The World I Live In: An Introduction to Deafblindness and Intervention

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The World I Live In: An Introduction to Deafblindness and Intervention Two-Day Conference October 4 th & 5 th, 2017 Register by Wednesday June 28 th, 2017 to receive $20.

1 The World I Live In: An Introduction to Deafblindness and Intervention Two-Day Conference October 4 th & 5 th, 2017 Register by Wednesday June 28 th, 2017 to receive $20.00 off your conference fees (Two-Day conference only) Date: October 4 & 5, 2017 Time: Oct. 4 th 8:45 to 4:15 & Oct. 5 th 8:30 to 3:00 Location: W. Ross Macdonald School, 350 Brant Ave., Brantford Fees: $40.00 per day for parents, guardians and students $60.00 per day for educators and professionals

2 The World I Live In: An Introduction to Deafblindness & Intervention NAME OF PARTICIPANT Registration Form Please PRINT clearly SCHOOL BOARD SCHOOL / AGENCY NAME ADDRESS PHONE/FAX ADDRESS ACCOMMODATIONS (e.g. Interpreters) PLENARY SESSION CHOICE (PLEASE PICK ONE) Sensory Integration Transitioning to adult services Supporting academic elementary/secondary deafblind students POSITION/ROLE Parent/Guardian Student Intervenor Teacher E.A. Other ATTENDING (please check the day(s) you plan to attend) DAY 1 DAY 2 BOTH Early Bird Registration (if rec d by June 28 th, 2017) Please note: Space is limited. Food is being catered. Dietary restrictions cannot be accommodated. Vegetarian options will be available. Deadline for registration is Wednesday, September 20, Cheque or cash only will be accepted for payment at registration on October 4, Cheques to be made payable to W. Ross Macdonald School. Please fax or your registration as soon as possible to: Emilie Hyde Administrative Assistant, Deafblind Resource Services & Deafblind Program (519) , Ext. 290; Fax (519) Emilie.Hyde@Ontario.ca 2

3 AGENDA Day 1 8:00-8:45 am Registration and Coffee 8:45 9:00 am Welcome Dan Maggiacomo, Principal W. Ross Macdonald School 9:00 am 12:00 pm Deafblindness and Intervention Presented by Lynne Osasuyi, Vice Principal W. Ross Macdonald School (10:15-10:30 break) 12:00 1:00 pm LUNCH (Campus Corner school store & display tables available) 1:00 2:30 pm Total Communication and Concept Development Presented by Amanda Pollard & Patti Schonbacher Deafblind Resource Consultants (2:30 2:45 break) 2:45 4:15 pm Breakout Sessions (1/2 hour each) Presented by Deafblind Resource Consultants Experience Tools Presented by Vickie Kovacs & Scott Slaght Calendar Systems Presented by Amanda Pollard & Kate Broussard Tour of Deafblind Program at WRMS Presented by Heather Hickman Join us in the evening at The Sociable 5pm Brantford Sociable Kitchen + Tavern 45 King George Rd, Brantford, Ontario, N3R 5K2 3

4 AGENDA Day 2 8:00-8:30 am Coffee and pastries 8:30 10:00 am Experiential Learning in a Responsive Environment Presented by Brittany Day & Heather Hickman, Deafblind Resource Consultants (10:00 10:15 break) 10:15 12:00 pm Breakout sessions (1/2 hour each) Snoezelen/Therapy Pool Presented by Risa Walker, Deafblind Resource Consultant Communication Matrix Presented by Jan Casali, Speech & Language Pathologist Transitioning throughout the day - Presented by Sally Watson & Vickie Kovacs, Deafblind Resource Consultant 12:00 12:45 pm LUNCH (Display tables available) 12:45 2:30 pm Plenary Sessions (Please be sure to indicate on your registration which session you wish to attend) 1- Sensory Integration (Guest speaker from Deafblind Ontario Services) 2- Transitioning to adult services (Guest Speaker from Canadian Deafblind Association) 3- Supporting academic deafblind students in both elementary and high school settings (Guest student speakers from W. Ross Macdonald School) 2:30 3:00 pm Q & A 3:00 pm Evaluations 4

5 Session Information What is Deafblindness and Intervention Deafblindness is a combination of vision and hearing impairments. Although few people are completely deaf and blind the majority of individuals with deafblindness have some useable vision and hearing. Students who are deafblind need professionals trained in the area of deafblindness to provide specialist support to address the difficulties with communication, access to information and mobility that they experience. Students also need staff members who understand the impact that deafblindness can have on the person and their family. During our session, we will examine areas related to congenital deafblindness. We will focus on the impact deafblindness has from birth on the child and the role intervention plays in compensating for the combined loss of vision and hearing. We will be experiencing a simulation and having the following discussions; what is deafblindness, the impact of deafblindness on learning new information, the main causes of congenital deafblindness, the philosophy of intervention, the role of the intervenor and the methods and techniques utilized to compensate for the combined loss of vision and hearing. Total Communication and Concept Development Total Communication Deafblindness affects access to both auditory and visual forms of communication. Using the Total Communication Approach is vital for a child who is deafblind throughout their entire day. It is based on their individual learning pathways and takes into consideration their residual vision/hearing, motor abilities, strengths and needs. In this presentation, we will discuss: What receptive and expressive communication is to those who function as deafblind? How do we create a total communication environment using deafblind methods and techniques? What are the different components of the total communication approach? How do we use these components to support the child in meeting their needs? You will have an opportunity to experience a total communication approach within a controlled environment while under simulation. Concept Development Deafblindness inhibits access to auditory and visual stimuli occurring within the environment. We will touch upon the importance of a providing non-distorted information through the use of total communication, intervention, experiential based learning, and within a reactive (responsive) environment. 5

6 Experience Tools What is an Experience Tool? Whose experience is it anyway? An experience tool is a collection of items that directly relates to an experience that an individual has had and/or will participate in. An experience tool is used to enhance the learning of concepts such as time, promote expressive and receptive language, become familiarized with daily routines and anticipate events, be engaged, make choices and be informed. Experience tools also allow a hands-on experience to the meaning of language which allows the individual to learn in a concrete manner. Experience Tools can include a storybook, tactile memory, memory book, scrapbook, story boxes/bags or journal. There are a variety of different ways to describe the same idea. Individuals with deafblindness have a unique learning style. Experience tools can be tailored to the unique needs of these individuals. Some ideas include using tactual materials for individuals with little to no vision or colourful objects or pictures for individuals with sight or using auditory components for an individual with deafblindness that has some functional hearing. Consultants will be available to answer questions, share information throughout Workshop Calendar Systems For students who are deafblind, calendar systems are essential in providing a concrete means of what is going to happen within the student s day. Calendars are created to meet the specific needs and abilities of each student. They may be as simple as a single object that represents What I am going to do now or they may look very much like regular calendars consisting of months, days and dates with information in large print or Braille. During this session, we will discuss the following topics: why calendar systems are important for students who are deafblind different types of calendar systems for students at various levels how to implement a calendar routine using the calendar system to create IEP goals when to expand a calendar system Time to explore different calendar systems will be given. 6

7 Tour of W. Ross Macdonald School Deafblind Program The Impossible is Only the Untried The Impossible is Only the Untried is our school motto for a very good reason. We believe that to have the greatest chance of success in life, students must be able to draw from as many challenges and experiences as possible. Having this bank of experiences creates opportunities and helps to build resilience and independence. Students have a better chance at living life on their own terms. Our exemplary programming reflects this philosophy, creating a well-rounded educational experience for students. W. Ross Macdonald School, located on 68 acres of parkland and natural surroundings has offered quality educational programs since Well established within the community, it has built its reputation on academic excellence and commitment to engagement in its community. At W. Ross Macdonald School our goal is to reach every student and our commitment is to provide all the necessary resources to ensure the success of our students. The program for students with deafblindness is organized around the basic concept of a class of three students, one teacher, and a complement of support staff. In co-operation with parents, teachers develop an Individual Education Plan which includes the developmental areas. The teacher also develops a comprehensive educational program that may include input or service from other sources such as: physiotherapy, music therapy, orientation & mobility, occupational therapy, speech & language, behavioural consultants, and student support counsellors (residence staff). There is a focus on literacy and numeracy, often including pre and emergent literacy & numeracy skills. Experiential learning or activity-based learning, in which the student is actively engaged in programming, provides the necessary foundation for educational development. Students have access to the gross motor room with specialized equipment, the Snoezelen room, Snoezelen pool and therapy pool, gymnasium, music therapy room and life skills room. We welcome you to tour our school and see for yourself how placements at W. Ross Macdonald School provide our students with a range of opportunities! What is a responsive environment? What is a responsive environment? It is an environment which responds to the individual it must be created, it will not simply emerge. It is designed to enable the individual who is deafblind to have the same level of control over their environment as someone without a dual sensory impairment. How do we create a responsive environment to foster experiential learning with individuals who are deafblind? The individual is treated with respect, listened to, and encouraged to communicate their ideas in a safe and secure environment. Throughout this session, participants will learn what a responsive environment is, the components which make up this environment and the importance of creating a responsive environment for students who are deafblind. 7

8 Snoezelen Room/Pool Snoezelen was originally developed in Holland. The word Snoezelen originates from two Dutch words meaning to sniff and to doze. The room is developed with the intention of providing people who have sensory and learning disabilities with a with appropriate relaxation and leisure facilities. These unique and creative sensory stimuli have allowed each and every student in our school to enhance their sensory awareness in a safe, comfortable and cozy environment. The gentle stimulation has a soothing effect which helps to relieve agitation, tension, frustration, and anxiety. The effect occurs in Snoezelen, but also continues for the remainder of the day. We will discuss: Brief History of how we attainted a Snoezelen Room and Snoezelen Pool. Philosophy of Snoezelen BLENDED with the needs of our students. Student directed exploration and sensory integration. NOT to overstimulate and what does this look like in a Snoezelen (sensory) room.. Tips/Suggestions: How to enter the sensory room? How many people should be in the room? How to introduce stimulus? Communication while in the sensory room. When it s time to leave the room.. Communication Matrix The Communication Matrix is an assessment tool designed to pinpoint exactly how an individual is communicating and to provide a framework for determining logical communication goals. The matrix is appropriate for individuals of all ages who are at the earliest stages of communication and have no form of communication. It accommodates any type of communicative behavior. We will explore how this assessment took assists families and professionals to easily understand the communication status, progress, and unique needs of students functioning at the early stages of communication or using forms of communication other than speaking or writing. Description of Presentation for Displays: Examples of Communication and Learning Tools used by children and students who are Deafblind in their everyday lives Individualized calendar systems (various levels) Experience books, boxes Activity, sequence books & tools (i.e. shopping lists, choice making) Journals Story boxes, Literacy activities Resources and Take Aways Consultants will be available to answer questions, share information throughout the conference 8

9 Transitioning throughout the day Types of Transition (explain each in detail) Considerations Strategies Home to school Teacher to teacher/ Staff to staff Classroom to classroom To different areas of the school (i.e. Residence to school, inside to outside, etc.) Activity to activity One area of the classroom to the next Small transitions (i.e. Sitting to standing, chair to floor, etc.) Must know the student (vision and hearing, read through their OSR) Begin to develop a bond with the staff, Are there any changes in their routine and environment (fire alarm, new staff, etc.). Did the student get enough sleep at night, are they feeling ill, are their medical implications (i.e. seizures) Were there any negative/positive experiences while transitioning (i.e. May need to avoid an area where a student has had a negative experience). Consider changes to lighting, flooring, smells within different environments A transition that is small for us may be big for them, don t put a time restraint-give them time Generalizing with people throughout the environment so they are not relying on just one person How was the student s morning? How was their night? Time to process Routines Repetition Use successful methods of communication Consistency Positive feedback Familiar staff Motivating activities and/or through bond with the staff Preferred activity/ Choice 9

10 Deafblind Ontario Services (DBOS) Founded in 1989, Deafblind Ontario Services is a not-for-profit organization that helps individuals who are deafblind increase their independence and improve their quality of life through specialized services. With residential locations and community services programs across the province, our services extend into a wide range of communities in Ontario. At Deafblind Ontario Services, we take a holistic approach to providing Intervenor services that are customized to each client to increase the person s independence and enrich his or her life. By building a bond of trust, Intervenors use communication and active engagement that opens new doors of opportunity for individuals who are deafblind. This enables them to interact with the world around them and achieve as much independence as possible, to enjoy and embrace life s journey. Canadian Deafblind Association (CDBA) Ontario Chapter An Overview of Transition into Adult Intervention Services The Ministry of Community and Social Services has appointed CDBA Ontario to be the Single Point of Access for Planning with students graduating from either The W. Ross Macdonald School Residential and Resource Services Programs or Centre Jules Léger. It is CDBA ON s responsibility to share information with the students and their families about the various agencies that provide adult services, with a focus on intervenor services. This collaborative approach has been in place for over 15 years, with the primary goal of ensuring that adult intervenor services were available when students who are deafblind were leaving school. However it is important to realize that adult services are not legislated in Ontario. This means that an individual may be eligible for services but not entitled! We recognize that planning your child s transition from school to adult services can be a stressful and confusing time. CDBA Ontario s role is to help you navigate the process, allowing you and/or your child to make the decision that will best suit your needs. We will: Assist individuals who are deafblind and their families to determine the best possible plan for the future Assist families in meetings with the school placement, community agencies, and other service providers Assist families to network with others who have already gone through the process Remember that the transition is not just about the individual who is deafblind, but it affects the entire family. 10

11 Hotels in Brantford Hampton Inn & Suites (by Hilton) 20 Fen Ridge Court Brantford, ON N3V 1G2 Telephone: (519) (Ask for the W. Ross Macdonald School rate) Best Western / Brant Park Inn 19 Holiday Drive Brantford, ON N3T 5W5 Telephone: (519) Comfort Inn 58 King George Road Brantford, ON N3R 5K4 Telephone: (519) Days Inn 460 Fairview Drive Brantford, ON N3R 7A9 Telephone: (519) Quality Inn & Suites 664 Colborne Street East Brantford, ON N3S 3P8 Telephone: (519) Check online for more options for accommodation around Brantford. See websites for cancellation and general policies. 11

Developing an Effective IEP for Children with Deaf-Blindness: A Parent Mini-Guide

Statewide Parent Advocacy Network 35 Halsey Street Newark, NJ 07102 (973) 642-8100 www.spannj.org Developing an Effective IEP for Children with Deaf-Blindness: A Parent Mini-Guide Developed by the Statewide