DOCUMENT RESUME

ED 391 277 EC 304 526

AUTHOR Graham, Terry; Bosarge, Zackie

TITLE Alabama 622 Project Services to Deaf-Blind Children.

Final Report.

INSTITUTION Alabama Inst. for Deaf and Blind, Talladega.

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

DC.

PUB DATE 31 Dec 95

CONTRACT H025A50021

NOTE 52p.; Colored charts may not reproduce well.

PUB TYPE Reports Descriptive (141)

EDRS PRICE MF01/PC03 Plus Postage.

DESCRIPTORS *Deaf Blind; Delivery Systems; Disability

Identification; Early Intervention; Elementary

Secondary Education; Infants; Inservice Education;

Parent Education; Preschool Education; *State

Programs; *Technical Assistance; Toddlers;

Transitional Programs

IDENTIFIERS *Alabama

ABSTRACT

This report describes activities and accomplishments

of a 3-year federally supported project to improve services to

children (ages 0-21) with deaf-blindness in Alabama. The project

utilized a service delivery model based on provision of state,

regional, local, and individual technical assistance to service

providers and families through three strands: infant and toddler

services, ages 0 through 2; school age services, ages 3 through 21;

and transition services, ages 14 through 21. Activities were desigLied

to assure that public and private agencies, institutions, and

organizations provide more effective early intervention, educational,

transitional, vocational, early identification, and related services

to children with deaf-blindness. The project provided preservice and

inservice training activities, individual and group consultation

services, and statewide workshops and conferences where exemplary and

effective strategies to work with the targeted population in the home

environment, center-based settings, and the community were

demonstrated. The project also provided technical assistance to

families and service providers. Individual sections of the report

provide information on the project's purpose, goals, and objectives;

conceptual framework; accomplishments, outcomes, and contributions;

problems and their resolutions; evaluation findings; and impact. An

appendix provides supporting information on the project's summer

learning institute, the registry data report, the interagency

agreement, and coalition/advisory board members. (DB)

*********************************************w*************************

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

from the original document. ***********************************************************************
Final Report

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

CENTER (ERIC!

y'rinis document has been reproduced as

received Iron, the person or organization

originating it

C` Minor changes nave been made to improve

reprOduCtrOn quality

Pomts of view or opinions slated .n thSclOCa

ment do nor necessarily represent official

OF RI position or policy

ALABAMA 622 PROJECT

SERVICES TO DEAF-BL1ND CHILDREN

December 31, 1995

Project period: October 1. 1992-September 30, 1995

U.S. Department of Education

Severely Handicapped Branch

CFDA 84.025A

Project #:H025A50021

Dr. Terry Graham, Project Administrator

Mrs. Zackie Bosarge, Project Director

Alabama Institute for Deaf and Blind

Talladega, Alabama

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I. ABSTRACT

The Alabama 1992-93 project for providing services to the persons with deafblindness, ages 0-21, was a statewide service delivery program that provided both

centralized and community program options to infants, toddlers, children and youth with

vision, hearing, or dual sensory impairments. The purpose of this proposal was to address

the special needs in Alabama of this population and their families through a statewide

technical assistance program to agencies and other concerned agents serving or attempting

to serve the children with deaf-blindness in this state. The activities of this proposal were

designed to assure that public and private agencies, institutions, and organizations which

are providing early intervention, educational, transitional, vocational, early identification,

and related services to children with deaf-blindness and their families were more effectively

1) providing special education, etc. to children whom they are obligated to serve; 2) were

providing preservice and/or inservice training to paraprofessionals, professionals, or

related services personnel preparing to serve or serving children with deaf-blindness; 3)

were providing replications of successful, innovative approaches; 4) were providing

activitit s to facilitate parental involvement; 5) were providing consultative and counseling

set-, :cs to professionals, paraprofessionals, parents; and 6) were promoting the

integration of children with deaf-blindness with children with other disabilities and without

disabilities.

This project utilized a service delivery model based on provision of state, regional, local

and individual technical assistance to service providers and families through specific

strands. These strands were:

Strand I: Ages 0 through two, infant and toddler services,

Strand II: Ages three through 21, school age services, and

Strand III: Ages 14 through 21, transition services

This service delivery model allowed technical assistance activities to overlap in sequence and function where strand commonalties occur so that fragmentation of programming was

diminished and a continuum of lifelong planning occurred.

Goals and objectives of the proposal were met by preservice and inservice training

activities, individual and group consultation services, and statewide workshops and

conferences where exemplary and effective strategies to work with the targeted population

in the home environment, in center-based settings, and within the community were

demonstrated.

The project provided technical assistance to the families and service providers of the

children and youth listed on the deaf-blind registry, as well as to newly identified children, families, and service agents.

All project goals were based on previous results, research and evaluation findings, or other

information related to the problems and issues of appropriate service provision and

technical assistance to consumers and other agents concerned with deaf-blindness.

Products of the prniect promoted the adaptation and usefulness to others in conducting

related or similar projects and activities. Implementation and completion of project activities

significantly and positively impacted the unique special needs of the targeted population, infants, toddlers, children, and youth with deaf-blindness and their families in Alabama.
TABLE OF CONTENTS

I. TITLE PAGE

IL ABSTRACT 1

III. TABLE OF CONTENTS 2

IV. PURPOSE, GOALS AND OBJECTIVES 3

V. CONCEPTUAL FRAMEWORK 4

VI. DESCRIPTIONS OF THE PROJECT'S ACCOMPLISHMENTS,

OUTCOMES, AND CONTRIBUTIONS 4

VII. PROBLEMS/RESOLUTIONS 6

VIII. EVALUATION FINDINGS 7

IX. PROJECT IMPACT 8

X. REFERENCE STATEMENT 12

XI. ASSURANCE STATEMENT 12

XII. SUPPORTING INFORMATION Appendix

2
IV-PURPOSE, GOALS, AND 0I3JECTIVES

The purpose/goal of this project was to ensure that service providers and families of

deaf-blind children and youth were knowledgeable of existing service options; to design

and implement effective education and transition services, and to act as facilitators for

developing services to meet unmet needs of the targeted population.

Goals and objectives were achieved through preservice training, direct consultative

services, statewide workshops and conferences, and parent workshops and support

activities . Objective: Identify and track children and youth with deaf-blindness.

Two hundred and seventy five children, ages 0-22 were reported on the Alabama DeafBlind Census by the Spring qf 1995. This was better than a 100% increase since 1992

when the project started with 163 children statewide. Tracking and updating with service

providers and family groups throughout the state will continue in the 93-99 project.

Objective: Provide training and consultation for service providers, families . As of the Spring of 1995, a total of 327 professionals, 315 paraprofessionals, and 5,628

consumers and family members participated in the activities described below:

I-Pre-service training-A Summer Learning Institute for professionals, parents, and children

was conducted each summer of the project life. In cooperation with the University of

Alabama in Birmingham (UAB) credit courses in visual impairments , multiple disabilities

(including deaf-blindness), and communication were provided

2-Parent activities/training-A Parent Congress Conference was held each Summer/Fall

where parent delegates from every county were able to develop a support system that

networked the entire state allowing them access to resources and service agents, and to

organize group interaction for accomplishing goals and improved services. Parents also had

access to all pre and post-service training activities promoting parent/professional partnerships and involvement/interaction.

3-Dissemination activities -Dissemination of project products and information was

accomplished via a number of channels and avenues including: 1) project brochures

provided to LEA 's, and other state and private agencies serving children with (leafblindness; 2) best practice materials available from training activities and the project's

resource library for assessing and working with infants, young children, and youth with

deaf-blindness; 3) identification information disseminated to appropriate sources for

determining numbers, location, and needs of children in the state with dual sensory

imairments; 4) parent and project newsletters offering information about resources,

networking, and training events being offered by the project; and, 5) quarterly reports

made to the project's advisory board made up of represe;ztatives (.:f all major state service

agencies and the state parents' organization specific to deaf-blindness.

4-Evaluation activities-The project's accomplishments and impact was measured by a

number of specific activities including quarter !_y reports submitted to the Project Advisory

Board, evaluation information submitted on each technical assistance activity by presenter and consumer, data analysis of registry information, TA evaluations, information and

referral requests, and outcomes of student/parent progress and change

0 3
7-CONCEPTUAL FRAMEWORK

Alabama's Services to en ldren who are Deaf-Blind was designed to develop information,

resources, and exempla.y services to affect quality education for children who are deafblind to enable them to !ead productive adult lives.

The conceptual framewerk of the project was based on the following goals, components, and activities of the project:

1- The development of a statewide understanding of the definition of "deaf-blindness'

to ensure appropriate and complete identification of children in the state eligible for

the registry and project services.

2- The development of training and technical assistance activities that will demonstrate

best practices and offer follow-up user specific assistance to service providers and

families involved with children with deaf-blindness.

3- Development of collaborative activities with colleges and universities so that preservice training is available and appropriate for newly trained and retrained

professionals.

4- Development of continuing education/in-service activities that are responsive to the

individual and group needs of professionals, paraprofessionals, and families

relative to involvement with the child with deaf-blindness.

5- Development of parent/professional partnerships to ensure an improved and

dynamic quality of education, vocational and community living preparation, and

local community support exists for the targeted population as needed.

VI-ACCOMPLISHMENTS/OUTCOMES/CONTRIBUTIONS

Activities of the project have resulted in the provision of the following services to families

and providers for children and youth in Alabama who are deaf-blind:

Increased Parent/Family Involvement An integral goal of the project was to

increase the quality of education to children with deaf-blindness through developing strong

parent/professional relationships. Parent participants in project activities became involved in

the assessment process, were significant members of planning teams, became involved in

educational strategies to promote the child's development, and became committed to longterm involvement and advocacy for their child. Professionals began to value parent

relationships as having positive impact on the child's learning process. The family became

the primary source of information about the child.

Improved and increased Identification, including both diagnosis and

educational evaluation - Both parent and service provider participants in project

activities became knowledgeable of the special needs of the targeted population and how to

access or develop resources to address assessment and training needs. Infants, toddlers,

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children, and youth with deaf-blindness, ages 0-21 were identified in all but 10 of the 67

counties of the state, and referred for integration into the educational system to receive

appropriate services.

Improved programs for adjustment, education, transition, and orientation

for children with deaf-blindness - Service delivery options and opportunities

became more accessible in schools and in community environments as a result of

community awareness activities, expanded parent and service provider training, and

improved service delivery by the use of best practice information.

Increased services to the families - Families/parents were informed and empowered

to seek out resources and advocate for their needs and the needs of the child with deafblindness in the community. Families had access to trained peer counselors to assist them

in adjusting , coping, and planning for the future needs of their child. Parents were given

opportunities to network and support each other as advocates and support workers.

Coordinated and comprehensive plans for each child - Emphasis on interagency

collaboration and cooperative planning, as well as recognition of the strong parent role in

educating the child with deaf-blindness, led to better, more comprehensive, and realistic

goal setting.

More effective special education - Qualified/trained personnel utilized best practices

and strategies to cnsure that children with deaf-blindness received age-appropriate

experiences with non disabled peers. These improved services promoted ultimate child

functioning in his/her environment, and led to improved opportunities for adult lifestyles

for the targeted population.

More effective preservice and inservice training was provided -Professionals,

paraprofessionals, parents, and agencies serving, or preparing to serve the targeted

population, received training and technical assistance to enable them to more effectively

provide comprehenive services.

Personnel were trained to replicate and expand use of successful innovative

approaches - All technical assistance activities were centered around a self-perpetuating

concept so that recipients of training could become trainers . This "trickle down" effect was
a critical part of ensuring that rural and economically impoverished state areas had access to

best practices and strategies for service delivery to the child with deaf-blindness.

Parents were involved in project activities - Parents were included in technical

assistance and training provided to teachers and service providers. Parents were used as

participants in planning, as peer counselors, as workshop presenters, as resource and

networking contacts, and as community placement agents. This utilization of parents in

these many roles ensured lifelong planning, interagency collaboration, increased committed

manpower in both rural and urban environments.

Children with deaf-blindness were included/integrated into environments

with children with other disabilities and with children without disabilities - Because of technical assistance by the project to a variety of service agents and

environments, community attitudinal changes increased the options and opportunities

available for educational and social integration.

VII-PROBLEMS/RESOLUTIONS:

The project had two major obstacles to overcome in accomplishing goals and objectives in

a timely and effective manner:

I) Identification of the registry population.

2) Rural access to training and assistance for families and service providers.

Alabama is classified as a rural state and is considered minimally in compliance for

meeting the needs of its special children especially in rural areas. Addressing, or even

recognizing the needs of a low incidence population is not necessarily a high priority in its

state educational or personnel preparation plan.

While the project has not eliminated the above named problems, collaborative

endeavors with the State Department of Education(SDE), other major service providers,

and the state parents' organization, ADBMA, have initiated systems to reach resolution in

these areas through the following activities:

*Working with the SDE in their state and regional in-service training for LEAs to

ensure understanding of registry definition and benefits of access to project

resources.

*Utilizing the project's advisory board made up of major service providers to

disseminate information about the project's activities and the need/benefits of

registry enrollment.

**Training trainers(professionals and parents) from all regions of the state to be

able to locally assist programs and families on an on-going basis-this has been

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the single most effective method of rural access provided by the project during its life

VII-RESEARCH OR EVALUATION FINDINGS:

The objectives of the project responded well to the needs of children with deaf-blindness in

Alabama, their parents, and service providers. At the end of each project year, as part of a

comprehensive internal self-examination process that was undertaken by the project, a

survey using a sampling of its constituency was completed. Approximately twenty percent

of all families, TA rccipients and service providers in the state were polled. The survey questions were designed to get a broad overview of the project's responsiveness,

effectiveness, and the appropriateness of services offered, as well as to determine

improvements needed. Also, as part of its internal review, throughout the program year the

project collected information to establish or modify services to best meet the needs of deaf- blind children and youth, their families, and service providers. An analysis and

interpretation of this data collected indicates the following results:

-The average number of children with deaf-blindness in Alabama in any age group is 14%

-interpretation-services will be needed on a regular basis for the next 20

years; no age group has an influx of deaf-blind citizens; no specific cause of deaf-blindness as seen with rubella.

-The school districts report students with deaf-blindness primarily in the category of

Multidisabled.

-interpretation-TA should be concentrated on the multidisabled classes and

staff to reach the most students with deaf-blindness; teachers recruited for

the Summer Learning Institute should come primarily from the

Imultidisabled, hard-of-hearing, and deaf classrooms in local communities.

The majority of multidisabled children on the registry have non-conclusive vision and

hearing test results.

-interpretation-school systems need TA relative to evaluation of sensory

losses, auditory and vision training, and hearing and vision aid assistance.

The majority of Alabama's registry children are being educated in the educational setting of

a public school.

-interpretation- few children are receiving services specific to the dual

sensory disability.

-The majority of thc registry reported children reside in their home community.

-interpretation-TA should include assistance to parents, siblings, and community agents.

7
-The majority of children reported on the registry did not indicate cause of disability.

interpretation-there is a need for parents, health-care professionals, and

educators to receive training in identifying the causes of deaf-blindness to

assist in prognosis for future needs.

IX-PROJECT IMPACT:

The priorities for this project were established in response to identified state needs and

supported by current and definitive research relative tu strategies and techniques for more

effective service delivery, family support, training, technical assistance, and interagency

collaboration. The project objectives included a large menu of services to families

including counseling, home intervention, training, and family learning experiences through

both group instmction and individualized family service plans.

The services provided in the grant were not direct services but were designed to empower

the receivers to meet their own needs. This training supported the role of the parent as an

advocate, leader, decision maker, parent/professional partner, and case manager of a lifelong plan for the child with deaf-blindness. The project activities resulted in:

1) enhanced development of infants and toddlers with or suspected of having deafblindness so as to minimize the risk of developmental delays;

2) reduced educational costs by minimizing costs of future special education

services for infants and toddlers by providing more specific and realistic lifeplanning at an early and formative age;

3) increased integration of the child with deaf-blindness into least restrictive

environments in community-based placements;

4) enhanced capacity of the families to meet the special needs of their children with

deaf-blindness . Providing responsive services to children with deaf-blindness, their families, and service

providers in Alabama necessitated consideration of a number of factors which were

particularly charactcristic of the state. These included:

A large geographic area with numerous rural school districts - The

state is predominantly rural except for a few major urban centers scattered throughout the

state. Many of the smaller, especially rural school districts do not have trained staff or

sufficient resources to provide optimum programs for children with deaf-blindness. In

many of these areas, infant-preschool services as well are very limited. Through a variety

8
of technical assistance options and training events sponsored by the project, service

providers in such areas received the support and training needed to best accommodate

children with deaf-blindness in their home communities.

Frequently, families and service providers in rural areas feel isolated from their peers.

Through such activities as the annual Parent Congress for parents the S- Amvs- Learning

Institute, the Family Day-care Training Program, and various loco.. workshops and

meetings, the project provided opportunities for families of these children, and services

providers to meet and learn from each other.

Limited training programs - The special education preservice training programs in the

state are primarily generic in nature. There are three universities that have programs in

hearing impairments; and one university (University of Alabama at Birmingham) with a

program in vision impairments with training in dual sensory impairments. Those colleges

and universities which do have programs in severe disabilities do not generally address

deaf-blindness adequately. Thus, the preservice and inservice opportunities provided by

the project were essential to the development of expertise in deaf-blindness in the state.

Response to Other Needs - In addition to the training and educational state-specific

needs, the project recognized the critical importance of support to families, the

dissemination of information, and interagency linkages when quality service is its intent.

The project included the following activities to address each of these factors:

The Alabama project included a data base for information, referral, resource

directory, and research related to deaf blind citizens. The data was used to

identify/research/ validate service needs, resources, and best

practices/strategies to develop appropriate and improved planning for future

educational and community living for children with deaf-blindness in

Alabama.

The project built a system of cooperation and coordination for the delivery

of services with other related state agencies. The interagency referral

process resulted in a more effective and timely delivery of needed services.

As staff from the related state agencies received technical assistance ;win thc

project, they became more familiar with the needs of this population and

developed strategies for serving them more effectively.

9
The project maintained and utilized input from a project advisory board.

Through the advisory board members, families and service providers had an

avenue to participate in the planning and monitoring of services to children

with deaf-blindness ensuring that the project activities were implemented in

an effective and appropriate manner. This board served as an outside

evaluation team for the project.

Families and service providers were provided with resource information and

reference materials related to deaf-blindness. Through the project, families

and service providers had timely access to current resources at little or no

cost.

The project provided parents with a supportive and informational link with

other parents as well as gave families opportunities to learn from one

another. The parent initiated activities also promoted parents' self-advocacy

skills. Feedback to the project froin parent representatives (parent contacts)

froin different technical assistance sites assisted the project in developing or

modifying services to be more responsive to family needs. An annual

statewide Parent Conference was sponsored by the project.

The project utilized technology to produce materials, protocols, curricula,

etc. for parent and professional technical assistance, presentation, student

needs and other user specific activities and programs. This expanded

accessibility and state-of-the-art knowledge to rural and economically

deprived regions and provided more readily available support and training.

State education agencies have developed a computerized resource directory

of services targeted for children with disabilities, ages 0-5. The directory

lists public and private early intervention services, research and

demonstration projects, professionals, and other groups providing

assistance to these children and their families. The infonnation in the state's

computerized resource directory was supplemented and expanded by

resource information specific to the child with dual sensory impairment.

10
Service providers throughout the state had access to training opportunities to

provide a quality program which supports the optimum development of the

student or client with deaf-blindness in the least restrictive environment.

The project provided support to families of children with deaf-blindness so

that they are better able to cope appropriately with the growth and

development of this child with severe disabilities in the family. A major

focus of the grant was to train and utilize parents as peer counselors, service

advocates, job coaches, and competent service coordinators of their child's

life-long pian.

The project provided preservice and inservice training and consultation

services to programs involved in personnel preparation of instructional

personnel who will be working with, or preparing to work with, the child

with deaf-blindness - The activities of this objective ensured that

professi nals and paraprofessionals had access to credit and non-credit

training on preservice and inservice levels relative to the needs of the

targeted population. Parents were included in all TA activities.

Due to the identified gaps, the project focused upon improving education and

related support services through a statewide technical assistance network. The

technical assistance network utilized existing resources and support from various

agencies within the state, as well as regional and national programs. Through

collaboration and interfacement with statewide services provided by SDE/Division

of Special Education, Vocational Rehabilitation Services, the statewide parents

group-ADBMA, the Alabama Part li project, and the Alabama Deaf/Blind/

Multidisabled Coalition, the project improved the quality of services to persons who

are deaf-blind, and their families.

Technical assistance and training included early identification and evaluation,

communication, functional education, related services, job coaching and community

integration, and transition. Additional technical assistance services were added to

the menu annually following analysis of annual needs assessment surveys.

1 1
X-REFERENCE:

Further information about project activities can Be found in reports sent to ERIC, CEC,

Alabama Deaf-Blind Coalition Advisory, quarterly reports, project administrator reports, and information sent to TRACES.

XI- FINAL REPORT ASSURANCE:

The final report was submitted to ERIC on 12/28/95 in compliance with monitoring and

review practices pertaining to the 622 project's completion requirements.

4

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SUPPORTING INFORMATION
Section I

Summer Learning Institute

Section II - VI-C Registry Data Report

Section III

Deaf-Blind Coalition Interagency Agreement

Deaf-Blind Coalition/Advisory Board Members
1 Classes

2 Day Care

SLI

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1

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History of U AB Teacher Training in Vision

During the academic years of 1990 through 1995, a summer learning

institute and the week-end college plans were implemented with IF) to 20

students and 10 to 15 parents enrolled in each of the graduate sensory

impairments courses each year. These courses were funded with

collaboration of UAB, Alabama State Department of Education, 307.11 deafblind project, Alabama Institute for the Deaf and Blind (School for the Blind

and the Helen Keller School) and a grant from the Conrad N. Hilton

Foundation through Perkins School for the Blind. By combining

professionals, recruitment procedures, small pools of funds, and in-kind

services such as housing, facilities and audio visuals, graduate courses and

family education were provided for students and parents.

It was determined by participant evaluations that the model of

weekend and sununer courses is conducive to completion of graduate degrees since the convenience of housing, food, and less weekly travel for class

attendance was involved. This was especially beneficial for those teachers

who were presently teaching without proper certification and for parents who

could not leave jobs or children each week.

Student and parent satisfaction surveys have indicated that students prefer:

1) summer concentrated courses with access to the children and

families for clinical experiences,

2) week-end classes with two to three weeks between classes for Braille

and mobility,

3) anatomy classes yeekly with clinical hours in the classroom and

clinic for reinforcement of the class instruction.

4) practicum experiences in many settings for a variety of observations and class planning, and

5) clinical hours throughout the coursework to design an interest area for each student to concentrate on practicum hours.

Parents have also suggested the development of family ecological surveys, communication materials that are portable and teacher-made to be used at home, and resource directories.

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Dec-12-95 10:47A P.03

The oblectives of the model involve training in visual impairments, with opportunities for electives in sensory impairments. The competencies

for the course of study are based on accepted practice of Spungin and Ferrell's "The Role and Function of the Teacher of the Visually Handicapped" (1992). Teacher roles are categorized as specialized because of blindness expertise in: 1. assessment and evaluation

2. learning environment strategies

3. unique curriculum strategies

4. guidance and counseling

5. administration and supervision

6. schocl and community relations (31-34)

The electives in deaf-blind sensory impairments education correspond

to those taught at colleges such as Boston College, Texas Tech, and other

universities receiving I lilton-Perkins funding for visual impairments and

sensory impairments. The courses include augmentative communication

and technology, basic sign language, assessment, and anatomy of the hearing mechanism. From data received through the 1995 Alabama 307.11 Deaf-blind

project, it is estimated that training for students and parents will be needed

for the next twenty years.

Since 1981, 151 students (an average of 11 students per year) have been

enrolled in the visual impairments classes with:

84 students receiving graduate degrees, 55 students receiving teacher certificate endorsements

12 students receiving continuing education credit in visual

impairments.

Of the student, enrolled in course work:

35 are currently in public school settings, 7 direct regional services for early intervention, 1 is the consultant for the state resource center for the visually impaired,

1 is contract state consultant for the visually impaired

2 are Alabama Child Find early interventionists 49 are employed by Alabama Institute for the Deaf and Blind (31-School for the Blind, 16-Helen Keller School, 5 vocational facility) 2 are low vision specialists in ophthalmology /optometry

23 are employed in rehabilitation for the blind.

1 occupational therapy department low vision rehabilitation
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Summer Institute Training for Parents, Professionals and Children

I am interested in parent/nun-credit training.

I am interested in graduate credit courses.

I am interested in financial assistance.*

Name: Social Security No.:

Address: Telephone (Horne) :

Zip: Telephone (Work):

*Limited stipends are atxtiklble for parents and professionals . Please return by May 15, 1995.

111 Please cut along dotted line and return to Liz Moore Low Vision Center 50 Medical Park East Drive Birmingham, AL 35235

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For more information, call (205) 838-3162.
111111111111 MI NM 111111111 NM MI Partnership Summer Institute Training for Parents in: Futures Planning Self-Esteem Audit of Graduate Courses Sign Language for Professionals in: Nature and Needs of the Visually Impaired Methods and Materials of the Visually Impaired Advanced Topics in Special Education Daycare Setting for: Training Activities Parent Assistance Graduate Practicum Course Descriptions Graduate credit is provided through the University of Alabama at Birmingham (UAB) School of Education, Department of Special Education. Admission to graduate school is required. ECY 661 - Nature and Needs (3 hrs) July 10-14, 1995 Definitions and characteristics of blind, partially sighted, multiply impaired deaf- blind with educational considerations. MI Mil Mil MN ECY 662 - Methods and Materials (3 hrs) July 17-21, 1995 Curriculum design and educational planning for the visually impaired, blind and deaf-blind. ECY 689 - Advanced Topics in Special Education (3 hrs) June 26-30, 1995 Group Seminar on communications and instructional techniques for the deaf-blind multiply handicapped. Held in Tuscaloosa during the State Department of Education Division of Special Education Services Summer Academy. Parent Course Training Self-Esteem/Coping Skills Coursework on maintaining self-esteem as a parent, a care giver, family member and individual. Tramition/Personal Futures Coursework for parents to view total life plan for family and child. Communication Skills Various levels of sign language training for beginners and the more advanced. MI NM Ell MN MB MI Special Opportunities Parents and professionals will have opportunities to attend all classes. Parents and professionals will have a picnic each week to begin training sessions. All courses will be conducted at the lielen Keller School, Alabama Institute for the Deaf and Blind campus, in Talladega, Ala. Daycare center will be available for families participating in family training. Grand staffing finale for parents and professionals. Funding and Support provided by: Hilton-l'erkins National Program through a gram from the C(mrad N Hilton Foundation Alabama Institute for the Deaf and Blint1, 307.11 1 )eaf-13lina Project University of Alabama at Birmingham, School of Education and ( )ptometry Eastern Health System, Inc. Liz Moore Low Vision Center Ala- bama State I )epartment of Education, De- partment of Special Educa-tion Alabama I )eaf-13lind-Multihandicapped Association Very Special Arts-Alabama.
ADBMA Day Care Center

Region IV

Talladega, Alabama

Telephone Numbers

Day - 761-3600

Night - 362-8320

My child will be attending the ADBMA day

care program this summer, located on the Helen Keller School campus.

My child will attend Monday , Tuesday , Wednesday

Thursday , Friday . The hours are 8:00 A.M. - 5:00 P.M.

I understand I will provide, on a daily basis, a sack lunch for my child and

transportation to and from day care.

I agree to pay $20.00 per week (each Monday) for my child regardless of the

days or hours he/she attends.

I will notify the school a full week in advance if my child will not be in

attendance unless my child is ill.

I agree to pa:- the $20.00 each week to keep the slot open for my child.

My child's doctor is . His office telephone

number is . In case of an emergency, I give permission

for my child to be treated by the above named doctor or local hospital if I

cannot be contacted. I will be responsible for all medical bills.

I give my permission for my child to go on local field trips.

I give my permission for pictures to be taken of my child and for Channel 6

T.V. to do a story involving my child and the day care program.

I agree to send an extra change of clothes, bathing suit and a towel to be

left at school for my child.

I give permission for to pick up my child from

school.

Signature Date
Ecological Inventory for Deaf-blind Children and Their Families

Parent Survey

Note: This is the list of items developed by the parents for the ecological

survey.

Questions that parents would like to know from the professionals or the

referring agency are as listed below:

1. Are there tutors available for children in the home of parents who are

blind? (Often the parents are blind and the children are sighted with other

handicaps.)

2. Are 'there mentors for the parents through organizations or agencies so

that parent, can network?

3. Is there employment that is available for handicapped children? How

can we work with the school to teach the children the skills needed for these

types of jobs?

4. Is there hope of community housing for my child when he/she is of age?

5. How do I obtain more contact with the other parents and the teachers

so that I know more about my child?

6. What does my child do at daycare, school, or employment all day?

7. What does the teacher like to do outside of school? How can I learn

more about this person so that I `really know" the teacher?

8. Is there additional financial assistance for medical and other bills that

is available?

9. Have the doctors done all there is to do? Is there somewhere I need to

go to find more medical help?

10. Does the teacher know what I do with my child at night, weekends,

and every minute that the child is not in school?

11. How can I help get community housing for the future so my child is

taken care of in my old age?
12. I there any help for parents to be able to go to the grocery store, doctor,

or just have time away?

13. Please let me learn everything I can and do not hold me back.

Note* Parents were very helpful in asking and developing these questions.

The parents in the class setting also reinforced some of the items and stated

that sometimes they are afraid to ask questions.

m.marm.s=r=sdranimwsavi'
VI-C

REGISTRY DATA REPORT
Alabama Deaf Blind Project

1995 Registry Data Analysis

Prepared by

Mary Jean Sanspree, PhD

Research Professor and Director of Low Vision Services

University of Alabama at Birmingham

for VI-C Advisory Board of Review

December 1, 1995

Montgomery, Alabama

Page 1 Age of Deaf-blind students in Alabama

Analysis: In the age groups from 0 to 21 years, the average number of students per

age group is 14%. Data is reported across the school districts in all age groups.

Interpretation: When analyzing the data for future services, the research indicates that

services will be needed on a regular basis for the next twenty years. Also, no age group appears

to have an influx of deaf-blind citizens, indicating no specific cause of deaf blindness as seen

with rubella.

Page 2 Part B Primary Reported Handicaps

Analy0c: School districts report students with deaf-blindness primarily in the

category of Multidisabled. Deaf and Hard of Hearing appear to be the second most populated

areas reported.

Interpretation: Technical assistance should be concentrated on the multidisabled classes

and staff to reach the most students with deaf-blindness. Teachers recruited for graduate training

should come from the multidisabled, hard of hearing, and deaf classes in the local communities.

Page 3 Part B Secondary Reported Handicaps

Analysis: School districts report students with mental retardation in the second

handicapping condition area. Orthopedically Impaired and Other Health Impaired are the other

secondary groups. Deaf-blind is not frequently used as a secondary condition for placement.

Interpretation: Technical assistance should also be concentrated on these classes and

staff to reach the othei students with deaf-blindness. Some of these students will be in the

multidisabled classes with these secondary conditions a related services.
Age of deaf-blind students in Alabama N-275

0 16 to 18 M 19 to21

36 = 13% 36 = 13%

13 to 15

33 = 12%

0 0 to 3

33 = 1 20A

0 10 to 12

49 = 18%
Autistic

Deaf

Primary Reported Handicaps N=275

Deaf-Band

Hard of Hearing 11111111

Mentally Retarded

Muttidisabled

!Other Health Impaired

Orthopedically Impaired

0 20 40

Orthopedically Impaired = 3

Other Health Impaired = 1

Multidisabled = 156

Mentally Retarded = 39

Hard of Hearing = 29

Deaf-Blind = 13

Deaf = 33

Autistic = 1

60 80 100 120 140

Page 2
53%

Orthopedically Impaired = 80

Other Health Impaired = 47

Mentally Retarded = 146

Autistic = 2

Secondary Handicaps N-275

1%

Orth--o-pecTiCally mpred

Other Health impaired

CI Mentally Retarded

El Autistic

17%

Multidisabled 0%

Hard of Hearing 0%

Deaf-Blind 0%

Deaf 0%

Other Disabilities 0%

PRue

4sf
Alabama Deaf Blind Project

1995 Registry Data Analysis

Page 4 Degree of Vision Loss

Analysis: School districts report that students are partially sighted and legally

blind. Many students are reported with "test non-conclusive".

Interpretation: The students with visual assessments on record are not totally blind.

This indicates that vision stimulation and some visual communication can be possible. The nonconclusive group indicates that school districts may need assistance with securing appropriate

vision assessments for the students on the deaf-blind roll.

Page 5 Degree of Hearing Loss

Analysis: School districts report a large group of students with "mild" hearing

losses. The moderate, severe, and profound losses make up the largest assessed group. Many

students are reported with "test non-conclusive" and "not tested".

Interpretation: The students have significant hearing losses. This indicates that auditory

training and hearing aid assistance should be a goal for technical assistance. The not tested and

non-conclusive groups indicate that the school districts need assistance with evaluation of

hearing losses.

Page 6 Educational Settings

Analysis: School districts report that students are places in the public school

setting in regular, separate, or resource room settings.

Interpretation: The data indicates that the majority of students are in the public school

districts. It appears that many are served in the regular class or resource setting with support

from special services. Some are separated and it may be assumed that the teacher is a teacher of

the multidisabled (from previous data).

Page 7 Living Settings

Analysis: School districts report that students live in the home community with the

birth or adoptive parents.

Interpretation: The data indicates that technical assistance should include the parents

and siblings. Resources for information and referrals should include parent group information.
100 -,-

so80f

70

60

50 -

40

30

20

10

1

Partially Sighted = 89

Legally Blind = 92

Light Perception Only = 17

Totally Blind = 5

Test Non-conclusive = 62

Not Tested = 10

Degree of Vision Loss N=275

Par- tially Si- ghted

EILegally Blind

"'Light Perception Only

IITotally Blind

1:2Test Non-conclusive

Not Tested

Page 4

<
100 7

90

80 .- 70

60

50

40 jr

30 +

20 -,-

10

Mild = 61

Moderate = 32

Severe = 28

Profound = 27

Test Non-conclusive = 98

Not Tested = 29

Degree of Hearing Loss N=275

Page 5

I Mild

Moderate

D Severe

III Profound

II Test Non-Conclusive

13 Not Tested

i

t
Separate Class

(83)

Educational Settings N-275

Public sep school

(18)

30%

Private sep school

(11)

Educational services

0%

Private res facility

0%

Public res facility

(22)

38%

rRegular

(105)
Other

Private Res Facility

State Res Facility

Foster Family

Extended Family

Birth/Adopt parents

Living Settings N=275

Birth/Adopt Parents = 262

Extended Family = 6

Foster Family = 2

State Res Facility = 3

Private Res Facility = 1

Other = 1

Page 7

t.
Alabama Deaf Blind Project

1995 Registry Data Analysis

Page 8 Causes of Deaf Blindness

Analysis: The major cause of deaf-blindness in Alabama is listed as "other".

Hydrocephaly, Downs, and Fetal Alcohol Syndrome are recognized as causes. Other causes

reported did not reach above the 0% reportable level, but did form a reportable number as a

group (labeled under CHARGE 0%).

Interpretation: The data indicates that causes for deaf-blindness are not recorded or

reported to school districts. This indicates a need for parents, health care professionals, and

educators to receive training in identifying causes for deaf-blindness. Identification ofcauses

can assist with prognosis of future needs (such as Usher's syndrome, CHARGE, etc.).

Interpretation of 1995 Deaf Blind Registry Data

1. There is a need for deaf-blind services in Alabama for at least the next twenty years.

2. Technical assistance should be targeted for the multidisabled teachers and classes.

3. School districts need assistance with vision and hearing assessments.

4. Augmentative communication will be appropriate for most students since the reported

hearing and vision losses are not "total".

5. Regular educators should be included in technical assistance and training since most

students are placed in that setting.

6. Parents and families should be considered in information and referrals, technical

assistance, and other activities since most students live with the parents.

7. Parents, health care professionals, and educators should be included in training to

identify causes of deaf blindness.

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

The attached reports include the data sent to the U.S. Department of Education in March of 1995.

Information is as follows:

Numbers of citizens with deaf-blindness

Services for children with deaf-blindness

Reporting of training and other services

Numbers of students by age groups

1995 deaf-blind population map
Fetal Alcohol (25)

Causes of Deaf-blindness N = 275

27% Hydrocephaly (74)

45%

Or Tier, Charge, etc. (124)

5%

Maternal drug ( 14)
1

,M8kTERly

OF

March 24, 1995

TO: Alabama Deaf Blind Coalition

FROM: Mary Jean SanspraD

Research Professor and Director of Low Vision

RE: 1995 Deaf-blind registry

The March 15, 1995 Alabama Deaf Blind Registry Report to the U.S.

Department of Education, Office of Special Education and Rehabilitative

Services indicates that the reported numbers of citizens classified as deafblind are as follows:

Total

0 3 years 26

4 16 years 176

17-21 (22) years 73

275

1994 Deaf-blind count 250

Number added 1995 27

Number deleted 1995 2

Total reported 275

The attached report of training activities and other services indicates

state-wide growth in technical assistance. It is projected that training and

other services numbers will increase in the 1996 fiscal year. Data collection

will continue in order to measure grant activities.

The University of Alabama at Birmingham

School of OptometriBuilding 1716 University Boulevard

Birmingham, Alabama 35294-0010 (205) 934-3036 FAX (205) 934-6758

_ _ _ _ .-

RerttleJlletw61,4
OMB No. : 1820-0532

Exp. Date: 05/31/97

U.S. DEPARTMENT OF EDUCATION

OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES

Office of Special Education Programs

SERVICES FOR CHILDREN WITH DEAF-BLINDNESS

1. Name of State

Alabama

. Date

3/13/95

3. Name of Grantee

Alabama Deaf Blind Project

4. Address

P.O. Box 698, Talladega, AL, 35160

5. Project Director

Mrs. Zackie gosarge

6. Person Completing Form

Dr. Mary Jean Sanspree

7 . Telephone No.

(205)934-6723

. TTY No.

(205)934-2625

ED Form 30-lop, Revised 6/91

t.)

PEST COPY AVAILABLE
OMB Form No. 1820-0532

Exp. Date: 05/31/97

State: Alabama

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tiagio#a g*..5twovtvirv

s murrain

Activities

Persons Trained

Consultative Services

Professionals

40

Paraprofessionals

52

Family

Members

360

Training

42 83

Information/Referral

Services 200 180

Transportation (of

Trainees) 8

30

4,956

150

Other (Specify)

Parent Congress 27 132

*Many of our paraprofessionals are also family members.

*Increases ininformation/referrals is due to publishing of resource directory,

the establishment of a resource network, and the establishment of a data base

for information/referrals, and presentations to community and service

organizations.

o
Alabama Deaf Blind Registry

Numbers of Students by Age Group

Number Predicted Technical Assitance

0-3 22

4-6 40 x Transition

7-9 44 x LEA

10-12 42 x LEA

13-15 38 x LEA

16-18 42 x LEA

19-21 47 x LEA

"Fotal School Aged 275

Adults 1 I x Rehabilitation
REGISTRY

SUMMARY OF ALABAMA DEAF/BLIND-REGISTRY:

The deaf/blind registry of Alabama is maintained on a data base at the University of Alabama

School of Optonzetry. The registry indicates the demographics of the children as well as possible

technical assistance that may be needed. In 1994-95 the project registry was put into a data

base so that the needs and the location of the children could be examined. 1996 information will

detail the technical assistance that is needed, the teacher training or parent training that is

required to work with the technical assistance and how the school systems will work together to

provide this extra help for the students and their family. The registry (see attached registry

sarnple) is sent to every school system once a year for an update. A survey will be sent this year

to determine the many needs within the school district and when and where these needs may be

taught as a workshop or one-on-one training. Technology is always available to the teachers,

the parents and the students to assure the appropriate connnunication skills are used and

enhanced in each classroom.
Reason for Discharge:

Disposition of Care:

IPerson Making Discharge:

Signature:

Program:

DEAF/BLIND DISCHARGE FORM

YES

Has Signature

0 NO

[No Signature I
OR...C*1S . 1,11i,riffii mitt, 04

u '

3. Hydrocephaly1.-

6. Other

tiLOF

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1. AsPtixia

2. Encephalitis

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j

V..4- .1.{1" 1; in i

DEGREE OPVIS.P.N.L,

(Circle cdfle

, ;

. 1. Partially sighted (20-70 - 20-200

2. Legally blind (less than 20-200)

(or visual field less than 20)

3. Light perception onl

4. Totally blind

5. Tested - results non conclusive

hrri-11

cl` V. :1110:wi "It

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5 iii4P;11. 110.1

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(.14
e'' continued DEAF/BL1ND REGISTRY FORM

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h

5. Tested - results non-conclusive

6. Not tested

:t 4:

9. Seriously emotionally disturbed ,,,,,,,,,

6. Multi-disabled

7. Other health impaired

LIVING:

titip

6. Public residential facility

; 7. Private residential facility

. 1,;.

, .
DEAF/BLIND REGISTRY & DISCHARGE FORM

tV. ',........::':'4' ::-.:',.-;

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BEST COPY AVAILABLE
Deaf-Blind Coalition Interagency Agreement

Deaf-Blind Coalition/Advisory Board

Members

4 i
Alabama Deaf-Blind Coalition/VI-C Advisory Board

Lynn Sharp

Associate Director

State Medicaid Office

501 Dexter Avenue

P.O. Box 5624

Montgomery, Al 36103-5624

Phone: (334) 242-5588

FAX (334) 242-0533

Crystal Richardson

Educational Specialist

State Department of Education

Gordon Persons Building

50 N. Ripley Street

Montgomery, Al 36130-3901

Phone: (334) 242-8114

Steve Roth

Regional Director

Dept. of Mental Health

J.S. Tarwater Developmental Ct.

US 231 North, Hwy 9

Wetumpka, Al 36092

Phone: (334) 567-8471

FAX (334) 567-0720

Letta Gorman

Representative Post Secondary Education

Development Disabilities Council

401 Adams Avenue

Suite 170

Montgomery, Al 36104

Phone: (334) 844-4704

FAX (334).844-4709

Rita Houston

Rehabilitation Specialist

Division Vocational Rehab Services

2129 E. South Blvd.

Montgomery, Al 36111

Phone: (334) 281-8780

FAX (334) 281-1973

Jane Myrick

Parent Coordinator

ADBMA

1124 North E

Talladega, Al 35160

Phone: (205) 362-8320

Charlotte Watson

State President

ADBMA

P.O. Box 55

Scottsboro, Al 35768

Phone: (205) 574-2680

FAX (205) 574-5085

Wanda Key

Policy Specialist

State DHR Office

S. Gordon Person Bld.

50 Ripley

Montgomery, Al 36130-4000

Phone: (334) 242-1350

FAX

John Houston

Executive Assistant to Commissioner

State Department of Mental Health

RSA Union Blvd.

100 N. Union Street

Montgomery, Al 36130-1410

Phone: (334) 242-3643

FAX (334) 242-0796

Jim Harris III

Division Vocational Rehab Services

2129 E. South Blvd.

Montgomery, Al 36111

Phone: (334) 281-8780

FAX (334) 281-1973

Zackie Bosarge

Director of Special Projects

A.I.D.B.

P.O. Box 698

Talladega, Al 35161

Phone: (205) 761-3282

FAX (205) 761-3294
Susan Brooks

Regional Representative

HKNC

1005 Virginia Avenue, Suite 104

Atlanta, Georgia 30354

Phone: (404) 766-9625

FAX (404) 766-3447

Dr. Terry Graham

Director, OHEO

A.I.D.B.

P.O. Box 698

Talladega, Al 35161

Phone: (205) 761-328

FAX (205) 761-3294

Dr. Anita Briggs

TRACES Regional Coordinator

TRACES Project

P.O. Box 1455

Tryon, North Carolina 28780

Phone: (803) 457-5406

Jim Hare

Employment Development Coordinator

Vocational Rehabilitation

#4 Medical Office Park

Talladega, Al 35160

Phone: (205) 362-1300

Diane Roberts

Early Intervention

2129 E. South Blvd.

Montgomery, Al 36111-0586

Phone: (334) 613-2396

FAX: (334) 613-3494
DRAFT

INTERAGENCY AGREEMENT ON SERVICES TO INDIVIDUALS WHO ARE MULTIPLY

HANDICAPPED WITH VISUAL AND AUDITORY DISABILITIES

The purpose of this cooperative agreement is to mobilize all available resources on behalf of

individuals who are severely multiple handicapped with visual and/or auditory disabilities to

assist them in achieving their optimum functional level. This agreement is not intended to

deter or counter responsibilities of the parties to this agreement to perform such duties as may

be required under federal or state laws.

Under this non-financial agreement, achievement of the following objectives will be necessary

for the successful development and implementation of programs and services to the target

population:

To promote and maintain an interagency cooperative agreement committee which

has the responsibility to review and revise this agreement as may be needed and serve as a

clearinghouse for information and activities relative to interagency planning efforts.

To enhance public and agency awareness and understanding relative to needs and

concerns of individuals with deaf-blindness and multiple disabilities and regarding services

provided by the parties to this agreement through sponsorship of and participation in parent

and professional training activities and presentations, development and dissemination of

appropriate informational materials.

To conduct an annual needs assessment and to promote incorporation of deaf-blind issues

and concerns into other needs assessment activities as may be appropriate, to participate in

compilation and analysis of needs data, in order to identify and decrease service gaps and

service duplication and promote appropriate service planning and care coordination.

To provide staff contact persons, as needed, for support in the cooperative planning of

transition programs for persons who are multiply handicapped with visual and/or auditory

disabilities, to participate in developing a cooperative transition plan appropriate to the

clients' needs and functional abilities and to participate in other transition activities which

may be jointly developed by participating agencies and organizations.

To encourage the staff of our agencies at all levels to participate in joint staff meetings

and in-service training for the purposes of exchanging information and creating better

understanding of the services provided by the parties to this agreement.

To work toward identifying the service responsibilities of each party to this agreement

for persons who are multiply handicapped with visual and/or auditory disabilities.

To serve as the Advisory Board to the state's federal VI-C project for deaf-blind

individuals.

9
DRAFT

This agreement is implemented and effective on this date,

STATE DEPARTMENT OF DEPARTMENT OF MENTAL HEALTH

EDUCATION

Ed Richardson

AND MENTAL RETARDATION

R. Emmett Poundstone

State Superintendent of Education Commissioner

DEPARTMENT OF REHABILITATION ALABAMA INSTITUTE FOR DEAF

SERVICES

Lamona H. Lucas

Commissioner

DEPARTMENT OF HUMAN

RESOURCES

P.L. Corley

Acting Commissioner

ALAMABA DEAF-BLIND

AND BLIND

Joseph Busta

President

ALABAMA MEDICAID AGENCY

Gwen Williams

Commissioner

ALABAMA DEVELOPMENTAL

MULTIHANDICAPPED ASSOCIATION DISABILITIES COUNCIL

Charlotte Watson

President

PUBLIC HEALTH

COMMISSION ON AGING

Ms. Martha Beck

Commissioner

Tom Holmes

Chairman

ACHE
NOTES:

:5 4