Deafblindness
There are 3 topics included in this training module that demonstrate The use of Augmentative-Alternative Communication (AAC) Systems for children who are d
Identify and practice ABA approaches that will support students who are visually impaired, blind, Deafblind or multiply disabled.
The course will include information pertaining to the causes of CVI and program planning/interventions for individuals with CVI.
This online course provides theoretical and practical information for teaching social communication skills to students with visual impairment and autism.
This course will provide content related to students who have cortical visual impairment (CVI) and who are considered to be in Phase III CVI.
In this webcast, Amber talks about how important it is to involve children with disabilities in their community and gives advice on how to make this work.
Dr. Hartshorne emphasizes by better understanding the unique features of CHARGE and its interactions we obtain better understanding of related behaviors.
Wendy Bridgeo discusses the importance of starting the transition process early for students with disabilities, especially those with CHARGE syndrome.
Dr. Maryann Girardi speaks about providing physical therapy to children with CHARGE syndrome and its challenges.
Sharon Stelzer discusses the impact of CHARGE Syndrome upon the student, and strategies a teacher can implement to create a good learning environment.
In this webcast, Dr. Jan van Dijk shares his expertise on child-guided assessment. His child-guided method of assessing is recognized and used worldwide.
In this webcast, Jerry Berrier provides an overview of a variety of communication technologies for individuals who are deafblind.
Weningshi shares her experience and process for developing student-centered curriculum guidelines in Indonesia for students who have multiple disabilities.
This webcast demonstrates how the use of a web conferencing tool has assisted in building teams and promoting ongoing dialog among members.
In this video, Barbara Miles talks about the unique functions the hands serve for those who are deafblind.
In this CHARGE Syndrome webcast, David Brown describes the impact of sensory processing on proprioception, the vestibular sense, and behavior.
Barbara Miles discusses her approach to conversations with students who are deafblind and strategies for connecting when a person can't see or hear you.
Beth Jordan shares her insights on Preparing for Transition and talks about the mandate for educational services versus lack of mandate for adult service.
Marianne Riggio talks about the process of helping educational programs conduct self-assessments as a means of ensuring that their program is effective.
In this webcast, Elizabeth Torrey talks about the use of tangible symbols to support the development of communication in children.
In this webcast, Marlin Minkin addresses the issues that families struggle with related to raising children who are deafblind.
Dr. Jan van Dijk presents his research and ideas related to the brain, the limbic system and the impact on teaching and learning for students.
In this webcast, Dr. McLetchie and Dr. Zatta discuss the critical importance of blending “Quality of Life” into the curriculum.
Martha Majors provides insights on the impact of medical and physical challenges for children in educational environments.
In this webcast, Susan DeCaluwe discusses the development of the Communication Portfolio for learners with deafblindness and multiple disabilities.
Pamela Ryan, School Psychologist at Perkins School for the Blind, offers an overview of CHARGE Syndrome.
A parent shares resources on self-determination and transition into adulthood for youth who are deafblind, blind or visually impaired, including those with multiple disabilities or other special needs.
A parent shares tips on getting started as an office volunteer shredding paper
There are 4 sessions included in this training module on functional literacy for students with visual impairments and additional disabilities.
Conference will be held on March 13, 2019 at the Four Points by Sheraton, Norwood, MA.
We’ve extended the Registration and Payment Due Date to March 1st
How to evaluate your students’ progress using data collection systems and how to incorporate the data into current assessment processes.
The course will include information pertaining to the causes of CVI and program planning/interventions for individuals with CVI.
Using an active learning approach to teach science to students with severe special needs or multiple disabilities
A college student who is deafblind due to Usher Syndrome discusses learning ASL and exposure to deaf culture in the classroom.
The following is part of a series of 6 different activities related to making football accessible with visual impairments or multiple disabilities.
Teaching your child to deal with the unexpected and to solve problems of daily life is a critical transition skill.
The parent of a young adult who is deafblind discusses details of setting up a recycling program and managing the money earned.
The parent of a young adult who is deafblind shares her experience of setting up a project to recycle cans in the community.
McGowan, parent of teenager who is deafblind describes the transition planning process for her son as he began preparing to go from high school to college.
In this video, Amanda Martinage will talk about Part Two of Tactile Processing, specifically how to address dysfunction.
Information on how to pair Bluetooth switches to an iPad for students who have multiple disabilities.
Sign in: 8:30 am, Workshop: 9:00 am – 2:00 pm. Location: Howe Building - Assistive Device Center. 175 N Beacon Street, Watertown, MA 02472.
Hotel reservations MUST be made by February 12, 2017 in order to receive discounted rate. Location: Mountain View Grand Resort & Spa. Phone: 855.837.2100.
In this Part 1 video on Tactile Processing, Amanda Martinage focuses on what tactile processing is and what does tactile dysfunction look like.
A teacher of the visually impaired shares her favorite apps for students who use switches.
Registration is now open for Spring 2019 Sign Language Classes!
Classes are taught in Signed English and meet one session per week.
The mother of a child who is deafblind reflects on the need to adapt information to one's own child and specific circumstances.
Fun and practical digital literacy tech activities for students who have multiple disabilities and are visually impaired.
This activity introduces students with visual impairments to personal task management, which includes skills in a variety of areas of the Expanded Core Curriculum (ECC), such as self-determination, independent living, and compensatory skills.