Determining Support Needs for Children with Both Vision and Hearing Loss In an Educational Setting

Adapted by the Georgia Sensory Assistance Project from a form developed by the National Center on Deaf-Blindness

Determining Support Needs for Children with Both Vision and Hearing Loss

In an Educational Setting Adapted by the Georgia Sensory Assistance Project from a form developed by the National Center on

Deaf-Blindness

Purpose of the Guide: The purpose of this discussion guide is to help IEP teams make informed decisions about the supports that are appropriate for a particular student who has combined vision and hearing loss and is on the state deaf-blind registry. Enrollment on the deaf-blind state registry does not require that a student have IEP eligibility of deaf-blindness- only that a vision AND hearing loss exist.

Individuals who have dual sensory loss have absent, partial, or distorted vision and hearing which severely limits access to visual and auditory information that is needed for learning and communication. They require special support services to meet the challenge of providing access to information and communication in an educational setting. These supports include a way to access information that others receive through vision and hearing, ways to communicate in a manner others understand and can respond to, and opportunities to bond and form relationships with others in their school environment.

Decisions on appropriate supports must be made based on an understanding of how a student learns, communicates, and accesses information given the profound limitations on the receipt of sensory input that occurs with combined vision and hearing loss.

BEFORE YOU BEGIN!

Prior to discussing what level of services are appropriate for your student, the IEP Team should: Ensure that the team has a member with expertise in the education of students who have dual sensory loss Review existing evaluation data.

If teams have questions about best-practice services for students with combined vision and hearing loss, or lack expertise in the education of students who have dual sensory loss they should contact GSAP, DOE, or resources listed below.

Step 1: Review AssessmentBefore the decision about supports can be made, the team should review assessment information in the following areas:

Vision and hearing Orientation and Mobility Communication Concept Development Self-help and Daily Living Skills Adaptive Technology Behavior Social/Emotional Needs

Have all Critical Student Assessments Been Completed and Reviewed? Yes - Proceed to Step 2 No- Complete and review assessments before making decisions about an appropriate services

The Georgia Sensory Assistance Project is a federally funded OSEP grant to provide technical assistance to schools and families supporting children who are deaf-blind. http://gsap.coe.uga.edu

Georgia Sensory Assistance Project at the University of Georgia – COE/CSSE- 570 Aderhold Hall, Athens, GA 30602 mveto@uga.edu -478-751-4459 or cdarrah@uga.edu 706-542-2433

Step 2. Assure that the student’s IEP team has a member with expertise in educating children who have dual sensory loss.

Due to the low incidence of combined vision and hearing loss, many teachers and related service providers have little experience with students who have dual sensory loss and a limited understanding of their unique needs. If the team does not currently include an individual with this specific knowledge or training, GSAP, your state deaf-blind project may be able to provide or assist you in finding one.

If teams need more information about supports for students who have dual sensory loss, the following articles may be useful:

Deafblindness: Educational Service Guidelines- You may request a bound copy from GSAP or find it on-line at- http://www.spannj.org/resources/Deaf_Blindness_Ed_Service_Guidelines.pdf

Documenting Instructional Considerations for the Student with Combined vision and hearing loss by Robbie Blaha, Education Specialist and Kate Moss, Education Specialist, Texas Deafblind Outreach - https://www.tsbvi.edu/attachments/1746_AppIDBInstructional-Modifications.doc

IEP Quality Indicators for Students with Deafblindness developed by Texas Deafblind Outreach - https://www.tsbvi.edu/attachments/other/IEP_Indicators.pdf

10 Issues to Always Consider When Intervening for Students with Deafblindness by David Wiley, Texas Deafblind Outreach - http://www.tsbvi.edu/outreach-staff/3114-10-issues-to-always-consider-when-intervening-for-students-with-deafblindness

Assessment of Deafblind Access to Manual Language Systems (ADAMLS) by Robbie Blaha & Brad Carlson - http://www.dblink.org/pdf/adamls.pdf

Step 3: Complete the discussion topics which follow:

1. Use of Vision2. Use of Hearing3. Access to Information4. Access to Communication5. Access to Trusting Relationships and Social Interaction6. Access to Conceptual Learning7. Questions about the Educational Team

Topic 1: Use of Residual Vision

1. Does the student have residual vision?

YesNo

2. How do you know this?(If you answered “no” for Question 1, continue to Table 2 after describing how you know that the student does not

have residual vision.)

3. Describe how he or she uses vision to access information (e.g., must be very close to objects and people, relies on particular visual fields) and how you know this.

4. List supports and adaptations the student requires to maximize the use of vision (e.g., personnel, vision devices, alternative materials).

5. Describe how each support is currently delivered.

Topic 2: Use of Residual Hearing

1. Does the student have residual hearing?

Yes No

2. How do you know this?

(If you answered “no” for Question 1, continue to Table 3 after describing how you know that the student does not have residual hearing.)

3. Describe how he or she uses hearing to access information (e.g., must be very close to people) and how you know this.

4. List supports and adaptations the student requires to maximize the use of hearing (e.g., personnel, hearing devices, alternative materials).

5. Describe how each support is currently delivered.

Topic 3: Access to InformationFor items checked “Yes,” describe the supports and adaptations the student requires and who will deliver them.

Examples of supports include, but are not limited to: Close-up instruction Tactile learning Prior access to information presented during group

instruction

Assistance anticipating upcoming activities Assistance transitioning from one activity to another Orientation to and exploration of the environment

Student Characteristics Supports (Including Personnel) and Accommodations

As a result of combined vision and hearing loss, the student:

Relies on close vision and/or hearing to obtain information (Describe)

Yes No

Relies on touch to obtain information (Describe) Yes No

Requires support to participate in group instruction (Describe)

Yes No

Requires support to locate items (Describe)Yes No

Requires support when moving within environments (Describe)

Yes No

Requires support to know what will happen next (Describe)

Yes No

Requires support to transition between activities (this refers to the cognitive and emotional aspects of transitions as well as physical support) (Describe)

Yes No

Requires support to explore surroundings (Describe)Yes No

Requires support to use assistive technology equipment (Describe)

Yes No

Summarize Your Responses- With responses to the above questions in mind, discuss whether current supports are meeting the student’s needs for appropriate access to information. Do current personnel have the specialized skills needed to provide supports that the student requires? A plan to provide appropriate access to information should be specified.

Documentation- List the sources of information that helped you respond to the questions above (e.g., specific evaluation reports; staff or family knowledge).

Topic 4: Access to Communication

For items checked “Yes,” describe the supports and adaptations the student requires and who will deliver them. Examples of supports include, but are not limited to:

Instruction in the student’s primary modes of communication

Facilitation of direct communication between the student and others (including peers)

Ensuring that supplemental communication aids are functioning and being used

Hand under hand instructional techniques

Consistent use of communication systems Calendar systems Consistent use of supplemental communication aids Altered pacing of instructional and other activities Providing extended time for the student to respond Multiple communication partners proficient in primary

communication modeStudent Characteristics Supports Including Personnel /Accommodations

As a result of combined hearing and vision loss, the student:

Communicates using sign language (Describe) Yes No

Uses tactile sign language, specifically Yes No

Uses other tactile communication methods (e.g., informal touch systems, touch cues, object cues) (Describe)

Yes No

Requires a slow pace of communication (Describe) Yes No

Requires support to get someone's attention (Describe) Yes No

Requires support to express knowledge and interests (Describe)

Yes No

Requires support to express needs (Describe) Yes No

Requires support to make requests (Describe) Yes No

Requires support to understand what others are communicating (Describe) Yes No

Requires support to understand curricular content (Describe)

Yes No

Requires others to be in close proximity to communicate (Describe)

Yes No

Summarize Your Responses- With responses to the above questions in mind, discuss whether current supports are meeting the student’s needs for appropriate access to communication. In particular, consider whether current personnel have the specialized skills needed to provide supports that the student requires. A plan to provide appropriate access to information should be specified.

Documentation- List the sources of information that helped you respond to the questions above (e.g., specific evaluation reports, staff or family knowledge).

Topic 5: Access to Trusting Relationships and Social Interactions

For items checked “Yes,” describe the supports the student requires and who will deliver them. Examples of these supports may include, but are not limited to:

Functional analysis of communicative intent and perceived inappropriate behavior Formal or informal social skills training Teaching initiation and interaction strategies to peers and staff Facilitating social interactions with staff and peers using students primary modes of communication Assistance locating and identifying staff members and peers Assistance orienting to new people Provision of additional information when transitioning between individuals and activities

Student Characteristics Supports Including Personnel / Accommodations

As a result of combined hearing and vision loss, the student:

Needs support to interact with peers (Describe) Yes No

Often expresses emotions in socially inappropriate ways (Describe)

Yes No

Has difficulty establishing trusting relationships with educators and peers (Describe)

Yes No

Becomes frustrated or confused when interacting with educators and peers (Describe)

Yes No

Summarize Your Responses- With responses to the above questions in mind, discuss whether current supports are meeting the student’s needs for appropriate access to relationships. In particular, consider whether current personnel have the specialized skills needed to provide supports that the student requires. A plan to provide appropriate access to information should be specified.

Documentation- List the sources of information that helped you respond to the questions above (e.g., specific evaluation reports, staff or family knowledge).

Topic 6: Access to Conceptual Learning

For items checked “Yes,” describe the supports and adaptations the student requires and who will deliver them. Examples of supports include, but are not limited to:

Pre-teaching, reviewing, and repetition Hands-on experiences to build concepts Direct and incidental teaching Generalization training

Activity-based instruction Meaningful and relevant activities Attach language to all experiences

Student Characteristics Supports Including Personnel/ Accommodations

As a result of combined hearing and vision loss, the student:

Does not understand concepts used in instruction or conversation(e.g., up, down, over, stop) (Describe)

Yes No

Does not understand concepts used in grade-level standards work

Yes No

Lacks understanding of the concepts of time. (Describe) Yes No

Lacks understanding of concepts associated with objects (e.g. function, use) (Describe)

Yes No

Does not understand concepts used in daily routines (Describe)

Yes No

Summarize Your Responses - With responses to the above questions in mind, discuss whether current supports are meeting the student’s needs for appropriate access to conceptual learning. In particular, consider whether current personnel have the specialized skills needed to provide supports that the student requires. A plan to provide appropriate access to information should be specified.

Documentation- List the sources of information that helped you respond to the questions above (e.g., specific evaluation reports, staff or family knowledge).

Questions about the Instructional Team yes no For each question marked YES, discuss the supports needed for the instructional team

Due to other demands in the classroom, does the instructor find it difficult to remain in close enough proximity so the student can maintain visual, auditory, and or tactile access to instruction? Describe any concerns:

Due to the needs of other children in the classroom, does the instructor find it challenging to adjust the pace of instruction so the deaf-blind student has enough time to get understandable information through either modified communication or tactile/close-vision exploration? Describe concerns:

Do any instructors have difficulty or unfamiliarity with the student’s preferred communication modes (e.g., tactile symbols, sign language, tactile sign)? Describe concerns:

Does existing staff find it challenging to schedule time for deaf-blind –specific material adaptation and equipment maintenance (e.g., communication aids, vision devices, hearing aids)? Describe concerns:

Is it challenging for the team to be consistent due to the large number of individuals working with the student?Describe concerns:

Is it challenging for the team to provide necessary background and fill-in information to help the student fully understand instruction and conversation across all settings? Describe concerns:

Summarize current staff ability to provide necessary supports:

Taken from: Determining the Need for an Intervener in Educational Settings. Developed by Texas Deafblind Outreach, TSBVI Outreach Programs 5/1/12 www.tsbvi.edu

Summary of the DiscussionSummary of Vision and Hearing Topics Summary of Access TopicsVision:

Hearing:

Access to Information

Access to Communication

Access to Social Interactions

Access to Conceptual Learning

Questions about the Instructional Team

Accommodations currently in place:

Based on the results of the team discussion, the team identified the following student needs for additional supports and adaptations. Please list specific examples of situations where supports are not working.

Based on discussion, the team identified the following supports and adaptations to address the identified need

One service delivery model for providing appropriate supports to students who are deaf-blind with significant needs in the areas discussed above is through the use of an intervener. Interveners, through the provision of intervener services, provide access to information and communication and facilitate the development of social and emotional well-being for children who are deaf-blind. In educational environments, intervener services are provided by an individual, typically a paraeducator, who has received specialized training in deaf-blindness and the process of intervention. An intervener provides consistent one-to-one support to a student who is deaf-blind (age 3 through 21) throughout the instructional

day. Working under the guidance and direction of a student’s classroom teacher or another individual responsible for ensuring the implementation of the student’s IEP, an intervener’s primary roles are to:

• provide consistent access to instruction and environmental information that is usually gained by typical students through vision and hearing, but that is unavailable or incomplete to an individual who is deaf-blind2;

• provide access to and/or assist in the development and use of receptive and expressive communication skills2;

• facilitate the development and maintenance of trusting, interactive relationships that promote social and emotional well-being2; and,

provide support to help a student form relationships with others and increase social connections and participation in activities.

An intervener does not work in isolation. Instead, he or she:

• participates as an active member of the student’s educational team,• attends and participates in IEP meetings,• attends regularly scheduled planning and feedback meetings with the teacher and other team

members,• is actively supervised and supported by the classroom teacher and other professionals responsible

for the child’s IEP, and• receives ongoing support from professional educators with expertise in deaf-blindness

For more information on the role of interveners, please contact GSAP.