non-compliant, whining or pushing away; and to indicate 'likes' by

reaching or receiving an object. within the classroom, some communicative programs have been

put into place. They include use of touch cues, teaching specific words in sign language, and use

of symbols for communicating transitions into activities. These progams are evidence of how

important the staff have regarded communication in : life. This is very encouraging. It is

proposed that these programs be continued, but with different methods of implementation.

An initial caution to be 5impk and to start with only one to two symbols, signs, or transition cues

to begin with, so as to encourage basic levels of ability before including an array of concepts,

which might confiise her.
Occupational Therapist - Gail Brown,OTR/L

has a very nice new wheelchair which fits her well and supports her nicely. She has a

walker which has been adapted with a wide strap to prevent excessive adduction (legs crossing)

during ambulation. She also has bilateral ankle foot orthosis (AFO's) which appear to fit her well

at this time.

When was placed in standing with her bottom resting against the seat she was able to

independently push herself up into her wheelchair using her upper extremities She was not

observed getting out of the chair.

. was able to take one large step up onto a crate to get a drink from a fountain. The school is

building a two step platform for her to use at this fountain and sink.

Mrs. . classroom teacher, has taken feedback from occupational therapist

and translated that information into motor goals for . These goals are appropriate for

with my only suggestion being to put them into a context of her (laity routines such as:

1) Prior to attending music with her peers, will use reciprocal leg movement without

hyperextension of the knees, to walk to the music room (approximately 100 feet) in 20 minutes

using her walker.

2) Following exercise routine on the floor, will move from the floor to a regular chair for

snack. Hands are placed on the seat of the chair as a cue for her to pull to a sitting position,

where she will sit for 15 minutes (snack) without assistance.

3) Following a request for a drink, will crawl to stairs using reciprocal leg movements. Her

educational assistant will assist her to a standing position, with support at her hips will go

up the 2 steps necessary to get her drink requiring only prompt/cuing from the assistant by

touching her knee.

NOTE : Try not to think of -'s motor needs as being "separate" motor time , but rather think

about how to take all those goals and work on them each day arid/or week within the context of

her daily activities. - where are those opportunities?

Two specific questions for I team...

1) See if crawls better with her AFO's off. If so, I would certainly remove them

when doing crawling activities.

2) Ask . 0 T. for suggestions on ways to facilitate better drinking techniques to

determine if better tongue and lip function can be attained.

4 :) E T COPY AVAILAB1 E
The following is recommended for communication programming for

1. Scenario and routine based teaching of sign language. Example: could be involved in an

activity where she explores 'objects with a purpose' with her hands This could include a warm

scented wash cloth to wash her face.after lunch, or toothbrush with tasty toothpaste on it to brush

her teeth, again after a snack or lunch. These are objects she will need to use for self-care, could

potentially and realistically request some day for self-care (school and home), and objects she

should be familiar Once or twice or three times a day, after snack or lunch, there could be

an activity where she is taught the sign for 'wash.' She would then be taught to wash/wipe her

face. Then she would be taught the sign for 'toothbrush,' then taught to brush her teeth/maybe

initially chew on the brush. this would become a routine, done in the same order everyday. She

will learn to anticipate the activity. Eventually she would be given the choice of which would

come first, washing her face or brushing her teeth.

2. Use of touch cues appropriate for an activity. For example: A touch to the elbow could

consistently mean movement of her body to another place. A touch to the cheek could mean

introduction of something to her mouth. A touch to her shoulder could mean 'here comes a hug.'

Placing your hand over hers and placing it on the wheel of her wheelchair could mean that you are

going to push her in her wheelchair to an activity. Consistency and opportunity to practice are the

keys!!!

3. Use of symbols to communicate with and for , to eventually communicate with

others. Example: A small piece of leather or pipe in a fanny pack to represent her wheelchair..

You would first touch elbow to indicate you are going to move her, that present her with

the piece of leather or pipe to touch ( may be with your assistance), then move her to the

wheelchair.. This lets her know what is going to happen next. Other examples might include a

piece of mat could indicate that it is time for mat activities. You would touch her elbow, present

her with the piece of mat to touch for her to touch (may be with your assistance), then move her

to the mat. Again, this let's her know what is going to happen next rather than just being acted

upon.

In addition to these kinds of symbols, a symbol or schedule/calendar box would be beneficial to

create for She needs to know what will happened during the time she is at school. The

calendar box can be used to not only tell , what is going to happen next, but eventually to

hopefully let her choose between activities. This is a beginning place for communicating some

order throughout the day and the use of symbols to signify many meanings.

4 should also have some means of identifying people in her life. Each person should have

a consistent tactile name sign. For example, touching a ring on finger might be the way

. identifies herself. The children she interacts with should also have name signs.

4 1
Audiologist - Jeff Brockett. M.S. CCC-A

If is clear from previous testing, observations, and case history that has a hearing loss. How

much of a loss is different question. It may be that it is severe and aidable but since she has really

gone her whole life without amplification, it is difficult to predict how she would do it she was

fitted with hearing aides. Her head movement, her ability to reach up to her ears, and the fact that

she explores object with her mouth make me a little leery of trying to put a hearing aid on her.

Another idea may be worth pursuing. Vibrotactile aids are devices that convert sound into

vibrations. The user wears the vibrator on the arm or chest and learns to "pair" events or

activities (e.g. snack time, recess) with certain vibratory patterns. is a very "tactile" child

and it may work to try this type of aid. ISDB has a couple of these devices that I thint: e

available for loan. I will be happy to contact and talk to her about the loanine program.

If it works and we.see some benefit we can pursue purchasing the device (e.g. through Medicaid).

Vision Consult3nt - Katherine Welsh, M.S.

According to an 8-10-93 ophthalmological report by Dr. 's vision loss is a

combination of both optic atrophy and cortical visual impairment. Optic atrophy refers to a

deterioration of the optic nerve fibers which can create a variety of visual field and acuity losses.

Cortical visual impairment (CVI) occurs when there is damage to the visual cortex, to the

posterior visual pathways, or to both places in the brain.

Jmportanuhings to remember about children who have

1. Visual attention and general performance may be quite variable. Some days are better than

others. Factors that might influence performance include: fatigue, illness, medications, seizure

activity, postural insecurity and unfamiliarity with an environment

2. Visual field defects may also be associated with CVI due to specific neuroloaical change.

3. Movement cues, especially in the peripheral fields, can oflen stimulate a visual response.

4. Color vision does not seem to be affected. In fact, some colors (such as red, orange, and

purple) appear to be "better received" than others.

5. The ability to discern shapes does not seem to he affected - although the ability to discern

colors may act as a "visual assist" in the process of decoding shapes that are colored.

6. The ability to take in an entire visual picture is reduced; the child does not seem to have the

capability to screen through extraneous visual information to focus on the one object of interest

The child may need to Jean closer to the object in order to narrow the visual field. This helps to

correct the "visual crowding" effect of too much information.

4 2 BEST UM P.VAILABIE
7. The use of tou_ch as a primary learning avenue or as a means to "validate" the visual images is

important to remember.

8. Seizure activity is very common with children who experience CVI, as is cerebral palsy..

As a result remember

*The use of touch should be a primary means of introducing information to the child.

Continue to place objects near or in the child's hand(s) when presenting an item. Be

careful not to startle the child with your touch.

*Reduce extraneous visual information from the child's "working/playing environment"-

present one item at a time if possible.

*Familiarity of an object is extremely important. Teacher experience has shown objects

that are familiar often result in increased visual attention to that object as opposed to one

that mieht be considered more visually potent because of color or contrast. Think about

what objects the child is involved with during the day and be consistent with using these

same objects.

*Pay attention to any color preferences - or aversions to certain colors. Use color

preferences to attract and sustain the child's visual attention

*Be aware the child might fatigue easily in situations which require visual/auditory/tactile

deciphering of information. Build in breaks, and allow for extra response time before

giving the child another cue.
The philosophy of the Idaho Project Team is to use children's strengths as a basis for creating

educational programs. The strengths and abilities of children, as subtle as they may be, Rive us a

starting point in which to enhance and build additional skills.

The team also believes that it is critical to gather information from a variety of sources and that

the process of Rather information is ongoing. The process of gathering information may include

conducting a MAPS session; interviewing teachers, family, and peers; reviewing past records,

and interacting with the child. Taking the time to Rather indepth information about a child helps

us create a more 'holistic' view of who a child is. For example, by spending part of the day with

-rid interviewing some of the core members of her team (e.g. . we

discovered lots of things about We learned that when she is positioned correctly she can

get into her wheelchair. We discovered she likes fruit snacks. We know she responds to things

that are glitter. She likes water. We saw her drink from a cup by herself. We know doesn't

like chocolate or having her hair brushed. We watched her touch and explore things with her

hands and sometimes with her mouth. We were told that she laughs when she is tickled. We

watched her as she realized her mom was sitting next to her. All of these little bits of information

are valuable and become building blocks as we try and help you figure out what school day

might look like.

Although we know a lot of things about . we still have some discovering to do. It therefore

becomes the job of ,s core team to become good observers of her behavior and what it

means.

This report is written in a different, and hopefully useful way. It will literally "walk" you through

major portions of a potential day for It begins by looking at the consistent routines in the

day, such as: arrival, recess, lunch, changing times, snack times, departure. It then looks at how

you might embed a variety of goals and objectives within those routines. The report also gives

some general guidelines on how to incorporate skills is working on within other routines in

the day, such as: table activities, music, p.e., library, etc. ******************************************************************************

8:20 ARRIVAL

This is a time when , needs to know where she is, where she is going, what she needs

to do. You need to be thinking about how ?an participate is "arrival," even if it is

partially participating. For example, does she say eoodbye to the bus driver? How can

you teach her to respond to you when you or other people greet her? How can she help

you get her coat off?

8:30 BUILDING THE DAILY CALENDAR BOX

1.After takes off her coat she needs to immediately go to her calendar/schedule box

where she will help organize the morning's activities This same thing will happen after

lunch to organize the afternoon's activities

PEST COPY AVAILABLE
-The box should be located in a stationary place in the classroom. One that allows her to

access it whether she is in her wheelchair or standing.

-The setting up, and going through the activities in the calendar box needs to be a daily

event. The calendar box will be used throughout the day to introduce and finish each

activity. will take the symbols with her to each different activity. You will need to

figure out how she will carry each object. Some kids wear a small fanny pack to put the

object in. The fanny pack adds another dimension and "teaching" opportunity in that

needs to practice zipping and unzipping the fanny pack and putting the object inside. Other kids have little pouches on their walkers and put the symbol inside the pouch.

She might use her pocket. The point is that taking the symbol with her to the activity

helps know and remember where she is going. When she returns to calendar box

and puts the symbol in the finished box we are teaching her that this particular activity is

finished and we are going to move on to another activity.

I have enclosed a handout about calendar/schedule boxes. The young man in the example

is named Todd. Although the example is the process for building his calendar box there is

some good information about how they built it and use it throughout the day.

The first step, as noted in the handout, is to identify _ daily schedule. We have tried

to help you do that in the following pages. The second step is to find objects to represent

each of the different activities (Note: the objects need to represent the activity to

not to the people who work with her. For example a spoon might seem like a logical

object to put in the calendar box to represent lunch but for -.lunch might be more

represented by a small bib. You will have to watch her for a while before you decide

on the different symbols. ) Third . assistant, will prompt to feel the

different symbols that represent the activities for the morning Take the time to prompt her

through each symbol. We came up with leygn activities, including lunch, for the morning

alone. Therefore you will need a calendar box that has seven different compartments.

A note about the calendar box: You can go to the kitchen section of a store like Kmart

and find small plastic containers that are already hooked together. People use them in

drawers. You can purchase several of these and glue them together so you have enough

compartments.. Some people build a calendar box out of wood. There are lots of

different options. You will also need to purchase a "finished box" which can be a large box

where the symbols go after each activity.

-You also want to pair a sign for each activity of the calendar box. You might want

to just tactually review all the items in the calendar box when you introduce it at the

beginning of the day then pair the sign with the object when you actually begin each

activity. You decide. As you can see the environment and the activity will dictate the

signs. will have lots of opportunity to practice these signs in a co-active manner. Of

course, the goal is that she will begin to imitate you as you remove your hand from hers.

That will take th-ng but at least you know where vou are headed
Note: I have some films on co-active signing - let me know and I will mail them to you.

8:40 DIRECTED PLAY

I. Go back to the beginning of the calendar box and prompt (hand over hand guidance)

to pick up the symbol for "directed play"

2. Co-actively sign "toy(s)" (we struggled over this one because we were tempted to use

the sign "play" but decided that sign should be used for "recess" and going "to

play" with the kids) 1akes the symbol with her.

3. Conduct the directed play activity - see suggestions below

4. Return to calendar box and put the symbol for "directed play" into the finished box and

co-actively sign "toy (s) finished" to

5. Prompt to feel that the first space in the calendar box is empty and help her move

her hand to the second space to get the next symbol.

Notes about "directed play"...

This is an ideal time(one of many throughout the day) to incorporate some motor

goals into the routine such as:

-Working on getting independently out of her chair

-Crawling or using the walker to get into the next room (can alternate these on

different days)

-Working on getting back into her chair

This directed play time is not meant as a down time for It is a time that can be

used for lots of different purposes such as:

PARTIAL PARTICIPATION - can practice a reach and gasp movement to

help you get the toys out of the cupboard or down from the shelf. She can also

practice putting them away. She can help you open different kinds of boxes and

containers, etc.

EXPLORATION - Exploring toys and other objects needs to be seem as a

positive for that is used in shaping her communicative behavior. For

example, if she is exploring a toy with her hands and/or her mouth you can really

assist her with that exploring - help her find the different features of the toy, help

her turn it on and watch her reaction, help her turn it off. Use this as a discovery

time - what does she like, what other things (toys or objects) can you find that

have those same kinds of features? What happens when you take the toy away?
Additional questions and things to look for: If there are lots of toys on the floor

what kinds of toys does clay with. Does she search for the toys 2- how can

you teach her to search?

-What kinds of games can you create? If you bang something on the floor does

she feel the vibration? Can you get her to imitate you? What if you bane

something on your body - will she imitate you? If she does you have struck

gold!!! Work on it here and other places.

CHOICES-How can you get . to make a choice between two toys. One way

might be to give her a toy you know she doesn't like and have her reject it. Then

introduce a toy she does like in one hand and a toy she doesn't like in the other so

she can make a choice. This is all COMMUNICATION for . We want

to reject and refuse. She is communicating a choice by doing so and that is great!

Rejoice in rejection and figure out how you can use it to your advantage. Get rid

of the idea that rejection is non-compliance!!! She is making a choice and that is a

good thing.

PEERS-Are there times when other children can be included in this activity? Talk

to the teachers of some of the kids that go with her to recess - even once a week

would be great! Kids could rotate coming to the classroom. It is certainly worth a

try.

(Note: You will need to find jnore toys for You might want to talk to the preschool

teacher and see if you can borrow some toys. Other teachers in the school might also have some

toys they want to share from home. You can also advertise in the local paper, school and church

bulletins. Remember - . will probably be more interested in toys that have a texture or move

in some way. Be creative! You might find things around your kitchen that she can explore and

play with - We can talk more about this.

9:15 We have not filled in this time because we think that if you do all the things we are

suggesting you will need this fifteen minutes

9:30 BATHROOM

is prompted to the next symbol which is for using the "bathroom"

co-actively signs "toilet" with - takes the symbol with her to the bathroom

. klroceeds with the bathroom routine. Think about ways might participate in

what you are doing (e.g. getting out of her wheelchair and onto the changing mat, help

with her pants, hold and hand you the diaper, throw away the diaper)

: reaches up and grasps the edge of the sink to pull herself up to a standing position.

BEST COPY I.VAILABI E
turns on the water

,mells the soap (use that nose!)

washes her hands

gets the toweling and drys her hands

returns and gets into her chair

. and return to the classroom and

smells the hand lotion

helps her rub the lotion on her hands (can pump the lotion dispenser?)

returns the symbol for "bathroom" to the finished box and . signs " toilet

finished"

feels that the first and second spaces in the calendar box are empty and is prompted

to get the symbol from the third space which is the symbol for "snack." co-actively

signs "eat" with

9:45 SNACK

takes the symbol for snack with her to the table

proceeds with the snack routine (this is a great time for . to make a choice of

what kind of snack she wants) Again, how can she partially participate? Can she help you

open the snack box, - open the jar?

-When : is finished eating she can get a drink at the water fountain. : a should coactively sign "drink" to , and take her to the sink

**Remember: uses her right eye for detecting detail and her left eye to observe and detect

movement and motion peripherally. Continue to experiment with materials that show foreground

and background color contrast. The yellow tray is great for snack time. Are there other colors

that work?

DRINK AT SINK

gets out of chair and either crawls or uses walker to move to the sink

-She climbs up the stairs

-She tactually locates water fountain and turns it on

-She gets a drink

-She descends the stairs

-She crawls or uses walker to wheelchair

take back to the calendar box and she puts the symbol for "snack" in the

finished box. i coactively signs "snack finished" and helps, again, go through the

empty spaces and find the symbol for "recess"

co-actively signs "play" with and takes the symbol with her to the

playground in her fanny pack

helps get her coat on

/16 PEST COPY AVAILABI E
10:15 RECESS

-We saw some niceinteractions with the kids during this time. They thought she was

geat! They don't need much instruction. I would encourage them to try and identify

to a name sign of some kind, long hair, etc. You also might encourage

them to figure out ways can participate. They will come up with some great and

creative ideas. Use those kids as your on-site consultants!!

After recess:

helps get her coat off

puts the symbol for recess in the finished box and . signs " play finished" and

prlmpts *o get the symbol for "table activity" and co-actively signs "table" with

*akes the symbol for table activities with her to the table.

10:30 TABLE ACTIVITIES

We have come up with a number of activities for this particular time. As we have stated

before this is a time to work on multiple objectives.

Motor: can be assisted to get out of her chair and stand for part of the activity and

sit in a regular chair for part of the activity.

Communication: ALWAYS - this is a time can choose between two things - always

honor her request. Praise her for making it.

How can you incorporate language into these different activities? How can you

incorporate a communication component into activities?

Sensory: What are all the different ways you can work to enhance 's sensory input?

Vision: Allow - to make choices using eye gaze. She prefers to use her right eye for

midline activities. Even a brief glance is enough to read as a choice. She can then be

reinforced for making a choice.

We have included some suggestions for activities and will send you more on a regular

basis. We really see this time as one where she gets a variety of sensory experiences again

in a directed way. You alwkvs want to know the purpose of what you are doing and

where it is leading. If you don't know you shouldn't do it. You can quiz one another as to

why you are doing a certain activity - what do you want ,o get out of it - what is she

practicing?

(L) BEST COPY AVAILABLE
This is also a good time to get some added information about . 's vision. Always make

sure her body is in a good position. You will get more reliable information on where to

position things for her to see them? Is that position consistent or does it change?

Refer to the information about CVI - that will help you make some decisions.

11:00 . Leturns to calendar box and puts symbol for "table" into the finished box. , signs "table finished" and prompts again go through the empty spaces in the calendar box

until she comes to the symbol for "toileting"

-Repeat bathrooming routine above

-Return to calendar box and put symbol for bathroom in finished box. _ zo-actively

signs "toilet finished" with and prompts to get the symbol for "lunch" and coactively signs "eat" with

nuts the symbol for" lunch" in her fannypack and helps get her coat on.

11:45 LUNCH

We would encourage you to do what you are already doing - just remembering that lunch

time is a great time for communication - e.g. making choices, rejecting, requesting more in

some way. It is one of the best natural teaching times of the day. It doesn't need to be a

structured teaching time - it is lunch after all, but there are wonderful opportunities - you

will figure out what they are.

-at the end of lunch . co-actively signs "eating finished". You may then just want to

co-actively sign "play" and off she goes with the kids. I wouldn't worry about taking the

symbol here. She has two other opportunities in the day to use the symbol for this

activity.

12:30 CHANGE

When - comes in from lunch/recess she should take off her coat, go to the calendar

box and put the lunch symbols in the finished box. signs lunch and

recess are finished and prompts get the symbol for "toilet"

-Follow the routine above for "toileting"

12:40 SET UP SCHEDULE FOR THE AFTERNOON

-This is the time each day when anc: make up the calendar box of activities for

the afternoon. This will vary with the day so will know what is going to happen

each day. We have listed music, p.e., library. You will need a small symbol for each of

these. Again, she will need to carry these with her in her fanny packet and put them in the

finished box when she comes back from the activity.

BEST COPY AVAILABLE
GUIDELINES FOR ADDITIONAL AFTERNOON ACTIVITIES - LIBRARY, P.E., MUSIC

You will need to figure out how.. can participate in these various activities. We will

be glad to problem solve with you. We didn '. get an opportunity to see any of these

classes so it is difficult to make concrete suggestions. There are several things you want

to think about -

I. Ask yourself what skills can be practicing in the context of these different

activities. For example, when she goes to music can she practice her grasp and hold using

some of the instruments. Is this a time when she can attend to the vibration of some of the

instruments? What social opportunities are there for ? Do you see her interact or

react with the kids in a different way in these classes. How can you use this information?

Afternoon snack - refer to snack routine above

Recess - refer to recess information above

3:00 DEPARTURE

.; will need a symbol for "going home" - sometimes there is a piece of a blanket or a

quilt - something that reminds her of home - you need to ask about this symbol - she

will help you. She may have suggestions about the other symbols as well.

This is probably enough for the moment. We will talk next week after you have conducted the

MAPS meeting, and reviewed this report. You will do just fine. We will figure out a regular time

to conduct conference calls and then plan another visit in the spring if you would find that helpful.

Best wishes,

I41. A--

51
PLAY & TOYS

INFORMATION ABOUT PLAY & TOYS

It is important that people interact with the child with deaf-blindness in a playful way.

Establishing a warm, playful spirit provides opportunities for enjoyable interchanges between

the adult and child. Creating a playful atmosphere encourages the child's communication and

social skills. It can facilitate turn-taking and enhance new skill development.

The child with deaf-blindness needs help in learning what toys are and what to do with

toys. Here are some helpful suggestions:

1. Let the child know it is playtime by using a particular blanket or quilt during this

time.

2. Choose toys that are easy to move, have bright colors or contrasts, and make

sounds. Put colored tape or stickers on toys (stripes, dots, patterns) or paint

some of the child's objects with non-toxic paint so they are easier to see

(Appendix A shows examples of adapted toys). Orange against a blue

background and yellow against a black background are good contrasts. Bright

toys are also more easily seen on a white towel.

3. Demonstrate to the child how a particular toy works. It may be necessary to

demonstrate a number of times.

4. After a toy has been demonstrated, put the toy close to the child so that it touches

his or her body. Encourage the child to reach out and play with it.

5. Allow sufficient time for the child to discover and explore toys. He or she may

mouth, touch, or explore toys in different ways. Provide feedback to the child

while he or she is exploring by telling him or her what he or she is doing with

the toy.

6. Adapt toys so the child can more easily play with them. Attach masking tape,

suction cups, or self-adhesive velcro to toys so they remain stationary. Use

boundaries like a cardboard box or tray so the child can retrieve the toy. Place

a toy on a towel or cloth which the child can reach and pull over to get the toy.

7. Use microswitches that activate battery-operated toys. These are useful for

children who have limited motor control. Also, for these children, explore ways

to attach tape onto their hand, wrist, ankle, or clothing where they have ready

access.

8. When introducing a new toy, use a favorite toy along with a new toy. Place the

new toy beside the favorite toy so the child must first interact with the new toy.

9. To create curiosity, change the toy in some way and note if the child is aware of

the difference. Attach ribbons, bells, or different textures to the toy.

548
. r . - A ", - : , _

PLAY & TOYS

10. If the child enjoys a certain characteristic of a toy, provide the child with toys

that have the same characteristics. For example, the child may like a ball

because it rolls. Allow the child to practice rolling other objects like ping-pong

balls, rubber balls, round and cylinder-shaped blocks, oranges, apples, etc.

11. For the child who is mobile, it may be useful to keep his or her toy box in the

same place or to use a specific cupboard space for his or her toys.

The play and toy activities that follow focus on materials that can be found in the home.

One section is devoted to commercial toys that are available for children with deaf-blindness.

549
PLAY & TOYS

5. Communicate to the child throughout the activity. Use the same vocabulary over

and over. Gradually introduce new vocabulary.

6. Give the cue that the activity is finished.

Other Ideas

1. Use socks instead of mittens. Put ribbons, buttons, or porn poms on a contrasting color

of mitten or sock.,

[Note: Make sure the child does not put the pieces of material (that make the face) in

his or her mouth.]

2. Use patterned mittens or socks.

./ ACTIVITY:

PLAY DOUGH

Purpose

To increase the child's interacticn with objects.

Materials

Play dough, hard surface, add extract to play dough for pleasant scent.

What To Do

1. Put the child in a sitting position.

2. Cue. Assist him or her in touching the play dough and smelling the play dough.

3. Help the child roll the play douah into a ball.

4. Assist the child in poking holes in the play dough.

557

I- 4
PLAY & TOYS

5. Communicate to the child about what he or she is doing throughout the activity.

Let him or her know how well he or she is doing. Choose key words/signs to

use over and over again. Gradually add new vocabulary.

6. Give the cue that the activity is finished.

Other Ideas

1. Assist the child in pressing the play dough. Assist the child in rolling long snakes of

play dough.

*)<***************************************************************

ACTIVITY:

WATCH THE MOBILE

Purpose

To encourage the child to watch the mobile (for the child with some vision).

Materials

Mobile made of shapes with black and white patterns and string.

What To Do

I. Position the child where he or she can best watch the mobile.

2. Cue: Assist the child in touching the mobile.

3. Hang the mobile where the child can watch the mobile with ease.

4. Touch the mobile so it will move slightly.

5. Reward the child with hugs and kisses for looking.

6. Repeat #4.

7. Communicate to the child about what he or slie is doing and how well he or she

is doing. Choose a few key words/signs to Use over and over and gradually

introduce new ones.

8. Give the cue that the activity is finished.

558

5 5
Other Ideas

1. Stack the blocks vertically.

PLAY & TOYS

2. Place the blocks horizon and push the blocks, making a train noise.

3. With more severely otorically involved children, use /arge blocks that they can easily

pick up. Large ocks can be made by using various sized milk cartons weighted with

rocks or sand and then taped shut. Various textures can be wrapped around them for

tactile stim ation. Also, blocks can be counted as they are stacked.

V ACTIVITY:

WATER PLAY

Purpose

To encourage the child to explore a variety of objects.

Materials

Small toys or objects that float and sink, tub or sink, water.

What To Do

1. Fill the tub or sink with water.

2. Position the child so he or she can put his or her hands into the water.

3. Cue: Coactively sign play and water; assist the child in touching the water.

4. Put toys into the water.

5. Assist the child in moving his or her hands through the water to find the objects.

6. Allow the child to explore the objects (e.g., mouthing, banging, splashing,

feeling, etc.)

7. Communicate to the child about what he or she is doing. Choose a few key

words/signs to use over and over so he or she learns the names of objects (e.g.,

boat), actions (e.2., play), and adjectives (e.g., wet). Gradually add new

vocabulary.. 8. Give the cue that the activity is finished.

561 L., 6.
PLAY & TOYS

ACTIVITY:

CLAPPING

Purpose

To encourage the child's social interaction and imitation.

What To Do

1. Place the child in a sitting position facing you.

2. Cue: Coactively sign clap.

3. Let the child feel you clap your hands together and sing a song such as pat-acake.

4. Assist the child in clapping his or her hands together in imitation.

5. Then clap your hands and pause to see if the child will copy.

6. If not, repeat #4. Praise the child when he or she claps.

7. Communicate to the child about what he or she is doing and how well he or she

is doing throughout the activity.

8. Give the cue that the activity is finished.

[Note: Consult with a physiotherapist before doing this activity.]

Other Ideas

1. Play other games where the child imitates motor movements. (e.g., roll hands, slap legs,

etc.).

564
PLAY & TOYS

ACTIVITY:

REACH FOR VISUAL AND AUDITORY STIMULI

Purpose

To encourage the child to reach for visual or auditory stimuli and to begin to explore

spatial relationships.

Materials

Shiny noisemakers 9 Pinwheels

Color capped flashlights Light up toys

Shiny ribbons and paper Sun-catchers

Finger puppets placed over penlight

Neon colored mittens with and without bells attached

Shiny beads and jewelry

Vibrator with neon bands

6'x

- 7-.,

What To Do

Do this activity in a quiet environment with minimal visual and auditory distractions.

Do it in a dark room if necessary initially. Help position the child so that he or she has

maximum freedom of movement. Keep verbal input to a minimum when presenting stimuli, so

the child will be able to carry out his or her intent.

I. Present the light or sound source in the visual or auditory field favored by the

child, and hold it steady for 30 seconds. Pair sound and visual stimuli if the

child inconsistently responds to these sources when presented in isolation.

Movement of visual stimuli may be needed (wiggle pinwheel or flashlight).

2. Slowly move the stimuli to either side of midline, where the child usually brings

his or her hands together.

3. Allow lots of time for a delayed response while continuing stimuli input.

4. If no response is noted, try moving the stimuli next to his or her hands.

5. Move the stimuli slowly back towards his or her face around midline and hold to

either side of it.

6. Allow lots of time for a delayed response while continuing stimuli input.

7. If the child successfully contacts stimulus with any part of his or her body, assist

the child (if he or she needs it) in interacting with the stimulus in whatever

manner he or she wishes. Do not take the object immediately away to reptat the

procedure as this thwarts the child's intention.

571
PLAY & TOYS

8. Repeat the procedure or present a different stimulus when the child begins to

show disinterest.

Other Ideas

1. The child may initially attempt to make contact with a stimulus with his or her head,

using it as another hand.

2. Other positive responses are orienting his or her body towards the stimulus, reaching

with his or her feet towards the stimulus, and fleetingly raising his or her arm or hand

as if to reach.

3. An adverse response is noted when a child gets "locked" in primitive reflexes when

attempting to reach. Reposition the child and the stimuli to prevent this.

************************************************ *acx*scrc *** ***

ACTIVITY:

OLFACTORY AWARENESS

Purpose

To help the child become aware of his or her sense of smell and learn to use it as a link

to associated experiences.

Materials

Ivory Soap

Rain

Old shoes

Herbs and spices

Cedar "butterflies" for garment bags

Giss and flower

Baby Powder

Christmas tree

Cooking food

Polished wood

, ,

Generally alerting stimuli: citrus fruit, citrus peels, vine2ar, chocolate, jasmine,

geranium, eucalyptus

Generally calming stimuli: lavender, vanilla, juniper, rose, chamomile

What To Do

1. The olfactory sense is the synthesizing agent for sensory input at lower

neurological levels. It is also an important component for the memory of a total

sensory experience. At lower developmental levels it is used for bonding, for

recognizing differences in people, and it is interlinked with taste. It can be

alerting or calming for the child, and it focuses the child's responses into more

organized behavior patterns.

572
PLAY & TOYS

2. One child may be overly sensitive to scents and another child may crave intense

odors. Generally, you should use real scents, not artificial ones. Try perfumes

and food scented markers, as they may elicit taste responses in immature

neurological systems.

3. To take advantage of the olfactory sense's synthesizing qualities, it is best to

enhance an object's true smells rather than to try to pair an unrelated odor to a

less enticing object (bubble gum scented play dough, for example). Rather, try

using bread dough with cinnamon for the same activity as play dough. The

dough can be smelled as it is baking, and it can be eaten.

4. A different scent cannot be processed until ten minutes after the initial

presentation. Thus, to find the child's preferences, no more than two scents

should be used at a session. It is not appropriate to hold scent sticks or jars up

to the child's nose for a few seconds--then repeat with another.

5. If used consistently in regular daily routines, scents can be used to aid in the

child's transition from one activity to the next and to alert the child to know what

to expect next. This is especially helpful with the low threshold child and the

child with delayed responses. Allow the child to smell his or her milk, medicine,

or soap before starting the activity it signifies.

6. A child with deaf-blindness may tend to be hyper-aware olfactorily, and he or she

may smell every stimulus before interacting in any way with it. Smells for these

children can be powerfully motivating or very aversive. These can sometimes be

used as substitutes for, or paired with visual or auditory stimuli. A child may be

encouraged to localize, look at, reach for, or tactiley explore otherwise aversive

or boring stimuli when they are endowed with pleasurable scents.

573

I; 0
Appendix E - Evaluation

24
4

EVALUATION OF ACTIVITY: U OF I, BOISE CENTER

INSTRUCTOR: Robin Greenfield & Tanni Anthony

ACTIVITY: Sensory Loss and the Early Years

LOCATION: Quality Inn/Pocatello, Idaho

DATE: June 23 - 24, 1995

I. Participants were asked to circle the number which most

nearly matched their degree of agreement with the

statement made.

STRONGLY

DISAGREE AGREE

1 2 3 4

1. Issues of real concern to me as

a classroom teacher/aide were

addressed. Total responding:

5 response breakdown 0 0 2 3

2. I received real "how to" help

for my classroom work. Total

responding: 5 response

breakdown 0 0 2 3

3. The material was presented in a

clear fashion. Total responding:

5 response breakdown 0 0 0 5

4. The material was presented in an

interesting fashion. Total

responding: 5 response

breakdown 0 0 0 5

ALL COMMENTS ARE "SIC" (SAVED IN CONTEXT)

II. I found most useful:

- Information on types of blindness and hearing loss,

simulation of deficits, modeling of transdisciplining.

- The model of Transdisciplinary Assessment.

- How to use a Transdisciplinary Approach.

-Transdisciplinary model explained and demonstrated.

-How to get more input, identifying audio or visual
problems.

III. I found least useful:

- As a pre-school teacher I had a hard time following some of

the technical terms.

Iv. I intend to make use of in the near future in my classroom

of strategies/concepts introduced in this workshop. Specify

if possible:

-Checking filed of vision, closer networking with eye

specialists. Soliciting more feedback from classroom

teachers.

- Hopefully I can get our district to use the

Transdisciplinary Team Approach.

- Use the Transdisciplinary model with some students.

-Give parents greater input in describing their childs

abilities emd disabilities.

-Just to be more aware of why these kids have some problems.

Liked scenarios.

VI. Other comments:

-Excellent

-I really learned a lot from this workshop.

-Wonderful!
1993 Idaho Summer Institute Evaluation

1. List three things you learned during this workshop which you could use at your

school/in your professional life.

ideas for more informal assessment

the importance of student interests in learning

some ways to adapt curriculum

content web**

ITER**

ideas for content teachers

How change takes place

Making homework real

Teachers working together**

Networking ideas

Regular ed perspectives

Inspiration to use the materials

Strategies to include students more

More continuity in what I'm doing

Exposure to learner Outcome Web

Options to explore with my teachers about including kids

Expanding my thinking

valuable forms to assess students on a teair.

Inclusion is individually tailored at the school level.**

Materials involve planning and thinking differently

Not much difference between good teaching and inclusion

IncIusioa: meaning and action for implementing

curriculum: changes and innovation

Permiscion to be creative and humane

the link between inclusion and curriculum

Try to do a journal sweep regularly

Share readings with TATs

Children with disabilities can contribute

Ways to modify the IEP

Paradigm for understanding complex school issues

techniques for utilizing existing school systems towards inclusion

Make sure our early efforts at "integration" carry through the year.

Make certain I follow through on plans

Make certain I document the good and the agreements

Planning curriculum thematically with team teacher**

Details and concepts of integration vs. inclusion**

how collaborative teaching might be pursued

Curriculum building that makes sense

I now understand the big picture and now can show where we are trying to go

Great information on how to Begin

Assessment process/portfolios

HAID could be useful with nonlabeled kids who are not successful in school.**

I am impressed with how much you know and have studied the literature.

`3.4
2. List three things which have challenged your thinking.

The idea of an inclusive school

Scheduling

teacher training

Time constraints**

The idea of thematic style of teaching**

How to convince reg ed teachers to take kids with disabilities

How to get building administrators to buy in

Educational reforms

Ways to make useful IEPs

how to teach basic life skills in integrated curriculum

value of partial participation

Challenging the IEP process

The changing role of the special education teacher is scary

How to combine special and regular educators

Not to be velcro

Everything has to change

Small steps will get us where we want to be

Everything

How to integrate curriculum**

How to include kids of all levels

How to change classroom structure

Looking at the whole concept of education

How to deal with defensive personalities

Advocating for small but potentially impactful changes

Having power within the system

Broadening awareness from integration to inclusion

what is success

I am not alone

Looking at curriculum creatively

Understanding the power of teachers

Ways to actually utilize curriculum to further inclusion

Working more with regular educators

Doing more problem solving with students

The study group's work was based on the premise that all children can and will learn.

The foxfire classes are student centered ...not teacherMovement toward collaboration

The class confirmed what I have been thinking and doing

I realize that the road is difficult but that is OK

Write down what you want to get done

Small increments bring change and satisfaction

3. List three things you would change if you were part of the planning team.

Time scheduled to plan with coworkers at school

IEPs with and by general and special education

The Australian Video**
Increase group problem solving time**

have more interaction

lunch included as part of the cost

I would have liked to hear from all three teachers

Schools will never be reinvented until we are taught in a way you are asking us to teach.

Need more food and movement.

List the requirements for class on the first day**

Question time

My time management

My reliance on curriculum planning

realize my potential

I would encourage four days

Changing group membership more often

More opportunity to discuss readings

To include each discipline if possible

To help each member feel like a part of the group.

Some success stories

Set up the groups before we get there

To see more videos

How, when and where the school day is structured

How funds and personnel are allocated

Getting out of the test and place mode

IEP requirements

Building level scheduling

Staffing in teams

Organize it so that the booklets are integrated with the lectures

Faster pace

less group discussion time with quicker feedback

Skip the school activity

how to deal with regular educators**

How to deal with administrators**

4. The most important thing about this workshop for me was ...

Give me tools to start implementhig change in my school

Inspiring new interest

Being with other teachers and exchanging information**

Webbing**

Overall picture of reforms

Your knowledge is very impressive

hearing the success stories outside the special education setting

The information energized me to be part of progressive change.

Dianne is wonderful to listen to.**

The practical application and the forms**

Gave me a goal to work for

Ways to give others ideas to work with

Seeing that there is a way for inclusion that is real not a Pollyanna**

hearing that inclusion will come
Affirmation

The model of using the "stickies"

Be aware of the needs of all the students/ keep working for all students

A change of thinking

Looking at inclusion on a large scale

Chris' idea that this is not an innovation

Special education kids are isolated in the regular education class too.

5. The most difficult thing about this workshop for me was ...

Relating many parts of curriculum to other parts

Not enough practice planning curriculum for special needs students

Overwhelmed with time constraints.

Real desire to sit down with each family.

We had too little time to be active learners.**

Focussing in the afternoon"

Paper management

Knowing the amount of time it will take to plan for inclusion

Changing roles of educators.

There are and will be individual differences even if we treat people the same

Lots to synthesize

Special education language and the forms

Lack of application in a private school

Table discussions

Getting out of the special education mode and into education in general

6. My follow-up plan for the workshop will include...

Figure out where I can make changes given what I have learned**

Contacting a regular ed teacher and planning a class together

Sharing info using it in district inservice process of change"

Complete work for credit

Increase communication with staff and families

Plan to share info with special ed director**

Keep in touch with Robin

Using Module ld

To encourage others to include my child then to push him on them.

Reading more"

Organize paperwork and information

I need to find the threads that pull all of this together

Continue to improve my ability to work with all students"

7. I would like further information on ...

Emotionally impaired students

More info about practical ways to meld inclusion with existing teaching

Specifics of programming

t;
Paper management**

How I could help reform the system

Assessment: parental involvement in implementing change

Speech person working in classroom

Allowing for individual choices/ assessment

real activities in the classroom

Additional training on getting from integration to inclusion

**Comment appeared multiple times

,

TWOVSOEVAL Z/93 au
Appendix F - Library Catalogue

25
Center on Develapmentimsabitities

Idaho Project for Children and Youth

with Deaf-Blindness

Materials and Resource Lending Library

7 43
)7SSESSMENT

BOOKS

Browder, D.M. (1991). Assessment of individuals with

severe disabilities: An applied behavior approach to life

skills assessment. Baltimore, MD: Paul H. Brookes.

MANUALS

An assessment instrument for families: Evaluating

community-based residential programs for individuals

with deaf-blindness (1991). Developed by Helen Keller

National Center- Technical Assistance Center,

Hitton/Perkins Project and Members of the National

Parent Network Advisory Committee.

Cress, P.J. (1983). Sensory assessment manual.

Monmouth. OR: Teaching Research.

Intended to provide informedion that leads to reliable

assessment of children's vision and hearing capabilities.

Intended users are educational service providers,

rehabilitation specialists, and allied health professionals

who conduct screening of difficult-to-test individuals with

sensory deficits.

Stremel-Campbell, K, & Guide. J.C. (1984).

Communication placement assessment manual.

Monmouth, OR: Teaching Research Integration Project

for Children and Youth with Severe Handicaps.

Student activity analysis form.(Stede of California,

Department of Education, Special Education Division).

Adapted from P. Hunt, L Goetz. & J. Anderson (1986).

The quality of IEP objectives associated with placement

of integrated versus segregeded school sites. Journal of

the Association for Persons with Severe Handicaps, 11

(2), 125-130.

The Student Activity Analysis Form supplies educational

personnel including teachers, consuttants, and support

personnel with information concerning individual student

activities. The purpose of the checklist is to provide a

picture of the types of classroom activities and indicators

present for individual students. This data can be used

for targeting new student activities, altering exisiting

student activities, targeting areas of change, and/or

evaluating the effectiveness of staff inservice training

sessions.

The insite developmental checklist: A comprehensive

developmental checklist for multlhandlcapped

sensory Impaired Infants and young children (Ages

all. Logan, UT: Ski* HI Institute, Department of

Communicative Di-Anders, Utah State University.

PAMPHLETS

Vocational assessment: A guide for parents and

professionals (1990). NICHCY Transition Summary.

Washington, D.C.: National Information Center for Children

and Youth with Handicaps.

ARTICLES

Vandercook, T., & York, J. (1989). The McGill action

planning system (MAPS): A strategy for building the

vision. Journal of the Association for Persons with

Severe Handicaps, 14, 205-215.

4psisTNE T4c171NoLopy

Assistive Technology (19E9). NICHCY News Digest.

Washington, D.C.: National Information Center for

Children and Youth with Handicaps. SU for Adaptive

Technology. Reprint from Information from Heath

Spring, 1990. Heath Resource Center.

Mendelsohn, S., DeWitt, J.C. (1992). Policy paper: Assistive

technology in Maryland - Existing options and alternelive

strategies under federaffstate funded programs, statebased and private initiatives.

mopuNICATioN

BOOKS

Baumgart, D., Johnson, J.. & Helmstetter, E. (1990).

Augmentative and alternative communication systems

for persons with moderate and severe disabilities.

Baltimore, MD: Paul H. Brookes.

Beukelman, D.R., & Mirenda, P. (1992). Augmentative and

alternative communication: Management of severe

communication disorders in children and &duffs.

Balitmore: Paul H. Brookes.

Reich le, J.. York, J., & Sigafoos, J. (1991). lmplementinq

augmentative communication: Strategies for learners

with severe disabl'ities. Baltimore, MD: Paul H. Brookes.

Siegel-Causey, E., & Guess, D. (1989). Enhancing

nonsymbolic communication interactions among

learners with sevore disabilities. Baltimore. MD: Paul H.

Brookes.

Warren, S.F.. & Reich le, J. (1992). Causes and effects in

communication and language intervention, Vol. 1.

Baltimore: Paul H. Brookes.

71

MANUALS

Cress, C.J., Mathy-Laikko, P.. & Angelo, J. (1983).

Augmentative communication for children with deafblindness: Guidel:nes for decision making. Monmouth,

OR: Teaching Research.

Siegel-Causey, E., & Guess. D. (1988). Enhancing

interactions between service providers and Individuals

who are severel multiply disablect ies for

developing nonsymbolic communication. Monmouth,

OR: Teaching Research.

Rowland, C.. & Schweigert, P. (1990). Tangible symbol

systems. Tuscon, AZ: Communication Skill Builders.

Romer, LT., & Schoenberg, B. (1990). Multiple alternative

communication strategies project (MACS) procedures

manual. Eugene, OR: University of Oregon, Center on

Human Development.

ARTICLES

Bailey, B.R. (Winter, 1992). Developing textured

communication symbols for communication use. TRACES

Newsletter, 3-4.

Biklen, D. (1990). Communication unbound: Autism and

Praxis. Harvard Educational Review. 60, 291-314.

1
1 Biklen, D., & Schubert, A. (1991). New words: The

communication of students with autism. Remedial and

special education, 12, 46-57.

Calculator, S.N.. & Jorgensen, C.M. (1991). Integrating AAC

instruction into regular education settings: Expounding

on best practices. Auomenteive and Alternative

Communication, 204-212.

Crossley, R. (September, 1990). Communication training

involving facilitated communication. Paper delivered to

Australian Association of Special Education Annual

Conference, Canberra, Australia.

Downing, J.E., & Siegel-Causey, E. (1988). Enhancing the

nonsymbolic communicative behavior of children with

multiple impairments. Language, Speech, and Hearing

Services in Schools, 19, 338-348.

Mirenda, P., & Iacono, T. (1990). Communication options

for persons with severe and profound disabilities: State

of the art and future directions. Journal cf the

Association for Persons with Severe Handicaps, 15, 3-

21.

Rowland, C. (1990). Communication in the classroom for

children with dual sensory impairments: Studies of

teacher and child behavior. Augmentative and

Alternative Communication 262-274.

Siegel-Causey, E.. & Downing, J. (1987). Nonsymbolic

communication development: Theoretical cow sets and

educational strategies . In L Goetz, D. Guess, & K

Stremel-Campbell (Eds.), Innovative program design for

individuals with dual sensory impairments (pp.15-47).

Baltimore, MD: Paul H. Brookes.

TECHNICAL ASSISTANCE HANDOUTS

Van Dijk Stategies for Communication and Language

Series (Prepared by Connie Trent, University of Florida,

1990)

1. Week Calendars

2. Day Calendars

3. Resonance Activities

4. Diaries and

5. Objects of Personal Preference

6. Glossary

7. Activity Boards

VIDEOS

Cooley, E. (1987). Getting in touch: Communicating with a

child who is deaf-blind. Champaign, IL: Research Press.

This video describes strategies for communicating with

children who have dual sensory impairments.

Specific examples are given of when to use sign language,

objects, verbal language, erid or picture symbols.

Examples are also given of seven different things to

remember when communicating with a children who are

deaf-blind (e.g. Identifying a name sign, touch signal for

identifying people). 20 minutes

Hanen Teaching Tape The Harlon Centre

This film shows families involved in improving different

aspects of interaction with their language-delayed child.

(Comes with guide) 109 minutes.

Pien, D. (1989). Gestures: The missing link to language.

Seattle, WA: Media Services, University of Washington.

This video demonstrates techniques in working with

severely languaged delayed children. Such techniques

focus on the use of gestures to communicate intention

end the leder use of formal language. 43 minutes

Say it by Signing (Living Language)

This video describes the basics of sign language.

Contents include basic greetings, introductions, family

members, days of the week, time expressions, sports end

recreation, modes of transportation, food, drinks, clothing,

colors, numbers, and money. 60 minutes.

Ski*Hi Coactive Tactile Sign Language Video Tapes Series

(1990).

This series consists of nine 60 minute tapes on coactive

sign series. The program is divided into two sections. Tne

r s t section consists of twelve beginning lessons which

contain vocabulary considered essential to the young

child's functioning (e.g. people, food, action words). Also

included in the beginning lessons are teaching tips,

demonstrations showing the signs being used in daily

activities, and a series of mini lessons which provide

information on how to improve overall coactive signing

skills. The second portion of the series consists of units

thed contain vocabulary to enrich and expand the child's

language.

DEAJ.UUNDS$

BOOKS

Goetz, L. Guess, D., & Stremel-Campbell (1987).

Innovative program design for individuals with dual

sensory impairments. Baltimore: Paul H. Brookes.

Strategies for serving deaf-blind clients (1984). Eleventh

Institute on Rehabilitation Issues. Arkansas Rehabilitation

Research and Training Center: University of Arkansas.

MANUALS

Bolton, S., & Williamson, KS. (Ed). (1990). One step at a

time: A manual for families of children with hearing and

visual impairments. Monmouth, OR: Teaching

Research.

112

Bullis, M. (1989). Rasearch on the communication

development of young children with deaf-blindness.

Monmouth, OR: Teaching Research.

Bullis, M. & Fielding, G. (Eds.). (1988). Communication

development of young children with dee-blindness.

Monmouth, OR: Teaching Research.

Covert, A.M., & Fredericks, B. (Eds.). (1986). Transition for

persons with deaf-blindness and other profound

handicaps: State of the art. Papers from the National

Conference on the Transition of Profoundly/Multiply

Handicapped Deed-Blind Youth, April 7-10, 1986,

Pentagon City, VA. Monmouth, OR: Teaching Research.

Cress, C.J., Mathy-Laikko, P., & Angelo, J. (1983).

Augmentative communication for children with dealblindness: Guidelines for decision making
Living skills: A guide to independence for individuals with

deal-blindness (1991). Minneapolis. MN: Find Inc.

Rich, J., Rich, E, Fewell, R.R., Schiele, A., & Vadasy, P.F.

(1983). Play activities and emergent language:

Intervention procedures for young children with deafblindness. Monmouth, OR: Teaching Research.

Sall, N., & Mar, H.H. (1992). Technological Resources for

Students with Deaf-Blindness and Severe Disabilities.

New York: Center for Adaptive Technology.

Sauerburger, D. (1993). Independence without sight or

sound: Suggestions for practioners working with deafblind adults. New York: American Doundation for the

Blind.

Support document: Kentucky programs for students with

severe handicaps including deaf-blindness (April, 1989).

University of Kentucky: Deaf-Blind Intervention Program.

PAMPHLETS

Information about Usher Syndrome (1991). Baltimore, MD:

National Retinitis Pigmentosa Foundation, Inc.

ARTICLES

Barrett, S.S. (November, 1992). Comprehensive

community-based services for adutts who are deaf-blind:

Issues, trends, and services. journal of Visual

Impairment & Blindness.

Downing, J., & Eichinger, J. (1990). Instructional strategies

for learners with dual sensory impairments in integrated

settings. Journel of the Association for Persons with

Severe Handicaps, 15, 98-105.

Giangreco, M.F., Cioninger, C.J., Mueller, P.H., Yuan, S., &

Ashworth, S., (1991). Perspectives of parents whose

children have dual sensory impairments. Journal of the

Association for Persons with Severe Handicaps, 16, 14-

24.

Goetz, L, Lee, M., Johnston, S., & Gaylord-Ross, R. (1991).

Employment of persons with dual sensory impoirments:

Strategies for inclusion. Journal of the Association for

Persons with Severe Handicaps, 16, 131-139.

Michael, M.G. & Paul. P.V. (1991). Early intervention for

Infants with deaf-blindness. Exceptional Children. 57,

200-210.

Petronio. K. (1988). Interpreting for dee-blind students:

Factc:s to consider. American Annals of the Deed. 133,

226-229.

Ward, M.J., & Zarnbone, A.M. (December, 1992). The U.S.

federal data-collection process for children and youth

who are deaf-blind. Journal of Visual Impairment and

Blindness.

VIDEOS

Cooley, E. (1987). Getting in touch: Communicating with a

child who is deaf-blind. Champaign, IL: Research Press.

Introduces teacher, staff, and parents to basic guidelines

for communicating with a children who have vision

and/or hearing impairments. (20 minutes).

Creating a Circle of Friends (1992)- Idaho Project for

Children and Youth with Deaf-Blindness (1992). This

video demonstrates the process of conducting a 'circle

of friends session with a second grade class es Pioneer

School in Meridian, Idaho. (20 minutes)

With the highest expectations (1988). Oregon Commission

for the Blind. Follows a young woman, Kim, who is deaf,

blind, and developmentally disabled through her daily

activities. These activities include going to work, attending

classes ea the community college, doing volunteer work,

and more. Kim's involvement in these activities is the result

of interagency coordinition. (18 minutes)

Finthng Independence Through Technology (1991). Baker

Street Productions: South Dakota Department of

Education and Cultural Affairs.

Introduction to Tactile Communication for children who are

Deaf-Blind

This film describes how to relate to a person who is deaf

blind through interaction and how to recognize and accept

all of the child's ways of communicating. There are

suggestions as to how to enable the child to access new

people, places, and events. 60 minutes

Observing and Enhancing communication Skills for

Individuals with Muitisensory Impairments

The content of this video includes how to recognize and

respond to people's communicative behaviors and intents,

how to provide opportunities to communicee, how to use a

variety of channels to convey information, and hood to

conduct observations of communication dyads. Two 60

minute videos, manual included.

RVENTION/Pli

BOOKS

A Resource Manual for Understanding and interacting

with Intents, Toddlers and Preschool Age Children

with Deat-Blindress (1993). Logan, UT: Hope, Inc.

Garrity, J.H., ifc Meyer, S. (1990). John Tracy clinic:

Correspondence learning program for parents of young

deaf-blind children. Los Angeles, CA: John Tracy Clinic.

Hanson, M.J., & Lynch, E.W. (1989). Early intervention:

Implementing child and family services for infants rid

toddlers who are at-risk or disabled. Austin, TX: P,o-Ed.

Morgan, E.C., Terry, B.G., Snow, P.S., Watkins, S., Jensen.

D.L., & Clark, T.C. (1989). The insite model: A mode of

home Intervention for infant, todolet, and preschool

aged multihandicapped sensory impaired children

(Vol.1). Logan, UT: Ski' Hi Institute, Department of

Communication Disorders, Utah Stale University.

Morgan, E.C., Terry, B.G., Snow, P.S., Watkins, S., Jensen,

D.L., & Clark, T.C. (1989). The inete model: A model of

home intervention for infant, toddler, and preschool

aged muitihandicapped sensory impaired children (Vol.

II). Logan, UT: Ski' Hi Institute, Department of

Communication Disorde-s. Utah State University.

BEST COPY AVAILABLE

73 3
PAMPHLETS

Early intervention for children birth through 2 years (1988).

Washington, D.C.: National Information Center for

Children and Youth with Handicaps.

Four critical junctures: Support for parents of children with

special needs. Washington, D.C.: National Center for

Clinical Infant Programs.

Johnson, D.L. (June, 1991). Grieving is the pits!

Exceptional Parent.

MATERIALS IN SPANISH

Thielman, V.B., & Meyer, S. (1990). John Tracy clinic:

Programa de ensenenza por correspondencia para los

padres de ninos sordo-ciegos de edad preescolar. Los

Angeles, CA: John Tracy Clinic.

EMPLOYMENT

BOOKS

Nisbet, J. (1992). Natural supports in school, at work. and

in the community for people with severe disabilities.

Baltimore, MD: Paul H. Brookes.

ARTICLES

Curl, R.M., Hall, S.M., Chisholm, S., & Rule, S. (1992). Coworkers as trainers for entry-level workers: A competitive

employment model for individuals with disabilities. Rural

Special Education Quarterly, 11, 31-35

Goetz, L., Lee, M., Johnston, S., & Gaylord-Ross, R. (1991).

Employment of persons with dual sensory Impairments:

Strategies for inclusion. Journal of the Association for

Persons with Severe Handicaps, 16, 131-139.

O'Brien, J. (1990). Working on...A survey of emerging

issues in supported employment for people iwth severe

disabilities. Syracuse University: Center on Human

Policy.

Common perspectives and themes of groups in seven

steles concerned with improving the quality of

supported employment.

INFORMATION PACKAGES

Traustadottir, R. (1991). Supported employment: Issues

and resources. Syracuse University: Center on Human

Policy.

EVALUATIONS AND STUDIES

Hagner, D. (1989). The social Integration of supported

employees: A qualitative study. Syracuse University:

Center on Human Policy.

1. Communication: vine is he trying to tell me?

2. Object Commvnication

3. How to interact with individuals wrth dual-sensory

impairments

4. Light Sensitivity

5. Retinitis Pigmentosa (Usher's Syndrome)

6. Tadoma

7. Touch Cues

8. Personal Futures Planning

9. Sequence Box

10. Awareness of Medical Issues in Relation to Changes in

Behavior

11. Creating a Need to Communicate

12. Teaching Body Language

13. Developing Independence

14. Alphabet Soup (Acronyms commoTilv used in Special

Education)

15. Relaxation Strategief

16. Deaf-Blindness

17. Encouraging Exploration

18. Tolerating Touch

19. Appropriate Touch

20. Making Changes in Routines

21. Ideas for Recreation and Leisure Activities

22. Innovative Living Options

23. The Two Hand Mant.ial Alphabet

24. Idaho Resource List

BOOKS

Lynch, E.W., & Hanson, M.J. (1992). Developing CrossCultural Competence: A Guide for WorkInq wiht Young

Children and 'Their Families. Baltimore: Paul H. Brookes.

Singer, G.. & Irvin. LK. (1989). Support for Caregiving

Families. Baltimore: Paul H. Brookes.

FAMILIES

ARTICLES

Giangreco, M.F., Cloninger, C.J., Mueller, P.H., Yuan, S., &

Ashworth. S. (1991). Perpectives of parents whose

children have dual sensory impairments. Journal of the

Association for Persons with Severe Handicaps, 16, 14-

24.

MANUALS

i3oiton, S. (1989). One step at a time: A manual for families

of children with hearing and vision Impairments.

Monmouth, OR: TASH Technial Assistance Project

Mount, B., & Zwernick, K (1988). It's never too early, it's

never too late. St Paul, MN: Governor's Planning

Council on Developmental Disabilities.

An introduction to Personal Futures Planning.

PAMPHLETS

A parent's guide: Accessing parent groups, community

services and to keeping records (1991). NICHCY.

Washington, D.C: The National Information Center for

Children and Youth with Disabilities.

4
A parent's guide: Accessing programs for infants, toddlers,

and preschoolers with disabilities (1990) NICHCY.

Washington. D.C.: The National Information Center for

Children and Youth with Disabilities.

A arent's uide: Plannin a move - M. in our strateo

(1990). Washington, D.C: National Center for Children

and Youth wrth Disabilities.

Children with disabilities: Understanding sibling issues

(1988). N1CHCY News Digest Washington, D.C.:

National Information Center for Children and Youth with

Handicaps.

Ferguson, S., & Ripley, S. (1991). A parent's guide: Special

education and related services: Communicating through

letter writing. Washington, DC: The National Information

Center for Children and Youth with Disabilities.

Having a daughter with a disability: Is it different for girls?

NICHCY News Digest. Washington, D.C.: National

Information Center for Children and Youth with

Handicaps.

IMPACT, Summer, 19S2. Feature issue on Family

Empowerment. Institute on Co.nmunity Integration,

College of Education: University of Minnesota.

Life after school for children with disabilities: Answers to

questions parents ask about employment and financial

assistance. Washington, D.C.: National Association of

State Directors of Special Education.

McGrew, KS. (1992). FISC individualized family-centered

planning process.

Respite care: A gift of time (19). NICHCY News Digest.

Washington, D.C.: Nelional Information Center for

Children and Youth with Handicaps.

Ripley, S. (1990). A parents guide: Doctors, disabilities, and

the family. Washington. D.C.: Nelional Information

Center for Children and Youth with Disabilities.

Questions often asked about special education services

(1992). Washington, D.C.: National Information Center

for Children and Youth with Disabilities.

Questions for consumers to ask a speech-language

pathologist or audiologist regarding speech, language,

and hearing services. Rockville, MD: American SpeechLanguage-Hearing Association.

HEALTH

AIDS education: Resources for special educators.

Reston, Vl: Council for Exceptional Children.

Children Assisted by Medical Technology in Educational

Setting: Guidelines for Care (1991) Project School Care.

The Children's Hospital, Boston, MA

Toda 's challen e: Teachin sired ies for workin with

Dung children pre-natally exposed to drugs/alcohol

(1989). Los Angeles Unified School District. Division of

Special Education Pre-Natally Exposed to Drugs (PED)

Program.

Working with Families of Young Children with Special

Health Care Needs (1993) Ski*Hi Institute, Utah State

University, Logan, UT.

VIDEOS

Relaxation Techniques for People with Special Needs:

Breaking the Barriers (Research Press)

In this video, the developers discuss and demonstrate how

to use special relaxation procedures wiht children end

adolescents who have developmental disabilities. They

emphasize the need for students to learn relaxation as a

means of coping with stress and developing seff-control.

Includes manual Relaxation: A Comprehensive Manual for

Adults, Children, and Children with Special Needs. 23

minutez.

PAMPHLETS

Parker. S. (1992). Congenital rubella syndrome: Health

care challenges: A guide for parents and professionals.

Watertown, MA: Hitton/Perkins National Program.

HgaRIKImppgmipg,,,

PAMPHLETS

American Speech -Languene-Hearing Association answers

questions about: Otitis media, hearing, and language

development

Noise and hearing loss

Tinnitus

Child language

Articulation problems

Hearing loss

Stuttering

Castle, D.L Signaling and assistive listening devices for

hearing-impaired people. Rochester, NY: Rochester

Institute of Technology.

B00K3 Deafness: A fact sheet (19e9) National Information Center

on Deadness, Gallaudet University.

Bedshaw, M.L, & Perret, Y.M. (1992). Children with

disabilities: A medical primer, 3rd. edition. Baitimore,

MD: Paul H. Brookes.

Graff, J.C., Ault, M.M., Guess. D., Taylor. M., & Thompson,

B.(1990). Health care for students with disabilities: An

Illustrated medical guide for the classroom. Baltimore,

MD: Paul H. Brookes.

MANUALS

Byrom, E., & Katz, G. (Eds.) (1991). HIV Prevention and

Hearing Impairment and the audiologist. Rockville, MD:

American Speech-Language-Hearing Association.

How does your child hear and talk?. Rockville, MD:

American Speech-Language-Hewing Associedion.

How to buy a hearing aid. Rockville, MD: American

Speech-Language-Hearing Association.

Is my baby's hearing normal?. Alexandria. VA: American

Academy of Otolaryngology-Head and Neck Surgery, Inc.

5

BEST COPY AVAILABLE 7 a
Puppet Fun for Hearning Impaired Children Project Ski*Hi

Outreach

Students who are deal or hard of hewing in postsecondary

education. Washington,D.C.:Heath Resource Certer.

Ski*Hi Programming for Children with Chronic Middle Ear

Disease. Barbara Graham Terry

Encyclopedia of Deafness and Hearing Disorders. (1992)

Carol Turkington and Allen E. Sussman.

What is an Audiogram?. (1985) Model Secondary School

for the Dee/.

MATERIALS IN SPANISH

Que tal habla y ove su nino? Rockville, MD: American

Speech-Language-Hearing Foundation.

AUDIO TAPE

Sacks, 0. (1990). Seeing voices: A journey into the world

of the deed. New York, NY: Harper Audio.

INDERENDENVL INO

BOOKS

Racino, J.A., Walker, P., O'Connor, S., & Taylor, S. (1992).

Housing, support and community: Choices and

strategies for adults with disabilities. Baltimore, MD: Paul

H. Brookes.

ARTICLES

1993 Financial aid for students with disabilities. He Ith

Resource Center. Washington, D.C.: American Council

on Education.

QBrien, J., & O'Brien, C.L. (Eds.) (1992). Remembering the

soul of our work: Stories by the staff of options in

community living, Madison, Wisconsin. Syracuse

University: Center on Human Policy.

O'Brien, J. (1991). Down stairs that are never your own:

Supporting people with developmental disabilities in

their own homes. Syracuse University: Center on Human

Policy.

O'Brien, C.L, & O'Brien, J. (1990). Making a move: Advice

from people first members about helping people move

out of institutions and nursing homes. Syracuse

University: Center on Human Policy.

O'Connor, S., & Reich°, J.A. (1990). New directions in

housing for people with severe disabilities: A collection

of resource materials. Syracuse University: Center on

Human Policy.

Racino, J.A., & Heumann, J.E. (1992). Independent living

and community life: Building coalitions among elders,

people with disabilities, and our allies. Reprint of an

article (Generations, XVI, (1), 43-47).

Racino, J.A. (1991). Center for Independent Living (CIL):

Disabled people take the lead for full community lives.

Syracuse University: Center on Human Policy.

Racino, J.A. (1991). Madison mutual housing association

and cooperative: "People and housing building

communities." Syracuse University: Center on Human

Policy.

Richards. L, & Smith. Q. (1992). Independent living centers

in rural communities. Rural Special Education Quarterly,

11, 5-10.

INSTRUCTIONAL.MATEMALS

Cooperative Learning (K-5) (1992), Carson-Dellosa

Publishing Company.

Finger Alphabet Lotto (1992), Garlic Press.

Renck. (7...B. (19E9). Excel!: Experiences in Context for Early

Lanauage Learning. Tucson: Communication Skill

Builders.

Helping Your Child Learn with Adaptations (1991). Baker

Street Productions: South Dakota Department of

Education and Cuttural Affairs.

Helping Your Child Learn Choices (1991). Baker Street

Productions: South Dakota Department of Education

and Cuttural Affairs.

Helping Your Child Learn Dressing Skills (1991). Baker

Street Productions: South Dakota Department of

Education and Cultural Affairs.

Helping Your Child Learn Mealtime Skills (1991). Baker

Street Productions: South Dakota Department of

Education and Cultural Affairs.

Helping Your Child Learn Playtime Skills

(1991). Baker Street Productions: South Dakota

Department of Education and Cultural Affairs.

Helping Your Child Learn Sett Control (1991). Baker Street

Prcduntions: South Dakota Department of Education

and Cuhtural Affairs.

t-EriA.L

PAMPHLETS

Individualized education programs (1990). NICHCY.

Washington, D.C.: National Information Center for

Children and Youth with Handicaps.

Gerry, M. (1987). Procedural safeguards insuring that

handicapped children receive a free appropriate public

education. Washington, D.C.: National Infotmation

Center for Handicapped Children and Youth.

The education of children and youth with special needs:

What do the laws say? (1991). NICHCY News Digest

Washington, D.C.: National Information Center for

Children and Youth with Disabilities, 1, 1-15.

The least restrictive environment: Knowing ono when you

see it (1988). NICHCY. Washington, D.C.: National

Information Center for Children and Youth with

Handicaps.

6
LEISURE/RECREATION

IMPACT: Institute on CommJnity Integration. Integrated

Outdoor Education/Adventure. Vol. 4 (4), 1991-92.

IMPACT: Institute on Community Integration. Integrated

Leisure and Recreation. Vol. 2 (3), Fall, 1989.

SUPPORTED EDUCATION

BOOKS

Falvey, M.A. (1989). Community-based curriculum:

Instructional strategies for students with severe

handicaps (Second edition). Balitmore, MD: Paul H.

Brookes.

Ford, A., Schn.zrr, R., Meyer,L, Davern., L., Black, J., &

Dempsey, P. (1989). Syracuse community-referenced

guide for students with moderate and severe disabilities.

Baltimore:, MD: Paul H. Brookes.

Fullan, M. (1991). The new meaning of educational

change. New York: Teachers College Press.

Giangreco. Cloninger, C., & Iverson, V.S. (1992).

Choosing options and accomodations for children

ICOACH): A guide to planning inclusive education.

Baltimore, MD: Paul H. Brookes.

Lipsky, D.K, & Gartner, A. (1989). Beyond separate

educetion: Quality education for all. Baltimore, MD: Paul

H. Brookes.

Ore love, F.P., & Sobsey, D. (Second Ed.) (1991). Educating

children with multiple disabilities: A transdisciplinary

approach. Baltimore: Paul H. Brookes.

Stainback, W., & Stainback, S. (Eds.) (1990). Support

networks for inclusive schooling: Interdependent

integrated education. Baltimore, MD: Paul H. Brookes.

Stainback, S., Stainback, W., & Forest. M. (1989).

Educating all students in the mainstream of regular

education. Baltimore. MD: Paul H. Brookes.

Villa, R.A., Thousand, J.S., Stainback, W., & Stainback, S.

(1992). Restructuring for caring and effective education:

An administrative guide to creating heterogeneous

schools. Baltimore, MD: Paul H. Brookes.

ARTICLES

Ayres, B., & Meyer, L.H. (February, 1992). Helping teachers

manage the inclusive classroom: Staff development and

teaming star among management strelegies. The School

Administrator, , 30-37.

Ferguson, DA..., & Baumgart. D. (1991). Partial participation

revisited. Journal of the Association for Persons with

Severe Handicaps, 16. 218-227.

Hornbeck, D. (February, 1992). David Hornbeck on the

changing face of special education: His 'schools af

distinctiol;' would meet needs of all children. The School

Administrator, , 14-18.

Conn, M., Cloud, J.D., Wolak,M., York, J.. Corbin, N., &

Blackman, H.P. (February, 1992). How four

communities tackle mainstreaming. The School

Administredor, 22-29.

Downing, J., & Eichinger, J. (1990). Instructional stredegies

for learners with dual sensory impairments in integrated

settings. Journal of the Association for Persons with

Severe Handicaps, 15, 98-105.

Margolis. H., & McGettigan, J. (1988). Managing resistance

to instructional modification in mainstreamed

environments. Remedial and Special Educetion, 9, 15-

21.

Sapon-Shevin, M. (1991). Cooperative learning in Inclusive

classrooms: Learning to become a community.

Cooperative Learning, 12, 8-11.

Vandercook, T., York, J., & Forest, M. (1989). The McGill

Action Planning System (MAPS): A strategy for building

the vision. Journal of the Association for Persons with

Severe Handicaps, 14, 205-15.

Vandercook, T., York, J., & Weft, S. (October, 1989).

Integrated education for learners with severe disabilities:

Print and media resources. Minneapolis: Institute on

Community Integration. University of Minnesota.

Vandercook, T., Wolff, S., & York, J. (1989). Learning

together...Stories and strategies. Minneapc.lis: Institute

on Community Integration, University of Minnesota.

York, J.. & Vandercook, T. (1969). Designing an integrated

education for learners with severe disabilities through

the IEP process. Teaching Exceptional Children,

VIDEOS

Jenny's story (1991). Ontario, Canada: Integration Action

Group.

This video tells the story of Jenny and her journey from an

institutional setting to a segregated classroom and finally to

her neighborhood school. Reactions to her experience are

given by Jenny's parents, her general education teacher,

the principal of her school, and her peers.

(15 minutes)

Kids belong together Lethbridge, Alberta. Canada: People

First of Lethbridge

This video describes Randy, a fourteen year old young

man, and how the dreams of his family have been realized

through the philosophy of the school district which values

the contribution of all children. The film describes using a

'circle of friends' as a way to support their peers with

disabilities in and out of school. Teachers also describe

their experiences as they began to include children with

disabilities in their classrooms.

(23 minutes)

Creating a circle of friends (1992). Idaho Project for

Children and Youth with Deaf-Blindness.

This video demonstrates how to conduct a -circle of

friends* session using a second grade class frcm Pioneer

School in Meridian, Idaho.

MAPS: A plan for including all children in school. Kansas

State Department of Education: Services for Deal Blind

Children and Youth Project (1990).

7
Dr. Terri Vandercook, University of Minnesota, describes

the logic and process of conducting a MAPS session. The

viewer is taken through an actual MAPS session for young

boy named Matt who is a member of a third grade class.

(29 Minutes)

With a little help from my friends (1989). Toronto, Ontario,

Canada: Centre for Integrated Education and

Community

Judith Snow, an advocate for inclusive communities,

describes how society has historically reacted to people

with disabilities.

The process of inclusion for one school is demonstrated

through conversations with students, teachers,

administrators, and family members.

(60 minutes)

TRANSITION

BOOKS

Griffin, S.L (1992). Applications for youth with sensory

impairments. In P. Wehman, Life beyond the classroom:

Transition strategies for young people with disabilities.

Baltimore, MD: Paul H. Brookes.

Wehman. P. (1992). Life beyond the classroom: Transition

strategies for young people with disabilities. Baltimore,

MD: Paul H. Brookes.

PAMPHLETS

Career planning and employment strategies for

postsecondary students with disabilities. American Council

on Education. Washington, D.C.: Heath Resource Center.

Financial aid for students with disabilities. American

on Education. Washington, D.C.: Heath

Resource Center.

Options +Liter high school for youth with disabilities

(September, 1991). NICHCY Transition Summary.

Washington, D.C.: National Information Center for

Children and Youth with Disabilities.

Strateaies for advising disabled students for postsecondary

education. American Council on Education. Washington,

D.C.: Heath Resource Center.

Students with severe handicaps on campus (Spring 1989).

American Council on Eduaation. Washington, D.C.:

Heath Resource Center.

Vocational rehabilitation services: A postsecondary student

consumer's guide. American Council on Education.

Washington, D.C.: Heath Resource Center.

Young adults with learning disabilities and other special

needs: Guide for selecting postsecondary transition

programs. American Council on Education. Washington,

D.C.: Heath Resource Center.

VISION

BOOKS

American Foundation for the Blind (1992). Early Focus:

Working with Young Blind and Visually Impaired Bhildren

and Their Families.

Chapman. E.K., & Stone, J.M. (1988). Special needs in

ordinary schools: The visually handicapped child in your

classroom. London: Cassell.

Hyvarinen, L. (1988). Vision in children: Normal and

abnormal. Meatord, Ontario. Canada: Canadian DeafBlind and Rubella Association.

Ski*Hi Institute, Utah State University, Logan, UT. (1993).

Resources for Family Centered ,ntervention for Infants,

Toddlers and Preschoolers Wio are Visually Impaired.

ARTICLES

Keister, E. Aids and Vision Loss. San Francisco: American

Foundation for the Blind.

BOOKLETS

Chernus-Mansfield, N., Hayashi, D., Horn, M., & Kekells, L

Heart to heart: Parents of blind and partially sighted

children talk about their feelings. Los Angeles, CA: Blind

Childrens Center.

Chemus-Mansfield, N., Hayaski, D., & Kekelis, L Talk to

me II: Common concerns. Los Angeles, CA: Blind

Childrens Center.

Hug, D., Chernus-Mansfield, N., Hayaski, D. Move with me:

A parent's guide to movement development for visually

impaired babies. Los Angeles, CA: Blind Childrens

Center.

Kekelis, L, & Chernus-Mansfield, N. Talk to me: A

language guide for parents of blind children. Los

Angeles, CA: Blind Childrens Center.

Meyers, L, & Lansky, P. Dancing cheek to cheek:

Nurturing beginning social, play, and language

interactions. Los Angeles, CA: Blind Childrens Center,

Recchia, S.L Learning to play: Common concerns for the

visually impaired preschool child. Los Angeles, CA:

Blind Childrens Center,

Simmons, S.S., & Maida, S. Reaching, crawling,

walkingLet's get moving. Los Angeles, CA: Blind

Childrens Center.

BOOKLETS IN SPANISH

Chernus-Mansfield, N., Hayashi, D., Horn, M., & Kekelis, L

De corazon a corazon: Padres de ninos degas y

parcialmente ciegos hablan acerca de sus sentimientos.

Los Angeles, CA: Centro pare Ninos Ciegos.

Hug, D., Chernus-Mansfield. N., & Hayaski, D. Muevete

conmigo: Guia pare los padres sobre el desarrollo cie

movimientos de bebes impedidos de la vista. Los

Angeles, CA: Centro pans Ninos Ciegos.

Kekelis, L, & Chernus-Mansfield, N. Hablame: Una quia de

lenguale pare padres de ninos ciegos. Los Angeles, CA:

Centro pare Winos Ciegos.

L, & Cheinus-Mansfield, N. Hablame

Preocupaciones comunes. Los Angeles, CA: Centro pare

Winos Ciegos.

Th
VIDEOS

Building Blocks: Foundation or Learning for Young Blind

and Visually Impaired Children. American Foundation for

the Blind - English and Spanish version.

Presents the essential components of a successful

preschoo; program - collaboration with family members,

relationships between parents and professionals, space

exploration, braille readiness, orientation and mobility, play,

cooking. music, and public education. 10 minutes.

Not VAhout Sight American Foundation for the Blind.

Describes the major types of visucl impairment and their

causes and effects on vision, while camera simulations

approximate what people with each impairment actually

see. Demonstrates how people with low vision make the

best use of the vision they have. 20 minutes.

Oh I See! (Carolynn Longuil, Shoestring Productions).

A lively introduction to what having a visual impairment

means and how elementary and high school students with

visual impairments function in school settings. 7 minutes.

9
IDAHO PROJECT FOR CHILDREN AND YOUTH WITH

DEAF-BUNDNESS

TOY LENDING UBRARY CATALOGUE

B1.1DB TURN & LEARN (Fisher Price) A spinning

pyramid toy on a turntable base. This toy has

four sides of activities including a peek-a-boo

mirror, sliding a-b-c's, springy 1-2-3 bear, and a

clicking shape and color dial.

132.1DB BUSY POPPIN' PLANE (Playskool) Push-along

popping plane: propeller clicks and turns;

popcorn popper in cockpit; tail spinning, rattling

ball; wheels activate "popcom popper.'

33.1DB (1) PUSH' N GO MERRY-GO-ROUND (Tomy)

Easy to operate. A (2) gentle push rings the bell

and starts the animals spinning and turning. This

toy vibrates as the handle returns to starting

position.

B4.1DB L'IL HANDS LOVES PULL-N-SPIN (Unimax) This

toy suctions to a table top. Pull the lever down

and it dings and spins a top. Turn the handles

around sideways and they click Push down the

handle from the top and it beeps.

B5.1DB

B6.1013

B7.1DB

POP 'N SPIN (Playskool) An easy-push plunger

activates this top. Colorful balls pop and jump as

bright designs spin and swirl.

DISNEY SPINNING TOP (Mattel) One push helps

Baby Mickey, Baby Pluto, and Baby Donald whirl

around a colorful pole.

L'1L HANDS FUN ROLLER (Unimex) This toy

makes a crackling sound when rolled on the

floor. The Fun Roller has a series of moveable

parts and raised lines and dots on either end.

B8.1DB DISNEY COLOR SPIN (Mattel) This fun toy is a

wonder-filled whirl of colors. The faster the balls

spin, the brighter they seem to become and

Mickey's face appears again and again.

39.1DB DISNEY Acnvinf RING (Mattel) 5 different

activities make up this brightly colored activity

ring. Mickey and Donald slide up and down the

ring, Pluto smiles and rattles his L...tds, and a

colored ball and star twirl inside a plastic ball.

310.1DB STAY'N PLAY PALS (Fisher Price) This toy can

be suctioned to a table top or desk. The

spinning ball includes a twirling butterfly with

reflective wings, and rattling beads.

311.1DB TOUCH'EMS MONKEY RATTLE (Playskool) The

Touch'ems Collection monkey is a soft, colorful,

and textured toy. This toy has six different

textures including corduroy, satin and cotton.

B125013 TOUCH'EMS SOFT BLOCKS (Playskool) This

Touch'ems set includes five soft textured blocks

with a different sound in each block.

B13.1DB TOUCH' EMS CLUTCH BALL (Playskool) 6 soft

textures make up this clutch ball. Easy for small

hands to grasp and jingle.

314.1DB LIL LOVES HIGH CHAIR RATTLE (Unimax) This

suction toy has a colorful spinning wheel with a

mirror in the middle.

C1.3DB WH1RUN' WINDMILL (Fisher Price) Child can

push the clear balls into the top of the windmill,

turn the clicking paddle, and watch the boy and

girl whirl'n twirl down the ramp and out the side

door. A secret trap door can also send them

tumbling out the front door.

C2.1DB SESAME STREET BUSY POPPIN'PALS

(Playskool) Sights and sounds - Press beeper

and Ernie pops up, pull the lever and Bert flips

up, slide the switch to see Big Bird, twist the

clicking knob and Cookie Monster appears, and

turn the reacheting died and up pops Oscar the

Grouch.

C3.1DB TUMBLE PETS (Playskool) Roll the wheel and the

puppy and the kitten play leapfrog!

C4.1DB L'IL LOVES PULL-N-SEE (Unimax) This toy can

attach to a table or a desk. Pull the bar for

spinning action and a dinging sound. Turn the

dial to make the Pull-N-See click

C5.1DB DISNEY ACTIVITY ROLL-ALONG BOAT (Mattel)

This portable activity center haw 10 different

activities and sounds including buttons to push,

beads to click, and wheels to roll.

C6.7DB SESAME STREET STACKING RINGS (Illco) Multicolored stacking rings with Big Bird sitting on the

top.

C7.70B ROCK' N ROLL STACKER (Little Tykes) Rocking

ring stacker with three colored bells (that cannot

be swallowed) to twirl around inside or take out

of the clear plastic cone, matching plastic rings

arc also included to stack.

D1.1CB LIGHTS & SOUNDS PIANO (Fisher Price) This

little piano features three large colored keys that

light up and play high quality musical tones to

the touch. Roller drum play Frere 'Jacques, Mary

had a Little Lamb, and London Bridge when

spun.

E1.1DB

E2.1DB

E3.5DB

TANGLE (Slinky) Twist, turn, bend, and shape it!

SLINKY (Slinky) This old favorite is made of

plastic. Walk it down a stairs, play with it in your

hands, or bounce it up and down.

FUN FACTORY (Play-Doh) This Play-Doh kit can

be used to make lots of different shapes and

designs.

BEST COPY AVAILABLE

10
F1.7013 MAILBOX SHAPE SORTER (little tikes) This

colorful mailbox has six chunky shapes to sort, a

clicking drum the is easy to turn, and a peek-aboo door.

F2.90B NESTING FARM ANIMALS (little tiKes) Five

different farm animals which include a cow, a

sheep, a pig, a sheep, and a mouse nest inside

each other.

R1.10B SEE 'N SAY STORY MAKER (Mattel) This

electronic talking book can create over 10,000

funny slntences. Children press colored buttons

in five different categories to choose the words

for their sentences. This toy is not only fun but

teaches children words and sentence

construction.

11
LIBRARY ADDITIONS

BOOKS AND MANUALS

A Resource Manual for Understanding and Interacting with Infants. Toddlers and

Preschool Age Children with Deaf-Blindness (1993). Logan, UT: Hope, Inc.

Bradley, V. J., Ashbaugh, J.W., Blaney, B. C. (1994). Creating Individual Supports for

People with Developmental Disabilities: A Mandate for Change at Many Levels.

Baltimore, MD: Paul Brookes Publishing.

Chen, D., & McCann, M.E. (1993). Selecting a program: A guide for parents of infants

and preschoolers with visual impairments. Los Angeles, CA: Blind Chi Wrens

Center.

Chen, D., & McCann, M.E. (1993). Eligiendo un programa: Guia para los padres de

infantes y pre-escolares con incapacidades visuales. Los Angeles, CA: Blind

Childrens Center

Children Assisted By Medical Technology In Educational Settings: Guidelines For Care

(1991). Project School Care, The Children's Hospital, Boston, MA.

Early Focus: Working With Young Blind and Visually Impaired Children and Their

Families (1992), American Foundation for the Blind.

Hanson, M. Seeing is Believing, Bridgeview, Ill: Vision Unlimited.

Linder, T.W (1993). Transdisciplinary plav-based assessment: A functional approach to

working with young children. Baltimore, MD: Paul H. Brookes Publishing.

Linder, T.W. (1993). Transdisciplinary play-based intervention: Guidelines for developing

a meaningful curriculum for young children. Baltimore, MD: Paul H. Brookes

Publishing.

Lynch, E.W., & Hanson, M.J. (1992). Developing Cross-Cultural Competence: A Guide

for Working with Young Children and Their Families. Baltimore: Paul H.

Brookes.

Perkins Activity and Resource Guide, A Handbook for Teachers and Parents of Students

with Visual and Multiple Disabilities Volume 1 and 2 (1993). Watertown, MA:

Perkins School for the Blind.

Puppet Fun For Hearing Impaired Children (1992). Project Ski*Hi Outreach.

Raack, C.B. (1989). Excel]: Experiences in Context for Early Language Learning. Tucson:

Communication Skill Builders.
Resources for Family Centered Intervention For Infants, Toddlers, And Preschoolers

Who Are \'isually Im aired (1993). Two volumes Ski*Hi Institute, Utah State

University, Logan UT.

Sall, N., & Mar, H.H. (1992). Technological Resources for Students with Deaf-Blindness

and Severe Disabilities. New York: Center for Adaptive Technology.

Singer, G., & Irvin, L.K. (1989). Sup orp_Uc_n Care giving Families. Baltimore: Paul H.

Brookes.

Terry, Barbara Graham (1992). Ski*Hi Programming For Children With Chronic Middle

Ear Disease.

Turkington, Carol, & Sussman, Allen E. (1992). Encyclopedia of Deafness and Hearning

Disorders.

What Is An Audiogram? (1985). Model Secondary School for the Deaf

Working With Families of Young Children With Special Health Care Needs (1993).

Ski*Hi Institute, Utah State University, Logan, UT.

VIDEOS

Ain't Misbehavin': Strategies for Improving the Lives of Students who are Deaf-Blind

and Present Challenging Behavior. Deaf-Blind Outreach, Texas School for the

Blind and Visually Impaired.

Building Blocks: Foundation for Learning for Young Blind and Visually Impaired

Children. American Foundation for the Blind - English and Spanish version).

Finding Inde endence Through Technology (1991). Baker Street Productions: South

Dakota Department of Education and Cultural Affairs.

Getting a life: Voices of youth in transition. (1993). Maine Committee on Transition.

Hanen Teaching Tape. The Hanen Centre

Helping Your Child Learn with Adaptations (1991). Baker Street Productions: South

Dakota Department of Education and Cultural Affairs.

Helping Your Child Learn Choices (1991). Baker Street Productions: South Dakota

Department of Education and Cultural Affairs.

Helping Your Child Learn Dressing Skills (1991). Baker Street Productions: South

Dakota Department of Education an..1 Cultural Affairs.
Helping Your Child Learn Mealtime Skills (1991). Baker Street Productions: South

Dakota Department of Education and Cultural Affairs.

Helping Your Child Learn Playtime Skills (1991). Baker Street Productions: South

Dakota Department of Education and Cultural Affairs.

Helping Your Child Learn Self Control (1991). Baker Street Productions: South Dakota

Department of Education and Cultural Affairs.

Introduction to Tactile Communication for Children Who are Deaf-Blind. Sid*Hi

Institute.

Observing and Enhancing Communication Skills for Individuals with Multisensory

Impairments. Communication Skill Builders.

Oh I See! Carolynn Longuil, Shoestring Productions.

Not Without Sight. American Foundation for the Blind.

Relaxation Techniques for People with Special Needs: Breaking the Barriers. Research

Press.

Relaxation: A Comprehensive Manual for Adults Children and Children with S ecial

Needs. 23 minutes,

Say It By Signing. Living Language.

ARTICLES

Barrett, S.S. (November, 1992). Comprehensive community-based services for adults who

are deaf-blind: Issues, trends, and services. Journal of Visual Impairment &

Blindness.

Kiester, E. Aids and Vision Loss. San Francisco: American Foundation for the Blind.

1993 Financial aid for students with disabilities. Heath Resource Center. Washington,

D.C.: American Council on Education.

Ward, M.J., & Zambone, A.M. (December, 1992). The U.S. federal data-collection

process for children and youth who are deaf-blind. Journal of Visual Im airment

and Blindness.
ORDER FORM

Materials Requested

Person Requesting

Address

Date Needed

Date Materials Will Be Returned

Please indicate in which category the materials you have requested are found:

O Assessment D Health

O Assistive Technology 0 Hearing Impairments

O Communication 0 Inclusive Education

O Deaf-Blindness 0 Legal

O Early Intervention/Pre-School 0 Leisure/Recreation

D Employment 0 Independent Living

O Fact Sheet(s) 0 Transition

O Families 0 Vision Impairments

Mail to:

Robin G. Greenfield, Ph.D.

Idaho Project for Children and Youth with Deaf-Blindness

University of Idaho Boise Center

800 Park Blvd., Suite 200

Boise, Idabo 83712

RobinAcatalog Revised 3/94

6 5 12
Appendix G - Newsletter

26
I - Idaho Project for Children and Youth

with Deaf-Blindness

Newsletter

SERVICES FOR FAMILIES AND SERVICE PROVIDERS OFFERED BY

IDAHO PROJECT FOR CHILDREN AND YOUTH WITH DEAF-BLINDNESS

Project Services What does the

project do?

The project offers an array of services including technical

assistance to families and services providers, consultations

with the project's transdisciplinary team, workshops, a

lending library of books, manuals, and video tapes with

information about vision and hearing loss.

Service Requests How do I get

assistance?

Call the project office at (208) 364-4012 to ask for

assistance. All services are confidential and provided only

at the request of families or service providers who have

children and young adults (0-22) with combined vision and

hearing losses and are part of the project census.

Project Team What does the

project's

Transdisciplinary

Team do?

The project's team consists of a vision specialist, an

occupational therapist, an audiologist, a speech and

language pathologist, and a teacher. The team will conduct

assessment, mining, and ongoing nonsultative services for

children on the census.

Parent-to-Parent

Contact

How can I meet

other parents?

The project can link you with other parents who can

provide support and share information. The project also

sponsors families to attend a Family Weekend with other

families from Idaho and Washington.

Workshops What kind of

workshops do you

offer?

Past workshops have been conducted on sensory loss and

young children, person-centered-planning, transdisciplinary

teaming, and communication strategies. An annual summer

institute is conducted in different parts of the state and

millings can be individually tailored to meet parent and

service provider needs.

Funding Who pays for the

services?

Services are provided free of charge to famil; es and

service providers.
PROJECT UPDATE

Welcome back to school! I hope you had a restful summer and are ready for the new year. Good news for

the project. In this time of budget cuts and reinventing, we are happy to be alive and well.

The project has some exciting plans for the coming year. We hope to have a series of half-day miniworkshops on a variety of subjects. These mith-workshops will be conducted several times over the course

of the year in different parts of the state. If you would like a particular topic included in the series, please give us a call.

Another new activity will take place next summer in cooperation with the state of Washington. The project

will be sending three families to a "Families Together" week end in northern Idaho. This is a great

opportunity for famlilies to meet with one another, get some information and training, and have some rest and relaxation at the same time. We are very excited about this retreat and intend to make this activity a

permanent part of the project.

In January, we hope to get Gwen Whiting (RN., M.S., Psychotherapist) to Boise for a two day workshop.

Ms. Whiting works in association with Kenneth L. Moses, Ph.D. and conducts workshops throughout the

country on the dynamics of parental responses to disability or illness in their children and the impact on

parent/professional interactions.

We will also be conducting our annual summer institute in Boise, Idaho Falls, and Moscow. Some

preliminary thoughts on topics for the institute include tramsdisciplinary teaming, sensory loss and the impact on student performance in the classroom.

Finally, please keep in mind that the project's Transdisciplinary Team is also alive and well. The team

includes a vision specialist, an audiologist, a speech and language pathologist, an occupational therapist, and

a teacher. The team is available, free of charge, to conduct assessments and on-going consultative services

for children who are on the project census or who might potentially be on the census.

Degrees of Heavy Loss

Normal

Hearing level 0-20 decibels

Mild hearing loss

Hearing level 21-40 decibels (Can hear conversational speech, but will

have difficulty hearing distant or faint sounds. Amplification may be needed.)

Moderate hearing loss

Hearing level 41-60 decibels (Can hear conversational speech 3 to 5 feet away.

Will probably need a hearing aid and auditory training.)

Severe hearing loss

Hearing level 61-80 decibels (May hear a loud voice at about one foot and be able

to identify environmental noises. May be able to determine vowels, but not consonants.)

Profound hearing loss

Hearing loss >80 decibels (May hear loud sounds, but hearing is not a primary modality

used for receptive communication.) (Hamre-Nietupski, Swatta, Veerjusen and Olsen, 1986)
Assessing the Instructional Environment to Meet the Needs of

Learners with Multiple Disabilities, Including Students who are Deaf-Blind

Many children and youth who have deaf-blindness function in a range of settings where lighting and

visual contrast can be modified to maximize their use of residual vision. Team decisions regarding such

modifications, however, must also include information on needs related to other physical disabilities. The

following checklist can be used by team members in order to assist them in making decisions regarding

environmental adaptations.

Section 1 - Therapeutic Positioning

Environmental Check List

Section H - Lighting

Overall Body Positio...-ing (Sitting)

Student is upright, or reclined slightly, with hips,

knees, and ankles at 90-clegee angles, or other

angle(s) recommended by a therapist.

Student's head is neutral and upright, with or without

external support.

Student's arms are supported by the table top or

wheelchair tray so the elbows are flexed between 90

and 120 degrees.

Overall Body Positioning (Side lying)

Student is supported correctly (i.e., lower shoulder is

forward; head is in alignment with the spine; hips,

knees and ankles are flexed; pillows are placed

between and below bony prominences).

Student is lying so that the better eye (if known) is

on the upper half of the body.

(Note: Consultation with the team is recommended to

determine whether sidelying on a particular lateral haY

of the body may be contraindicated).

Overall Body Positioning (Supported Supine)

Student is supported correctly (i.e., head in alignment;

chin slightly flexed; shoulders rounded forward

slightly; hips, knees, and ankles flexed).

Student's head is stable with or without external

suPPortPosition of Peers, Adults, and Materials

Depending on the student's head control, materials are

placed horizontally, vertically, or somewhere in

between those points.

Peers or adults position themselves at or near the

student's eye level during interaction.

Amount and Type of Light (indoors)

A combination of light sources (i.e., natural light plus

incandescent light, etc.) is available.

The entire work surface is illuminated evenly

(dependent upon specific task rrquirements).

Supplemental lighting is available (if necessary).

Position of Light

Student is pogtioned so that all sources of natural

light (e.g., windows) are behind him rather than

behind the instructional/ social/ communicative

parmers.

Supplemental light source originates from over the

student's head so the shade directs the light on only

the task materials (if necessary). OR

Supplemental light source originates from behind and

over the shoulder of the student (e.g., over the left

shoulder for those who use the right hand and vice

versa). OR

Supplemental light source originates from behind and

over the shoulder of the student on the lateral half of

the head towards the most fun( ional eye.

Glare

Work surface is made of (or covered with

nonreflective material.

Materials are made of nonreflective material.

Light emitted in the direction of the eye is limited or

eliminated.

Cont rast

For tasks that rely on materials that are black or dark

in color, the background surface is lighter to enhance

contrast Light colored materials use a dark

background surface.

Select or purchase materials that contrast with the

work surface (if possible).

Bonnie L Utley, TRACES Regional Director, Northern Region Teaching Research Division,

Western Oregon State College, 345 N. Monmouth Ave., Monmouth, OR 97361
PARENT ADVOCACY TIPS

The following article and tips were taken from the winter 1994-95 issue of "HORIZONS," the newsletter of the Blind

Babies Foundation headquartered in California.

1.

Share your "vision" of who your child is and is capable of becoming with every professional

working with him or her.

2.

Filter all goals, therapies, etc. through your "vision".

3.

Remember that you know the "whole" child best; others will only know more about part of your

child's condition.

4.

Be proactive! Don't wait for things to go wrong before getting involved. Stay informed and know

your child's care providers.

5.

Consider yourself a full-fledged member of all teams that cart: for your child. Attend all team

meetings and bring written reports for other team members.

6.

Follow through with all ageements you make about working with your child.

7.

Prioritize your demands.

Be selective about what you can give up and what you can't.

8.

Get emotional support from friends, family, and other parents facing siinilar struggles.

9.

Don't accept that something is impossible just because someone says it is. You might be able to

convince the person who makes or enforces the rule or regulation creating the "impossibility" to

meet your demands.

10.

Remember that government agencies mandated to serve your child have to provide that care.

Solving their financial problems is not your concern.

11.

Recognize that you will occasionally have to devote time to things other than caring for your child.

12.

Always remember, there are no perfect parents, and there are no perfect programs.
HOMEMADE MATERIALS

Playdough

Mix 1 cup of flour with 1 cup of salt Add water to mix and one tablespoon vegetable oil.

Take the clump and knead it with your hands until it feels like smooth playdough. Store

tight container.

Note: The clay has a tendency to dry out. If you keep it in a tight contain r a should stay

pliable. Just work M more water to reconstitute.

AUTUMN EXPLORATIONS

Feelie Box

For tactile discrimination, put leaves and differently textured objects into a "feelie box." Ask

children to fmd the leaves.

Leaf Collage

Have the children gather fallen leaves to make a leaf collage.

Seed Collage

Seeds and nuts are great collage materials because they are easily glued to a paper surface.

Counting and Comparing

Chesmuts, pine cones, acorns, or whatever is available locally can be used in games of "how

many?" "same and different," "few and many," "which one doesn't belong?" and "which is smallest?,

which is largest?"

Experience, it is said, is the best teacher -

providing, of course, we become the best students.

The most important function of education

at any level is to develop

the personality of the individual and

the significance of his life

to himself and to others.

GRAYSON KIRK

9;
BRIGHT STARTS' - by Pansy Ellen

What does baby see? Why black and wbite?

Newborns can see and hear from birth, just not as clearly or as well as an older child or adult. Your baby's

field of vision is limited. A newborn sees only shades of grey. It is important to provide your baby with

objects that feature the two extremes BLACK and WHITE. These high contrast colors captivate and hold

baby's attention and stimulate real physical activity such as wiggling, arm waving, kicking, giggling, and

smiling.

Important facts

As early as three days, your infant can imitate behavior. Brain gowth occurs fastest in the first two years.

Seventy percent of total adult brain weight occurs by one year.

Color chart

Birth Baby sees strong contrast: black & white, red & white

6 months Baby begins to see cool colors light green, light blue

9 months Baby responds happily to warm colors red, yellow, orange

Concentration

Your newborn baby's concentration level is about four-10 seconds; ten seconds for a face and about five

seconds for a pattern. Your baby will also like change (they do get bored!) so rotate crib toys or crib panels

often. Your baby's concentration level will increase with time and development.

Help your baby develop a sense of security and family

From the first moments you spend with your baby, make eye contact and call your baby by name. This will

help encourage a sense of identity and belonghig. Talk or sing each time you feed or change your baby.

By learning to love the sound of your voice, baby learns language skills and appropriate behavioral

responses. Provide texture for your baby's touch, either on your clothing or on baby's covers. And

accompany diaper changes with pleasing smells such as baby wipes, powder, or gentle lotion. It is

important to remember that newborn babies lack eye control until about six weeks of age and that they

prefer to lock at edges until about four weeks. After four weeks, babies will begin to search out shapes and

three-dimensional objects.

Faces, checkerboards and bullseyes

At birth, your baby can see at a distance of about 10-13 inches. A parent's eyes are the first focal points a

baby will observe. Baby will prefer a pattern similar to a face, followed by a preference for checkerboards

and bullseyes. Patterns of medium complexity those which provide a sufficient number of black and

white contrasts produce the most response. Recommended objects CIRCLES, DOTS, SQUARES,

STRIPES and CHECKERBOARDS.
Your baby will enjoy

Rocking motions imitates life in the womb.

Touching and stroking from head to toe helps regulate breathing.

Swimming helps motor development and increases confidence levels.

With early infant learning, your baby can de velop into a happy, loving, and well-rounded individual.

Play with and sing to your baby

These are the "first impressions" that can make a lasting difference in mental, emotional, and physical wellbeing and development.

Activity

SIGHT

Visual Stimulation

SOUND

Aural Stimulation

TOUCH

Tactile Stimulation

SMELL

Olfactory Stimulation

TASTE

Gustatory Stimulation

Result

Increase in concentration; attentiveness; tracking; attachment

to environment and individuals

Recognition, kmows name; language understanding; language

facilitation; response to music, drumbeats rhythm aid to

bonding

Range of textures, feelings, and pressure; helps regulate

breathing

Identification by smell; Utilize receptors in nose

Reinforces motor growth; hand/mouth coordination; active

stimulation of salivary glands may enhance motor growth

Remember to work with your baby's five senses

It's never too early to start. Clinical research has shown that the optimum time for the introduction of infant

stimuli is as soon as two hoUrs after birth! Just remember, all interaction with your baby should be

pleasing, fun, and natural never forced. Watch your baby carefully. He/She will provide you with cues.

The best time for interaction is when baby is in an alert/inactive or quiet/alert state. When your baby

becomes fussy, turns away, or cries, this is a sign of fatigue also caused by too bright a light, too much

noise or too many people. Give your baby a rest. When alert again, reintroduce the infant stimuli.

41 fill

"If you treat an individual as he is, he will stay as he is, but if you

treat him as if he were what he ought to be and could be, he will

become what he ought to be and could be."

Johann Von Goethe
BOOKS AND MANUALS

NEW ADDITIONS TO '1HE LL1RARY

Carr, E.G., Levin, L., McComiachie, G., Carlson, J.I., Kemp, D.C., & Smith C. E. (1994). Communicationbased intervention for problem behavior. Baltimore: Paul H. Brookes.

Dell, S., McNerney, P. (1994). Toys for children with visual impairments. Easter Seals. Rhode Island

Services to Children with Dual Sensory Impairments.

Everson, J.M. (Ed.). (1995). Transitions services for youths who are deaf-blind: A best practice guide for

educators. Helen Keller National Center-Teachnical Assistance Center.

Falvey, M.A. (1995). Inclusive and heterogenous schooling: Assessment, curriculum, and instruction.

Baltimore: Paul H. Brooks Publishing.

Flexer, C. (1994). Facilitating hearing and listening in young children. San Diego: Singular Publishing Co.

Haring, N.B., & Romer, L.T. (Eds.). (1995). Welcoming students who are deaf-blind into typical classrooms:

Facilitating school participation. learning, and friendshi s.

Baltimore: Paul H. Brookes.

CIEBLDREN'S BOOK ND GAMES

Collins, S.H. (1994). An alphabet of animal signs. Eugene, OR: Garlic Press.

Collins, S.H. (1994). Mother goose in sign. Eugene, OR: Garlic Press.

Collins, S.H. (1993) A word in hand. Eugene, OR: Garlic Press.

Collins, S.H. (1993) A word in hand, book 2. Eugene, OR: Garlic Press.

Collins, S.H. (1992) Finger alphabet lotto. Eugene, OR: Garlic Press.

FAUDIO TAPES]

Lectures from the Contemporary Forums Cmference entitled The Child with Special Needs, San Francisco,

CA, April 26-29, 1995.

1. The Evolving Parameters and Behavioral Aspects of Fetal Alcohol Syndrome

Presenter: S. Clarer, MD

2. Effective Interventions and Issues with Drug Exposed Children

Presenter: Nika St. Claire, MD
3. In the Classroom with Medically Fragile Children

Presenter: Jan Valluzzi, M.B.A.

4. Becoming Cuitura lly Competent in Service Delivery

Presenter, Marci J. Hanson, Ph.D

5. Transdisciplinary Play-Based Assessment

Presenter: Toni Linder, Ed.D

6. Transdisciplinary Play-Based Interventions

Presenter: Toni Linder, Ed.D

Help us keep you up-to-date:

Please add my name (as listed below) to your mailing list.

0 Please note change of address as listed below.

Name:

Address:

City/State/Zip:

Mail to: Robin Greenfield, Ph.D., Director

Idaho Project for Children and Youth with Deaf-Blindness

UT/Boise Center

800 Park Blvd., Suite 200

Boise, lD 83712
IDAHO PROJECT FOR CHILDREN

AND YOUTH WITH DEAF-BLINDNESS

800 PARK BLVD., SUITE 200

BOISE, ID 83712

Published by the Idaho Project for Children and

Youth with Deaf-Blindness, a joint effort of the Idaho

Center for Developmental Disabilities (UAP) at the

University of Idaho. Supported h part by grant

# 84.(25 from the U.S. Dept. of Education. For

mare information, contact Project Director Robin

Greenfield, phi). at (208) 334-2999.

Non-Profit

Organization

U.S. Postage

PAID

Boise, ID

Permit No. 696
Appendix H - List of Project Fact Sheets

9 7

27
January 1992

Communication: What Is He Trying To Tell Me?

How To Interact With Individuals

Innovative Living Options

Interdisciplinary Human Development Institute

Just The Facts

Light Sensitivity

Object Communication

Retiliitis Pigmentosa

Tadoma

Touch Cues

July 1992

Alphabet Soup

Appropriate Touch

Awareness Of Medical Issues In Relation To

Change In Behavior

Creating A Need To Communicate

Deaf-Blindness

Developing Independence

Encouraging Exploration

Guidelines For Interacting With Persons

Ideas For Recreation And Leisure Activities

Innovative Living Options

Making Changes In Routines

Relaxation Strategies

Sequence Box

Teaching Body Language

The Two Hand Manual Alphabet

Tolerating Touch

March, 1994

Behavior Management Guidelines

Benefits Of Community-Based Instruction

Best Educational Practices For Students With

Severe And Multiple Disabilities

Circles Of Friends

Clearinghouses In Collaboration

Cortical Visual Impairment

Facilitating Friendships And Interactions

Inclusive Education

Questions For Your Eye Doctor

Systematic Planning For inclusion

Transition Questions For Parents Of School Age

Children

October, 1995

Behavorial Disorders: Focus On Change

Children with Communication Disorders

Could This Child Have A Hearing Problem?

Preschool Observation Form

Includin3 Students With Disabilities In General

Education Classrooms

Ocular Side Effects Of Necessasy Medications

Parent Interview Fcr: Young Children WithVision

1,;.-411em

Parent Questions For An Eye Specialist

Rights i lad Responsibilities Of Parents Of Children

'Arith Disabilities
For More Information... t a hild's behaviors lead you to think that he or she might have both hearing and vision impairments, please contact the Idaho Project for Children and Youth with Deaf-Blindness for further information and referral. Idaho Projea for Children and Youth with Deaf-Blindness Rbiri ( ;. (;reertield, Ph.D. Idaho Center for Developmental Disabilities University of Idaho Boise Center 80) Park Blvd Boise, ID 83712 l'h. (208) 364-4012 Fax (208) 364-4035 I In, broi hun i produced and distributed through a loin! effrirt lvti'veen .FIZACE.ti leadung Researdi A-;cistance hr Cluhlren Obi 1011th lpertet1( Sen,olu impairment, orriallo Iremnt No I ft )25C00001) nd the Idaho Prole, t hIr t /Mitten and 1 outh with Deal IIIindne.s (Crant Contra, t No I funding from the l)erart went t Lau, .thots It I, the u Ow (./.tho tor Children am/ 101101 With i)edt pro,,ide equal emphwment opportunity for all per.on.. without ?cord to rat e. tuitional reed..o. o/or re/icionu ill.illt.11 ,Ne. or drabtiltue, IDAHO Project for Children and Youth with Deaf-Blindness Information and Assistance for Individuals Who Are Deaf-Blind t+ WC Widal 21. 414444111/01. Mk 4, '
What Is Deaf-Blindness? Deaf-blindness is a loss in both the vision and hearing senses*. This condition affects over 8,000 children between birth arid 21 years of age in the United States. Deaf-blindness has over 70 known causes; however, regardless of the cause, the challenges of deaf-blindness are lifelong. Appropriate education must address both the hearing and vision impairments as well as any other disabilities that may be present. Children who are deaf-blind may exhibit a wide range of behaviors during interactions with family, friends, and their environment as a result of the sensory losses. The losses may occur in varying degrees and a child need not exhibit all of the behaviors identified in this brochure to be considered deaf-blind. For example, a child may show only one of the behaviors that indicates a hearing impairment; but show several of the behaviors that indicate a vision impairment. The combined effech; of both of these sensory losses, even if both are mild, may qualify him or her as deaf-blind. Parents and professionals, upon observing these behaviors, may need assistance in confirming the sensory loss. This brochure provides general information on deaf-blindness. Contacting the Idaho Project for Children and Youth with Deaf-Blindness is the first step to securing assistance. ntekderal finit ton of datf-blituhtess states "L11'1,11111111141 youth hazang auditory and visual impairriwnts, the Of Willeh creates such were commutucatUin taut otlwr developmenhil and learning needs due thew cannot be appre,priately educated without spei tat cducat ton .oul related cervices, brytuul those that untld be pnwided solely tvr children with hearmg impurments. visual matt:merits. or Wik're disabilities, 10 tithinsti their educational need, 'hie to ihiNe concurrent du.abthttes 1 Behaviors that May Indicate a Dual Sensory Impairment The following questions are Les.gned to help parents and professionals determine if there is a possibility of a vision and hearing loss. If you answer yes to questions in both of the following sections, the child may have a dual sensory loss and should receive complete vision and hearing assessments. The Idaho Project for Children and Youth with Deaf-Blindness can assist with referrals for assessments. Behaviors that May Indicate a Visual Impairment Does the child or student... often bump into persons and objects? have difficulty walking or crawling smoothly across shadows or areas that look different (carpet or tile)? need to touch or have an object close to the face to identify it? prefer only brightly colored or shiny objects? have difiiculty reaching for and grasping objects in a coordinated manner? squint, cover, or close one eye %% hen looking at objects? lose interest or tire easily w hen performing close tasks? usually turn toward a light sour, e? fail to recognize and respond to familiar faces? nave difticulty following mo\ ing Iobjects with his/her eyes? have eyes that are red or vatery, not sitIggiain.i.makAbi.iiii. Behaviors that May Indicate a Hearing Impairment Does the child or student... fail to react to loud noises? frequently ask to have things repeated or follow directions incorrectly? seem confused when verbal directions are given in noisy en\ iron ments such as playgrounds or school cafeterias? indicate agreement (nods head) t hen you know he/she does not undeNand what was said? s have difficulty locating the sources of sounds? fail to recognize and respond appropriately to words or common home tne(l)ei\sises j(?telephone, door knock, understand better when looking directly at the speaker? Services Provided by the Idaho Project for Children and Youth with Deaf-Blindness Assistance in identification On-site technici:l assistance training, one-on-one consultation, e workshops, program design and review) for families, educators, and others based on individual needs. Lending library with up-to-date books, articles and manuals ac, ess to programs, protessionak and parents %vho are involved with individuals who are deaf-blind and their families. newsletters and project mailings for up-to-date materials on deat-hlindness. 1 0
Para mfis informacion... Si los comportamientos de un nirio le hace a usted pensar que el mismo podria tener ambos impedimentos del oido y de la vista, favor de cornunicarse con el Proyecto de Idaho para Nirios y jovenes Sordos y Ciegos para mas informaciOn y referencias. Idaho Project for Children and Youth with Deaf-Blindness Robin G. Greenfield, Ph.D. Idaho Center for Developmental Disabilities University of Idaho Boise Center 800 Park Blvd Boise, ID 83712 Ph. (208) 3644012 Fax (208) 3644035 Este f011eto es producido v distrihuido por medio de un esfuerzo contunto entre TRACES (Asistencia en la Investigacion de la Docent-la para los NIFIOS y avenes con Inpedimentos Sensoriales (Contrato Cooperativo Numero F1025C00001) y el Proyecto de Idaho para Niflos y hivenes Sordos y °egos (Contrato de SuhrenciOn Nutnero 11025420042) patrocinado pot- el Departamento de Education de los Estados Unit los. la polar, a dcl Provecto gle Idaho para Mhos y Jot CM'S Sordos Chps de proveer Jo igualdad de oportunidad de empleo para Was tas personas, sin tornar en cuenta raw, origenes nacionales, creencia, sexy, color. religiOn, estado civil, edad, a deshabilidades. .--. . ..,,.., cn r-) a. o 0 gu "ft, 0 :t I Proyecto de IDAHO para Nirios y Jóvenes Sordos y Ciegos Informacion y Asistencia para los Individuos Sordo y Ciegos 104
Qui Significa Ser Sordo y Cie lgo? grIFe7gOt:do Vcifig7sliraCI la péicailde fentido del (Ado y de la vista a la vez.* Esta condición afecta a más de 8,000 ninos desde el nacimiento hasta los 21 arios in los Estados Unidos. Ser sorde y ciego tiene más de 70 causas conocidas; sin embargo, lo que sea la causa, los desafios de ser sordo y ciego son de toda la vida. La educación apropiada tiene que tomar en cuenta los impedimentos del oido y de la vista a la vez, asi como cualquier otra deshabilidad que pueda estar presente. Los nirios que son sordos y ciegos pueden mostrar una gran variedad de cornportamientos durante las interacciones con la familia, los amigos y el ambiente como consecuencia de las pérdidas sensoriales. Las pérdidas pueden occurrir en grados diversos y un nino no necesita mostrar todos los cornportamientos identificadoi en este foileto para que se le considere sordo y ciego. Por eiemplo, un nirio puede mostrar solo uno de los comportamientos que indican un impedimento del oido, pero muestra varlos de los comportarnientos que indican un impedimento de la vista. Los efectos combinados de estas pérdidas sensoriales, aunque ambas sean leves, pueden calificarlo como sorde y ciego. Los padres de familia y profesionales, al observar estos comportamientos, pueden necesitar asistencia para comfirmar las pérdidas sensoriales. Este folleto provee información general sobre ser sordo y ciego. La primera etapa para conseguir la asistencia es comunicarse con el Proyecto de Idaho para Nirios y JOvenes Sordos y Ciegos. la defiructOn federal de ser sordo y elm abarca "nttios layettes que tienen impeduttentos audiitivs y insuales, Ca combinacuin de los cuales crea necesidades tan severas de la caniunicai kin. el desarrallo y el aprendizare que no pueden ser educads aproptadamente iri la educacian especial y los servmos relacionallas adernds de los que se surninistrarian solatnente para los nitios con impedimentos del Oido intpedirnentos tiNuales a deshabilidades severas, para tratar sus nwesklades educativas debidas a estas deshabilidades coneu rrentes. Los Comportamientos que Pueden Indicar un Impedimento Sensorial Doble Las siguientes preguntas han sido diseriadas para ayudarles a los padres de familia

y profesionales a determinar si hav una posibilidad de una perdida de la vista y del oido. Si usted responde si a las preguntas en ambas de las siguientes secciones, el nirio puede tener una pérdida sensorial doble y debe hacerse unos analisis de la vista y del oido. El Proyecto de Idaho para Nirios y Jovenes Sordos y Ciegos pueden ayudar con referencias para los andlisis. Los Comportamientos que Pueden Indicar un Impedimento de la Vista El niiio o estudiante... se da golpes a menudo contra personas c objetos? tiene dificultad en caminar o gatear con fluidez a través de las sombras o areas que ven diferentes (la alfombra o el azulejo)? necesita tocar o tener un objeto cerca de la cara para identificarlo? prefiere solamente objetos de colores vivos o brillantes? tiene dificultad en alcanzar y agarrar objetos en una manera coordinada? entrecierra, cubre, o cierra un ojo cuando esta mirando objetos? pierde el interés o se cansa facilmente cuando esti haciendo tareas de cerca? generalmente voltea hacia una fuente de luz:' no reconoce y responde a las caras conocidas? tiene dificultad en seguir con los ojos los objetos en movimiento? tiene los ojos rojos o llorosos en %.ez de claros? Lmiasiamidakijaihrimii.da -Los Comportamientos que Pueden Indicar un Impedimento del Ohio iEl flZflL) o estudiante... no reacciona los ruidos fuertes? pide a menudo que le repita so qua se le dijo o sigue las instrucciones incorrectamente? pa rece confundido (mind() se le elan instruLciones verbales en ambientes con mucho ruido tales como areas de juego o cafeterias escolares? indica estar de acuerdo (asiente con la cabeza) cuando usted sabe que no entiende lo que se dijo? tiene di ficultad ien localizar las fuentes de los sonido? no reconoce ni responde apropiadamente a palabras o ruidos comunes de casa (el teletono, el tocar la puerta, el televisor)? entiento major cuando mira directamente al orador? Services Suministrados por el Proyecto de Idaho para Nifios y jóvenes Sordos y Ciegos Asisten:ia en la diagnosis Asistencia tecnica (por ejemplo entrenamiento, consulta individual, talleras en el area de trabajo, disefio y revisiOn de prograrnas) en donde se enctientran las familias, educadores v otros basada en las necesidades indi, idualas. Bib I 1 ttea con libros, articulos v manuales al dia para prestar. Acceso a progranlas, profesiona les y padres de familia participando con indik iduos sordos v ciegos, v sus familias. Bolo ines v correspondencia del provecto sobre materiales al dfa acerca de sersordo y ciego. 1 3