DOCUMENT RESUME

ED 391 294 EC 304 543

AUTHOR Goehl, Karen S.

TITLE The Indiana Deaf-Blind Services Project. Final

Performance Report.

INSTITUTION Indiana State Univ., Terre Haute. Blumberg Center for

Interdiscip!.inary Studies in Special Education.

SPONS AGENCY Special Education Programs (ED/OSERS), Washington,

DC.

PUB DATE 31 Dec 95

CONTRACT H025A20013

NOTE 86p.

PUB TYPE Reports Descriptive (141)

EDRS PRICE MF01/PC04 Plus Postage.

DESCRIPTORS Agency Cooperation; Case Studies; Consultation

Programs; Cooperative Programs; *Deaf Blind;

Education Work Relationship; Elementary Secondary

Education; Infants; *Inservice Teacher Education;

Instructional Materials; Parent Education; Preschool

Education; *State Programs; *Technical Assistance;

Toddlers; Transitional Programs; Young Adults

IDENTIFIERS *Indiana

ABSTRACT

This final report describes activities and

accomplishments of the Indiana Deaf-Blind Services Project, a 3-year

federally funded project to enhance and further develop coordinated

direct services to children and youth, birth through age 2 and ages

18 through 21. It also was designed to provide technical assistance

to public and private agencies serving children with deaf blindness

and their families. The study identified and tracked 205 children and

youth with deaf-blindness through community agency and public school

programs. Inservice training workshops on such topics as

communication, functional curriculum, integration, and challenging

behaviors were conducted. Over 1,000 items were entered into a

materia's resource center for distribution statewide. An existing

mentor teacher training project was expanded. Parent support weekends

were conducted for families of children with deaf-blindness. A 2-day

statewide workshop on assessment and evaluation of infants and

toddlers with deaf-blindness was conducted. Additional workshops

provided transition plan training. The project also coordinated

information and training regarding technology with the state's

technology project. Various brochures and newsletters were developed

and distributed. Individual sections of this report describe the

project's purpose, goals and objectives, accomplishments, outcomes,

problems, and impact. Appendices provide a detailed sample

consultation report and two case studies. (DB)

*****.b*****************************************************************

Reproductions supplied by EDRS are the best that can be made

from the original document. ***********************************************************************
The Indiana

Deaf-Blind SeTvices

Project

AMINE

U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION

CENTER (ERIC)

ythis document has been reproduced as

received from the person or organization

or.ginating

r Minor changes have been made to improve

reproduction Quality

Services for Children with

Deaf-Blindness Program

CFDA 84.025A

State and Multi-State Projects

FINAL PERFORMANCE REPORT

Points of view or opinions stated nIFvSdOCu

went do not necessarily represent official

OE RI position or pohcy

Submitted to:

United States Department of Education

Office of Special Education Programs

Ni

Prepared by:

Indiana Deaf-Blind Services Project

Blumberg Center for Interdisciplinary Studies

C\( in Special Education

Indiana State University

December 31, 1995

2 BEST COPY AVAILABLE
Project Identification Items and Executive Summary

Section I

SERVICES FOR CHILDREN WITH DEAF-BLINDNESS

CFDA-84.025A - STATE AND MULTI-STATE PROJECTS

FINAL PERFORMANCE REPORT

PROJECT NUMBER: H025A20013

PROJECT TITLE:

Indiana Deaf-Blind Services Project

PROJECT DIRECTOR:

Karen S. Goehl

MAILING ADDRESS:

Indiana Deaf-Blind Services Project

SOE 502

Blumberg Center for Interdisciplinary

Disciplinary in Special Education

Indiana State University

Terre Haute, IN 47809

TELEPHONE NUMBER:

812-237-2830

ITY 812-237-3022

800-622-3035

* Specific Topic Information Packets

Newsletter Distribution - 1000 x 6

Poster Session and Conference Displays

Conference Presentations

Blumberg Preschool Workshops

PROJECT STATE DATE: 10-1-92

PROJECT END DATE: 9-30-95

GEOGRAPHIC AREA: Indiana

DIRECT SERVICES OFFERED BY

PROJECT:

AGE/S OF CHILDREN: 0-2, 18-21

No. of Children: 14; 25

TECHNICAL ASSISTANCE:

No. of Children/Youth: 205

No. of Parents: 572 **

No. of Professionals: 7,810*

No. of Paraprofessionals: 164

**Expanded through use of toll free

line located at Indiana Parent Information

Network (IP1N), a parent consultant at

INN and, mailings to family members on

the IP1N list.

Indiana Deaf-Blind Services Project Page i

3
Project Identification Items and Executive Summary

Executive Summary

The Indiana Deaf-Blind Services Project was designed to enhance and further develop coordinated direct services to children and youth, birth through age two and eighteen through age

twenty one, with deaf-blindness for whom Indiana is not obligated to make available a free

appropriate public education. It was also designed to provide technical assistance to the public

and private agencies who deliver services for children and youth with deaf-blindness and their

families.

The work of the Indiana Deaf-Blind Services Project was focused on:

1. The identification, registration and tracking of students, birth through age twenty-one

who have dual sensory impairments (deaf-blindness).

2. The delivery of technical assistance to service providers and families in order to

ir.....rewe their knowledge and skills in dual sensory impairments.

3. The maintenance of a resource materials center to collect, disseminate and

exchange information specific to dual sensory impairments.

4. The development of a mentor teacher training program to expand statewide

laiowledge and skills specific to children and youth who are deaf-blind.

5. The development of a network of parents and families of children and youth with dual

sensory impairments.

6. The coordination with the Part H lead agency to provide inservice training on

assessment and c4aluation of infants and toddlers with deaf-blindness.

7. The improvement of transition services for students with deaf-blindness through the

use of a Personal Futures Plan approach and coordinated state training system.

8. The coordination with Indiana's dual sensory impairments technology project to

provide information and training about technology to children and youth who are

deaf-blind.

9. The dissemination of information about the project to parents, programs, and systems

throughout Indiana.

Two hundred and five Indiana children and youth with deaf-blindness were identified and

tracked through community agency and public school programs. Technical assistance was

provided to many of these children, their teachers, families and other service providers

throughout the state. Inservice training workshops on such topics as communication, functional

curriculum, integration and challenging behaviors also were conducted. Over one thousand

Indiana Deaf-Blind Services Project Page ii

4
Project Identification Items and Executive Summary

items were entered in a materials resource center for distribution statewide. These entries are

specific to deaf-blindness and multiple disabilities and include, journals, articles, curriculum

resources, assessment materials, books, videotapes, monographs, conference proceedings, and

resource directories. In addition, a monograph tided, "Profiles: Individuals with DeafBlindness," featuring articles about Indiana families and information on etiologies of deafblindness, was distributed to state and national service providers and families. The mentor

teacher training project was expanded. The major focus of this mentor project was to build local

capacity by training Indiana teachers to provide consultant services to other teachers who may

have no training in deaf-blindness but have been assigned childrea with both hearing and visual

impairments. Parent support weekends were conducted for families of Indiana children with

dual sensory impairments and were successful in linking a number of families. A two-day

statewide workshop on assessment and evaluation of infants and toddlers who are deaf-blind was

conducted with Part H personnel. Personal Futures Planning and transition plan training was

conducted through technical assistance activities and training workshops. The project

coordinated information and training regarding technology for individuals with deaf-blindness

with Indiana's ATTAIN/ITRAID statewide technology project. A project brochure, mentor

teacher brochures, a vision manual, and six newsletters per year were distributed to a readership

of over one thousand. An advisory committee was established including members of families

and service providers. This committee provided direction and support throughout the duration of

the project period.

Indiana Deaf-Blind Services Project Page iii

5
Table of Contents

Section II

Table a Contents

Indiana Deaf-Blind Services Project:

Final Performance Report

1992-1995

Section I Project Identification Items and Executive Summary

Section II Table of Contents iv

Section HI Purpose, Goals and Objectives

Section IV Accomplishments/Outcomes ofthe Project 6

Section V Project Problems and Impact 18

Section VI Assurances 25

Section VII Appendices

Appendix A: Technical Assistance Sample

Appendix B: Life Goals: Mida, The Dream

Appendix C: Back Home Again in Indiana: The Road to Transition

Indiana Deaf-Blind Services Project Page iv
Purpose, Goals and Objectives

Section III

Purpose, Goals and Objectives

Project Philosophy

The specific authorizhig statute requirements (34CFR Part 307.11) supported the following

activities:

1. Direct Services in the form of special education, early intervention, and related services,

as well as vocational and transitional services, were to be available to children with deafblindness when a state is not obligated to provide these services under Part B of the IDEA

or some other authority [Services to non-mandated children - 307.11 (a)(1)]. In Indiana,

Priority I non-mandated children included those children, birth through two, and youth,

nineteen through twenty-one years of age, with deaf-blindness.

2. Technical Assistance was to be provided to public and private agencies, institutions, and

organizations providing early intervention, education, transitional, vocational, early

identification, and related services to children with deaf-blindness [Services to mandated

children - 307.11(a)(2)]. In Indiana, Priority II mandated children included those

children, three through eighteen years of age, with deaf-blindness.

The statute as described above defined the design of the Indiana Deaf-Blind Services Project. It

was rooted in the assumption that a successful project:

CI would be conducted in a cost effective and appropriate manner.

CI would foster collaboration between agencies and service providers involved in

providing services to children and youth with deaf-blindness.

CI would be responsive to the needs of families and their children who are deaf-blind.

(CI would implement current research fmdings and exemplary practices including

services that are age-appropriate for project participants, and providing for the

maximum integration of children with deaf-blindness in the least restrictive

environment.

CI would ensure that project participants who are otherwise eligible to participate are

selected without regard to race, color, national origin, gender, age, or disabling

condition.

These philosophical underpinnings were fundamental to the design of the Indiana Deaf-Blind

Services Project and were implicit in the specific project components and activities

Specific Project Components

The Indiana Deaf-Blind Services Pro'yct was organized into eleven components. Nine

components were directly related to project outcomes. The itmaining two components

addressed evaluation and management activities. Each of the components represented a major

goal. All eleven components with their supporting activities are presented in Table 1.

Indiana Deaf-Blind Services Project Page 1 7
111111111111111i Purpose, Goals and Objectives

Objectives and Major Activities of Project Components

;Ig..ka.0.610q. 00140senft *Waft s AriteatAi$7$71X4SON *ant ratith with

":).% VN4U: ,45t 44. A05' " s Objective: To maintain a census of infants, toddlers, children and youth, birth through twenty-one, in

Indiana with both hearing and vision impainneras as defined by the federal defmition and included in Indiana's

Article 7.

Activities:

1.1 Coordinate with the Division of Special Education and their annual child count procedures in

maintaining a census of individuals who are deg-blind.

1.2 Comply with federal census reporting requirements.

13 Provide information regarding incidence of deaf-blindness, risk factors, state definition of deaf-blind

and the Indiana Deaf-Blind Project to tesponsaile agencies, organizations and individuals.

1.4 Update the database of information regarding children and youth with deaf-blindness.

1.5 Extend identification efforts to those geographic areas in Indiana where children and youth with

deaf-blindness appear to be underrepresented.

Colitpolent:.

Objeclive: To increase the knowledge and training of parents, professionals, and paraprofessionals in the area

of deaf-blindncss.

Activities:

2.1 Meet regularly and cootdinate with the Part B CSPD Coordinate( to influence and provide for the

pre-service training needs of professionals/paraprofessionals in Indiana's Part B CSPD plan.

2.2 Provide information to Indiana's seven special education roundtables regarding possible technical

assistance activities which can be incorporated into each of their respective CSPD plans.

23 Meet regularly and coordinate with the Pan H CSPD Coordinator to influence and provide for the

pre-service training needs of professionals/paraprofessionals in Indiana's Part H CSPD plan.

2.4 Respond to requests for technical assistance and consultation services utilizing an innovathe problem

solving approach.

2.5 Continue collaboration with existing state and federally funded Indiana projects in the development of

appropriate technical assistance activities.

2.6 Continue to lecture and provide materials to state universities in Indiana which offer summer institute

courses related to deaf-blindness, severe and/or multiple disabilities.

2.7 Respond to individual requests for technical assistance, consultation services and training needs.

% . ttttilaig, Center A, .\

-

< Objective: To maintain a ReSOUlte Materials Center for the collection, dissemination and exchange of

information specific to the population of individuals with deaf-blindness.

Activities:

3.1 Acquire materials specific to the population of persons with deaf-blindness.

3.2 Compile aP Initerials using a database system.

33 Provide a pea iodic list of updated acquisitions to a variety of individuals and programs throughout

Indiana.

Indiana Deaf-Blind Services Project

Table .1

3.4 Provide the new National Deaf-Blind Clearinghouse with a list of materials available through the

3.5 Promote the development and distribution of Information Fact Sheet Packets.

Indiana Deaf-Blind Pnject.

8 ---

Page 2

110
Purpose, Goals and Objectives

1 , , , ._

Objective: To continue to build local capacity through a mentor teacher training project in which professionals

who currently work with students with deaf-blindness in Indiana receive graduate training in current best

practices and then mentor with other teachers as assigned by the Indiana Deaf-Blind Project.

Activities:

4.1 Conduct joint planning with TRACES to continue the three phase Mentor Teacher Training Project.

4.2 Provide yearly summer institute coursework to the participants in the Mentor Teacher Training Project.

43 Continue to secure University credit status or continuing education approval for the Summer Institute

coursework.

4.4 Provide follow-up onsite visits to each of the participants in the Mentor Teacher Training Project.

4.5 Following Phase III, pair Mentor Teachers with teachers/service providers who request assistance

from the Indiana Deaf-Blind Project.

4.6 Provide incentives for Mentor Teachers to consult with their peers.

4.7 Emphasize recruitment of participants who provide services to Priority I children and youth for the

subsequent three year Mentor Teacher Training Project.

,::::::::::::::::::::::::::§g::::::::Mi,:::*- s

:::: arra,* , 'IVCIVis Orle. , :",

Objective: To ensure that families who have children with deaf-blindness receive support and training as well

as opportunities to link with other families and professionals.

Activities:

5.1 Establish a committee of parents/family members to plan Family Support Activities.

5.2 Provide a toll-free number for Indiana parents to access information specific to the needs of their child

who is deaf-blind.

53 Establish a cadre of families who will provide articles for a "Parent's Corner" in the Project newsletter.

5.4 Provide information to families regarding deaf-blindness.

5.5 Respond to both group and individual parent requests for support and consultative services.

.. A,:::::::::::::::::smiumr,...:' -K.....4::::::::::::::::g::::::::::::::::::::::::::?-::%%:::::;:isx:::::%:::::::10:10ww:::::::- - .. `, Vakilaktnitiroxitatratio Is imiretlitters ,., ,, fl

-

. .... Objective: To better identify infants and toddlers with deaf-blindness.

Activities:

6.1 Provide information regarding deaf-blindness, risk faztors, and the state definition of deaf-blindness to

the Part H lead agency and all other appropriate agencies and organizations.

6.2 Provide information regarding referral systems fa diagnosis and access to applicable resources.

6.3 Collaborate with the Part H lead agency coordinator, the Part H technical assistance and training

coordinahr, a representative from an IHE and parent representatives to formulate a statewide model

for the educational evaluation and identification of infants and toddlers with deaf-blindness.

6.4 Provide training in educational evaluation to early intervention programs in Indiana who currently

serve and to those programs which hicely will serve infants and toddlers with deaf-blindness.

6.5 Provide consultative services to the early intervention programs currently serving the 16 identified

infants and toddlers in Indiana with deaf-blindness.

, . Pontoon CM: Vansigon

Objective: To provide personal futures planning and training in the development of transition plans for the

Priority I and II Indiana children and youth with deaf-blindness.

Indiana Deaf-Blind Services Project 9

Page 3
Purpose, Goals and Objectives

divides:

7.1 Coordinate with the Helen Keller National Center - Technical Assistance Center (HKNC-TAC) in the

development of a state and local team partnership plan to facilitate effective transitions for Indiana

students.

7,7 Provide information on the development of effective transition plans for youth with deaf-blindness to the

CSPD cocrainators in each of Indiana's seven special education roundtables.

73 Pmvide information on the components of effective transition for youth with deaf-blindness to

representatives of adult service agencies, employers, teachers, pattnts and families, students and

community leaders.

7.4 Coordinate the development of personal futures plans for two identified Priority I students currently in outof-state private residential placements.

:::::::::::::m.:50:mamwmw::;::::4:p.m.:....-A -....4.,.;,- -, - -. . , -. --..... . ---; - ... .5. .. K...., .......... .... - ..:.. iiiiefir * ' -044 ii-0 " Objective: To provide information and training about the technology-related benefits to children and youth

with deaf blindness.

Activities:

8.1 Refer requests regarding technology-related assistance to the TIRAID Project staff.

8.2 Coordinate aztivities with the ITRAID Project to provide wotirshops on technology-related assistance

to the seven Indiana Special Education Roundtables.

83 Promote the distribution and use of the Independence through Technology videotape developed by the

ITRAID Project.

::A:::::::::::::::::i'ii::::::::::::::::P? .: - .., , - ' - s , -,

.. , i ., '1 inirietion4,Infilination s, Objective: To provide information about the project and effective practices to parents, programs, and systems

throughout Indiana.

Activities:

9.1 Update and distribute the project brochure.

9.2 Publish Information Updates for statewide distribution six times per year.

93 Present information on the Project at local, state, regional and national conferences.

9.4 Submit articles and announcements about the Indiana Deaf-Blind Project to existing newsletters and

SpeciZiet.

9.5 Respond to individual requests for information through the Materials Resource Center.

9.6 Share products developed by the Indiana Deaf-Blind Project with local, state and national

organizations.

",iiagig:Miiii:o:. :* tIROPPKMV-'''-'1, " ',' ".. .-,,.. , ,e ./,', ',,sk'',,', -

...,.....,gwo:.:mo,::::~:-.::::::::::::wm< s - --...:

.. \ ....- -

- se - s

, , Objective: To demonstrate that project activities have met the project objectives and have had a positi .0

impact in the lives of children and youth with deaf-blindness, their families and the personnel who provide

educational services for their benefit.

Acti vities:

10.1 Document the completion of activities and achievement of objectives.

10.2 Document the types of direct services and technical assistance provided by project staff regarding

information, referral, and training.

103 Document the degree to which those accessing the project are satisfied with the services and

assistance they received.

10.4 Measure the overall impact of the project.

Indiana Deaf-Blind Services Project 10 Page 4
Purpose, Goals and Objectives

Objective: To ensure that the activities of the Indiana Deaf-Blind Project are completed according to the

allotted timelines.

Activities:

11.1 Establish Indiana Deaf-Blind Project Advisory Committee.

11.2 Establish and monitor project timelines.

11.3 Provide assurances that project participants who are otherwise eligible to participate are selected

without regard to race, color, national origin, gender, age, or disabling condition.

11.4 Coordinate project activities with relevant individuals, programs and systems.

11.5 Report results to funders.

11.6 Monitor staffmg allotment against objectives and activities.

Indiana Deaf-Blind Services Project Page 5

i i
Accomplishments/Outcomes of Project

Section IV

Accomplishments/Outcomes of Project

Evaluation activities to measure accomplishments and outcomes occurred at four levels:

1) documentation of the completion of activities and achievement of objectives,

2) documentation of the types of direct services and technical assistance, 3) documentation of the

degree to which those accessing the Project are satisfied with the services and assistance they

received, and 4) measurements of the overall impact of the Project on the lives of children and

youth with deaf-blindness.

Table 2 provides the evaluation matrix used by the project in assessing accomplishments and

outcomes. It is keyed to each of the Project Components and their objectives. The matrix

includes the component being evaluated, the informants providing the evaluation, the outcomes

or products being evaluated, the method used for quantifying the level of satisfaction, and the

long-term measures of impact.

Insert Table 2 About Here

Data gathered using the matrix was used to determine the satisfaction with and impact of each

activity. Project staff monitored the project timelines to ensure accountability and modify

activities as needed.

A narrative summary of the accomplishments of the Indiana Deaf-Blind Services Project from

October 1, 1992 through September 30, 1995 is provided. It is organized in the order of the nine

components presented in the Executive Summary of this Fmal Report. The reader can refer to

Table 1, Objectives and Major Activities of Project Components, for an overview of specific

activities.

Component 1.0: Identification and Tracking of Infants, Tcdeglers, Children and Youth

with Deaf-Blindness.

The number of children and youth with deaf-blindness increased from 199 to 205 during the

three year project period. The overall numbers do not reflect a large increase in students;

however, approximately 30 new students were added to the census during each project year. The

leveling off of the census totals was caused by death or "aging out" of older students,

counterbalancing the addition of new students each year.

For each of the three project years, the Indiana Project coordinated its deaf-blind census with the

Indiana Department of Education, Division of Special Education's annual December 1 child

count activities. A packet of information from the India r,,?. Deaf-Blind Services Project provided

instructions for identifying and reporting students with dual sensory impairments. This packet

was included in each years' state child count materials. The information was completed and

returned by each district and/or agency to the Division of Special Education and then forwarded

to the Indiana Deaf-Blind Services Project Office.

Indiana Deaf-I, find Services Project Page 6

12
Accomplishments/Outcomes of Projet

Evaluation Measures

giNAVV.g*Pof:Iiik'SS:ikSIP§gil ". Component 1.0: Identifica

fiat and Madding ci Infants,

Toddiers,Chicken and

Youth with Deaf-Mums

Objective: lb

tnaintain steams of

infants, toddlers,

cakes rod youth,

birth through tv/entyate, in Indiana wkh

both hearing and

Asia) inmakments.

$ A

`.."

: Public Schools;

Community Agencies; State Department Personnel

VYV* "144,

December 1 child

count activities;

Individual reports;

Project demographics; Number of

information packets

se It

tatitit

Content analysis of

data information

form; Reaponses to

information packets

Accurate Census

count; Efficient

tracking procedures;

Childten in underrepresented areas

receiving services;

Decrease in 'Unknown" categories on

Data Information

Form

Componer. 2.0:

Technical As iatance

Objectiv t: To

increase the knowledge and training of

parents, professionals, and parapmfcssionals in the area of

deaf-blindness

Part H & Part B

CSPD Coordinators;

Administrators in

Seven Roundtables;

Individuals receiving technical

assistance and

training; Consultants providing

services

Number of participants; Number/

schedule of training

sessions; Pre/

Posttests; Satisfaction Questionnaires;

Participant Demographics; Training

Materials; Training

Agendas; Discrepancy Measures

Responses regarding training,

organization,

comprehensibility,

degree to which

training and

technical assistance

matched goals/

needs/expectations,

and implementation

Training activities in

CSPD Plans; Infrease ir

knowledge about Projesc Teadas apply

problem-solving approach with other studentg Univasiues access project materials/

salt Training activities

coordinated with wising projects; Mentor

Teeth= used as part of

tedmical assistance

Component 3.0: Re9ource

Materials Center

Objective: To main

lain a Resource Materials Cater for the

collection, dissztninajon and exchange el

infamation specific to

the population et itchviduab with deafblindness

Peer Reviewers;

Individuals who

receive materials;

Project Staff

Number of materials

distributed; Number

of acquisitions;

Number and type of

requests

Consumer analysis

of access and

appropriatenms of

materials

Through consumer

survey, analysis of

participants use of

materials with

children and youth

with deaf-blindness;

Increased information in Center about

infants; toddlers;

Increased Fact Sheet

Distribution

Component 4.0: Mentor

Teacher Training

Objective: To

continue to build

local capacity

through a mentor

teacher training

project

Mentor Teachers;

Administratots;

Instructors; Project

Staff

Personal intaviews;

Consumer satisfaction

measures; Consultantdesigned Pre/postiestx

Catsultant Recaranatdatiat Fums; Impact

evaluations; Palk=

Obwrvalion Evaluaticm MentaTeacher

Observation Evaluatic= Homewak Assignmnts; Final Paper

Response on a

variety of measures

regarding training,

organization,

comprehensibility,

degree to which

training matched

goals/needs/

expectations, and

implementation

At least 30 service

providers have

increased knowledge

and skill through

Summer Institute;

Effective practices

have been increased

through the consultation activities of at

lease 8 newly trained

mentor teachers

Table 2

Indiana Deaf-Blind Services Project Page 7

13
Accomplishments/Outcomes of Project

Evaluation Measures

tfe

A 4.4.::beeie.$

ee:.kiewe Component 5.0:

Parent/Family Network

Objective: To

ensure that families

who have children

with deaf-blindness

receive support and

training as well as

opportunities to link

with other families

and professionals

Parents and Family

Members; Project

Staff; Consultants

; , ;,

' .;$,

"C" r

<4......k.. Survey of parent

planning committee;

Number of calls to

toll-free telephone

system; Parents

response to Parents'

Column in newsletter; Requests for

information on deafblindness by

families; Number of

information packets

sent to families;

Number of requests

fer consultation,

training, and

technical assistance

Responses on

Likert-scaled survey

regarding satisfaction with services

received from the

Project; Responses

regarding family

participation in

Project planning;

Responses regarding

information received

Families empowered to

actively participate in

Project direction and

=Mies (newsletter,

parent suppat

nexicaxis); 40 families

attendedparent support

weekend rallies;

Inform:ice about dotblindness rod Project

provided so exitedmg* 100 families

through toll-free

number, newsletter, and

infennation padcets;

Families contnbuted

anides to newsletter

Component 6.0: Evalua

don/Identification of

Infants and Toddlers

Objective: To better

identify infants and

toddlers with deafblindness

Early Intervention

Teachers; Administrators; Trainers;

Related Services

Personnel; Families

Personal interviews;

Consumer satiefaction measures;

Consultant-designed

Preiposttest instrument Impact

evaluations

Response on a

variety of measures

regarding training,

organization,

comprehensibility,

degree to which it

matched goals/

needs/expectations,

and implementation

At least 25 program

have received taken/

infirmation regaiding

evaluatiae Statewide

model devahiation

reflected inapt) training activities; IFSP's for

16 Priority I infants/

toddlers reflect effective pectic= Training

activities coordinated

with existing projects

'Component 7.0: Transition

Objectin: lb provide personal filmes

planning and training

in the dwelopment of

transition plans fa

the Priority I and II

Wain dniken and

youth with disabilites.

CSPD coadinatas in

each Roundtable;

Families of gudents

receiving training in

Pexsonal Putties Manx

Toth= Employe=

Sardaitg Mak Service Agency Pasonnel; Other Participants

Consumer satisfaction

moans; Impact

evaluations:Number of

irelividuals trained;

Number of team

panntrships devekped;

Quality of inclivkkial

transition Alas (1TP)

Rev= en a variety

of moans regardthg

training, organketeion,

canpiebensthility,

degree to which

trakiing mathed

geals/needs/evectatices, and knplementation

Higher quality Mos;

Positive employer attitudes; Increase in family PatticiPadon:

Personal Rotes Plan

pi= for at least 2

studeatK In-farnaticn

on transi-tion stratt.gies

pmvkled; Use of

omponent 8.0:

echnology

bjective: To provide

information and

training about the

technology-related

benefits to children

and youth with deafblindness

Participants in

technology training

workshops; Individuals who request

service; MAID

Coordinate(

Table 2 (Cant.)

Number cipatticipantg

Nlumber/szhedule of

training stssions; Pie/

posttest; Satisfactire

questiconaireg

Participant Demogrxhics; Training Materials;

nail* Agendas;

Minter of requests for

training

Response on a

variety of measures

regarding training,

organization,

comprehensibility,

degree to which it

matched goals/

needs/expectations,

and implementation

kitgEdazifigieD

Project; Direct

technical assistance

coordinated with

TIRAID Project;

Seven reundtables

received information/

training concerning

technology benefits.

Indiana Deaf-Blind Services Project

14

Page 8
Accomplishments/Outcomes of Project

Evaluation Measures

Consumers; Project

Staff

, 4:::V

Copies of newsletters, brochures, fact

sheets; Number of

requests for information; Number of

presentations at

conferences;

Number of newsletters and brochures

disseminated;

Number of agencies,

schools, families

who receive inform&

tion; Consumer

satisfaction measures

011

Consumer analysis

of access and

appropriateness of

materials; Responses on standard

Likert-scaled survey

regarding organization; Comprehensibility and degree to

which conferences

matched goals/

expectations.

Table 2 (Cont.)

"

Increased knowledge

about effective

practices in deafblindness; Increased

referrals to Project

for direct and

technical assistance;

Six newsletters

published per year,

Presentations at 2

conferences per year;

Articles submitted to

at least two existing

newsletters; Increased number of

requests for materials

The updated information was transferred to a data base maintained by the Indiana Deaf-Blind

Services Project During each of the three project years, the Project updated the survey

materials. Information was collected about educational placement, residential location,

interaction with peers, related services, and technology related needsto name a few. For each of

the three project years, the federal FEDAC/OMB forms were completed and forwarded to the

Office of Special Education Programs' (OSEP) designated representative for the compilation of

national statistical data.

Beginning with the 1993 state child count, the Indiana Deaf-Blind Census informationwas

included in the state's electronic reporting system (The Indiana Computerized Data Project or

CODA Project). As a result, the Indiana public school special education directors were able to

report children to the deaf-blind census through the state's computer network. Packets were still

sent to both public schools and community agencies. Community agency directors continued to

report as previously described.

Through the coordination with the Indiana Division of Special Education's CODA Project

tracking procedures became more streamlined and efficient This increased the accuracy of data

obtained particularly from the public schools who participated in the CODA Project The

changes in the identification and tracking procedures also included a change in the reporting

form. Rather than giving an "Unknown" category for etiology, and degree of vision and hearing

losses, new categories were provided, such as "Not Tested," "Other, please specify," and "Tested

- Results Nonconclusive." These new categories helped eliminate the number of "Unknown"

responses on the Indiana census and provided more detailed information than was available in

the past.

Indiana Deaf-Blind Services Project Page 9 15
Accomplishments/Outcomes of Project

The dissemination of comprehensive census packets to agency and public school personnel was

continued in an attempt to educate reporters about children with deaf-blindness. This resulted in

a small increase in the number of children reported in at least one of the underrepresented areas.

As a result of providing information to the Part H personnel, more infants were added to the

census in that area.

As a result of Indiana's extensive identification activities, the Director of the Indiana Deaf-Blind

Services Project presented this information to new project directors at the 1995 Project

Director's meeting in Washington, D.C. The director discussed the development of the Indiana

census, the definition of dual sensory impairment used in Indiana, as well as the procedures used

to maintain and update the census each year. In addition, the director traveled to Tennessee,

Arkansas, and Maine to present workshops specific to information about the Indiana census

activities.

Component 2.0: Technical Amistance

Technical assistance activities were organized to increase the knowledge and skills of parents

and professionals in the area of dual sensory impairments, as well as benefit Indiana children and

youth with deaf-blindness. The following narrative details the accomplishments of the technical

assistance component initiated by the 1992-95 Indiana Deaf-Blind Services Project. The

project's technical assistance was organized around: 1) Consultations; 2) Training; and, 3)

Information/Referral. The Technical Assistance accomplishments are discussed using these

three categories as an organizational framework.

1) Consultations

The project staff and mentor teachers responded to individual requests for technical assistance

from parents and professionals. Fifty three requests from families and public schools for on-site

technical assistance were received by the Indiana Deaf-Blind Services Project during the 1992-

95 project period. These requests resulted in approximately 150 on-site visits by project staff,

mentor teachers, and out of state consultants where appropriate. Most requests were received

via telephone. If possible, a videotape was requested in order to provide consultants with

additional information. Consultations also included telephone requests for information. An

example of the Technical Assistance Data Form used by project staff is shown in Table 3.

Insert Table 3 About Here

Onsite consultations conducted by projIxt staff included the provision of technical assistance

from the Helen Keller National Center Technical Assistance Center (HKNC-TAC). The HXNCTAC technical assistance was provided to the local team on the transition of two young women

returning to Indiana from out of state schools.

2) Training

During 1992-95, the project conducted training through presentations and workshops, mentor

teacher training activities, and family trainings, such as the Parent Support Weekend and

Indiana Deaf-Blind Services Project Page 10

16
Technical Assistance Data Form Content Areas I. Adult Services 6. Behavioral issues/managmnt. 2. Advocacylprosection/lepl 7. Blindness/visual impairments/low 3. Assessment (individual) vision a. Community integrationfiiving Staff: t:i 01.4 040000 * cngt14 *

014.4* Consultations Training Information/Referral a. auanco b. clusnaom/ocoloecal c. cognitive d. educational C. lan.lional f. psytho-social g. sensod-motor h. vision 4. Assisdve 5. Audiology # fo Hours devices

8*

8.2c"73 o 4.) 11"

2 ,.., 4)o

20..02cl V) .42u., 044 >1..g rg. go, s)

o 4) 4... cc, ....... ... .4 4 8. ER.gut

Rg ,,, 1........ Date Contact Person Agency Content Area (number) example: 3a . . ,

I 1wwwem

, 1 4 4 s L Tech.assist.data.Form 9. Conoeptual development a. cognitive cl. play b. developmntl. e. education C. sensod-motor 10. Deaf-Blind culture 11. Deafness/heating loss 12. Early indentfmtervIchild find 13. Educational programs/teachers/ curriculum 14. Employment a. employer info. b. job development c. job placement d. job training e. week adjustment 15. Federal funding/sources 16. Independent living 17. Interagency collabor. 18. Interpreters 19. Language/communical. IL assessment b. conununicat. systems c. development d. theorieshraining 20. Medical issues/health educafgenic counsel. a. etiologies ci. bearing b. general e. vision c. medically fragile 21. Mental health/counseling/substance abuse 22. Motor developJsensory integration/ stimulation 23. Occupational therapy 24. Orientation & mobility training 25. Parenting/family a. support serv. d. ediadvoc. b. future plann. training c. guardianship e. sibling issues 26. Peer & natural support 27. Personnel recruhraining 28. Physical therapy 29. Pc4t secondary education 30. Program evaluation 31. Recreation & lesure 32. Self advoc/determination 33. Sex education 34. Social skill training 35. Stadstics/dcuographics 36. Transition plar..Araining 37. Transportation 38. Volunteer recruitment/training 13
Accomplishments/Outcomes of Project

technical assistance to families in school and home settings. Technical assistance through

taaining activities was conducted in conjunction with the Teaching Researth Assistance to

Children and Youth Experiencing Sensory Impairments (TRACES) and the Helen Keller

National Center-Technical Assistance Center (BKNC-TAC) projects when appropriate.

A number of presentations at local, state and national conferences and meetings occurred during

the 1992-95 project period. They included: a) annual presentations at Indiana Federation

Council of Exceptional Children Conference; b) the International TASH Conference;

c) a presentation at the Helen Keller National Center regarding transition activities in Indiana;

d) a presentation for a videotape class through Ball State University on an "Introduction to DeafBlindness;" and e) presentations at Indiana University-Purdue University at Indianapolis for

annual graduate summer institutes in severe disabilities. The project director presented in

Tennessee, Arkansas, Alabama, Maine, and New York on the Mentor Teacher Training Project

and Indiana Census Activities.

In addition to the presentations described, numerous inservice presentations were conducted. For

example, the project dirc.tor conducted an inservice training on communication needs of

children who are deaf-blind during an inservice day for teachers, classroom assistaats and related

services personnel. These particular service providers had never worked with a child with deafblindness before and were involved in this training because they were to begin serving two new

children who are deaf-blind. The project director was also involved in the evaluation of a three

year old child entering the public school program. During this evaluation the director gave a

brief inservice on what things needed to be considered when assessing a child who is deaf-blind.

Trainings of this type occurred on a regular basis throughout the state and have become a

standard part of the technical assistance provided by the project.

The Indiana Deaf-Blind Services Project and TRACES designed a three year mentor teacher

tTaining activity which began in July, 1991. This activity has continued as a joint project through

1995. Specifics about the mentor teacher program are described in Component 4.

As of the end of the project period, three mentor teachers were regularly providing technical

assistance in Indiana in response to requests to the Indiana Deaf-Blind Services Project office.

The first group of mentor teachers trained through the program developed a Mentor Teacher

Guide which was followed in delivering technical assistance. This guide includes technical

assistance request forms, parent/school questionnaires, lEP evaluation tools, and data collection

forms for program development. The guide book is available for review in the project offices.

Technical assistance training for families included: training activities conducted at parent

support weekends, a one day parent information meeting, and through technical assistance to

public schools and community agencies. As discussed in Component 5, training in personal

futures and transition planning, the impact of deaf-blindness on infants and toddlers,

communication strategies, available resources in Indiana, and assistive technology adaptations

for individuals with deaf-blindness was conducted through Parent Support Weekends and a one

day parent workshop. In addition, parent training was conducted in conjunction with technical

assistance activities for public schools and community agencies. When a service provider

requested technical assistance from the project, phone calls and personal meetings were planned

Indiana Deaf-Blind Services Project Page 11
Accomplishments/Outcomes of Project

with the family to discuss their needs and what they wanted as a result of the technical assistance

activity.

3) Information/Referral

Information referral was another part of the technical assistance provided by the Indiana DeafBlind Services Project. There were approximately 540 requests for information over the project

period. Staff responded to these requests by forwarding resource materials, contacting D-B Link

for additional information, and/or referring requests for information to other agencies/projects.

Component 3.0: Resource Materials Center

.Since 1986, the Indiana Project maintained a resource materials center for the collection,

dissemination and exchange of information specific to the population of individuals with dual

sensory and multiple impairments. Journals, articles, curriculum resources, assessment

materials, books, videotapes, monographs, conference proceedings, and resource directories were

among 1100 entries maintained by the pnaject. New materials were acquired during each of the

1992-95 project years. Among the new items added were materials on communication strategies

for infants and toddlers with deaf-blindness. The materials were catalogued and entered into a

data base. A complete listing of all acquisitions was printed and updated each year. During the

final year of the project, staff reviewed the library materials and eliminated those which were out

of date anfi not specific to deaf-blindness. The 800 remaining materials were recataloged and

reorgani:PAI to provide for more effective use of the library.

The primary requesters of the materials were teachers and parents who asked for technical

assistance from the project. University students majoring in special education were also fitquent

users. During any month of the project period, there were from five to twenty-five requests for

materials. Videotapes and materials on communication strategies, challenging behaviors, and

assessment tools were among the most frequently requested materials. Random surveying of

users indicated that the materials were useful and that they would request materials in the future.

Component 4.0: Mentor Teacher Training

The Indiana Deaf-Blind Services Project identified a strong need to develop local capacity within

the state. This need was met by establishing a mentor teacher program through collaboration

with TRACES and HKNC-TAC. The mentor teacher program consisted of week long summer

institutes and two topic centered retreats per yeAr. Trail Eng continued four years. During the

1992-95 project period, six mentor teacher completed trek training and began providing

technical assistance to other teacher and service providers in the field. While these teachers were

mentoring, they received support from the project in the form of honorariums, reimbursement of

travel expenses and support to their districts for substitute teacher pay. Formally trained mentor

teachers also assisted in the design of a new mentor teacher training cycle.

During the summer of 1995, twelve new service providers began a new Mentor Teacher Training

cycle. These twelve participants were selected based upon a written application to the project

and their work with students with deaf-blindness. The new participants attended a week long

Indiana Deaf-Blind Services Project Page 12 20
Accomplishments/Outcomes of Project

summer course specific to deaf-blindness and effective practices. This was offered for graduate

credit and several participants elected to take the institute forone credit hour.

Although during the 1992-95 period, only six participants agreed to providementor services for

the project, the summer institutes were open to 15 participants each year. Over the three year

period, more than 30 other persons attended training sessions.

Various forms of documentation were collected to show knowledge/sidll acquisition of the

participants. Documentation included: personal interviews, consumer satisfaction measures,

consultant designed pre/posttests, impact evaluations, consultant recommendation forms,

practicum observation evaluations, mentor teacher observation evaluations, homework

assignments, and a final paper.

Component 5.0: Parent Support Network

The focus of this component was for the Indiana Deaf-Blind Services Projectto provide support

and training to families of children with deaf-blindness, as well as opportunitiesto link with

other families and professionals. A sub-committee of parents on the advisory boardwas

established to determine what types of activities should be conducted. Parentsupport weekends

were identified as a desirable activity. In addition, the parents provided topic suggestions for the

project newsletter. During the 1992-95 project period, three parent support weekends were

conducted. A total of 22 Indiana families participated in the different trainings. Topics covered

during the parent support weekends included: personal futures and transition planning, the

impact of deaf-blindness on learning, communication strategies and a ssistive technology

adaptations for individuals with deaf-blindness. In addition, families hadnumerous

opportunities to share with one another. The teachers and services providers were invited to

attend some sessions. During the weekends, university students arranged activities for all of the

children while their parents attended workshop sessions.

Three other parent activities were initiated by the Indiana Project. First, the project, in

conjunction with the Indiana Parent Information Network (WIN), conducted a one day parent

workshop in August of 1993. The purpose of the workshop was to provide families of children

with deaf-blindness information about available resources in Indiana. Three parents of children

with disabilities spoke on topics such as: "Building systems of support," "Advocating foryour

child," and "Home and community based waivers." Poster sessions on Indiana services were

held during the afternoon session.

Second, the Indiana Deaf-Blind Services Project established a toll free number for Indiana

parents to access information specific to the needs of their child who is deaf-blind. Initially this

line was housed at the IPIN offices in Indianapolis, IN. During this period, the project supported

an IPIN staff person to work 8 hours per week for the deaf-blind project on parent activities and

answering the toll free line. During the last year of the project period, the toll free line was

moved to the Indiana Deaf-Blind Services Project offices in order to provide parents with

increased access to project staff.

Indiana Deaf-Blind Servicts Project Page 13

21
Accomplishments/Outcomes of Project

Third, a telephone survey of families of children with deaf-blindness was conducted. A parent of

a child on the Indiana deaf-blind census contacted other Indiana families and conducted

telephone interviews using a prepared survey form. This survey asked questions concerning

family needs for educational services, what information needs the family had, support and family

networking needs, and advocacy questions and issues.

Component 6.0: Evaluation/Identification of Infants and Toddlers

Tne Indiana Deaf-Blind Services Project coordinated with the Part H lead agency and the Indiana

Early Childhood Training and Coordination Project to provide inservice training on assessment

and evaluation of infants and toddlers with deaf-blindness. The primary focus of this component

was a two day statewide workshop on hearing and vision evaluation for young children. Project

staff sent specific, first priority invitations to service providers at all locations where an infant or

toddler was reported to the deaf-blind census. In addition, the workshops were open to any

agency personnel providing services to infants with sensory impairments in Indiana. Teams

from each of the agencies were encouraged to attend. Approximately 60 participants received

training.

During the project period, Local Planning and Coordinating Councils (LPCC) were established

in each of Indiana's 92 counties. These LPCC's were the result of the efforts by Indiana's Family

and Social Services Administration to redesign comprehensive service systems (including Part

H) to meet the needs of all families. Part of this reform effort was designed to include training

activities within the Comprehensive System of Personnel Development (CSPD). The Indiana

Deaf-Blind Services Project collaborated with Indiana's Family and Social Services

Administration and the Department of Education to influence the types of training to be

included.

Component 7.0: Transition

This component of the project was designed to improve transition services for students with

deaf-blindness through the use of a Personal Futures Planning approach and coordinated state

training system. The project director received training in writing effective transition plans and

personal futures planning at national workshops sponsored by Helen Keller National CenterTechnical Assistance Center (HKNC-TAC). As a result of this training, several project

activities were conducted to improve transition services for Indiana students. These activities

included: 1) personal futures planning training was provided during a Parent Support Weekend

for 8 families; 2) coordinated personal futures plans for two identified students who were

returning to Indiana from out-of-state private residential placements were developed;

3) dissemination of both the NICHCY and HKNC newsletters on effective transition planning to

school systems where there were identified students of transition age; 4) a project newsletter on

transition plans was written and distributed statewide; and, 5) technical assistance from HKNC

in the development of a local team partnership was requested and received.

During a parent support weekend in the second year of the project, families, teachers and service

providers were invited as teams to participate in developing personal futures plans for their sons

Indiana Deaf-Blind Services Project Page 14

2 2
Accomplishments/Outcomes of Project

and daughters. Two consultants from the HKNC-TAC project guided the teams as they

developed PFP's. Three of the participating families used the personal futures plan in individual

transition planning conferences.

During 1992-95, the Project coordinated with HKNC-TAC and a number of Indiana agencies as

a team in the transition of two young women with deaf-blindness. Supported living and

employment for both young women were the outcomes. The Project worked with the agency

providing the housing for these two young women (Options for Be,tter Living) to write a

proposal to HKNC for a Helen Keller Affiliate Project to expand housing options in Indiana for

10 - 15 youth who are deaf-blind. As a result of this activity, the local team process was used

with three other families across the state.

Topic centered newsletters on transition from NICHCY and HKNC-TAC were distributed to

CSPD coordinators and representatives of adult service agencies across Indiana. As a result,

project staff received increased requests for technical assistance related to transition.

A two part project newsletter (Information Updites) was written by Janet Steve ley (FIKNCTAC) on transition planning and the components of an effective transition plan. This

newsletter was distributed to the statewide project mailing list of approximately 1,000 families

and service providers.

During each of the three project years, the Indiana Deaf-Blind Services Project, prepared a

Technical Assistance Request Application (TARA) requesting technical assistance from HKNCTAC. Each 'wrest was accepted and technical assistance specific to transition efforts was

provided.

Component 8: Technology

This component focused on coordination with the Indiana Technology Related Assistance for

Individuals with Dual Sensory Impairments Project (ITRAID) to provide information and

training about technology to children and youth who are deaf-blind. The activities used to meet

this objective included: 1) requests to the project for information or technical assistance related

to technology resulted in automatic referrals to ITRAID project staff; 2) requests for training

regarding technology and deaf-blindness resulted in four workshops/lectures by joint project

staff, as well as several inservice trainings by MAID project staff; and, 3) a topic centered

project newsletter on technology was written and distributed.

During the three year project period, technical assistance requests prompted approximately 50

referrals to the ITRAID project staff. In addition, the deaf-blind project staff frequently referred

to ITRAID project information and forwarded it to families and service providers.

In the first two years of the project, the ITRAID and Indiana Deaf-Blind Services Project

directors co-presented two half day regional workshops to public school service providei s. In

addition, two three hour lectures to undergraduate special education students were

conducted. All presentations and lectures involved hands-on activities and simulations. The

ITRAID project director also made workshop presentations at the Mentor Teacher Summer

Indiana Deaf-Blind Services Project Page 15 9 3
Accomplishments/Outcomes of Project

Institute, two Parent Support Weekends and several small inservice trainings in classrooms and

public schools.

A project newsletter (Information Updates) was written by Jennifer Meadows (ITRAID) on

assistive technology and adaptations. This newsletter was distributed to the statewide project

mailing list of approximately 1,000 families and service providers.

Component 9: Dissemination of Information

The purpose of this component was to provide information about the Indiana Deaf-Blind

Services Project to parents, programs and systems throughout Indiana. A number of activities

occurred to accomplish this objective.

The project brochure was updated, printed and then distributed throughout the project period.

The brochure accompanied materials sent from the resource materials center and was distributed

at appropriate meetings and conferences.

Information Updates, the project newsletter was published and distributed at least siA times per

project year. Guest editors provided focused topic information for each edition, such as

transition, technology, vision and hearing, and communication strategies. The newsletter also

provided information about project activities, new materials available through the resource

materials center and related conferences and workshops. The newsletter was sent to a readership

of over 1,000; an increase of approximately 300. In addition to publishing Information Updates,

the Indiana Project submitted information to existing Indiana newsletters and granted numerous

requests to reprint Information Updates' articles.

A number of presentations at local, state and national conferences and meetings occurred during

the 1992-95 project period. The Indiana Deaf-Blind Services Project disseminated project

information at a number of conferences, including: a) annual presentations at Indiana

Federation Council of Exceptional Children Conference; b) the International TASH

Conference; c) presentation at the Helen Keller National Center regarding transition activities in

Indiana; d) presentation for a videotape class through Ball State University on an "Introduction

to Deaf-Blindness;" and e) presentations at Indiana University-Purdue University at Indianapolis

for annual graduate summer institutes in severe disabilities. Numerous small inservice

presentations also were conducted. The project director presented in Tennessee, Arkansas,

Alabama, Maine, and New York on the Mentor Teacher Training Project and Indiana Census

Activities.

Evaluation and Project Management

Although not listed here as separate components, the project staff spent considerable time on

evaluation activities and project management. Evaluation was conducted throughout the project

period by project staff and an external evaluator. A variety of evaluation measures were used

and a summary of each evaluation was reviewed by project staff. Copies of the evaluations are

on file in the project office and are available for revie.-.

Indiana Deaf-Blind Services Project Page 16

4,, 4
Accomplishments/Outcomes of Project

Project management was designed to ensure that the activities of the Indiana Deaf-Blind Services

Project were completed according to schedule. Management activities included regular staff

meetings to monitor thnelines, project reports submitted to OSEP as required, and coordination

with relevant individuals, programs and systems. Semi-annual meetings of the Indiana DeafBlind Services Project Advisory Committee were also a part of this component. The Advisory

Committee was comprised of 19 members, eight of whom were parents of children with dual

sensory impairments.

Indiana Deaf-Blind Services Project Page 17 9 ---, I. tl
Project Problems and Impact

Section V

Project Problems and Impact

As in the preceding sections, Section V is organized around each of the project components.

Within each component, specific problems encountered and the impact of the project are

discussed.

Component 1.0: Identification, Registration & Tracking. In carrying out specific activities

to meet the objectives under this component, the project encountered two problem areas. These

include underreporting in rural areas and a difference between the reporting from the public

school CODA sites and the community agencies; particularly those agencies serving the birth -

two population.

Although the number of Indiana children and youth with deaf-blindness is within the expected

range for the state, it is likely there are additional children who have yet to be identified. There

was improvement in identification of infants in the state; however, the census numbers continued

to show underrepresentation in rural areas. This was attributed to different persons reporting in

those areas from year to year and an apparent lack of understanding of the functional defmition

of deaf-blindness used by the state. For example, one young girl who has maternal rubella and

had been reported to the census for several years was removed and then reported again during the

next census year. The reporter indicated the young girl was not totally blind and deaf, therefore

she was not reported.

During the project period, the school reporting system has improved in accuracy and consistency

due to the linkage with the state CODA system. However, the community agency reporting has

become more confused and inconsistent. Although the deaf-blind census reporting procedures

have remained the same for the community agencies, the entity responsible for the overall

December 1 child count has changed for these agencies. For example, during the 1994 child

count, the community agencies were fust notified that they would report their birth through two

children to the Part H agency and their 18-21 youth to the Indiana Department of Education.

Within two weeks the community agency personnel were notified that they should report all of

their children and youth to the Department of Education, as they had in the past. Mc resulted in

confusion and was reflected on the deaf-blind census by a decrease in overall agency reporting.

This confusion also increased the problem of tracking a student from a community agency

placement to a public school.

Despite these problems, census procedures were streamlined, more accurate information was

obtained, and children in Indiana were identified by more agencies and public schools.

Continued coordination of effort between the Indiana Project and the Indiana Division of Special

Education was an important part of these successful efforts. Census information supporting

these conclusions can be obtained in the Indiana census reports filed with the U.S. Department of

Education.

Indiana Deaf-Blind Services Project Page 18
Project Problems and Impact

Component 2: Technical Assistance. Technical assistance provided by the project was

divided into three areas: consultation, training, and information/referral. Within the areas of

consultation and training, project staff encountered several common difficulties. In terms of

consultation, the main difficulties appeared to be follow-up activities and havhig only one person

to deliver the technical assistance. Project staff responded to these difficulties by the use of

mentor teachers for both follow up and technical assistance delivery. In addition, action plans

were used as a strategy to assign accountability to the service providers requesting technical

assistance for the implementation of recommendations.

A main difficulty with the training portion of the technical assistance was that most of the

training was at an awareness level rather than the implewentation of skills. Just explaining about

the impact of vision and hearing loss did not necessarily translate to appropriate goals and

objectives or classroom strategies. Training activities were successful and, well received for what

they were designed to do; however, it became apparent that follow up specific to the children

receiving services should be implemented. This would ensure that the information learned

would be translated into specific classroom strategies and appropriate outcomes. This type of

approach was implemented during the Mentor Teacher activities and was highly successful.

Since this component was a major portion of the project, it was to be expected that it had

significant impact on children and youth with deaf-blindness and their families in Indiana. The

impact was evidenced in a variety of ways. The most direct effect resulting from technical

assistance consultations was that the project staff worked with MP teams to develop more

comprehensive programs, particularly in inclusive settings. Project staff worked as an MP team

member in approximately 30 instances; 14 of which were in inclusive settings. As a result of all

consultations during the project period, information and/or technical assistance was provided in

over 2k, tcpic areas, including: adult services, advocacy and selfdetermination, educational

curriculum, language systems, transition planning, early identification, and recreation/leisure.

Consultations resulted in both more technical assistance requests and more follow up per child.

Fifty-three requests to the Indiana Deaf-Blind Services Project resulted in 150 on-site visits to

schools, agencies and families during the 1992-95 project period. The following vignettes

provide a sample of requests for technical assistance.

Joshua is eleven years old. He attends a junior high school in Indianapolis. Joshua's

visual impairment is due to Leber's Congenital Amaurosis. He has light perception only.

His hearing loss is in the moderate to severe range and he uses a hearing aid for

amplification. Joshua uses a wheelchair for mobility and "wheels" himself in familiar

surroundings. He lives with his mother, father, and sister, Jennifer, who is also deafblind. Requests to the Indiana Deaf-Blind Services Project have been for training of

school personnel and the home-school facilitator, development of appropriate

communication systems, and development of appropriate goals and objectives which can

be implemented across home, school and community settings. Appendix A provides a

history of the technical assistance provided through the Indiana Deaf-Blind Services

Project from 1992 through 1995.

Indiana Deaf-Blind Services Project Page 19

27
MINIM

Project Problems and Impact

Mida is seven years old. She attends an e"mnentary school in a rural area. Mida's visual

and hearing conditions are the result of anoxia at birth. She has some light perception in

the left eye. Mida's hearing loss is in the profound range. She has significant physical

disabilities and requires maximum physical assistance in all aspects of daily living

activities. Mida lives with her mother and father. Requests to the Indiana Deaf-Blind

Services Project for technical assistance came from both the family and the special

education district supervisor. Mida was fully included in her kindergarten and first grade

classrooms. Problems arose during the first grade year and the district set aside four

dates for team meetings to address problems. The primary difficulty appeared to be one

of how to address Mida's unique needs in the general education setting. Appendix B

provides samples from the work done by the team to address Mida's needs.

Karen and Bachie are 22 and 20 respectively. Throughout their school careers, both

women were educated in out-of state educational programs (paid by Indiana's

Department of Education). They were to transition back to their homes in Indiana.

Although very different, both Karen's and Bachie's deaf-blindness is attributed to

maternal rubella. Requests for technical assistance were made by the home school

districts (Indianapolis and Gary). The Indiana Deaf-Blind Services Project submitted a

Technical Assistance Request Application to HKNC-TAC to assist with their transition.

Transition technical assistance services included locating new homes, funding, jobs,

recreation/leisure activities, support personnel, orientation and mobility training, and

refmement of communication systems. Appendix C provides a map of their journey to

date. A book and videotape specific to their journey is due to be published in spring,

1996. This project is a joint venture of the Blumberg Center (home of the Indiana Dea.

Blind Services Project) and the HKNC-TAC Project.

Component 3.0: Resource Materials Center.

The activities and objectives in component 3.0 have remained cGasistent since Indiana became a

single state project in 1986 and, therefore, project staff have been able to collect extensive

materials. During the project period there were few difficulties encountered in completing the

activities in this component. As with most libraries, the predominant problem was keeping

materials current. In addition, from available usage data, it became apparent that changes were

occurring as to how the materials were accessed.

In order to update the library materials, a graduate assistant reviewed materials and eliminated

those which were out of date and/or not specific to deaf-blindness. This resulted in a decrease of

approximately 300 items in the materials center. Another method of keeping current was to

access D-B Link for bibliographic listings on specific topics or information requests. These were

cross referenced with resource center materials and, at times, resulted in the acquisition of new

items.

Aside from kceping current materials in the Resource Materials Center, the main issue during the

project period was a change in direction in how the library was used. Rather than having the

materials accessed directly by parents and service providers, library materials were more often

used as a result of technical assistance activities. This usually involved project staff forwarding

Indiana Deaf-Blind Services Project Page 20

28
Project Problems and Impact

specific materials to service providers and families following technical assistance visits and/or

telephone contacts. These materials provided support to service providers and families and

expanded the knowledge of deaf-blindness through their distribution. Overall, approximately

150-200 persons per project year received materials from the Resource Materials Center either

through technical assistance or direct requests.

Component 4.0: Mentor Teacher Training. The actual implementation of the mentor teacher

training program was very successful during this project period. However, it was apparent that

the number of service personnel completing the training and providing mentor services were

fewer than the original expectations. In the initial planning with TRACES, it did not seem

unrealistic to expect that 12 to 14 persons would complete the training and provide mentor

services. In fact, only six teachers completed the training and, of that six, three provided mentor

services for the project. The unrecognized factors accounting for this penomenon were:

movement of teachers out of the state, changes in job responsibilities, and the natural attrition

found in any program.

Although only three participants provided mentor services for the project, the mentor teacher

program provided training to more than 30 other persons over the three year period. Participants

acquired knowledge and skills in best education practices with students who are deaf-blind and

have multiple disabilities. The mentor teacher program was presented at the Hilton Perkins

National Deaf-Blind Conference. In addition, the mentor teachers developed mentor teacher

process guidelines which were used as a model in the development of programs in other states.

As a result of this training program, mentor teachers provided technical assistance services to

many children and youth with deaf-blindness throughout the state of Indiana. For example:

An Amish family in Northeast Indiana have three children with Usher Syndrome,

Verna, Jacob, and Irene. Their family physician contacted the Indiana 307.11

Director who, along with a mentor teacher, visited the family and the school. No

educational services specific to children who are deaf-blind had been provided. The

teacher and mother identified Verna, Jacob, and Irene's educational needs for

communication systems, orientation and mobility, functional skills training, and

home adaptations within the Amish culture. The mentor teacher worked at school

and in the home to meet these needs.

A mother with two infants, who are deaf-blind and have complex health care needs,

and a rural community service provider requested assistance to train nurses, respite

workers, and the early interver:tion teacher. A mentor teacher was assigned to work

with the family to meet those needs.

A general education teacher in an urban school district is working with Josh, a

student who has Friedreich Ataxia. The teach.z, along with the vision and hearing

teachers, requested assistance in instructing tactual sign language to Josh. Since a

mentor teacher has provided ongoing assistance, the educators commented, " . . . this

has helped the teacher and his classmates learn his communication style and how to

socialize with hint"

Indiana Deaf-Blind Services Project Page 21

29
Project Problems and Impact

Component 5.0 Parent/Family Network. The activities under component 5.0 were designed

to provide support and training to families of children with deaf-blindness, as well as

opportunities to link with other families and professionals. The project experienced mixed

results on these activities. While activities were successful for those that participated, there was

continuing difficulty in reaching a larger number of families. For example, although preliminary

surveys indicated a high interest in L.Jth parent support weekends and the one day resource

workshop, there was relatively low attendance at these functions.

Other problems encountered by yoject staff included the location of the toll free line and

locating parents who were Ole to commit to writing a column for the newsletter. The project

initially established a toll free line for families to access information about deaf-blindness at the

IP1N offices in Indianapolis, IN. During this period, the project supported an IPIN staff person

to work 8 hours per week for the deaf-blind project on parent activities and answering the toll

fire line. While the collaboration with fir, IP1N organization was a benefit to the project, it

became apparent that a more direct link between the person requesting assistance and the project

was needed. During the last year of the project period the line was moved to the Project offices

in response to this problem and an increase in calls from families was noted.

Despite the enthusiasm of parents on the advisory board and from surveys for a parent column in

the newsletter, attempts to locate parents to write the column were unsuccessful. This was due

partially to an inability of the parents to commit the time necessary for the task and a lack of time

for project staff to continue looking for new parents. Discussion at board meetings produced

possible solutions such as using student consumers to write a column or requesting single

submissions from different parents/families.

A major impact of this component was as a result of the personal futures planning parent support

weekend. Of the eight families attending the weekend, four of them used the training they

received in case conferences and transition planning for their sons and daughters. In addition,

the service providers who attended the weekend used the training with other students throughout

Indiana. During all of the weekends, university students who worked with the children indicated

through their evaluations that they learned new information that they could use in their

professional development as teachers.

The toll free line increased the number of calls both from families and service providers

requesting technical assistance. In addition, more information on deaf-blindness was requested

and disseminated due to the increase in calls to the project offices.

Component 6.0: Evaluation/Identification of Infants and Toddlers. The workshop portion

of this component was very successful. However, the problems encountered in implementing

other portions of this component resulted from coordination difficulties with Indiana's Part H

system. These coordination problems resulted from changes in Indiana's Part H programs and in

yogram personnel. Because Part H moved to a county based system and incorporated a variety

of changes over the period, it became impossible for project staff to carry out the original focus

of this component. Systems change was impossible as the system itself was not fully developed

during the project period. For example, the project was to ensure that IFSP's for the 16 priority

Indiana Deaf-Blind Services Project Page 22

30
Project Problems and Impact

one infants on the deaf-blind census reflected best practices, but, over the three year period, the

IFSP form was changed four times with a different focus each time.

As a result of the Indiana Deaf-Blind Services Project, the Part H lead agency, and the Indiana

Early Childhood Training and Coordination Project, inservice training on assessment and

evaluation of infants and toddlers with deaf-blindness was provided to 60 participants. The

evaluation data obtained from the teams Tained indicated that the information was useful and

that it could be implemented in their local school settings.

Component 7.0: Transition. This component of the project was designed to improve transition

services for students with deaf-blindness through the use of a Personal Futures Plan approach

and coordinated state training system. Overall, the activities in this component were very

successful. Coordination with the HKNC-TAC project was a primary reason for the success of

the transition activities in Indiana.

The effects of this component were widespread. The most significant impact was that the

different organizations/agencies working with young adults who are deaf-blind learned to work

together using an action plan process in planning effective transitions from school to adult living.

The process was captured in a book called Planning Today, Creating Tomorrow: A Guide to

Transition which was developed in conjunction with project staff, HKNC-TAC staff and a

private consultant.

Another significant outcome was that a supported living service provider was assisted in

developing a grant to establish housing options for 10 to 15 youth with deaf-blindness over the

next five years. The grant was funded through the HKNC Affiliate Project

In addition to system level changes, two young women with deaf-blindness were successfully

transitioned back to Indiana from out of state school placements. Supported living, employment,

and community activities for both young women were the outcomes. Planning Today, Creating

Tomorrow uses their transition stories to illustrate theprocesses involved. Appendix C describes

some of the activities involved in their transition.

Component 8.0: Technology. This component focused on coordination with the Indiana

Technology Related Assistance for Individuals with Dual Sensory Impairments Project

(ITRAID) to provide information and training about technology to children and youth who are

deaf-blind. While coordination continued throughout the project period in regard to specific

technical assistance requests, a change in the focus of the ITRAID Project resulted in a different

method of training. The training focus of ITRAID shifted from small inservice training

workshops to the training of service providers from adult and educational agencies at regional

and statewide conferences. Therefore, the seven Indiana Special Education Roundtables

received information and training through regional conferences rather than direct presentations at each roundtable.

During the three year project period, the greatest impact of the technology component was the

dissemination of information from the ITRAID Project about adaptations, special equipment,

Indiana Deaf-Blind Services Project Page 23
Project Problems and Impact

access, laws, and advocacy to teachers and families. In addition, staff from the ITRAB) Prok..ct

presented at the Parent Support Weekends and Mentor Teacher trainings. This resulted in a

greater knowledge of technology related materials and issues.

Component 9.0: Dissemination of Information. The purpose of this component was to

provide information about the Indiana Deaf-Blind Services Ptoject to parents, programs and

systems throughout Indiana. The dissemination activities were both well received and the

number of persons receiving information increased over the project period. The result of this

increase was that the project became more widely known and more information about deafblindness was distributed across the state and nation. Some examples of increaseddissemination

include&

An increase in the number of newsletters published as the mailing list increased

Multiple requests to reprint specific newsletters articles in other newslettersor to

duplicate the entire newsletter to include in training packets.

An increase in the number of inservice trainings and presentations on the effects of

deaf-blindness on educational programs.

A monograph on the etiologies of deaf-blindness, produced by the project,was disseminated to

all of the deaf-blind projects across the United States and to each special education district and

community agency in Indiana. The monograph, Profiles: Individuals with Deaf-Blindness, was

also distributed to approximately 100 other persons, both nationally and internationally, who

submitted requests to the project.

Approximately, two thousand brochures about the Indiana Deaf-Blind Services Project were

distributed during the 1992-95 project period. Another 500 brochures about the mentor teacher

program were disseminated as well. A newsletter, Information Updates, was published and

distributed to a readership of over 1000 families and service providers. Presentations at state and

national conferences occurred throughout the period. Increased requests for services were also

an outcome from a number of the dissemination activities. In addition, new children and youth

were reported to the Indiana Project as a result of dissemination efforts.

Indiana Deaf-Blind Services Project Page 24

32
Assurances

Section VI

Assurances

Further information on the activities described in this report may be obtained by contacting the

Indiana Deaf-Blind Services Project, Blumberg Center, School of Education, Room 502, Indiana

State University, Terre Haute, IN 47809. Two copies of this report have been sent to the U.S.

Department of Education, Office of Special Education Programs/DPAPROB, 600 Independence

Ave., S.W., Room 35123 Switzer Building - CFDA No. 84., Washington, DC 20202-2642. One

copy was forwarded to the ERIC Clearinghouse at ERIC/OSEP Special Projects, ERIC

Clearinghouse, Council for Exceptional Children 1920 Association Drive, Reston, VA 22091.

The fmal budget report was prepared and forwarded under separate cover by the grants and

contracts office at Indiana State University. For further information regarding this portion of the

fmal report contact Mark Green, Grant, Contract and Loan Administrator, Office of the

Controller, Indiana State University, Terre Haute, lN 47809.

Indiana Deaf-Blind Services Project Page 25

3 3
Appendices

Appendix A:

Technical Assistance Sample

Indiana Deaf-Blind Services Project 34
CONSULTATION REPORT

Deaf/Blind Telephone Intervention

DATE: December 3, 1993

STUDENT: Joshua

CONTACT: Barbara

CONSULTANT: Brent Bailey

Re: Family has concerns that hiclude a) the length of time

allowed Joshua to complete the morning routine, b) Joshua's

absence from scheduled activities at school, c) the level of

participation expected of Joshua during routines (difference

exists between family and instructional assistant), and d)

family cannot determine the extent to which progress has

been made toward IEP goals & objectives.

BACKGROUND

Joshua currently receives one-to-one support both at home and in school.

Morning routines vary from 7:30 to 9 am when carried out by parents and 7 to

11:30 am or longer when carried out by the instructional assistant. Participation

in school activities and the opportunity to receive related services (e.g., PT) have

been effected by this situation. Differences in opinion aiso exist relative to

instructional procedures (cues and prompts) and the degree to which IEP goals are

being addressed in the school schedule and lesson plans.

GENERAL RECOMMENDATIONS

I. Reconvene the lEP committee to discuss a) progress

made to date and clarification of the short-term objectives

targeted to accomplish goals, b) the daily/weekly routines

and schedules, and c) the instructional formats being

instituted to teach skills.

IL Videotape Joshua's morning routine as performed with

parent (mother) and as performed with instructional aide.

M. Consider obtaining outside consultation to help review

Joshua's Individual Educational Plan.

35
2

SUGGESTIONS FOR REVIEW OF THE IEP

1. Generate a Priority List of Skills and Activities considered

important to the family.

2. Compile the family schedule of times, routines and activities to

help convey why the Priority List is valid.

3. Determine which environments would be considered appropriate

for instruction of the priority skills an4 what

activities/environments the family would prefer Joshua not

participate in.

Factors to consider when determining instructional environments

- Joshua's age

- Interaction opportunities with peers without disabilities

- Environments used by family/near family's home

- Opportunities for practice

- Joshua's ability to generalize skills

- Joshua's ability to transfer routines from

school to the community

4. Determine appropriate amounts of instructional time for

routines, based on what family knows is possible for Joshua. Also

determine how often he should receive instruction in each

environment and/or activity in order to reach what is considered an

appropriate goal or objective. Determine what the family believes

is a reasonable amount of time to spend in an activity or

environment. For example, is 2 hours appropriate for grocery

shopping?

5. Developing a Schedule requires the following information be in

place:

target skills identified

environments where instruction needs to be provided

amount of instructional time required

relevant information about the environments

what staff are available to teach

SUGGESTIONS FOR MAKING DECISIONS ABOUT INSTRUCTION

Conduct a discrepancy analysis to assess Joshua's performance doing

particular tasks. Then make decisions about missing skills as to whether there

is a need to teach the skill, develop a different skill, create an adaptation,

partially help Joshua, or have someone else perform some part of the task.

3 3
3

1. Decision to Teach:

a) Is Joshua motivated to perform the skill, action, or sequence?

b) Are there any interfering circumstances (e.e.,

behavior) that need addressing at the same time?

c) What are the past experiences with Joshua's learning

rate, style and abilities that indicate the skill is

attainable in a reasonable period of time.

2. Decision to Teach an Alternative Skill:

Substituting an alternative skill for a discrepant skill

(e.g., push vs. pull, or slide vs. pick-up) is appropriate

as long as it is age appropriate, not stigmatizing, can

be taught in a reasonable amount of time, and gets the

job done.

3. Decision to Adapt:

An adaptation is defmed as a device or procedure that

allows a person to perform all or part of the task/skill.

It can enhance performance, compensate for missing

skills, or help people acquire new skills. Providing

personal assistance is a form of adapting and refers to

verbal, gestural, physical or supervisory assistance by

another person. It is different than teaching a skill

because the purpose is to assist rather than teach.

4. Decision to Modify a SEll Sequence:

This can mean changing the normal order of tasks

(e.g., get all supplies at one time). It also can mean

readapting rules or norms of a sequence (e.g., leave

early for recess, hand in work at end of day vs. end of

period, eat over two lunch periods if more time is

needed).

5. Decision to Modify Physical Environment:

This is any type of adaptation that changes the environment

(e.g., ramps, braille on Tyme machines, auditory signals at

crosswalks, lower cabinets, flashing lights for alarms, etc...)

37
4

SUGGESTED EXAMPLE FOR MORNING ROUTINE

Wake Up Routine

Long Term Goal: Joshua will complete the following morning routines

within 60 minutes with no intervention from his parents, on 8 out of 10

consecutive week days.

1 - Wake up in response to vibrating alarm

2 - Take off PJ top while still in bed

3 - Brush teeth

4 - Wash face and hands

5 - Comb/brush hair

6 - Assist with putting on clothes

short Term Objective: Joshua will complete the following morning

routine within 15 minutes with no more than 4 indirect verbal cues from

his parents on 3 out of 5 consecutive week days.

1 - Wake up in response to vibrating alarm

2 - Take off PJ top while still in bed

Assuming the above goal was in place should not imply that Joshua does

or does not do other parts of the routine. Joshua might be able to do some

steps already. He also might be excluded from some activities altogether (e.g.,

setting the table for breakfast) or receive personal assistance to complete other

sequences (e.g., take shower). The goal above is not inclusive of everything

that occurs in the morning The goal is what the team, including the family,

believes is possible and appropriate for Joshua. It is based on his and the

family's needs, as well as his personal strengths and potentials.

SUGGESTED QUESTIONS TO ASK ABOUT JOSHUA'S MP

For BACH short-term objective leading to each annual goal, the

following are useful questions. Question /t2 should be answered on thc, IEP

itself. Questions 5, 6, 7, and 8 gan be written in on the MP.

1. How will I know if progress is being made?

2. What tools and methods will be used to measure Joshua's

progress (e.g., observation, data. materials) and will the

measure clearly show whether improvement is occurring

(e.g., Joshua finishes brushing his teeth in 5 minutes when it

used to take 10 minutes).

3. Who will use these methods and measure the progress?

(e.g., special education teacher, regular education

teacher, speech therapist, social worker, P.E. teacher;

33
5

physical therapist, etc?)

4. How often (e.g., daily, weekly, monthly, quarterly,)

will progress be measured?

5. How will you communicate (e.g., in writing, with

graphs, on data sheets, with home notes, progress

reports, by telephone, in person, at regular formal or

informal meetings) this information to me?

6. How often (e.g., daily, weekly, monthly, quarterly)

will you communicate with me?

7. How should I communicate to you (e.g., home notes,

progress reports, diary, by telephone in person, at

regular formal or informal meetings) my perceptions of

the effectiveness of Joshua's program?

8. How often (e.g., daily, weekly, monthly, quarterly)

should I communicate this information to you?

9. If little or no progress is being made to achieve one of

Joshua's short-term objectives, how will you decide

what to do? Will I be involved in that decision? If so,

how?

10. Joshua will be spending most of his time where? (e.g.,

regular education, the community, home). How will

the special education services be coordinated? Will

these services interfere with Joshua's favorite school

activities (e.g., swimming)?

11. How will Joshua's programming improve the

family life at home?

12. How will programming support the family

schedule?

These questions, and any others the family feels are relevant, should be

used to help get specific answers the concerns they are experiencing. The

ecological inventory forms attached to this report could be used to structure the

team's efforts. A balanced program and schedule includes both a variety of

opportunities and appropriate time periods in all five domain areas. They

include the community, home, vocational settings, integrated school

environments, and recreation and leisure activities.

3 j
D

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41
Joshua A's

ACTION PLAN Date: February 17, 1995

TASKS TO BE COMPLETED

PERSON(S)

RESPONSIBLE TIMELINE

1. Schedule meeting with Karen & Carolyn

discuss CBI, classroom & S-5 wrap

issues- Participants: Michele, Karen,

Michele 2/17195

Carolyn

2. Schedule follow-up meeting to identify

issues for Brent conference call.

Michele 2/17195

Participants: Michele, Karen, Carolyn,

Steve, David & Karen Goehl. Hopefully

March 7th or 8th

3. Conference call scheduled at John Karen & Michele 2122195

Marshall. Thursday, 23rd, March-tentative

2:00 - 2:30. Participants: David, Steve,

Michele, Karen, Carolyn, Karen G.,

Melinda, Michelle

4. Coordinate with Brent Bailey

visit to assist with development of CBI

and communication system

Karen G. 2122195

5. Inform family of outcomes from IPS, Karen 2/18/95

YFS, In D-B Service. Meeting on 2117/95.

Case coordinator - Karen Goehl

next steps

6. Clarify placement question asked by Dan Karen 2/18/95

& Barbara regarding Josh's applying to

In School for the Blind.

e.g. outreach services, residential

services, application services.

7. Postpone family meeting 2123/95, until

training/curriculum meetingshave

occurred (3 meetings-see-1, 2, 3 on Action

Steve & Michelh 2120/95

PlanKaren Goehl to be invited to next

meeting

2
M±:. Indiana State

University

Blumberg Center for interdisciplinary Studies in Special Education

April 5, 1995

To: Dan & Barbara

From: Karen Goehl

Subject: Follow-up to Technical Assistance visit , March 30-31,

1995 - Draft of Goals & Objectives, Lesson Plans, Data

Sheets, Weekly Schedule, Activities & Goals Matrix

Hi there. Endosed are a number of items for you to review before

our April 21st meeting. They include

draft of goals and objectives for communication, mobility,

weight bearing and balance, sodal, and fine motor

communication plan

lesson plans (preparing breakfast, washing a load of

clothing, and purchasing a snack) with accompanying

data sheets

Brent also is mining directly to you and other core team members a

"draft" weekly schedule and matrix of activities and goals. It's

important that you both review all of the items. Some of the

questions you (as well as other team members) might want to ask

yourselves include: Is the information understandable? Are the

goals and objectives appropriate for Joshua as written? Are there

additional goals and objectives you will want to discuss? Both Brent

and I will be calling you within the next two weeks to discuss the

enclosed materials.

Finally, it's my understanding that the meeting on April 21st ( at the

Youth and Family Services Office (5:45 p.m. or earlier?) is what Brent

refers to as a "Crafting Session," preliminary to the Annual Case

Review, scheduled tentatively for April 25th. The April 21st

School of Education 502, Tent Haute, Indiana 47809-5501

Telephone: (812) 237-2830 Fax: (812) 237-8089 (13 IDE): (812) 237-3022 Speck.: Net: InBlumberg
meeting will last one hour. The topics will includ 1) IEP goals and

objectives discussion, 2) S-5 wrap services for upcoming year, 3)

summer school, and 4) placement options for the upcoming year.

This meeting is an opportunity for all members to share information

and explore options appropriate for Joshua's educational program.

It's my understanding that the participants will include both of you,

myself, Brent, Michele, Steve, David, Carolyn and/or Karen.

cc: Steve, David, Michele, Carolyn, Karen

4 4
COMMUNICATION

Goal: Joshua will develop his visual capabilities to select appropriate communication pattern

symbols during his morning routine at home and during free time at school

Objectives:

1. While completing his morning routine at home with his instructional assistant, Joshua

will reach out and touch his presented communication symbols for bathroom, shower,

grooming & dressing, 4 out of 5 times when asked "What is nextr

2. While participating in free time at school with his instructional assistant, Joshua will

reach out and touch his presented communication symbols for ball, scooter board,

music/radio & mat exercise, 4 out of 5 times when asked "What do you want?"

MOBILITY

Goal: Joshua will develop his ability to move independently (Le., wheel or scoot on the floor)

across a variety of settings, throughout his daily routine in the community, at home and in school

Objectives:

1. While completing his morning routine at home with his instructional assistant, Joshua

will scoot on the floor from his bedroom to the bathroom with three or less verbal cues

"Go to the bathroom Josh" and in 5 or less minutes.

2. While participating in his breakfast routine at home with his instructional assistant,

Joshua will independently wheel himself from the entrance to the dining room to the bread

drawer in the kitchen with three or less verbal cues "Go get the bread, Josh" and in 5 or

less minutes.

WEIGHT BEARING AND BALANCE

Goal: Joshua will practice his standing balance with support acruss a variety of settings,

throughout his daily routine in the community, at home and in school.

Object'ves:

1. While completing his morning routine at home and with physical support from his

instructional assistant. Joshua will stand at the sink in the kitchen and the washer in the

laundry room for not less then 10 minutes and continue to participate in the activity at hand.

2. While participating in his community routine at the Washington Square Mall with his

instructional assistant, Joshua will stand at the basketball game in the acrade and the rail in

line at the MCI, restaurant for not less then 10 minutes and continue to participate in the

activity at hand.

SOCIAL

Goal: Joshua will greet people when prompted with a physical cue to wave "Hi" across a variety

of settings, throughout his daily routine in the community, at home and in schooL

Objectives:

1. Upon arriving at school with his instnictional assistant and being greeted by his

teachers and classmates, Josh will wave with 1 touch to his elbow, 4 out of 5 times,

during the remainder of the school year.

2. While participating in his community routine at the Washington Square Mall and Expo

Bowling with his instructional assistant, Joshua will greet the cashier at the MCI, restaurant

and the bowling attendent at the alley with a wave when he is touched at the elbow, 4 out

of 5 times, during the remainder of the school year.

4 5
FlNE MOTOR- Grasp and Release

Goal: Joshua will develop his ability to independently grasp and release objects and materials

across a variety of settinr, throughout his daily routine in the community, at home and in schooL

Objectives:

1. While participating in his breakfast routine at home with his instructional assistant,

Joshua will independently pick up the birad from the tread dmwer in the kitchen and a

slice of bread from the open loaf package with two or less verbal cues "Pick up the bread,

Josh" and in 2 or less minutes.

2. While participating in the community activity of bowling at the Env Bowling Alley

with his instructional assistant, Joshua will independently take off his shoes in preparation

to bowl with two or less touches to his shoe, 4 out of 5 times, and in 2 or less nunutes.

3. While participating in free time at school with his instructional assistant, Joshua will

independently take off his shoes in preparation for exercise activities with two or less

touches to his shoe, 4 out of 5 times, and in 2 or less minutes.

4. While participating in his community routine at the Washington Square Mall with his

instructional assistant, Joshua will hold and drink from a glass at the MCL restaurant , 3

out of 4 times during a 10 minute period.

5. While participating in his morning laundry routine at home with his instructional

assistant, Joshua will independently reach for and grasp 5 separate items of clothing on the

surface next to the washing machine, with only a physical gesture (pointing), and within a

5 minute or less period.
COMMUNICATION PLAN

Student: Joshua

INTRODUCTION OUTUNE

Domain: Domestic & School

Environments: Mane & Qassroom

Activities: Morning Routine & After Lunch Free Time

INITIAL VOCABULARY

Morning Routine: bathroom, shower, grooming, dressing

Free Tune: ball, scooter bond, music/radio, mat exercises

PHASES OF INSTIWCIION

Phase I

1. Establish the association between the symbol and the acthity or object by teaching the skill

of pointing at the symbol/pattem prior to the beginning of morning roudne activities (e.g.,

bathroom, shower, grooming) and before providing preferred leisure objects (e.g., ball,

scooter boatd) during free time.

2. Teach the visual sldll of scanning (searching) and the visual skill of fixating (looldng) at

presented symbols.

3. Once the skills of scanning for and locating the symbols have been been addressed, the

symbol targets should be reduced in size in a manner that is imperceptthle to Josh (i.e., over

the course of several weeks to months). An opthnal size of symbol presentation should be

determined before procmding to phase IL

Phase II

1. Use the symbol/patterns to make requests (choices).

2. Arrange requesting to that indicate preferences. That is, provide Josh with two

symbol/patterns at the same time but pair a highly desirable choice (e.g., ball) with a less

deshable option (e.g., mat exercises). Determine the need for an even less desirable foil (e.g.,

drink of water) to be used at this stage to teach the skill of preference or choice-niaking.

Phase III

1. Expand the use of the current symbol/patterns to include usage in more environments and

activities (e.g., requesting ball as a game at the acrade).

2. Expand Josh's vocabulary of symbol/patterns to include more variety (e.g., bowling,

restaurant).

3. Expand Josh's choice-maldng to include ptesentations of more then two symbol/patterns

(e.g., ball, swimming, drink).

INSTRUCTIONAL SEQUENCE

Morning Routine:

1. Ask Josh, "What's next?"

2. Present the symbol/pattem at midline and slightly above eye leveL

3. Assist Josh to reach out and touch the symbol/pattern with one finger.

4. Hold his hand in place for a delay of about 3 seconds to give him a chance to visually orient

to where he is touching, then proceed with the activity.

5. Show him the symbol/pattem once more during the activitiy.

Free time at School:

1. Ask Josh, "What do you want?"

2. Present the symbolffiattern at midline and slightly above eye leveL

3. Assist Josh to reach out and touch the symbol/pattern with one finger.

4. Hold his hand in place for a delay of about 3 seconds to give him a chance to visually orient

to where he is touching, then hand him the object that is represented by the symbol/pattern.

4 7
ACTIVITY/GOAL MATRIX Goals Daily Schedule of Activities Wake Up Routine Mobility 4'0 en L*ie" 41'/444e, Communication Sy 6./ 41.441 f ffv 13414 ri I fri aro Dre4 co NrosiltAa Social Grasp. andRelease Visual 1.4G4h. 4.X4h qctql&nd Cd 0fdirlAbalt 7140 /0 Other Breakfast Routine ere4rd Crom Me. 13re4u:t 13,TAIS St Ae rnm tie (oaf Cs. "1114. PI') 01 Shistiee-v- Laundry then Lunch Prep or Grocery Shop Free Time Vir-#4111% Z;ts An of-4 n tine. at Cirrrcee,( .5to bel 6irca- Fier* 4504m-ser)6 gvia 15g: ove OW' Exe el" Sc4o tor 130Led 13A4 ftia6tVie...44o Community 6rreei- C"smter At Mc i- Ceirir-wrvom 6 (mita. CarnikOr at- (3041L1 Al Aarty ' en* /.4.1tbhoi Zioc -to zwni. A71- 6641-1 Pi*Xste Gyelilda4Y teordtfen 14L Cry. (Ay i n5 1nlit7P4 Naccoir Win 4. 42.,t 4itherlie le- ?Ark-eve< , Nizi2gre_ 7-lje1iatt7- 11340.-rar;y Ltek PrIechen .scvsr.ci tfro-- p_ coi.16 4:6 4.rc4.1e0, X444 4,-t 4.1-444e r"e- 61160,6, "4' 41C 1.. e44#014/400744n4 '7-Jei6cti7- j5ei4,r;n a at tn 44- G 11J
Time Monda

JOSHUA'S WEEKLY SCHEDULE

Tuesda Wed nesda Frirlaw

6:30 am AZ- i4 r

R.Dc.41-; Al 0 :

/144 : -

/14 :

7100 gun -13.477/Room

- 5ii-okt/P-"L.

aat,ti<PA,0 rP-otA-riive

(500.4e MP

lArr-pNEhliki)

7:30 am - &Poem Nal-

- r>rze+oiAkrir

8:03 am laRmil<PA.,7"--

ROG(71 Al e :

SCitvoi-:

PT

Ailvtg;ry. P-r

8:30 am - PRO1°'

- RA- 7- 5/4144E 'VP (./\/%A9:00 am - C. LeAni-l4P MONA)fri )014MUN iTK tkom)m)

a tuumr : 9:30 am LetudvDday betowpRy A4A-7

.12..oc.e.ey

gliopPiive,c10:00 am 444A/eft ppe.p

SiloPpfivA10:30 am

11:00 am ,CfroW-- ; 6CAVOL- : 00i-: C-#115-0/..-: OCH001 :

11:30 am

4G(A/CH

12 noon

5N4. A9 (4:7/kAA 1*17

12:30 pm /4\47-0-X4/2Ci - N\QtTZNT-

(.%14OK) I*1 Mc) MAN{

1:C° /3-

mee rixf EL

Cittli Ce-2:

1:30 pm

5coottc-7,-/botio2D

MO; e- RAbto

2:00 pm lMMW117

W414671/414,

0 MUM I .. XFI, artav

wl, wo 1 : mg 1 ,,,,

2:30 pm

.-.4,241;--De Am. 1 1-1146r A., AA,

1Ji Mrnin 4-

AT vie

A

3:00 pm -,q444J-111-1. t%1

R

tookir5tNA--

MAM11(C-47

MA-.44..._

(sA.me

MoNVNT

) (skmo.

--rue 1,Ny

) _zt..est.)

1 C41114,Re-A1 MU.60that

3:30 pm -4144011)

g 0 L/ : Ap..c.irpa

It. 14S.: sal E-: ati ut '

°K.-,

0 rlier<.

4:00 pm

50
LESSON PLAN

Student Joshua

Domain: Domesdc

Environment: Home - Kitchen

Activity: Preparing Breakfast

Tune:

Goals: Weight bearing & balance; reach, grasp & release; wheeling

Activity Sequence Student Behavior

Teaching Procedures

Wait for Josh in the dining room

entrance area.

When Josh is in the area of the

entrance, walk across the dining

area to the kitchen entrance.

When Josh is in the area of the

kitchen entrance, move to the

a= next to the bread drawer.

Once Josh is positioned in front

of the drawer, pull open the

drawer and point to the bread

inside. (Loaf may need to have

2,8 of the slices removed

so that it is not too heavy.)

Wait for Josh in the dining room

area where toaster is located.

When Josh is in the area of the

toaster, point to and tap the

surface arta where he is to place

the loaf of bread.

Open the bread package and

move a slice of bread forward

to near the opening. Point to

slice Josh is to grasp.

Using physical assistance (hand

over hand), move with Josh to

place the slice in the toaster.

Point to and tap the lever that

pushes the bread down.

Josh wheels to dining area.

Josh follows to the kitchen

entrance. _

Josh follows into the kitchen

over near the bread drawer.

Josh reaches into the drawer,

grasps the bread loaf, lifts it

up and out of the drawer, and

places the loaf on his lap.

With assistance from teacher

Josh closes the bread drawer.

Josh wheels to dining area.

Josh follows to the area where

the toaster is kept and places the.

loaf of bread on the counter.

Josh reaches into the paclmge,

grasps one slice of bread, and

retnOveS it from the package

without smashing or tearing it.

Josh reaches for and pushes

the lever on toaster.
When the toast conies up,

remove it, butter it, place it

on a plate, and hand the plate

to Josh to place on his lap.

Wheel Josh over to the table.

Point to a shaker on the table,

while preventing Josh from

beginning to eat the toast.

After Josh finishes his toast,

Josh is helped to place the plate

on his lap. He holds it there as

he is moved over to the sink.

Josh places the plate on his lap

and holds it there as he is moved

over to the table. At the table

Josh lifts the plate onto the table.

Josh reaches for, grasps, lifts,

turns and shakes a shaker over

his buttered toast.

At the sink, Josh lifts the plate

up and into the sink.
Student Joshua

Domain: Domestic

Environment Home - Kitchen

Activity: Preparing Breakfast

Teacher (T)

Student (S)

Key: Independent (I)

Direct Verbal Cue (DVC)

Physical Gesture (PG)

[Point or Tap]

Physical Prime (PP)

[At wrist or elbow]

Physical Assistance (PA)

[Hand-over-Hand]

Instructional Cue (T)

Error Collection Procedure (ECP) Target Behavior (S)

Reinforcement (R)

Dates Data Recorded:

/ I / /

T / Position self next to bread Wheels to bread drawer

drawer wait for Josh to in the kitchen area.

wheel over.

Ecp I PA at elbows to wheel chair.

R / verbal praise.

T Open bread drawer and Reaches into the drawer and

point to bread in the drawer. removes the bread loaf to

his lap.

ECP / PP tap at elbow to reach.

R / verbal praise.

T / Position self next to toaster Wheels to toaster.

wait for Josh to wheel over.

ECP / PA at elbows to wheelchair.

R / verbal praise.

T / Open bread package, Reaches into the package.

point to bread slice inside. Grasps one slice without

smashing the bread slice.

ECP / Remove smashed slice of

bread. PA at hand to reach

in and remove second slice.

R / verbal praise.
Joshua

School/Home Meeting

December 14, 1995

Issues discussed at home and school meeting:*

1. increased use of fmger foods at mealtime.

2. replace arcade with other activity.

3. question about AFO's - are they too small (school question**).

4. use of sign for toilet reliable in school setting.

5. expand opportunities for wheeling at school.

6. expand opportunities for vocational experiences.

7. progress made drinking from glass - home - school, consistency.

8. access to pool at ISD.

9. use of spoon and lip closure with O.T. consult.

10. use freedom stander at school with school jobs.

11. school jobs - menu board, coin sorter.

12. where to take data.

13. transition strategies for high school placement (school**).

14. changes in daily/weekly routine.

15. opportunities for choice maldng.

16. changes in routines based on data collected to date.

* not necessarily discussed in the above order.

** discussed at school, not homeneed to clarify at next meeting.
Joshua A's

ACTION PLAN Date: December 14, 1995

TASKS TO BE COMPLETED

PERSON(S)

RESPONSIBLE TIMELINE

1. Targeted changes around routines

a) laundrynew activity sequence and data

sheet to include wheeling to laundry room,

washing own clothes and using detergent

b) bathroom routine

Brent, Barbara, Dan

Steve, Carolyn

Feb. 1, 1996

Feb. 1, 1996

school/lunch

develop activity sequence and matching data

sheet to include task analysis.

Karen

Expand morning to include wheeling to Barbara, Dan Feb. 1, 1996

bathroom and releasing own seatbelt. Steve, David

c) Kitchen

develop changes in activity sequence for

food prep to include choice options (expand

for toaster pastry, waffles).

d) generate community activities to replace

Barbara, Dan, Brent

Steve, David

Feb. 1, 1996

Feb. 1, 1996

arcade. Dan, Barbara

e) develop data sheets for prompted and

independent wheeling targeting length of time

to travel.

Carolyn, Karen Feb. 1, 1996

0 obtain menu board and coin sorter to

implement vocational tasks at school with

accompanying data sheet.

g) generalizing drinking from cup at home to

Karen, Carolyn

Barbara, Dan

Jan. 15, 1996

Feb. 1, 1996

include task analysis, data sheet and steps for

fading.

h) initiate O.T. consult regarding lip closure.

Steve, David, Brent

Michele, Carolyn,

Karen

Feb. 1, 1996

i) investigate use of pool at ISD. Michele Feb. 1, 1996
AI 11111111111=1

Appendices

Appendix B:

Life Goals: Mida

The Dream

Indiana Deaf-Blind Services Project 56
0 Safe, Comfortable,

Stable

CI Shared

Ci Communication

1:3 Preferences/

Interests Drive

Activities

LIFE GOALS: MIDA

THE DREAM

Community

O To be a part of the community

go to the stores and not be treated as if she does not belong.

attend community events.

O To have people in the community who understand her.

not to be separate from the "community" or the average person

have them know who Mida is and treat her as a person.

O Not to limit her world by making her or

treating her "special."

Mida has different needs than typical persons, but she does not need

to be separate to have her needs met.

O To act appropriately in different circumstances and situations.

examples: being quiet during church services, being vocal at family

functions.

People

(Fun & Friends

CI Take Part in Community Activities

10 Involved with People Other Than Paid Staff

a Communication

Neighbors

Community Members

Support

O To communicate basic needs.

hungry vs. changing position

activity, changing diaper, environment, etc.

O To have friends and people who care about Mida.

unpaid persons who are concerned about her

57
10/19/94

Life Goals: Mida

1. To be a part of the community

go to the stores and not be treated as if she does not belong.

attend community events.

2. To have people in the community who understand her.

not to be separate from the "community" or the average personhave them

know who Mida is and treat her as a person.

3. Not to limit her world by making her or treating her "special."

Mida has different needs than typical persons, but she does not need

to be separate to have her needs met.

4. To wmmunicate basic needs.

hungry vs. changing position

activity, changing diaper, environment, etc.

5. To act appropriately in different circumstances and situations.

examples: being quiet during church services, being vocal at family functions.

6. To have friends and people who care about Mida.

unpaid persons who are concerned about her

58
10/20/94

Concerns

(Generated at Staffins)

1. How to address life goals in Pt grade classroom.

2. Confusion about parents wishes

life goalsgenerated by parents

CBIpractice now

3. How to adapt Pt grade curriculum for Mida.

4. Teaming strategies to clarify programming.

5. Clarify role responsibilitiesPt grade teacher, teacher of record, class

room assistant.

6. Communicate with parents about expertise of team members and

decisions of how things need to be taught.

7. Re-clarify procedures when Mida gets upset (e.g., re-position in Judy's

room? Two personswho is to do?

5a
IChoice-making I

10/20/94

IEP

Adaptations in ls* grade classroom

markers/crayons

tape recorder (music) or story Judy

headset

students

toys as reinforcers

Logistics (place/plug-in)

/ Identify different parts of body to activate switches.

/ Possible materials:

- Crayola playdoh

smellie markers

toys (adapted with switches)

/ Develop:

- listening centers

worksheet adaptations

concrete objects

- crayons, blocks (styrofoam)

- represent letters

abacususe with other students

clothes pins

stickers

software programs

6 0
ServicelPerson

Related Services

Time Place

10/20/94

Monday Speech, Beth Phipps 11:30 - 11:50 MOMH Cafe

kst ,,p..5):v 1.4*,-460-, -5,s55.5 ze ,1-,.s..6, e.:..%- 555 ,,,i..,....::.....z.,:\,55, ...:.,..., ...- ,....;...51.: - ,,,s4:., sks.s.s-,-,- 4Ns .>.4 .,,,...ir .,; 4,-,:-.........?4,E.0,..14,-,..,,,z, , .....?.... e ,er.s,....-r.\:*>,4, .....-, - , -;,.....,1: .:,.,:- s .., ... \ vo,,,,,wksts, ,..... - -, - \ ,s, --n<.:-..0.-v ,,, ,. -.. k ''''. ...4::,,,, s'? s.,7 ,NSAt ,' st,.:..' .r, ! .44t

,4'''' +"5::.` ,,1:Ps:;..6szk's'...:':).:':;:st.e,.14,:*4; ,`A,,,,i.:§,z.Wci::..4.::...,:z,,,..k..V.;,....:,:"....,!/:,.' " .P,,:'''... A"4 x. sC ,... , s s " , Z A.;', , Z.. ' :::: e % :ks: ; ..s N.* s ,,,. , "' 'e. Y1,..... s, s , ' '

:: ` "; Tuesday Speech, Beth Pliipps 8.15 - 8 30 Mrs. Jones room

,..w..4,55.:.: ;',Wyt..,:;..,§N WiT4.7a. <. 14r 7,... ''''' V.'s *3,,S.* \ Y4494: :K.:. X,

% .... , .,....,.' 4..4::.\'; '. ::$Y,':,,,,., ": s.k %%. : s '," s

.V ; . ,.. x. ..t . aa : '.4 %..,......44:nieti ,:.4. ...... ' k..,;,,,.., ....... .4,...1.,::. 4.4:>:::. 5:,44:,..::4 s.. 0 .C. i..... ..::,.../..... .

-5., ,:::,:...,:;:,55.... .. .; ''':' ''...

. . . ..

;^1,-, 4',..*

' :.;:. ::::.0.aV '.':

'.:-,,,Woks,:., 1,-. *V. 4 *

''k ...., .:3:,3,'M 'Sst e,, s .,..'. ' s <. .V.::44.: V.,Vsk,,,, .v.c::g.h :::Y. >* 's Va7.4.$1? 40::.:: :::4:F.::::: 4 Wednesday V.I., Sue Pierce 8:00 - 8:30 consult - MOMH

some direct - (lights)

cafetena

.,

5):::: .: <4 %,, :::,.. 5k, ,

' *,.k,...,.. \s's5,.. ,5 PT 1.30 - 200

:::: s, :,- .4'.> .`":.... s.kt.': :. .:.:..... ....:. -....,..x... . ..:.....: ::::.: ..:::.:.......:. .': :.....*:::::. : :v.*: '.*:.::':. ':-. *. . %. :: ::: .: :: :-.::::::: :... f.:'..: :::.:.:::.. ::::::::::.:.:.:... . :: ,....:.: . :. : .: .:.:. ..:.- :.. ...:. :. .. Thursday Speech, Beth Phipps 8:15 - 8:30

9:30 - 10:00

Mrs. Jone's room

cafeteria

:',...:.5,5 ..K, 4.,. ,..5 -ndm.:::

Motor enhancement

(RE. class)

..... Friday Speech, Beth Phipps 11:30 - 11:50 MOMH, cafeteria

61
10/20/94

Mrs. Jones Daily Schedule

8:15 - 11:30 Arrival

Attendance

Greetings

Circle - calendar

-day, weather

Language Arts

Reading, phonics

11:30 - 12:15 Lunch/recess

12:15 - 2:00 Story/taped phonic lesson

Language Arts

Math

2:00 - 2:15 Recess

62
Mida

Preferences Map

10/20/94

Things that work

likes not sure

Things that don't work

dislikes

furry (fuzzy) animals glue? foam

-shaving cream

music (types)

lights wedge

rocking motions "on-off" -stomach

(sometimes -back

vibrations responds/likes) -sidelying

-long snake -hands/knees

-finger massage -doesn't like "open posi-

-bead switch hand over hand

activity?

tions"

koosh ball loud sounds

-sometimes will startle

interactions with other students licorice

-voices

smells

popcorn kernels

-tub

body contact

stretching

-pull arms forward

morning person
ACTION PLAN Date: October 20, 1994

TASKS TO BE COMPLETED

PERSON(S)

RESPONSIBLE TIMELINE

1. Smellie markers

2. Materials - (book ahead of time as much

as possible)

3. Adapt calendar

tactile magnet - represent days, weather,

tape loops "It's Tuesday"

4. Three ring binder

-forms-each team member will write

concerns as they work with Mida. Stays

in Bethany's room. Extra sheets for Judy.

5. Types of music

6. Investigate loan of "Apple"

-get cart

7. Report card

8. Consultation with It. H.I

Submit request for teacher

9. Leader next meeting

-Agenda item

1) re-visit preferences; expand-smells

2) communicationhow Mida tells us

what she likes

Susie

Judy

Sherry

Bethany

Bethany

Sherry

Ruth

Barb

Beth P.

Eileen

Bethany

Judy

Betharil

Bethany

CBSE

Barb

10/24/94

10/31/94

10/24/94

10/24/94

all semester

11/3/94

11/4/94

11/4/94

64
10/20/94

Kaizan

Group Activity

(Positive Outcomes Generated by Team Members)

1. Brainstorming different ideas. (2)

2. Identification of roles

3. Helpful to know what responses other team members are getting

from Mida.

4. Visually represent - likes/dislikes (2)

5. People with different expertise - sharing - team building.

6. Meet everyone

7. Support teams

8. Interest support of Superintendent.

6 5
Minutes - November 30, 1994

Mida's Team Meeting

Central Elementary

Present: Judy, Barb, Le&anY, Karen, Beth K., *Beth P., Susie, Ruth, Sherry

The Action Plan from the October meeting was reviewed. All of the tasks were initiated; most were

completed. Some of the items ait ongoing (e.g., getting lesson plans ahead of time so that

appropriate adaptations can be made).

Agenda topics for the team meeting included: adding information to Mida's maps (preferences,

identifying opportunities in the class schedule for "Circle of Friends" activities, brainstorming

ideas for curriculum adaptations, discussing Mida's communication system.

1. Team members updated the Preferences Map. To the "things that don't work" side, members

added that Mida does not like hand over hand activities or Iow frequency sounds such as music

with drum beats or bass guitar.

2. Team members discussed the 1st grade class schedule to identify opportunities for Mida and her

classmates to work together and interact It appears that one opportunity may be from 1:00 - 1:30

p.m. cluing the week and on "Fun Fridays." Judy indicated thatthese are times for classmates to

share with each other. Some of the ideas generated included: starting a scrapbook, sequencing

comic strips, sharing infommtion about family pets, vacations, families, houses, and personal

characteristics (hair color, eyes). Gathering informatioh about Mida from her family was listed on

the action plan.

3. Beth K. joined the team meeting today. She is consultant for students with hearing

impairments. She encouraged work on choice making activities. Mida has a lEP goal specific to

choice making, but it could be expanded to include numerous activities across the day. Beth also

requested additional information about BSER results and Mida's use of hearing aids andfor

vibrotactile devices. This concern was added to the action plan. Additionally, both Beth and

Karen will investigate "hearing tapes" which have different songs, stories, etc. in different

frequencies.

4. Mida's eye report needs to be updated. Susie will talk with Ann.

5. Some information was shared about beginning a portfolio of Mida's work with an

accompanying video. Important information can then accompany Mida as she moves from grade

to grade at Central Elementary. Karen will investigate.

6. The team will view a videotape at the next meeting in January about "Circle of Friends." Barb

will provide the tape, Bethany and Judy will get the VCR.

7. Ruth will get Mida a name stamp to use for her paperwork.

8. Next team meeting on January 9, 1995 - 12:30 - 3:00 p.m.
Mida's

ACTION PLAN Date: November 30, 1994

TASKS TO BE COMPLETED

PERSON(S)

RESPONSEBLE TIMELINE

1. Check on BSER results with Ann - Signed

permission form

Bethany 1/9/95

. "Circle of Friends" Video and written materials Barbara B. 1/9/95

. Tapes for children with hearing losses Karen G., Beth K. 1/9/95

. Check about using lip glosses and lotions

with Ann

Bethany 1/9/95

. Schedule time for peer group sharing Bethany, Judy 1/9/95

. Portfolio Information Karen G. 1/9/95

. Name Stamp Ruth 1/9/95

. Christmas program information to Ann Bethany, Judy 12/3/94

-Gift Sharing

-Class Party Time

-Wheelchair access for Christmas program

. Information from Ann about Mida's evening

activities to share with peers at school

Bethany 1/9/95

10. Check with Ann about Mida's vibrotactile aid

and hearing aids

Bethany 1/9/95

11. Update eye report Susie 1/9/95

61
Appendices

Appendix C:

Back Home Again in Indiana: The Road to Transition

Indiana Deaf-Blind Services Project 63
"Ippendi x 3: aack Home Again in gndiana:

Karen and 8achie's Transition Nap

Karen and Bachie's transition from out-of-state educational

programs to Indiana began in 1992. The transition effort has

involved individuals from education and adult service agencies.

Appendix F provides a history of the team members' efforts to

make Bachie and Karen's transition happen. A glossary of

terms also is included to help with acronyms unique to Indiana.

Throughout the map, boxes with solid lines indicate team

meetings; dotted lines provide action plan items or information.

25

6J
The Dream

U Safe, Comfortable, Stable

Di Shared

CI Preferences/Interests Drive Activities

O Support (24 hour)

Householders

Respite iMeaningful

Work

U Real Work, Real Job Setting, Real $$

U Support (Transition Specialists)

rFun & Friends

U Take Part in Community Activities

U Communication

Co-Workers

Neighbors

Community Members

CI Support (Friends)

26
Sack Home Illgain in gndiana

The Road to Transition

J UNE '92Indiana DeafBlind Services Project contacted to assist with transition

planning by:

Indianapolis Public Schools,

NW Indiana Special Education Cooperative,

Perkins School for the Blind

Chileda Institute.

1- -1

1 Dialogue beganHow to tran-

[ sition students from out-of- ! [state??? _J

JUNE '92lEP

MeetingBachie

Attending:

IN Deaf-Blind Services

HKNC Regional Rep.

VR Counselor

School Reps.

Parent

Discussed Personal Futures

Planningto happen over the

course of the year.

71
Vaioa

Tile ohdaize

rAUGUST '92Indiana Deaf- 1,0,

I Blind Services Projezt Director I A R,

attends PFP training in Atlanta. I

1 A

1-0CrOBER '92Indiana Deaf:1

Blind Services Project submits

application to HKNC-TAC to

participate in interagency project,

'The State and Local Team Partinership Model."

INOVEMBER '92Decisio0

I to work directly with local

teams rather than through the

State and Local Team PartneriL.ship Model . _1

440

FEBRUARY '93

Team Meeting

Info. gathered

Plans for the Future

Begin planning

Timelines

1----I----I----I----1
EMORE INFO. GATHERED 7

Indiana Housing Finance

Authority

Section 8

City of Indianapolis

Planning Division

Section 8

Purchasing programs _J

MARCH '93FUNDING

Team Meeting

SSI

S-5 WRAP AROUND $$

Medicaid Waiver $$

Housing Programs

Draft Budgets!!

'APRIL '93

Two Team Meetings

Input From Adult Providers

Videos of Karen & Bachie

Input on budgets

Assess interest of providers

S-5 Proposals Due

VIDEO "Planning TodayCreating Tomorrow"

29
EPERKINS CHANGING PROT1

I I GRAM FOCUSNeeded to

I I make decision about when

[Karen would return to IN.

1/4

MAY '93

Team Meeting

Medicaid Waivers

Karen - eligibility

Bachie - eligibility

Providers

Two interested

Pro's and Con's

JUNE '93

Team Meeting

Housing

Provider identified

Negotiations with DOE

scheduled

Ads in paper for staff

Funding (long-term)

More ideas

LetterLine Item $$

D/B Waiver???

30

E

KAREN COMES

HOME FROM

PERKINS!

74
AUGUST '93

Team Meeting

Budget Issues

DOE budget negotiations

had not occurred.

. Karen approved for Medicaid Waiver!!

I Tasks assigned to continue

° work on housing $$$.

Housing Status

Looking at houses the next

day.

Meeting Karen's mother.

SEPTEMBER '93

Team Meeting

Medicaid Waiver (Karen)

New case manager

Developing plan of care

Residential Update

Provider did not attend!

Concerns about communication and timelines

IEI Rep. Joins Team!

CONCERNS ABOUT

PHILOSOPHY AND

WORKING AS A TEAM!

31
OCTOBER '93

Team Meeting

RESIDENTIAL UPDATE

Did not attend again!

Duplex soldno housing

Afternoon interviews

with Itansition Specialist

cancelled

Concerns

Responsibility for the

Transition Specialists

Amount of time spent with

Karen

Communication

Housing/Timelines 0

ETEAM DECISIONS:

Need to rethink choice of I 1 1 providers.

Need to be clear about

what we want and need. j

I-NOVEMBER '93 1

Group assigned to work

on Karen's PFP profile

Initial taping for "Planning Today-Creating

Tomorrow" video

32

doe
NOVEMBER '93

Team Meeting

1

Personal Profiles

Completed Karen's

Need to do for Bachie

Respite

Started calling!!

AdIndy paper

Funding

CHAS hearings

Written comments

DECEMBER '93Team

members meet with staff from

Options For Better Living in

Bloomington:

Options intrigued and

excited

Team members excited

about Options

Philosophies match!!

Concerns about:

Long-term funding

Training regarding sensory

impairments

I- -I CHAS HEARING IN

I 1 BLOOMINGTON L _1

77

33
DECEMBER '93

Team Meeting

Update on meeting with

Options

interested!!!

concerns about staff

training and long-term

funding

Update on CHAS hearing

Karen (respite, ad in

Bloomington paper for

Transition Specialist,

finances)

Start making contact with

Voc Rehab

Options can't commit

to new ventures

in current

funding climate.

34

I

I 7

1 State Announces 1 I Plan For Decreasing 1

1 Medicaid Funding I L 1
JANUARY '94

Team Meeting

Review Background/

Clarify Mission

Concerns:

Medicaid cuts

Medicaid Waiver budget

not approvedneeds

revisionprovider must

be identified!

Options Board won't

approve new clients

without commitment of

long-term funding.

Immediate need for

respite!

LE1 ihR WRITING

CAMPAIGN BEGINS!

Fl 1111141Y

1111 11111hlf

FTEAM SENDS

LETTERS TO:

1) The Governor

2) DDARS, and

3) DOEbudget for K.

FEBRUARY '94

Team Meeting

Governor's office response

Options will do it anyway!

Revised budgets include

transition specialist and

related services

Respite started but no

contract from DOE

Arranging visit to meet

Bachie in Wisconsin

Addendum to DDARS

letteraffiliate program!

35
EMARCH '94

Householders interested!

Roadblocks to securing

funding

First time client has not

owned the housingwhat

if householders don't want

to do it anymore???

Householder Contract:

Daily routine to best

support Karen

--Support for householders (respite, day

L

program, training) i

MARCH '94

Team Meeting

Meeting to draft Affiliate

Proposal to HKNC

Needs of Hoosiers who are

Deaf-Blind

Outline project objectives

36

o

EI MARCH '94House--1

1 holders spend the day

I with Karen and her

I mother. Everyone is

I excited!!

L 1

di

I ---1

1 END OF MNRCH

'94Options for

I Better Living submits

Affiliate Proposal to

HKNC. i
DOE Rejects Budget!!

Need to get things finalized!

Try another waya

APRIL '94

Team Meeting

Options and Potential Householders attend!!

Setting up visit!!

Discussing training

activitiessign language

Redrafting Budget

Plan of Care revised

EAPRIL '94 7

Affiliate Proposal

Accepted!!!

_1

7 rAPRIL '94Michele

meets with Opticns

staff in Bloomington

Budget

Karen's wants and

L needs

APRIL '94Karen's 11

placement conference

Lat IPS

81

,to

37
EMAY '94

Visits to meet Bachie and

her mother

Speech consultant developing plans with householder

and IPS.

Respite plan developed

L NO WORD ON BUDGETLi

KAREN IN HOSPITAL

Blood sugar levels up!

Options learning more about

LKaren . . . 1 7 Department of Education

Approves Budget!$! _J

"Transition Trauma"

(Initially)

Confusion

Depression

Medical Issues

38

2 Col.

rJUNE 1, 1994 7

1 ICAREN MOVES INTO

1 1 L

HER NEW HOME!

_1
r:Stuff" Arrives from Perkins--1

I (quilt, chair, footstool, skates, I

I I and craft items)

I I

I I Karen begins to feel at home. L 1

AUGUST '94

BACHIE RETURNS

TO INDIANA!

AUGUST '94

Pla, ming Team and Options

S.aff Meet Together

Update on Karen

transition issues

employment

medical issues

Bachie's move

Learning from Karen's

experiences

action plan

Technical Assistance Needs

a

83

39
SEPTEMBER '94

Team Meeting

Meeting on employment

issuesnext steps (subgroup)

Training for transition

specialists

Unking with VR and

Stonebelt Center

Karen moved to top of

Supported Employment

lists!

ECONFLICT BREWING . . . Whose house is it anyway?

Stay or move?

Lessons Learned

Always separate housing

from support!

Don't give in under

pressure!

40

OCTOBER '94

Team Meeting

Updates on Karen & Bachi,-;

"Planning Tociay-Creating

Tomorrow" video

Affiliate Project
ENOVEMBER '94Karen

I and Bachie move to new

1L.home with new support staff.

DECEMBER '94

JANUARY '95

Team Meeting

Medical Issues

Roles & Responsibilities

Agency Training

Bachie & Karen need to

have jobs

FEBRUARY '95

Team Meeting

--, The "fine art of

communication"

agencies

householders

families

medical

85

41
APRIL '95

Team Meeting

Review History

The Dream revisited

Values Statements &

Clarifying Roles

Roles & Responsibilities

Next Steps

E

JUNE, JULY, AUGUST '95

Vocational Planning Meetings

Karen gets a job!!!

Bachie does volunteer wor1011

and the journey

continues. . 6

42