interventions for children with vision and hearing loss 32 nd annual kdec conference february 27,...
TRANSCRIPT
Interventions for Children with Vision and Hearing Loss
32nd Annual KDEC Conference
February 27, 2014
Presenters: Megan Cote &
Rebecca Obold-Geary
Co-Directors of the Kansas Deaf-Blind Project
kansasdeafblind.kssdb.org
The Kansas Deaf-Blind Project
• A Federally Funded 5 Year Grant(we are currently in year 1)
• Based at the Kansas State School for the Blind in KC, KS
Our Mission:To identify and serve learners with Deaf-Blindness and their families in the state of Kansas.
Intro to Deaf-Blindness:
DEAF-BLINDNESS does NOT imply that an individual
sees or hears absolutely nothing
DEAF-BLINDNESS simply means that the individual experiences both a vision and a hearing loss, to some degree.
Key Questions:
Two key questions to ask, when assessing whether a learner has DB:
1. Does she have enough vision to compensate for her lack of hearing?
2. Does she have enough hearing to compensate for her lack of vision?
(John McInnes)
Deaf-Blindness is a disability…
about INFORMATION GATHERING which LIMITS ACCESS which is EXPONENTIALLY MORE
than a hearing loss plus a vision loss
Deaf-blindness…
affects two of a learner’s three DISTANCE SENSES and
necessitates that she use IMPACT SENSES (i.e., taste, touch, kinesthetic) to gather information
Types of “Information Gathering” (i.e., LEARNING)
Direct learningSecondary learning Incidental learning
Here are some stats…
In the United States, over 10,000 children and youth (birth - 22 years) experience deaf-blindness.
Of this 10,000, approximately 5% experience total deafness and total blindness
But approximately 91% of these 11,000 children and youth also experience additional disabilities
ETIOLOGIES of DB In general, children might be at risk for having
combined vision and hearing losses , due to a: hereditary syndrome or disorder pre-natal condition post-natal condition family history head injury or direct trauma to ear / eye prematurity
CATEGORIZING DB
1. by time(s) of onset of sensory loss2. by degrees / types of sensory loss3. BOTH—by time(s) of onset and degrees of sensory loss
By far, the best predictor of an individual learner’s needs / skills is
the #3 model of categorization.
Deaf-blind Simulation
How did you feel during the simulation?
What is the object?
What were the properties of the object that helped you identify the object?
What are the concepts related to the object?
Sensory Perspectives
Sensory Perspectives DVD
A set of interactive simulations of a variety of conditions related to deafness, blindness and deaf-blindness.
https://hopepubl.com
GENERAL CHARACTERISTICS
Learners with DB often demonstrate: inconsistent responses to sounds or visual
images (i.e., use of remaining skills) a distorted perception of the world, due to lack of
non-distorted information from the distance senses
balance problems delays in motor development tactile sensitivity or defensiveness an overactive startle response
GENERAL CHARACTERISTICS (con’t.)
difficulty interacting with things in the environment in a meaningful way
difficulty in communicating with people in a meaningful way
difficulty in establishing / maintaining inter-personal relationships
difficulty in generalizing information light gazing stereotypy (fear, confusion, sensory deprivation)
CHARACTERISTICS RELEVANT TO LEARNING
It is important to remember that learners who have DB often: lack the ability to anticipate events are deprived of many of the most basic extrinsic
motivations (i.e., curiosity); sensory info is so distorted it is ineffective as a source of motivation to explore and interact with people and the environment
will not benefit from being left alone, for long periods of time, with toys / materials
CHARACTERISTICS RELEVANT TO LEARNING
(con’t.)
cannot benefit from incidental or secondary learning, but must be taught through direct instruction
cannot independently learn from mistakes, because she is unable to correctly understand the results of her actions
may not benefit from group instruction, alone, because she cannot learn from watching and listening to others
The best way to informally gauge cognitive skills is by observing the way she “remembers”
LEARNERS WITH DB
Almost always experience… feelings of vulnerability more security / safety in a seated position lengthier periods of time, learning to trust
others / the world challenges counteracting boredom
LEARNERS WITH DB (con’t.)
And… perceive time very differently respond positively to enhanced textures find it difficult to interpret movement fatigue more rapidly than same-aged
peers demonstrate increased tactile sensitivity,
particularly around the face
LEARNER NEEDS
A learner who has deaf-blindness needs to…
understand CONCEPTS through MORE THAN ONE sensory /communicative mode
have the opportunity to learn and interact in an ENHANCED CONTEXT, in order to know what is going on around her
LEARNER NEEDS Deaf-blindness requires a learner’s
partners to take time to… plan how a learner will RECEIVE
information in every activity plan what a learner will DO in every activity consider the IMMEDIATE physical, visual,
and auditory ENVIRONMENTAL CONTEXTS of every activity
LEARNER NEEDSWhen you meet a person who has DB… treat her as you would anyone else address her directly, not through an interpreter,
intervener, or anyone else let her know who you are, and when you enter /
leave the room use the words, “see,” “hear,” and so on naturally describe things that are happening, or are about to
happen remember that behaviors affect attitudes!
LEARNER NEEDS When communicating with a person
who has DB… be in close proximity to her (yet respectful) alert her that a communicative interaction is
about to begin or end use multi-modal communication wait for her to respond provide choices, in order to allow her some
control
Interventions
Communication
Environmental
Social/Emotional
Concept development
Communication
Multi-modial communication Objects Coactive signs Signals and cues Calendar systems
Wait time Watch entire child
http://library.tsbvi.edu/Play/83
Resources for Communication
Communication Matrix by Charity Rowland www.communicationmatrix.org
The Communication Matrix is designed to assess the expressive communication for learners who use very early stages of communication and progress slowly. Pre-intentional through beginning language are addressed in relation to refusing, obtaining, social interactions and seeking information.
Resources for Communication
Communication Map by Kathleen Stremel
http://www.oregondb.org/Assess.html Kansas Deaf-Blind Project Learning
Modules: Communication Mapping training.distancementorship.org
The Communication Map is designed to assess expressive and receptive communicative intents and forms. The visual profile provides information for short and long term programming.
Resources for Communication
Watkins, S. & Clark, T.C. (1991). A coactive sign system for children who are dual-sensory impaired. American Annuals of the Deaf, 136, (4), 321-324.
Project Salute www.projectsalute.net http://www.projectsalute.net/Learned/Learne
dhtml/Coactive.html
Environmental Considerations Vision
Contrast Size Lighting
Hearing Noise to sound ration AcousticsTactile/touch
Olfactory Tactile/touch Taste Proprioceptive and Vestibular
Resources for Environmental Considerations National Center on Deaf-Blindness
https://nationaldb.org/library Environmental Consideration Checklist by Dr. Mary Morse
Perkins Webcasts: Adapting Environments for Individuals with Vision Loss by Darrick Wright
http://www.perkins.org/resources/ 10 Issues to Always Consider When Intervening for
Students with Deafblindness by David Wiley http://www.tsbvi.edu/resources/3114-10-issues-to-always-consider-when-intervening-for-students-with-deafblindness
Social Emotional
Encouraging Relationships and Bonding Fostering Trust Stress Intervener Support
Resources for Social Emotional
SPARKLEwww.sparkle.usu.edu
Intervenerswww.intervener.org
Concept Development
Concepts vs. Skill Concepts
Concrete concepts (i.e. chair) Semi Concrete concepts (i.e jumping) Abstract Concepts (i.e. nervousness)
Six areas of concept development affected by DB
Objects exist Objects have permanence Objects differ Objects have names or labels Objects have characteristics Objects have functions or use
Resources for Concept Development
Perkins. Strategies for Early Cognitive Skills/Concept Development http://www.perkinselearning.org/
Cause and Effect Object Functions
Object Permanence Taking Turns SPARKLE
http://www.sparkle.usu.edu/Topics/concept_development/index.asp
What a Concept by Jim Durkel at the Texas School for the Blind https://www.tsbvi.edu/seehear/spring00/concept.htm
Teaching Strategies and Content Modifications for the Child with Deaf-Blindness by Kate Moss at the Texas School for the Blind https://www.tsbvi.edu/seehear/archive/strategies.html
If I suspect that I have a learner with Deaf-Blindness, what do I do?
• Go to kansasdeafblind.kssdb.org• Download the application and instructions.• Mail the application and supporting documents
to: Kansas Deaf-Blind Project
Rebecca Obold-Geary1100 State Ave. Kansas City, KS 66102
• Questions: contact Rebecca Obold-Geary [email protected] or 913-305-3087
Kansas Deaf-Blind FUND
If a child is on the Deaf-Blind Registry,
the educational team can apply for
materials to support the learner-
up to $3,000 annually.
This is done through Joan Houghton at
KSDE or her assistant, Cynthia Penrod.
Applications are submitted in the Spring.
Kansas Deaf-Blind PROJECT vs.
Deaf-Blind FUND
Project:
Federally Funded
Based at Kansas State School for the Blind
Fund:
State Funded
Based at KSDE under Joan Houghton
One of only 2 states in the country to have such an allocation.
How does the Kansas Deaf-Blind Project provide support?
• Provide free TA in the school & in the home.• Provide parent scholarships for training- to attend conference(s),
Project SPARKLE. • Provide state-wide trainings & district trainings• Intervener training scholarships @ USU.• Family weekends.• Partner with Families Together to offer trainings.• Facebook page.• Parent-to-Parent Mentorship. • Distance Mentorship.• Access to free on-line training modules related to Deaf-Blindness.
The Kansas Deaf-Blind Project
kansasdeafblind.kssdb.org
KS DB Family Specialist:
Dinell Smith [email protected]
KS DB Project Directors:
Megan Cote- [email protected]
Rebecca Obold-Geary- [email protected]
Kansas Deaf-Blind Project Learning Modules
Twelve modules developed by Dr. Susan Bashinski:
training.distancementorship.org
1. Interactions with Touch
2. Interactions with Objects
3. Calendar Systems
4. Communication Mapping
5. Development of Communicative Intentionality
Kansas Deaf-Blind Project Learning Modules
6.Gestural Development
7. Hand under hand strategies
8. Piaget and the symbolization continuum
9. Utilizing Routines
10. Introduction to Vision Loss
11. Introduction to Hearing Loss
12. Introduction to Learners with Deaf-Blindness
To receive a user name and password email [email protected]
On-line Module RESOURCES
Kansas Deaf-Blind Project Learning ModulesEast Carolina University deaf-blind modules
mast.ecu.edu/picker.php Select Students with Deafblindness (left column): Modules: Introduction, Developmental Impact, Educational ImplicationsEast Carolina University Mini Modules http://www.ecu.edu/cs-educ/ci/sped/dbproject/Mini-Modules.cfm
Intervener training opportunities
Credential Program:Utah State University www.usu.eduwww.intervener.org
Other TrainingOpen Hands Open Access: Deaf-Blind Intervener Learning Modules nationaldb.orgEast Carolina University http://www.ecu.edu/cs-educ/ci/sped/dbproject/DB-Intervener-Certificate.cfm
Additional Resources National Center on Deaf-Blindness
nationaldb.org
literacy.nationaldb.org Home Talk
http://documents.nationaldb.org//HomeTalk.pdf Tips for Home and School from Nevada Deaf-
Blind Projecthttp://www.unr.edu/ndsip/
Additional Resources continued
Washington Sensory Disabilities Services: Deaf-Blind www.wsdsonline.org
Perkins School for the Blind: Webcasts
www.perkins.org look for Teaching Resources
KS DB Library loans for teams working with a learner on the Kansas Deaf-Blind registry kansasdeafblind.kssdb.org
***REMEMBER*** Learners who have deaf-blindness are an incredibly
heterogeneous group Deaf-blindness is a disability about information gathering! Partnering with a learner with deaf-blindness involves
INVITING THE CHILD “OUT” to join the work and to build levels of connection with her
A learner with deaf-blindness is NOT a “deaf” child who cannot see or a “blind” child who cannot hear. Deaf-blindness is unique and complex disability.
SUMMARY
A child with deaf-blindness is NOT a “deaf child” who cannot see or a “blind child” who cannot hear
Deaf-blindness is a unique
and complex disability!