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Conference Details


Conference

Open Hands Open Access: Deaf-Blind Intervention Modules

August 21, 2019


12:00 AM - 12:00 AM
Module 11: Intervener Strategies

Strategies in this course will equip you to provide intervention--including hands on learning opportunities--to children who are deaf-blind. The strategies build on each other and work together. Learning and implementing these four strategies (as well as strategies you have acquired in other courses) will take time to incorporate into practice. We will explore how to move at the pace most effective with the student with whom you work.

 

Objectives

Participants will:

  • Demonstrate observation skills that promote understanding of the intervener strategies covered in this module.
  • Describe the principle of “do with not for” and identify ways to "do with" students who are deaf-blind.
  • Describe the challenges of being a bridge, rather than a barrier. Identify possible solutions to these challenges.
  • Explain the importance and rationale of hand-under-hand technique and demonstrate the technique.

 

Target Audience

Teams and Individuals working with and/or interested in professional development regarding students who are deaf-blind, such as parents, teachers, paraprofessionals, administrators, and other service providers, including those who are not seeking to become interveners.

Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.


Tina Hertzog and Patti McGowan

DateTimeLocation
08/21/2019 12:00 AM - 12:00 AM PaTTAN - Online Course
09/10/2019 12:00 AM - 12:00 AM PaTTAN - Online Course
SelectUnitsUnit TypeHours
0 6
0 6
0 0

September 11, 2019


12:00 AM - 12:00 AM
Module 09: Routines

Routines provide a meaningful way for people who are deafblind to access and organize information. Routines also provide a framework for communication and participation. This course will provide an in depth look at the critical importance of establishing routine. In future courses, specific types of routines will be explored in depth.

 

Objectives

Participants will:

  • Describe routines as a foundation for early learning, concept development, and interactions.
  • Outline how routines support and organize learning for students who are deaf-blind by compensating for sensory gaps.
  • Explain the importance of collaboration with family members and the use of routines in both home and school environments.
  • Identify how routines are a framework for assessment and intervention.
  • Describe the intervener’s role in the development of routines.
  • List the prerequisites and considerations for designing and using routines.
  • Identify the steps of reviewing routine materials with a student and the process for developing a dialogue for communication.
  • Create and evaluate an effective routine for a case-study student.
  • Describe ways to expand on routines to help a student make progress.
  • Summarize the importance of routines for learning all types of skills.

 

Target Audience

Teams and Individuals working with and/or interested in professional development regarding students who are deaf-blind, such as parents, teachers, paraprofessionals, administrators, and other service providers, including those who are not seeking to become interveners.

Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.


Tina Hertzog and Patti McGowan

DateTimeLocation
09/11/2019 12:00 AM - 12:00 AM PaTTAN - Online Course
10/14/2019 12:00 AM - 12:00 AM PaTTAN - Online Course
SelectUnitsUnit TypeHours
0 6
0 6
0 0
12:00 AM - 12:00 AM
Module 15: Orientation and Mobility in Everyday Routines

This course covers the 10 guiding principles which are the foundation of an effective travel routine. We will review the responsibility of an O&M specialist to design suitable routes and routines to facilitate skill development. Travel routines embed skill development and should be practiced consistently in the context of daily routines. The course will highlight the benefits of an intervener knowing about orientation and mobility, therefore, the greater benefit to the student.

 

Objectives

Participants will:

  • Review how an effective travel routine can support a student´s practice of O&M skills.
  • Explain the "10 Principles of Effective Travel Routines" and how to apply intervener strategies to support student learning related to each principle.
  • Describe how environmental features help a student learn about the concepts of space and distance.
  • Analyze how environmental features can be sequenced to help a student know where he or she is in space (orientation).
  • List the skills a student acquires in the context of travel routines have a direct, positive impact on his or her inclusion in family, school, and community life.
  • Identify the skills acquired in the context of travel routines that lead to higher levels of safe, efficient, and independent travel.

 

Target Audience

Teams and Individuals working with and/or interested in professional development regarding students who are deaf-blind, such as parents, teachers, paraprofessionals, administrators, and other service providers, including those who are not seeking to become interveners.

Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.


Tina Hertzog and Patti McGowan

DateTimeLocation
09/11/2019 12:00 AM - 12:00 AM PaTTAN - Online Course
10/14/2019 12:00 AM - 12:00 AM PaTTAN - Online Course
SelectUnitsUnit TypeHours
0 6
0 6
0 0

October 15, 2019


12:00 AM - 12:00 AM
Module 10: Concept Development and Active Learning

By understanding the importance of touch and by using effective touch and engagement strategies, an intervener supports a student in exploration and learning about the world. This course will illustrate how experiences are the beginning of the development of concepts for students with deaf-blindness. It will review how the opportunities for exploration and varied experiences provide building blocks for the formation of concepts. An intervener can help bridge the gap between deaf-blindness and experiential and incidental learning. The course will also differentiate between concept development and skill development and how they are both important.

 

Objectives

Participants will:

  • Identify the impact of deaf-blindness on an individual’s development of concepts and incidental learning.
  • Compare and contrast skill development and concept development.
  • Identify that trusting relationships are essential for the development of concepts about the self (and concepts about the self are essential for learning).
  • Explain the role of language and communication in the development of concepts.
  • Describe methods for incorporating experiential learning and functional tasks.
  • Apply deaf-blind strategies in the development of routines which support active learning and concept development.

 

Target Audience

Teams and Individuals working with and/or interested in professional development regarding students who are deaf-blind, such as parents, teachers, paraprofessionals, administrators, and other service providers, including those who are not seeking to become interveners.

Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.


Tina Hertzog and Patti McGowan

DateTimeLocation
10/15/2019 12:00 AM - 12:00 AM PaTTAN - Online Course
11/03/2019 12:00 AM - 12:00 AM PaTTAN - Online Course
SelectUnitsUnit TypeHours
0 6
0 6
0 0

November 04, 2019


12:00 AM - 12:00 AM
Module 13: Calendars

This course explores the many kinds of “time pieces” (e.g., clocks and calendars)—also known as "time tools"—to keep us on track and oriented in the world. Time pieces are also extremely important for students who are deaf-blind. We will cover the use of customized calendars being a key educational strategy for students with deaf-blindness. Calendars help a student learn time concepts and time vocabulary, provide a way for her to understand and have some control over her schedule, and support conversations about everyday life activities. The goal of this course is to begin to give you some insights into how a child with deaf-blindness has different experiences of everyday situations. By understanding some of the impacts of deaf-blindness, an intervener or communication partner can begin to interpret a child´s responses to the environment in new ways and provide supports to the child based on that understanding/p>

 

Objectives

Participants will:

  • Explain why a student with deaf-blindness might have difficulty learning time concepts, time vocabulary, and understanding traditional timepieces.
  • List the continuum of time frames in calendar systems and identify several student characteristics that are prerequisites for each.
  • Identify ways that calendar systems are individualized for students with deaf-blindness.
  • Describe strategies to depict the past events for each time frame.
  • Describe how calendars move from concrete to abstract across the time frames to teach vocabulary about the future.
  • List example of how calendars support communication for students with deaf-blindness.
  • Summarize the crucial role that calendars play in supporting and clarifying genuine conversational interactions.

 

Target Audience

Teams and Individuals working with and/or interested in professional development regarding students who are deaf-blind, such as parents, teachers, paraprofessionals, administrators, and other service providers, including those who are not seeking to become interveners.

Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.


Tina Hertzog and Patti McGowan

DateTimeLocation
11/04/2019 12:00 AM - 12:00 AM PaTTAN - Online Course
11/24/2019 12:00 AM - 12:00 AM PaTTAN - Online Course
SelectUnitsUnit TypeHours
0 6
0 6
0 0

November 25, 2019


12:00 AM - 12:00 AM
Module 12: Maximizing Vision and Hearing

In this course, you will review the many avenues to maximizing hearing and vision. This includes the use of medical devices like glasses and hearing aids, assistive technology devices, and individualized educational accommodations. You will review the foundation for determining the best devices and accommodations for a particular student is careful, thorough assessment. Much focus is upon the intervener who plays an essential role in helping a student use accommodations and devices and observing how well they work for him. Making the most of (maximizing) any vision or hearing that a student with deaf-blindness has, will help him be as successful as possible in school and life

 

Objectives

Participants will:

  • Identify assistive technology used by students who are deaf-blind
  • List instructional modifications and strategies that maximize vision and hearing.
  • Explain when you need to adapt a vision or hearing device or strategy to accommodate both sensory needs
  • Describe how assessment is used to identify the most appropriate assistive technology for students
  • Review possible barriers to the student having full access to instruction due to vision deaf-blindness.

 

Target Audience

Teams and Individuals working with and/or interested in professional development regarding students who are deaf-blind, such as parents, teachers, paraprofessionals, administrators, and other service providers, including those who are not seeking to become interveners.

Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.


Tina Hertzog and Patti McGowan

DateTimeLocation
11/25/2019 12:00 AM - 12:00 AM PaTTAN - Online Course
12/31/2019 12:00 AM - 12:00 AM PaTTAN - Online Course
SelectUnitsUnit TypeHours
0 6
0 6
0 0
12:00 AM - 12:00 AM
Module 19: Accessing the Curriculum and the Environment

Intervener support is one form of accommodation under supplementary aids and services. This course will review how interveners provide one to one support to address the educational need of accessing information for students with deaf-blindness. Also reviews is assistive technology devices that help students access the curriculum in the classroom and at home.

 

Objectives

Participants will:

  • Examine the role of the intervener in the assessment process and ongoing decision-making practice for assistive technology.
  • Review components of both the general education and expanded core curriculum.
  • List factors that challenge access to curricula for students with deaf-blindness.
  • Identify materials, equipment and strategies that provide physical access for students with deaf-blindness and physical challenges.
  • Describe modifications and accommodations that support access needed for students with deaf-blindness and intellectual disability.
  • Review the range of equipment used to provide communication access and the factors that influence choices to use/not use specific equipment materials
  • Describe how and why assistive communication provides access (communication. learning, socialization, etc.) at school and at home.
  • Describe the collaborative nature between family and school team members to ensure access to curriculum.

 

Target Audience

Teams and Individuals working with and/or interested in professional development regarding students who are deaf-blind, such as parents, teachers, paraprofessionals, administrators, and other service providers, including those who are not seeking to become interveners.

 

Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.


Tina Hertzog and Patti McGowan

DateTimeLocation
11/25/2019 12:00 AM - 12:00 AM PaTTAN - Online Course
12/31/2019 12:00 AM - 12:00 AM PaTTAN - Online Course
SelectUnitsUnit TypeHours
0 6
0 6
0 0

January 01, 2020


12:00 AM - 12:00 AM
Module 16: Self-Determination

This course reviews the sense of self and how it is a complicated, multifaceted set of layers that define an individual. Knowing how these layers interact, and what is required to make each layer within a child thrive, will increase the quality of interaction between the individual with deaf-blindness and the intervener.

 

Objectives

Participants will

  • Describe four components of self-determination as they relate to the specific needs of students who are deaf-blind.
  • Define basic vocabulary, as it relates to self-determination.
  • Learners will identify opportunities for self-determination within video-based case studies.
  • Conduct environmental analyses to determine what opportunities there are for students with deaf-blindness to develop self-determination skills with partners in actual school settings.

 

Target Audience

Teams and Individuals working with and/or interested in professional development regarding students who are deaf-blind, such as parents, teachers, paraprofessionals, administrators, and other service providers, including those who are not seeking to become interveners.

Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.


Tina Hertzog and Patti McGowan

DateTimeLocation
01/01/2020 12:00 AM - 12:00 AM PaTTAN - Online Course
02/04/2020 12:00 AM - 12:00 AM PaTTAN - Online Course
SelectUnitsUnit TypeHours
0 6
0 6
0 0
12:00 AM - 12:00 AM
Module 24: Transition to Adulthood and Community Living

This course addresses transition and the on-going and personalized process involved in transitioning. The transition process involves people in all areas of the student´s life, all of which are integral to a successful adult life. Additionally, content will explore other facets of life impacted by transition, such as forming relationships and pursuing goals outside of vocation are overlooked by the team. Content will examine how a person led program with full learner self-advocacy and cohesive outside partnerships pave the way for achieving successful transition and a meaningful adult life.

 

Objectives

Participants will:

  • Describe transition for deaf-blind youth as moving towards personally meaningful adult lives with multiple possibilities.
  • Define transition as a life-process that takes place over time, and that preparing for transition needs to start well before transition actually occurs.
  • Identify the intervener’s role in supporting the voice of the student during the transition process.
  • Review need for a student to actively participate in the transition process through self-discovery, self-direction, and self-advocacy.
  • Reflect on one’s own values and the student’s values, and how these values impact choice-making.
  • Identify opportunities at school, at home, and in the community to facilitate a student’s vocational exploration and exposure to deaf-blind adults who lead meaningful lives.
  • List your student’s likes, dislikes, and aptitudes, including conditions leading toward success and barriers to success.
  • Describe how recreation and leisure activities are essential to providing a well-rounded life experience.

 

Target Audience

Teams and Individuals working with and/or interested in professional development regarding students who are deaf-blind, such as parents, teachers, paraprofessionals, administrators, and other service providers, including those who are not seeking to become interveners.

 

Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.


Tina Hertzog and Patti McGowan

DateTimeLocation
01/01/2020 12:00 AM - 12:00 AM PaTTAN - Online Course
02/04/2020 12:00 AM - 12:00 AM PaTTAN - Online Course
SelectUnitsUnit TypeHours
0 6
0 6
0 0

February 05, 2020


12:00 AM - 12:00 AM
Module 17: Social Skills and Peer Relationships Module

This course will provide participants each individual circle of the model allows for a more in-depth analysis of what each student needs and how to facilitate that without becoming too involved to the point of disrupting natural connections being made. Through evaluating your own personal circle of friends, a student with deaf-blindness’ own circle of friends is better understood.

 

Objectives

Participants will:

  • Review the important role that social skills play in school and post-school success.
  • Compare how deaf-blindness and decreased opportunities for incidental learning can impact the development of social skills.
  • Describe how to support natural social interactions based on shared activities and interests within the framework of family culture and local norms.
  • Describe how the intervener can facilitate friendships and interactions between the student and others in the school and community.
  • Examine how Circle of Friends process can be used to identify challenges and strategies to support social connections.

 

Target Audience

Teams and Individuals working with and/or interested in professional development regarding students who are deaf-blind, such as parents, teachers, paraprofessionals, administrators, and other service providers, including those who are not seeking to become interveners.

Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.


Tina Hertzog and Patti McGowan

DateTimeLocation
02/05/2020 12:00 AM - 12:00 AM PaTTAN - Online Course
03/10/2020 12:00 AM - 12:00 AM PaTTAN - Online Course
SelectUnitsUnit TypeHours
0 6
0 6
0 0
12:00 AM - 12:00 AM
Module 21: Sexuality

This course focuses on sexuality and that sexuality is a part of human life. Content will review that by providing information and support about sexuality to students who are deaf-blind, we are helping people have the information that they need to lead a self-determined life.

 

Objectives

Participants will:

  • Define sexuality as a natural and healthy part of the human experience.
  • Examine issues of sexuality which are relevant across the lifespan.
  • Describe sexuality education content for various ages (i.e., infant/toddler, preschool, school age, middle and high school, transition).
  • Distinguish sexuality myths from facts and understand the importance of sexuality education that is factual, medically accurate, age appropriate, and free of bias.
  • Describe the important role that self-esteem plays in self-determination and making healthy, informed choices.
  • Review the importance of being proactive with sexuality education and providing instruction before it is needed or becomes a problem.
  • Identify how sexuality education may be governed by laws and policies and must be conducted in collaboration with educational teams and families.

 

Target Audience

Teams and Individuals working with and/or interested in professional development regarding students who are deaf-blind, such as parents, teachers, paraprofessionals, administrators, and other service providers, including those who are not seeking to become interveners.

 

Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.


Tina Hertzog and Patti McGowan

DateTimeLocation
02/05/2020 12:00 AM - 12:00 AM PaTTAN - Online Course
03/10/2020 12:00 AM - 12:00 AM PaTTAN - Online Course
SelectUnitsUnit TypeHours
0 6
0 6
0 0

March 11, 2020


12:00 AM - 12:00 AM
Module 18: Progressing from Non-symbolic to Symbolic Communication and Complex Language

This course will provide insights into how a child with deaf-blindness has different experiences of everyday situations than other individuals in the same environment. By identifying some of the impacts of deaf-blindness, an intervener or communication partner can begin to interpret a child´s responses to the environment in new ways and provide supports to the child based on that understanding. This understanding is the vital key to enable the student to become a more proficient communicator.

 

Objectives

Participants will:

  • Explain the importance of clear communication for the team dynamic.
  • Describe strategies to support good team communication.
  • Identify the role and responsibilities of each member of the team, including the family.
  • Understand the importance of role release.
  • Describe strategies for conflict resolution.

 

Target Audience

Teams and Individuals working with and/or interested in professional development regarding students who are deaf-blind, such as parents, teachers, paraprofessionals, administrators, and other service providers, including those who are not seeking to become interveners.

 

Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.


Tina Hertzog and Patti McGowan

DateTimeLocation
03/11/2020 12:00 AM - 12:00 AM PaTTAN - Online Course
03/31/2020 12:00 AM - 12:00 AM PaTTAN - Online Course
SelectUnitsUnit TypeHours
0 6
0 6
0 0

April 01, 2020


12:00 AM - 12:00 AM
Module 23: Behavior and Environmental Supports

This course reviews how behavior can communicate what is going on with a child, how to identify the function of the behavior, how expectations can influence behavior, and how the environment impacts behavior.

 

Objectives

Participants will:

  • Examine the purpose of behavior, and how to identify that purpose.
  • Define a child´s behavior as a functional strategy to cope with a given situation.
  • Describe how expectations, both high and low, impact behavior.
  • Identify how the environment impacts behavior, and can be modified.

 

Target Audience

Teams and Individuals working with and/or interested in professional development regarding students who are deaf-blind, such as parents, teachers, paraprofessionals, administrators, and other service providers, including those who are not seeking to become interveners.

 

Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.


Tina Hertzog and Patti McGowan

DateTimeLocation
04/01/2020 12:00 AM - 12:00 AM PaTTAN - Online Course
04/21/2020 12:00 AM - 12:00 AM PaTTAN - Online Course
SelectUnitsUnit TypeHours
0 6
0 6
0 0

April 22, 2020


12:00 AM - 12:00 AM
Module 22: An Introduction to Sign Language and Braille

This course reviews sign language and braille as modes of access to language and printed materials. Learners who are deaf-blind may utilize their modes independently or in combination with other modalities. Participants will identify that sign language and braille are abstract forms of communication and should be considered as higher levels of communication. Also covered is information concerning emerging language users who are deaf-blind and how they will utilize modes that are at a pre-symbolic level of communication prior to moving onto these methods. It is critical that communication partners be aware of the hierarchy of language development and understand how to scaffold the learning of language.

 

Objectives

Participants will:

  • Review language development on a hierarchical continuum.
  • Describe the intervener´s role in supporting sign language and braille development.
  • Summarize how the consistent use of strategies and modalities across communication partners and environments is essential to the learner who is deaf-blind.
  • Explain why students who are deaf-blind are multi-modal communicators.
  • Describe the role of touch and how it is re-prioritized as an access point by students who are deaf-blind regardless of the use of functional vision (i.e. touch for communication, touch for information, touch for emotions, etc.).

 

Target Audience

Teams and Individuals working with and/or interested in professional development regarding students who are deaf-blind, such as parents, teachers, paraprofessionals, administrators, and other service providers, including those who are not seeking to become interveners.

 

Individuals attending this course must arrive on time and stay the duration of the course in order to receive Act 48 Professional Education hours. Requests for exceptions are to be brought to the attention of the individual´s Superintendent or IU Director prior to the course.


Tina Hertzog and Patti McGowan

DateTimeLocation
04/22/2020 12:00 AM - 12:00 AM PaTTAN - Online Course
06/05/2020 12:00 AM - 12:00 AM PaTTAN - Online Course
SelectUnitsUnit TypeHours
0 6
0 6
0 0