Teaching Resources

This webcast featuring Dr. Christine Roman-Lantzy provides information about the specific characteristic behaviors of CVI and provides information regarding the evaluation of functional vision.

Source: Perkins eLearning Webcast

An overview of CVI, including characteristics and teaching strategies

Source: Blind Babies Foundation

This article cautions against oversimplification of a complex condition, which is not an eye condition but a brain condition. Morse notes that all children with CVI do not exhibit the same behavior, a single approach does not work for all children, and treatment is a dynamic process.

Source: Dr. Mary T. Morse

Numerous videos by Dr. Christine Roman-Lantzy on CVI, including an Overview of CVI, CVI Range, Strategies and Programming Planning and more.

Source: West Virginia Department of Education

In two one-hour sessions, the staff of the New England Eye Low Vision Clinic at Perkins dive deeply into the causes and impacts of cortical/cerebral visual impairments, and discuss the importance of collaborative care for children with CVI.

Source: Perkins eLearning (Webinar)

Elizabeth Hartmann focuses on three main aspects of environments in this article (page 3): space, people, and time. Giving each appropriate attention "make them more conducive to meaningful communication" for children with deafblindness.

Source: California Deaf-Blind Services

This 3-page article (on pp.6-8 of the newsletter) offers strategies for planning an effective transition from school to adult life. It includes information about the members of the team and creating an effective futures plan.

Source: California Deaf-Blind Services

In this 30-minute webcast, Mary Zatta describes the purpose and components of a vocational portfolio, and discusses the importance of development processes.

For more information on this topic, see this title from Perkins Publications: School to Work - Developing Transitional Portfolios for Students with Significant Disabilities

Source: Perkins School for the Blind

A landing page of links to current research on the topic of math education and math accessibility.

Source: Texas School for the Blind and Visually Impaired (TSBVI)

In this primer on the Universal Design for Learning framework, Dr. Richard Jackson argues that creating a curriculum that accommodates students with low-incidence disabilities is beneficial to all learners.

Source: National Center on Accessible Educational Materials

Earn your continuing education points through this 3-part tutorial on Universal Design for Learning, featuring Perkins' popular Accessible Science curriculum, as well as methods for adapting physical education activities.

Source: Perkins eLearning Tutorials

This self-study course in braille, designed for people with vision and presented in Spanish, was created by Carmen Roig and is available online at no charge. 

Source: ONCE

This three-part multimedia presentation covers an introduction to CVI, case studies, and intervention strategies.

Source: Texas School for the Blind and Visually Impaired

Information on all aspects of cortical visual impairment (CVI), including introductory materials, CVI products, research, and resources.

Source: American Printing House for the Blind (APH)

This resource is available for sale in print at the site in the title, and is free for download at the links that follow. It offers state and local education agencies a framework from which meaningful, appropriate programming for students who are deafblind can be developed. These guidelines identify the knowledge and skills educators need to assist their students who are deafblind reach their full potential and become successful, contributing members of our society.  Developed by leaders in the field of deafblindness, guide offers insight on implications of combined vision and hearing loss on learning and the need for specialized assessment, program planning and service delivery.

Best Practices: Designed for educational administrators at all levels – state, local and program. Guide addresses key aspects of addressing student communication needs, building a staff and developing a team approach.

Chapter 1: Foundations (Download PDF)
This chapter describes the skills and knowledge that educators must possess in order to teach children who are deafblind. This group of children presents very diverse and complex educational needs. Critical areas of educational programming need to address the development of communication, appropriate assessment, and working with families.

Chapter 2: Educational Personnel (Download PDF)
The student who is deafblind is usually served by a large, diverse educational team. The term educational personnel refers to those persons providing services within an educational setting. Programs serving students with deafblindness should have appropriately qualified team members and provide ongoing supervision, mentoring, and professional development. To ensure that quality services are provided, at least one member of this team (a deafblind specialist) should have an in-depth knowledge and expertise in deafblindness adequate to assure equal access to the student who is deafblind to all aspects of the learning environment. This chapter presents the issues that should be considered by educational personnel who serve students who are deafblind.

Chapter 3: Assessment (Download PDF)
The assessment of students who are deafblind is challenging. There are no standardized tests specifically designed for deafblindness. The reason is that there is no typical student who is deafblind who can serve as the norm upon which to base assessment or evaluation tools. Often, students have varying degrees of sensory losses and additional cognitive, physical and emotional challenges. Each of these factors and their combined impact must be carefully considered, and the student should be assessed in a holistic way. This chapter presents the factors that must be considered in order for an assessment to be a fair appraisal of students’ abilities, challenges, and priorities for instruction.

Chapter 4: Services and Placement Options (Download PDF)
This chapter provides an overview of the issues surrounding services and placement options for children who are deafblind. The Individuals with Disabilities Education Improvement Act (IDEA) of 2004 requires that an array of services and placement options be available to students with disabilities. The goal of placement in the least restrictive environment (LRE) will only be realized when the student has full access to the curriculum and educational environment in his/her communication forms, has authentic interactions with both peers and professional personnel, and achieves high educational performance standards (National Association of State Directors of Special Education [NASDSE], 2006, p. 51). The services provided for students who are deafblind must be well coordinated and implemented in a collaborative manner to meet the identified needs of the student.

Chapter 5: Supportive Structure and Administration (Download PDF)
Deafblindness is a low-incidence disability; therefore, it is important that state and local administrators work collaboratively and creatively with existing resources and develop new resources when necessary to expand state capacity and to assure that students have quality IEPs/ITPs developed by teams that have expertise in deafblindness. A common challenge is that state and local educational administrators are often unaware that some of their special education students are deafblind because those students, especially when they have multiple disabilities, are counted under different categories of disabilities.

Appendix A (Download PDF)
Competencies for Teachers of Learners Who Are Deafblind (1997) B. McLetchie & M. Riggio, Eds. These are statements of knowledge and skills required for teachers of learners who are deafblind. At the core of the teacher competencies is the teacher’s ability to build a strong, trusting, personal relationship with the learner. Based upon a trusting relationship, teachers can use their specialized competencies in deafblindness to assist the learner in developing his or her own personal and social competence.

Appendix B (Download PDF)
Excerpt from: The NTAC Outcome and Performance Indicators: A System for Documenting Outcomes for Children and Youth with Deaf-Blindness, their Families, and the Service Providers and Systems that Serve Them.

Appendix C (Download PDF)
Recommendations on the Training of Interveners for Students who are Deafblind (2004) Alsop, L. et. al. This document outlines training practices and competencies recommended for intervener training. The document addresses many of the issues identified by the Intervener Task Force and later the Community of Practice Focusing on Interveners and Paraprofessionals. It includes a common understanding of the definition and role of an intervener, a list of recommended competencies, levels of learning for staff development and training, recommended training practices and a checklist of considerations for developing an intervener training system.

Appendix D (Download PDF)
Competencies for Training Interveners to Work with Children/Students with Deafblindness (2004) Alsop, L. This is a copy of the validation survey used to determine the appropriateness of each competency listed for interveners working one-to-one with students who are deafblind.

Source: Perkins School for the Blind

This fact sheet has been developed to guide families through the development of an individualized education program for a child with deaf-blindness. It is available as a free download, below, or hard copies can be bought at the link in the resource title. It references both the Individuals with Disabilities Education Act (IDEA) and Deafblindness: Educational Service Guidelines .

Download a copy of the Developing an Effective IEP fact sheet in English or Spanish.

Copies can be purchased in a bulk order of 50. (50 copies / $7.50)

Available in English and Spanish so please specify your preferred language. Shipping is Free Matter for the Blind which takes about 7-10 days.

Source: Perkins School for the Blind

Educators Alan J. Koenig, Mary Jean Sanspree, and M. Cay Holbrook state "the position of DVI regarding the determination of the reading medium for students with visual impairments."

Source: American Federation for the Blind (AFB)

Barbara Miles and Barbara McLetchie describe types of concepts and the relationships, attitudes, and environments that promote their development in students who are deafblind; in English, Spanish, and Chinese.

Source: National Consortium on Deaf-Blindness (NCDB)

Mavis Campos’s chapter in the book, Innovations In Developing Countries For People With Disabilities, (Edited by Brian O'Toole and Roy McConkey) addresses the creation of livelihoods for people with disabilities, including vocational training, rural self-employment, and social marketing.

Source: Enabling Education Network

Suggestions for helping children develop the organizational skills necessary for success, both at school and in later life.

Source: Eyeway.org (India)

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