OPEN HANDS, OPEN ACCESS: DEAF-BLIND INTERVENER LEARNING MODULES

Transcription

1 OPEN HANDS, OPEN ACCESS: DEAF-BLIND INTERVENER LEARNING MODULES

2 Suggested Citation: National Consortium on Deaf-Blindness. (2013). Open Hands Open Access: Deaf-Blind Intervener Learning Modules. Retrieved from The contents of this publication were developed under a grant from the U.S. Department of Education, #H326T However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Jo Ann McCann. Open Hands, Open Access: Deaf-Blind Intervener Learning Modules by NCDB (National Consortium on Deaf-Blindness) is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License. Permissions beyond the scope of this license may be available at

3 THE NATIONAL CONSORTIUM ON DEAF-BLINDNESS The National Consortium on Deaf-Blindness would like to thank the following organizations for contributing their time, talent, and resources to create the Open Hands Open Access Deaf-Blind Intervener Learning Modules. ARIZONA DEAFBLIND PROJECT CALIFORNIA DEAF-BLIND SERVICES CARROLL CENTER FOR THE BLIND CHARGE SYNDROME FOUNDATION CONNECTIONS BEYOND SIGHT AND SOUND PROJECT DEAFBLIND CENTRAL CENTRAL MICHIGAN UNIVERSITY DERRICK FORE PHOTOGRAPHY DESCRIBED AND CAPTIONED MEDIA PROGRAMS DICAPTA EAST CAROLINA UNIVERSITY ONLINE DEAFBLIND INTERVENER PROGRAM FLORIDA OUTREACH PROJECT GEORGE BROWN COLLEGE INTERVENOR PROGRAM GEORGIA SENSORY ASSISTANCE PROGRAM HELEN KELLER FELLOWS IRIS CENTER JKP INTERPRETING KANSAS DEAF-BLIND PROJECT NATIONAL FAMILY ASSOCIATION FOR THE DEAF-BLIND NEW JERSEY CONSORTIUM ON DEAFBLINDNESS NEW YORK DEAF-BLIND COLLABORATIVE OREGON DEAF-BLIND PROJECT OREGON HEALTH SCIENCES UNIVERSITY OVERBROOK SCHOOL FOR THE BLIND PARAPROFESSIONAL RESEARCH AND RESOURCE CENTER (PAR2A) PENNSYLVANIA TRAINING AND TECHNICAL ASSISTANCE NETWORK PERKINS SCHOOL FOR THE BLIND PROJECT REACH (IL) TEXAS SCHOOL FOR THE BLIND AND VISUALLY IMPAIRED UNIVERSITY OF ARIZONA PROJECT FOCUS UNIVERSITY OF COLORADO DENVER UNIVERSITY OF HAWAII AT MANOA UNIVERSITY OF NORTHERN COLORADO, SCHOOL OF SPECIAL EDUCATION UTAH SCHOOLS FOR THE DEAF AND THE BLIND VANDERBILT COLLEGE OF EDUCATION AND HUMAN DEVELOPMENT VANDERBILT UNIVERSITY SCHOOL OF MEDICINE DEPARTMENT OF HEARING AND SPEECH SCIENCES VIRGINIA PROJECT FOR CHILDREN & YOUNG ADULTS WITH DEAF-BLINDNESS WASHINGTON SENSORY DISABILITIES SERVICES 2ND STREET DESIGN LAB

4 OPEN HANDS, OPEN ACCESS DEAF-BLIND INTERVENER LEARNING MODULE CONTRIBUTORS MODULE TEAM LEADS Robbie Blaha Michelle Clyne Beth Kennedy Kathee Scoggin Bernadette Van Den Tillaart MODULE TEAM CONTRIBUTORS Johanna Borg Teacher Karen Christianson Teacher and Intervener Trainer Caroline Daley Parent Diane Foster Parent Vivecca Hartman Parent Tina Hertzog Teacher Melanie Knapp Parent Kimberly Lauger Parent and Intervener Trainer Jennifer Lester Teacher Barbara Martin Intervener and Educational Interpreter Patti McGowan Parent Luis Miranda Intervener Debbie Sanders Teacher Chris Montgomery Educational Consultant Deafblind Outreach Megan Cote Project Coordinator Lauri Triulzi DeafBind Consultant Holly Cooper, Ph.D. Educational Consultant DeafBlind Deanna Peterson Teacher ADVISORY COMMITTEE Lyn Ayer, Ph.D. Edgenie Bellah Maurice Belote Leslie Buchanan Ritu V. Chopra, Ph.D. Deborah Hatton, Ph.D. Kimberly Lauger Stephanie MacFarland, Ph.D. Betsy McGinnity Cyral Miller Carolyn Monaco Sam Morgan, Ed.D Kristen Parsons Susan Patten Jerry Petroff, Ph.D. Cindi Robinson Charity Rowland, Ph.D. Elisa Sanchez-Wilkinson Donna Sobel, Ph.D. Sheri Stanger Naomi Tyler, Ph.D. Alana M. Zambone, Ph.D.

5 OPEN HANDS, OPEN ACCESS DEAF-BLIND INTERVENER LEARNING MODULE CONTRIBUTORS REVIEWERS Jackie Brennan Steven Davies Julie Durando, Ed.D. Emily Taylor-Snell Megan Conway, Ph.D. Tom Conway Silvia Correa-Torres, Ph.D. Kristin Knight P. Lynn Hayes, Ed.D, IC/TC Susanne Morgan-Morrow Angel Perez Barb Purvis Therese Rafalowski Welch, Ph.D. Donna Riccobono Gloria Rodriguez-Gil Kathryn Wolff Heller, Ph.D. Erin Yanez Deanna Rothbauer HOSTS Holly Cooper, Ph.D. Nancy Steele Lauri Triulzi MEDIA DESIGN Mike Bicknell Media Advisor Amy Lancaster Media Developer Derrick Fore, Kristi Shuey Photography Kristi Shuey Module Graphic Design Suzanne Becker Media Archivist NCDB TEAM Robbin Bull NCDB Video Creator Steven Davies NCDB Reviewer Jeff Denton NCDB Web Support Jay Gense NCDB Director Kaila Gibson NCDB Team Nancy Ganson NCDB Travel Coordinator John Killoran NCDB Facilitator Randy Klumph NCDB Accessibility and Online Support Peggy Malloy NCDB Intervener Initiative Team Lead Shelby Morgan NCDB Team Amy Parker, Ed.D NCDB Module Creation Coordinator Barb Purvis NCDB Reviewer Bernie Samples NCDB Travel Support Mark Schalock NCDB Internal Evaluation Nancy Steele NCDB Module Host Gregory Zobel, Ph.D. Online Learning Design Many other state project partners helped recruit field test participants to test the modules. These state partners included: Alabama, Alaska, Arkansas, California, Georgia, Indiana, Nebraska, Ohio, Pennsylvania, Kentucky, Tennessee, and West Virginia. NCDB would like to thank these states as well as the field test participants.

6 Introduction The Open Hands Open Access (OHOA) Intervener Learning Modules are a national resource designed to increase awareness, knowledge, and skills related to intervention for students who are deaf-blind and are being served in educational settings (ages 3 through 21). The development of the modules is in response to Recommendation 3 of the Recommendations to Improve Intervener Services (NCDB, 2012). Recommendation 3 is one of a set of recommendations intended to establish a strong national foundation for intervener training and workplace supports. The module content was created by a diverse group of experts in the field of deaf-blindness including state and national deaf-blind project staff, parents of children who are deaf-blind, higher education faculty, teachers, educational interpreters, and interveners. Each includes a variety of accessible videos, photographs, slide presentations, and learning activities. The modules have been guided by an advisory committee, and reviewed by a variety of experts in deaf-blindness and the process of intervention, experts in module design, and field-test participants. Purposes of the OHOA Modules A Resource for Intervener Training Programs The primary purpose of the modules is as a resource for agencies or institutions that develop, host, or deliver comprehensive intervener training programs. Examples include: state deaf-blind projects, colleges or universities, and community colleges. In this context, the modules are meant to support trainers and instructors who have knowledge and expertise in: (1) the education of children and youth who are deaf-blind, (2) the process of intervention and the role of the intervener, and (3) the design, delivery, and evaluation of competency-based training programs. The modules are based on the Council for Exceptional Children s (CEC) Specialization Knowledge and Skill Set for Paraeducators Who Are Interveners for Individuals with Deaf-Blindness (2009) and are intended to support OHOA July

7 instructors and program designers by providing high-quality, multi-media content. As with any educational resource, the modules themselves do not constitute a formal training program, nor does completion of the modules independently and in isolation from a training program result in one becoming an intervener. Other Uses The modules will also be useful to other learners (e.g., parents, teachers, other service providers) who are not seeking to become interveners, but simply wish to: increase their awareness and understanding of deaf-blindness and its unique intervention practices and principles, increase their awareness of the process of intervention and the role of the intervener, and learn about ways to support students who are deaf-blind and their interveners. For example, learners might choose to go through the modules on their own, at their own pace. Technical assistance providers might use them for awarenesslevel staff training. Ongoing Development Plans Currently, four modules have been field tested and completed. Each is accompanied by a detailed participant guide. In addition, host guides are available for agencies and institutions that are integrating the modules into training programs. Drafts of an additional 5 modules are under development and are slated to be field tested beginning in the fall of References Council for Exceptional Children (CEC). (2009). Specialization knowledge and skill set for paraeducators who are interveners for individuals with deafblindness. What every special educator must know: Ethics, standards, and guidelines, 6th ed., pp Arlington, VA: CEC. National Consortium on Deaf-Blindness. (2012). Recommendations for improving intervener services. Retrieved from OHOA July

8 WELCOME AND ORIENTATION

9 OPEN HANDS, OPEN ACCESS: DEAF-BLIND INTERVENER LEARNING MODULES WELCOME AND ORIENTATION LEARNING OUTCOMES Get comfortable with Moodle and the technology. Understand how the modules are organized. Understand how to engage with the different module components (e.g., presentations, discussion boards, quizes). Understand the module accessibility features. Know where to get connected outside of the modules to learn more. Before you get too far along, we would like to introduce you to some of our most important teachers: our students. WHAT TO EXPECT The modules use a learning management system called Moodle. It was chosen because it is a widely-used, open-source system and because it has been rated as one of the most accessible learning systems for people with disabilities, including those who depend upon screen-reader software to access information. Instructional Materials and Activities The organization of each module follows a structured learning path: Introduction Inquiry Challenge Learning Activities Revisiting the Inquiry Challenge Documented Accomplishments Self-Evaluation References Additional Resources All modules have recommended readings, videos, and slide presentations that include video clips. Assignments include short quizzes, discussion forums, simulation activities, journal writing, and video analysis. OHOA July

10 Takeaways: At the end of each learning activity there are "Takeaways," short statements that describe the main concepts that we hope you take away from the activity. At the end of each module there is also a takeaway for the entire module. Embedding Modules into Formal Coursework or CEU Systems The modules were written in a way that makes it possible for them to be embedded in typical undergraduate classes. The time needed to complete each module varies, but is typically 6 to 8 hours. For more information, contact Amy Parker, Ed.D., Associate Director, NCDB. Phone: parkera@wou.edu. The content of the modules is aligned with the CEC's Specialization Knowledge and Skill Set for Paraeducators Who Are Interveners for Individuals With Deaf- Blindness." The current four modules cover a subset of these standards. MEET THE MODULE CREATORS Many individuals have been involved in the creation of the OHOA modules. In these videos, you will meet a number of these individuals and hear what they hope you gain from the modules. [Video] OHOA Module Creators Introduction (7:37 min) OHOA July

11 [Video] Technical Assistance Providers and University Faculty (1:54 min) [Video] Teacher (3:44 min) [Video] Parent (1:37 min) [Video] Interveners(1:53) Now listen to Robbie Blaha, a respected leader in the field of deaf-blindness, as she reflects on the history of interveners and other services for students who are deaf-blind in the U.S. [Video] Robbie Blaha (6:10 min) HOW TO USE MOODLE In this section on the Moodle site you will find information about: Viewing Presentations How to Participate in Discussion Boards Working With Documents How to Take a Quiz Detailed Moodle Guide Technical Questions or Comments In any online learning situation, there may be technical problems or frustrations. The first thing to remember if you get too frustrated or are running low on time is to step away from the problem. Review the "How to Use Moodle" section above to see if you can find an answer to your question. If you still have questions or concerns, Randy Klumph (klumphr@wou.edu). You can expect a response in 24 to 48 hours using this method of communication. ACCESSIBILITY As noted above, Moodle is recognized as one of the most accessible learning systems for individuals with disabilities. In addition, the OHOA Modules include the following features: 1. The modules use captioned video clips. If a video clip has a great deal of visual information, it is also described. OHOA July

12 2. Each module has an accessibility document located at the top of each module (beneath the "Learning Outcomes" section). It outlines all of the text and embedded video links to make it easier for those who depend upon screen readers to follow the flow of the module. The outline also includes descriptions of pictures and graphs that are included in the module. In addition, we are working on making all module materials accessible in Spanish. GET CONNECTED ON THE NCDB WEBSITE To learn more about deaf-blindness and intervention and to connect with others who have similar interests, visit the main NCDB website at nationaldb.org. Feel free to create a profile and share a bit of information about yourself: Your name and where you are from. Your role or job. What you hope to learn or share by using these modules. Join a discussion group and be sure to check out the NCDB Library. Thank you for taking the time to complete this orientation. We hope you find the modules useful and interesting. OHOA July