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Individuals with combined vision and hearing loss or DeafBlindness face unique challenges in learning and development.  The impact of this dual sensory impairment typically impacts all areas of learning.


For Credit Indicates content that is available for ACVREP or SBEC credit.
You must register for each event prior to submitting the Delayed Viewing Request in order to obtain continuing education credit.

Index

2017 Texas Symposium on DeafBlindness

Edited Transcript

Download edited transcript from the Impact of Stress on Brain Architecture and Resilience and What Harvard's Research Means for Children who are DeafBlind

Word or PDF file

Podcasts [Opening & Closing Keynotes and Panel discussion]

Select Video Interviews

 Deafblind Insights - David Brown

 Deafblind Insights - Joe Gibson

 Deafblind Insights - Suzanne Zeedyk

2015 Texas Symposium on DeafBlindness

 Keynote Presentations

Please See Me as the Person I Am

Empowering a DeafBlind Community

 Family Experiences

Taking the Bull by the Horns

Trey's Recycling: Getting Involved in Community Life

Just Be Brave!

Special Interview

Tactile Reciprocal Interactions & BETs


Hearing Issues for Students with DeafBlindness

2016-2017

For Credit Hearing Issues for Students with DeafBlindness: Auditory Training for Students with MIVI

2015-2016

Hearing Issues for Students with DeafBlindness: Introduction

Hearing Issues for Students with DeafBlindness: Audiological Testing

Hearing Issues for Students with DeafBlindness: Listening Devices

Hearing Issues for Students with DeafBlindness: Functional Hearing Evaluation

Hearing Issues for Students with DeafBlindness: Auditory Training

Hearing Issues for Students with DeafBlindness: Learning Media Assessment

Other topics

Sexuality Education for the Student with DeafBlindness

Stories of Success after Graduation

Strategies to Help Young People with DeafBlindness and Behavior Issues


 2017 Texas Symposium on DeafBlindness

Podcasts [Opening & Closing Keynotes and Panel discussion]

Outdoors with and for People who are DeafBlind

Original webcast date: 3/3/2017
Description: Dr. Joe Gibson, Outdoor Activities Coordinator, Sense Scotland, Glasgow, Scotland Dr. Gibson was the opening keynote speaker at the Symposium. He discussed developing an understanding of some of the theories relating to the beneficial use of the outdoor environment and how these might apply to people who are DeafBlind. He shared practices of and opportunities for using the outdoors with people who are DeafBlind and different cultural ways of using and viewing the outdoor environment.

Downloads: Transcript (txt)

An Active Lifestyle - Two Experiences

Original webcast date: 3/3/2017
Description: George Stern and Andrew Cohen each talk about living active lives as individuals who have deafblindness.

Downloads: Transcript (txt)

Impact of Stress on Brain Architecture and Resilience

Original webcast date: 3/3/2017
Description: Dr. Judy Cameron, Professor, University of Pittsburgh and member of the Harvard Center on Child Development, Pittsburg, PA Science tells us that early childhood is a time of both great promise and considerable risk. Having responsive relationships with adults, growth-promoting experiences, and healthy environments for all young children helps build sturdy brain architecture and the foundations of resilience. The following key scientific concept areas and their impact on child development will also be discussed: toxic stress, serve and return interactions, executive function and self regulation. Dr. Cameron will discuss the developing brain and what research shows related to the impact of stress on this development.

Edited Transcript

Download edited transcript from the Impact of Stress on Brain Architecture and Resilience and What Harvard's Research Means for Children who are DeafBlind

Word or PDF file

Downloads: Transcript (txt)

What Harvard's Research Means for Children who are DeafBlind

Original webcast date: 3/3/2017
Description: Dr. Judy Cameron, Professor, University of Pittsburgh and member of the Harvard Center on Child Development, Pittsburg, PA Suzanne Zeedyk, Developmental Psychologist, Founder of the Organization connected baby, Dundee, Scotland Bernadette van den Tillaart, M.Ed., Deafblind Consultant, Ohio State School for the Blind, Columbus, OH David Brown, Deafblind Consultant, San Francisco, CA Robbie Blaha, Deafblind Consultant, Texas Deafblind Outreach, Austin, TX Following Dr. Cameron's presentation deafblind experts Bernadette van den Tillaart, Suzanne Zeedyk, David Brown and Robbie Blaha joined in a plenary discussion about how this information relates to individuals with deafblindness and what it means for us in interacting with these individuals at school, home and in the community.

Edited Transcript

Download edited transcript from the Impact of Stress on Brain Architecture and Resilience and What Harvard's Research Means for Children who are DeafBlind

Word or PDF file

Downloads: Transcript (txt)

Emotional Connection for Human Health and Happiness

Original webcast date: 3/4/2017
Description: Dr. Suzanne Zeedyk, Founder of the connected baby and Research Professor at the University of Dundee, Scotland. What does emotional connection during infancy look like, and why are early experiences so important to later human functioning? In this informal workshop, Suzanne will use video footage of DeafBlind and non-DeafBlind infants to illuminate patterns of emotional exchange, exploring the biological consequences these early patterns hold for later development. This platform will leave us well placed to think more deeply about how the early life experiences of DeafBlind people, usually unknown and unconsidered, go on to affect the way they relate to practitioners, care-givers and families later in childhood and adulthood.

Downloads: Transcript (txt)

Select Video Interviews

Deafblind Insights - David Brown

Description: interview with David Brown, Education Specialist, California Deaf-Blind Services.

Downloads: Transcript (txt) Audio (mp3)

Deafblind Insights - Joe Gibson

Description: Interview with Dr. Joe Gibson Outdoor Activities Coordinator; Sense Scotland, Glasgow, Scotland.

Downloads: Transcript (txt) Audio (mp3)

Deafblind Insights - Suzanne Zeedyk

Description: Interview with Dr. Suzanne Zeedyk, founder, Connected Baby.

Downloads: Transcript (txt) Audio (mp3)

2015 DeafBlind Symposium in Austin, TX

Please See Me as the Person I Am

Description: Keynote by Bernadette van den Tillaart (Netherlands) & Gunnar Vege (Norway) at the 2015 DeafBlind Symposium in Austin, TX. Gunnar and Bernadette introduce the concepts of "co-presence" and Bodily Emotional Traces (BETs). Through role play and videos, they demonstrate how an active communication partner (parent, educator, caregiver, etc) can enter the tactual communication of a person with DeafBlindness and equally share in his/her experience of the world. When the communication partner comments on these shared experiences, using signs form the language of the culture, it both, affirms the person with DeafBlindness, and opens a cognitive door language development.

Please See Me as the Person I Am
Downloads: Transcript (txt) Audio (mp3)


Empowering a Deafblind Community

Description: Keynote by disability rights lawyer, Haben Girma on developing and celebrating her identity as an individual who is DeafBlind. Haben describes how she has grown through connections with the DeafBlind community and the benefits she discovered in letting friends and co-workers know she is DeafBlind and prefers tactile communication.

Empowering a Deafblind Community
Downloads: Audio (mp3) Transcript (txt)


Take the Bull by the Horns

Description: Larry and Denise Sewell are parents of a child with DeafBlindness. Their son will be graduate from school soon and retun to his home community as a young adult. "Taking the Bull by the Horn," describes the determination and support the Sewell's needed to help make their transition plan a success. Recorded at the 2015 DeafBlind Symposium in Austin, TX.

Take the Bull by the Horns
Downloads: Audio (mp3) Transcript (txt)

Trey's Recycling: Getting Involved in Community Life

Description: Dinitra Rideaux describes how her son, Trey, is becoming more involved in his small country town, through his own recycling business, exercise routine, and other activities. Recorded at the 2015 DeafBlind Symposium in Austin, TX.

Trey's Recycling: Getting Involved in Community Life
Downloads: Transcript (txt) Audio (mp3)

Just Be Brave!

Description: Rachel Allen yearned for friendship and found it in her high school drill team. Rachel and her mother, Catherine, share a glimpse of their fantastic, frustrating, high-energy, and sometimes heartbreaking journey. Recorded at the 2015 DeafBlind Symposium in Austin, TX.

Just Be Brave!
Downloads: Transcript (txt) Audio (mp3)

Tactile Reciprocal Interactions & BETs

Original webcast date: 02/21/2015
Description: An interview with Bernadette Van Den Tillaart and Gunnar Vege, who both work with children with congenital DeafBlindness. Their experiences and research have led them to emphasis the need for educators to enter into the tactile world of the child with DeafBlindness, to mirror and affirm a child's experiences and emotions, from which a child becomes increasingly self-aware and better able to communicate and interact with the environment.

Tactile Reciprocal Interactions: BETs
Downloads: Transcript (txt) Audio (mp3)

Hearing Issues for Students with DeafBlindness

2016-2017

Hearing Issues for Students with Deafblindness: Auditory Training for Students with MIVI

Original webcast date: 10/19/2016
Description: This webinar will explore the connection between the auditory system and the development of sensory motor and language skills. We will examine the importance of creating active learning routines which focus on helping children who are blind, DeafBlind with multiple impairments learn to listen for sound cues in order to be able to move and interact with the people and objects in their environment more independently.

Hearing Issues for Students with Deafblindness: Auditory Training for Students with MIVI

 Register to receive ACVREP or SBEC credit.For Credit

Downloads: Handout (pdf) Transcript (txt) Audio (mp3)

2015-2016

 

Hearing Issues for Students with Deafblindness: Introduction

Original webcast date: 09/18/2014
Description: This is the first video in a series of webinars about hearing issues for students with DeafBlindness. This program covers basic anatomy of the ear, terminology related to hearing impairments, and how dual sensory impairment affects educational performance. Facilitators are Chris Montgomery and Adam Graves, Educational Consultants for the DeafBlind Project at the Outreach department of the Texas School for the Blind and Visually Impaired.

Hearing Issues for Students with Deafblindness: Introduction
Downloads: Transcript (txt) Audio (mp3)

Hearing Issues for Students with Deafblindness: Audiological Testing

Description: This is the second video in a series of webinars about hearing issues for students with DeafBlindness. This program is a discussion with Educational Audiologist Lisa Sutherland about types of testing and how to educators and family members can help students with multiple impairments prepare for audiological testing. Facilitators are Chris Montgomery and Adam Graves, Educational Consultants for the DeafBlind Project at the Outreach department of the Texas School for the Blind and Visually Impaired.

Hearing Issues for Students with Deafblindness: Audiological Testing
Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

Hearing Issues for Students with Deafblindness: Listening Devices

Original webcast date: 1/22/2015
Description: This is the third video in a series of webinars about hearing issues for students with DeafBlindness. This program is a discussion with Educational Audiologist Lisa Sutherland about medical devices, i.e. hearing aids and cochlear implants and the unique listening needs of students with DeafBlindness. Facilitators are Adam Graves and Chris Montgomery, Educational Consultants for the DeafBlind Project at the Outreach department of the Texas School for the Blind and Visually Impaired.

Hearing Issues for Students with Deafblindness: Listening Devices
Downloads: Handout (pdf) Transcript (txt) Audio (mp3)

Hearing Issues for Students with Deafblindness #4

Description: 03/26/2015 This is the fourth webinar about hearing issues for students with DeafBlindness. This program discusses the rationale and process for creating an Informal Functional Hearing Evaluation. Facilitators Adam Graves and Chris Montgomery, Educational Consultants for the DeafBlind Project at the Outreach department of the Texas School for the Blind and Visually Impaired are joined by TSBVI Teacher of the DeafBlind, Deanna Peterson.

Hearing Issues for Students with Deafblindness #4
Downloads: Handout (pdf) Audio (mp3) Transcript (txt)

Hearing Issues for Students with Deafblindness: Auditory Training

Description: 05/21/2015 This is the fourth webinar about hearing issues for students with DeafBlindness. This program discusses auditory training that addresses specific concerns for students who are DeafbBlind. Facilitators Adam Graves and Chris Montgomery, Educational Consultants for the DeafBlind Project at the Outreach department of the Texas School for the Blind and Visually Impaired are joined by Susie Tiggs, Deaf & Hard of Hearing Specialist for Region 11 ESC, and Kate Hurst, Statewide Staff Development Coordinator for TSBVI Outreach Programs.

Hearing Issues for Students with Deafblindness: Auditory Training
Downloads: Transcript (txt) Audio (mp3)

Hearing Issues for Students with Deafblindness: Learning Media Assessment

Original webcast date: 12/03/2015
Description: A documented hearing loss creates specific differences in assessing and interpreting data for learning media assessments for students with DeafBlindness. This webinar will discuss a collaboration process between the TVI and the TDHH to determine general and literacy media that includes a review of audiometric data and the functional impact of the hearing loss in instructional settings. This webinar expands on topics and information presented in the Hearing Issues Series from the previous year. Participants will need to have viewed the “Introduction to Hearing Loss” and “Audiological Testing” webinars prior to viewing this session.  Facilitated by Adam Graves, DeafbBlind Specialist with TSBVI Outreach Programs.

Hearing Issues for Students with Deafblindness: Learning Media Assessment
Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

Sexuality Education for the Student with Deafblindness

Original webcast date: 02/27/2014
Description: TETN 20441, Sexuality Education for the Student with DeafBlindness presented by Robbie Blaha, M. Ed. The topic of this video is Issues in Sexuality and DeafBlindness: Modesty, Appropriate Touch, and Menstruation. These topics are taken from the IDEA/OSEP approved book Introduction to Sexuality Education for Individuals who are DeafBlind and Significantly Developmentally Delayed.

Sexuality Education for the Student with Deafblindness
Downloads: Transcript (txt) Audio (mp3)

Stories of Success after Graduation

Original webcast date: 4/4/2014
Description: TETN 20443 Stories of Success after Graduation is presented by David Wiley, consultant with the Texas Deafblind Project. He shows four videos of adults who are DeafBlind and have additional disabilities; and how these persons live, years after leaving the familiar routines of school behind. David outlines some ways to measure "success" after graduation; i.e. active life, access to the community, social connections, support to pursue interests, and meaningful activities.

Stories of Success after Graduation
Downloads: Transcript (txt) Audio (mp3)

Strategies to Help Young People with Deafblindness and Behavior Issues

Original webcast date: 01/15/2015
Description: TETN 32955 Strategies for Difficult Behavior in DB Students is presented by David Wiley, Transition Consultant with the Texas DeafBlind Project. He explores how the unique sensory impairments of DeafBlindness contribute to challenging behaviors and presents some strategies for supporting positive behavior.

Strategies to Help Young People with Deafblindness and Behavior Issues
Downloads: Handout (pdf) Transcript (txt) Audio (mp3)

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Individuals who are blind with additional disabilities frequently use communication forms such as object cues, object symbols, pictures and tactile symbols for receptive and/or expressive communication.  These can be incorporated into routines and calendar systems to enhance communication and concept development for student with visual impairments and deafblindness who are not able to use print or braille fluently.


ForCreditTiny Indicates content that is available for ACVREP or SBEC credit.
You must register for each event prior to submitting the Delayed Viewing Request in order to obtain continuing education credit.

Index

Tactile Symbols for Individuals who are Blind

Tactile symbols are concrete representations developed for individuals who are totally blind or function as if they were totally blind and who have a practical need for a graphic language system. 

 Designing Routines - September 2017For Credit

Using Tactile Symbols to Enhance Communication

Tactile Symbols


Designing Routines - September 2017For Credit

Original webcast date: 9/26/2017
Description: Using video, webinar series participants will collaborate with one another throughout the school year in order to design effective and meaningful routines for their own students. Webinar moderators will present the first student (in September) and participants will volunteer for subsequent student videos. Participants will make suggestions for what will help the student within the routine. The staff who shares their student video will follow up in the next session with video and/or discussion of how the suggestions worked out for the student. This program is open-captioned.

 Register to receive ACVREP or SBEC credit.For Credit

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

Using Tactile Symbols to Enhance Communication

Description: David Wiley, Deafblind Consultant with Outreach Programs, shares basic information about static and dynamic forms of communication and how tactile symbols can enhance receptive and expressive communication for individuals who are blind, deafblind or have additional disabilities.

Downloads: Audio (mp3) Transcript (txt)

Tactile Symbols

Description: Carol Bittinger, Teacher of the Visually Impaired (TVI) discusses the use of Tactile Symbols in calendar, augmented communication, environmental awareness, Reading & Writing, Math, Science and games. Tactile Symbols give students structure and predictability by helping them to organize and document their thoughts and experiences. Click the Chapters button above to view individual segments: - Introduction - Calendar - Communication - Environmental Awareness - Reading & Writing part 1 - Reading & Writing part 2 - Mathematics - Science - Games - Concluding comments on importance of Tactile Symbols Click the Resources button for a transcript (txt) and/or audio recording (mp3).

Downloads: Transcript (txt) Audio (mp3)

Successful transition to adulthood for students with visual impairments and deafblindness requires planning and is required by law beginning at age 16.  For students and parents this is a move from the school system where they are entitled to services into adult systems that are based on eligibility.  There is much to learn and even more to understand as the student and his/her family and educational team make this journey.

For Credit Indicates content that is available for ACVREP or SBEC credit.
You must register for each event prior to submitting the Delayed Viewing Request in order to obtain continuing education credit.

Index

Creating a Transition Action Group (TAG)

Employment Challenges and Legal Options

TSBVI EXIT and Post Secondary: Overview and Comparison

EXIT and Post Secondary Programs at TSBVI

Key Things Professionals Should Share with Parents about Transition


Creating a Transition Action Group (TAG) 

Original broadcast date over the Texas Education Teleconference Network was on December 9, 2014

Parent and Texas Parent to Parent consultant, Rosemary Alexander, PhD. talks about Pathways to Adulthood and how to create a Transition Action Group to help parents and students transition from school to adulthood.

Download the transcript and/or MP3 audio file:


Employment Challenges and Legal Options 

Original broadcast date over the Texas Education Teleconference Network was on December 12, 2013

Erin Lawler, Public Policy Specialist of the Texas Council for Developmental Disabilities and formerly with the Texas Governor’s Committee on People with Disabilities, presents information highly relevant to TVIs and COMS helping prepare high school students to enter the workforce. Lawler covers rules regarding disclosure of a disability in the employment process, what employers can and cannot ask during an interview, what reasonable accommodations are and how to request them, as well as legal issues related to assistive technology.

Download the transcript and/or handout:


TSBVI EXIT and Post Secondary: Overview and Comparison For Credit

Original broadcast date: 11/12/2015

The EXIT and Post Secondary Programs at TSBVI serve 18-22 year olds who are blind or visually impaired. Assistant Principal for EXIT, Tad Doezema, and Post Secondary Coordinator, Linda Locke provide a side-by-side comparison of the two programs, in order to help professionals and family members determine which program is most appropriate for their student or child.

Register for this event to receive ACVREP or SBEC Credit.

Download MP3 audio, transcript and/or handout:


EXIT and Post Secondary Programs at TSBVI 

Original broadcast date over the Texas Education Teleconference Network: 12/2014

A panel discussion with Kate Hurst, Tad Doezema, Carrie Clark, Laura Lindsey, Paula Willson, and Debra Sewell illustrating the differences between EXIT and the Post Secondary Program through TSBVI and Criss Cole. Four students' programs are examined.

Download MP3 audio, transcript and/or handout:


Key Things Professionals Should Share with Parents about Transition

Original broadcast date over the Texas Education Teleconference Network was on February 13, 2014

 Rosemary Alexander, Transition Coordinator at Texas Parent to Parent, shares information with professionals about how they can help students and families of transition-aged students to plan for successful transitions to adulthood. 

Download transcript and/or MP3 audio file of this broadcast.

The Expanded Core Curriculum (ECC) is the body of knowledge and skills that are needed by students with visual impairments due to their unique disability-specific needs. Students with visual impairments need the expanded core curriculum in addition to the core academic curriculum of general education. The ECC should be used as a framework for assessing students, planning individual goals and providing instruction.

For Credit

The image of the mortarboard indicates content that is available for ACVREP or SBEC credit. You must register for each event prior to submitting the Delayed Viewing Request in order to obtain continuing education credit.

Index

Addressing the Expanded Core Curriculum

 For CreditThe ECC: #1 Frequently Asked Questions

For CreditThe ECC: #2 Orientation and Mobility

For CreditThe ECC: #3 Social Skills and Self-Determination

For CreditThe ECC: #4 Assistive Technology

For CreditThe ECC: #5 Sensory Efficiency

For CreditThe ECC: #6 Independent Living Skills

For CreditThe ECC: #7 Career Education

For CreditThe ECC: #8 Recreation and Leisure Skills

For CreditThe ECC: #9 ECC and the Family

For CreditVisual Arts and the Expanded Core Curriculum

For CreditCompensatory Skills - Tactile Skills

For CreditLesson Ideas for Self-Determination

For CreditSelf Determination- Be the Boss of Your Assistive Technology

For CreditECC Series: The ECC for Infants and Toddlers

For CreditECC Series: Compensatory Skills - Listening Skills


Administrator's webinar: Addressing the ECC

Original webcast date: 04/08/2014
Description: Essential information for administrators, TVIs and COMS about the Expanded Core Curriculum (ECC) and requirements for evaluation and instruction in the nine areas of the ECC. Christy Householter, Region X Education Service Center leads the discussion.

Administrator's webinar: Addressing the ECC
Downloads: Audio (mp3) Transcript (txt) Handout (pdf)

The ECC: Webinar #2 - O&M For Credit

The ECC: Webinar #2 - O&M
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Original broadcast date: 10/02/2014

Description: The ECC: Webinar #2 - Orientation & Mobility Christy Householter, from Region X Education Service Center, Ruth Ann Marshal and Chris Tabb, both Statewide O&M Consultants for TSBVI Outreach Programs provide detailed information regarding the Orientation and Mobility (O&M) requirements of the Expanded Core Curriculum (ECC).

Register for this event to receive ACVREP or SBEC credit.For Credit

Download the transcript (txt), audio recording (mp3) and/or handout(s) (pdf or zip):


Social Interaction Skills

Visual impairments can socially isolate a student and affect his or her ability to benefit from innumerable non-verbal social cues. This can have an effect on the student’s personal life and future employment.

The ECC: Webinar #3 - Social Skills and Self-Determination For Credit

Social Interaction Skills
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Original broadcast date: 11/06/2014

Description: Ann Adkins, Educational Consultant for TSBVI Outreach Programs, TSBVI Curriculum specialists Debra Sewell and Jeri Cleveland review multiple resources for teaching Social Interaction Skills and Self-Determination as part of the Expanded Core Curriculum (ECC). Chapters include:

  • Introduction & Handouts
  • Social Interaction Skills
  • Self-Determination
  • Self-Control
  • Employment

Register for this event to receive ACVREP or SBEC credit.For Credit

Download the transcript (txt), audio recording (mp3) and/or handout(s) (pdf or zip):


Self-Determination

Self-determination includes decision-making, self-advocacy, and individual responsibility. These skills lead to competence, as opposed to “learned helplessness,” and are appropriate for all students, at all ages and abilities.

See Webinar #3: Social Skills and Self-Determination listed above


Assistive Technology

Access to information in “real time” is a key issue for students with visual impairments. High- and low-tech strategies may be critical for students to access the general curriculum and enhance communications.

The ECC: #4 Assistive Technology For Credit

The ECC: #4 Assistive Technology
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Original broadcast date: 12/04/2014

Description: Sharon Nichols, Assistive Technology Consultant for TSBVI Outreach Programs, details how the ECC "focuses on the knowledge and skills that are essential to learning, how to use technology to access all aspects of daily living, whether at school, at work, at play or at rest." Chapters include:

  • Introduction
  • AT and the ECC
  • Components of AT
  • AT Assessment
  • Role of TVI
  • When to Introduce AT
  • Teaching AT
  • What AT is Available?
  • TVI Training Opportunities
  • Types of AT
  • AT Success Stories
  • Tutorials for AT
  • Closing Comments

Register for this event to receive ACVREP or SBEC credit.For Credit

Download the transcript (txt), audio recording (mp3) and/or handout(s) (pdf or zip):


Sensory Efficiency

Students are likely to need structured and systematic instruction in visual, tactual, and auditory skills in order to benefit from other areas of the general curriculum and the expanded core curriculum.

The ECC: #5 Sensory Efficiency For Credit

The ECC: #5 Sensory Efficiency
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Original broadcast date: 01/08/2015

Description: Millie Smith, TVI and author of the Sensory Learning Kit demonstrates how to address Sensory Efficiency evaluation and instruction in the Expanded Core Curriculum (ECC). Chapters include:

  • Introduction
  • LMA: Sensorimotor Stage
  • Appendixes A thru G
  • Closing Comments

Register for this event to receive ACVREP or SBEC credit.For Credit

Download the transcript (txt), audio recording (mp3) and/or handout(s) (pdf or zip):


Independent Living Skills

The myriad of skills that assists with living is primarily learned visually. Students with visual impairments are likely to need structured instruction in personal, financial, and/or home-management skills. Family members may help facilitate learning these skills.

The ECC: #6 Independent Living For Credit

The ECC: #6 Independent Living
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Original broadcast date: 02/05/2015

Description: Independent Living Skills -- Petra Hubbard, TVI and VRT with Region 10 Education Service Center demonstrates how to teach Independent Living Skills as part of the Expanded Core Curriculum (ECC). Chapters include:

  • Introduction
  • ILS Definition & Resources
  • ILS Videos Part I
  • ILS Videos Part II
  • ILS Videos Part III
  • Questions & Final Comments

Register for this event to receive ACVREP or SBEC credit.For Credit

Download the transcript (txt), audio recording (mp3) and/or handout(s) (pdf or zip):


Career Education

With limited ability to learn about employment options via observation, students need to be taught about the various types of career options and the skills necessary to achieve personal goals.

The ECC: #7 Career Education For Credit

The ECC: #7 Career Education
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Original broadcast date: 03/05/2015

Description: Ann Adkins, Education Specialist with the TSBVI Outreach Program introduces Tad Doezema, TSBVI Principal for Career Education Programs and Debra Sewell, TSBVI Curriculum Coordinator. They discuss the curriculum and programs used at TSBVI to implement career education and work exploration for students who are blind or visually impaired or who have multiple disabilities. Chapters include:

  • Introduction
  • EXIT and Post-Secondary
  • Using Innovative Courses
  • General Employability
  • MAPS I
  • Work Exploration
  • MAPS II
  • Work Training
  • Links Program
  • Assessment & Documentation
  • Resources for Career Education

Register for this event to receive ACVREP or SBEC credit.For Credit

Download the transcript (txt), audio recording (mp3) and/or handout(s) (pdf or zip):


Recreation and Leisure Skills

Students need to be exposed to recreation and leisure activities, as exposure may not happen incidentally. Students should be made aware of modifications needed to make an activity accessible.

The ECC: Webinar #8 - Recreation & Leisure For Credit

The ECC: Webinar #8 - Recreation & Leisure
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Original broadcast date: 04/02/2015

Description: Athletic Director, Joe Paschall and Outreach Director, Cyral Miller, both from tee Texas School for the Blind and Visually Impaired, share a wealth of resources for that TVIs and COMS can use to address student needs for Recreation and Leisure Skills as part of the Expanded Core Curriculum (ECC). Chapters include:

  • Introduction
  • Role of the TVI & COMS
  • Assessment
  • Implications of Visual Conditions
  • Tips for APE/PE Instructors
  • Adaptive Sports for the Blind
  • PE Credits In/Out of School
  • Resources

Register for this event to receive ACVREP or SBEC credit.For Credit

Download the transcript (txt), audio recording (mp3) and/or handout(s) (pdf or zip):


The ECC: #9 ECC and the Family For Credit

The ECC: #9 ECC and the Family
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Original broadcast date: 09/10/2015

Description: This webinar is a continuation of last year's series on the Expanded Core Curriculum (ECC) and focuses on the importance of the ECC for students with visual impairments, its impact on them and their families, and the role that family members can play in addressing the ECC. Presenters Ann Adkins, Jean Robinson, and Edgenie Bella discuss family partnerships with education, government, and advocacy organizations such as DARS-DBS, DBMAT and TAPVI. Chapters include:

  • Introduction
  • Partners for Success
  • DARS DBS
  • DBMAT
  • TAPVI
  • Resources

Register for this event to receive ACVREP or SBEC credit.For Credit

Download the transcript (txt), audio recording (mp3) and/or handout(s) (pdf or zip):


Visual Arts and the Expanded Core Curriculum For Credit

Visual Arts and the Expanded Core Curriculum
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Original broadcast date: 10/19/2015

Description: All too often, students with visual impairment are excluded or discouraged from participation in the visual arts, under the mistaken assumption that such undertakings would be of little benefit or interest for them. This webinar discusses why art matters, and how to meet the needs of students who are blind or visually impaired in the area of visual arts. Facilitated by Scott Baltisberger & Chrissy Cowan, TVIs & Education Consultants with TSBVI Outreach, and TSBVI Art Teacher, Gretchen Bettes. Chapters include:

Register for this event to receive ACVREP or SBEC credit.For Credit

Download the transcript (txt), audio recording (mp3) and/or handout(s) (pdf or zip):

Transcript (txt) Audio (mp3) Handouts (pdf)


ECC Series: Compensatory Skills - Tactile Skills For Credit

ECC Series: Compensatory Skills - Tactile Skills
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Original broadcast date: 12/10/2015

Description: Our ECC webinar series continues with a focus on tactile skills, an important part of the Compensatory/Access Skills area. Compensatory skills refer to the use of strategies, techniques, and adapted materials that students with visual impairments need to access the general education and common core curricula. Facilitated by Ann Adkins, Educational Consultant and featuring members of the TSBVI Curriculum Development Team, Debra Sewell and Jeri Cleveland. Chapters include:

  • Tactile Skills Development
  • Prep for Tactile Learning
  • Hierarchy of Tactile Skills
  • Team Work

Register for this event to receive ACVREP or SBEC credit.For Credit

Download the transcript (txt), audio recording (mp3) and/or handout(s) (pdf or zip):


Lesson Ideas for Self-Determination For Credit

Lesson Ideas for Self-Determination
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Original broadcast date: 01/12/2016

Description: Are you concerned about how to address all of the areas of the Expanded Core Curriculum (ECC), especially those that seem a little hard to define?  Self-Determination is one area that means many things to different people. Come join us as we talk about our ideas for teaching self-determination skills, and share some of yours.  Chapters include:

  • Scope and Sequence
  • Unit 1: The Eye & Sight
  • Unit 2: Student Toolbox
  • Links on TSBVI website
  • Unit 2: Lesson 11
  • Unit 2: Lesson 13
  • Units 3 & 4

You may also want to review and/or download this information on Units and Lessons for Self-Determination.

Register for this event to receive ACVREP or SBEC credit.For Credit

Download the transcript (txt), audio recording (mp3) and/or handout(s) (pdf or zip):


Self Determination- Be the Boss of Your Own Technology

Original webcast date: 3/7/2019
Description: This is the fifth in a series focusing on self-determination skills. The presenters will share lesson plans designed to assist itinerant TVIs with goals and objectives related to teaching students how to manage their own assistive technology. The lesson plans will cover such topics as: • Facilitating student participation in the selection of devices. • Determining which device is best for the student. • Assisting the student in planning the use of AT throughout the school day and at home (for homework).

 Register to receive ACVREP or SBEC credit.For Credit

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

ECC Series: The ECC for Infants and Toddlers For Credit

ECC Series: The ECC for Infants and Toddlers
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Original broadcast date: 01/14/2016

Description: How do you provide assessment and instruction in all areas of the ECC when your student is an infant or toddler? In our continuing ECC series this webinar will take a look at this issue and offer ideas and resources for instruction. Chapters include:

  • ECC & Early Childhood
  • Functional Vision Evaluation
  • Sensory Play & Exploration
  • Activities and the ECC
  • Work within Family's Routine

Register for this event to receive ACVREP or SBEC credit.For Credit

Download the transcript (txt), audio recording (mp3) and/or handout(s) (pdf or zip):


ECC Series: Compensatory Skills - Listening Skills For Credit

ECC Series: Compensatory Skills - Listening Skills
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Original broadcast date: 04/14/2016

Description: Listening is a skill that uses the sense of hearing. Listening skills for students who are blind or visually impaired are essential for developing all areas of the Expanded Core Curriculum, and, as such, must be taught with systematic instruction. Ann Adkins, Educational Consultant for TSBVI Outreach Programs identifies elements of listening skills and provides resources for evaluation and instruction. Chapters include:

  • Importance of Listening Skills
  • Teaching Listening Skills
  • Resources for Instruction
  • Learning to Listen, Listening to Learn
  • Listening Skills & Literacy

Register for this event to receive ACVREP or SBEC credit.For Credit

Download the transcript (txt), audio recording (mp3) and/or handout(s) (pdf or zip):

Part 4

Articles

Early Tactile Learning

By Jeri Cleveland and Debra Sewell

The authors discuss the importance of fine and gross motor development for children with visual impairments. The importance of learning based on hands-on experiences is also discussed.

Some Things to Learn from Learning Through Touch

By Kate Moss Hurst

This article shares information about the book, Learning Through Touch, by Mike McLinden and Stephen McCall. Special attention is paid to the anatomy and physiology of touch and the functions of touch.

The Importance of Touch in Parent-Infant Bonding

By Gigi Newton

Evelyn Guyer, a certified infant massage therapist, trained individuals in the use of Bonding And Relaxation Therapy (BART) and received a grant to train parents and others to use these techniques with deafblind children. Gigi Newton wrote this article about some of the work being done by Evelyn and others that was published in the July 1992 edition of P.S. News.

Other Resources

Reflections on Deafblindness: Hands and Touch 

Presented by Barbara Miles for Perkins School
In this webcast, Barbara Miles, a well-known author and lecturer, discusses the unique function hands serve for individuals who are deafblind. For people with vision and hearing impairments, hands become eyes, ears, and a voice. Barbara’s realization that hands have so many critical roles changed the way she interacts with the hands of children who are deafblind.

Conversations: Connecting and Learning With Persons Who Are Deafblind

Presented by Barbara Miles

Barbara Miles, a well-known author and lecturer, discusses the methodology of conversations in connecting and learning with students who are deafblind. Miles encourages people to duplicate the successful elements of their interactions with others and make them accessible to those with limited vision and hearing. She also suggests other strategies for making a conversational connection with those who cannot see or hear. 

Integrating Print and Braille: A Recipe for Literacy, Chapter 3: Enhancing Vision Through Touch

Editor: Sharon Maneki

A collection of articles that discuss how touch can support the use of residual or low vision in learning.


Return to Introduction: Touch and the Development of the Tactile Sense

Return to Part 1: Importance of Touch and Tactile Skills

Return to Part 2: Awareness of Existing Tactile Skills

Return to Part 3: Interacting with Others Tactilely/Tactile Communication

 

Instruction in orientation and mobility, one of the Expanded Core Curriculum areas, helps students know where they are in relation to people and things in the environment, how to get where they want to go and how to get there safely by walking or using a wheelchair or using transportation.


For Credit Indicates content that is available for ACVREP or SBEC credit.
You must register for each event prior to submitting the Delayed Viewing Request in order to obtain continuing education credit.

Index

 Caseload Point SystemFor Credit

For Credit What is a Bioptic? What is My Role as a COMS?

For Credit Location Literacy

 Tactile Maps GuidelinesFor Credit

Inside the Adaptive Brain

Building Spatial Skills through Video Game Play

O&M and Listening Devices

Using the 2013 Michigan Severity Scale for O&M

Guide Techniques


Caseload Point System

Original webcast date: 5/8/2018
Description: Current caseload point systems from around the country will be discussed in relation to finding a point system that represents students’ functional needs and the workload of COMS’s and TVI’s. These concepts for caseload point systems will then be applied to administrative action triggers to allow for naturally occurring staff level changes based on student enrollment rather than having to rely on direct and often time consumer advocacy of the COMS, TVI, parent, or other blindness/vision professional. Specific suggestions for creating a caseload point system that represents a district’s or region’s unique set of variables will be addressed.

 Register to receive ACVREP or SBEC credit.For Credit

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

What's a Bioptic? How can COMS support potential drivers?

Original webcast date: 10/4/2017
Description: “Can I be a driver?” is an emotion packed question for a teenager who has low vision. As part of travel skills, a COMS is likely to hear this question asked by a student or curious adults. What is the COMS role in regards to pre-driver training, use of the bioptic, or student driver instruction? The presenters will answer these questions in addition to previewing a one-day workshop that focuses on the driving question for students and parents.

 Register to receive ACVREP or SBEC credit.For Credit

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

Location LiteracyFor Credit

Original webcast date: 10/04/2016
Description: When individuals know how to use coordinates, convert between systems or coordinates, organize and access databases of points of interest, navigate in virtual space, etc. they open up new horizons of opportunity. This Webinar focuses on professionals developing their own location literacy skills as well as learning strategies and techniques for developing the skills of the students they work with.

Location Literacy

 Register to receive ACVREP or SBEC credit.For Credit

Downloads: Handout (pdf) Transcript (txt) Audio (mp3)

Tactile Maps Guidelines

Original webcast date: 3/6/2018
Description: This webinar will look at how to create tactile maps using guidelines for students who are blind and visually impaired. It will include examples of how to represent point features, line features, area features, names with braille characters, map keys and legends, compass rose indicators, etc. Various computer programs such as Microsoft Word and vector graphics programs will also be discussed. Guidelines and other resources can be found in the LiveBinder at: http://bit.ly/tactilemap

 Register to receive ACVREP or SBEC credit.For Credit

Downloads: Transcript (txt) Audio (mp3)

Inside the Adaptive Brain

Original webcast date: 11/03/2015
Description: Inside the Adaptive Brain of Individuals with Ocular Blindness and Cortical Visual Impairment. Keynote presentation by Dr. Lofti Merabet at the 2016 SWOMA conference.

Inside the Adaptive Brain
Downloads: Audio (mp3) Transcript (txt)

Inside the Adaptive Brain Q&A

Original webcast date: 11/03/2015
Description: Question & Answer session after keynote presentation, Inside the Adaptive Brain of Individuals with Ocular Blindness and Cortical Visual Impairment. Dr. Lofti Merabet at the 2016 SWOMA conference.

Inside the Adaptive Brain Q&A
Downloads: Audio (mp3) Transcript (txt)

Building Spatial Skills through Video Game Play

Original webcast date: 11/03/2015
Description: Developing Spatial Navigation Skills through Video Game Play. Keynote presentation by Dr. Lofti Merabet at the 2016 SWOMA conference. Dr. Merabet shows the neuroscience behind evidence-based enhancements in navigation skills for individuals who are blind by using audio/video games to motivate learners and stimulate brain function.

Building Spatial Skills through Video Game Play
Downloads: Audio (mp3) Transcript (txt)

Building Spatial Skills through Video Game Play Q&A

Original webcast date: 11/03/2015
Description: Question & answer session for Developing Spatial Navigation Skills through Video Game Play. Keynote presentation by Dr. Lofti Merabet at the 2016 SWOMA conference. Dr. Merabet shows the neuroscience behind evidence-based enhancements in navigation skills for individuals who are blind by using audio/video games to motivate learners and stimulate brain function.

Building Spatial Skills through Video Game Play Q&A
Downloads: Audio (mp3) Transcript (txt)

O&M and Assistive Listening Devices

Original webcast date: 02/27/2014
Description: This webinar is an interview with Educational Audiologist Lisa Sutherland about types of assistive listening devices used for different types of hearing losses; and how those devices might be used and/or programmed to help deafblind students better identify environmental sounds for orientation and mobility.

O&M and Assistive Listening Devices
Downloads: Audio (mp3) Transcript (txt) TETN 20442 O&M and Assistive Listening Devices handout (doc)

Using 2013 Michigan Severity Scales for O&M

Original webcast date: 10/16/2014
Description: Webinar on how to use the 2013 Michigan Severity Scales for Orientation & Mobility. Chris Tabb & Ruth Ann Marsh, COMS with Outreach Programs at the Texas School for the Blind and Visually Impaired discuss the purpose of the scales and how to use the Basic and Plus+ Scales to make a professional recommendation on the level of O&M services. They demonstrate how to use the Basic scale with sample student data.

Using 2013 Michigan Severity Scales for O&M
Downloads: Transcript (txt) Audio (mp3) Handouts (zip)

Guide Technique

Description: This video provides direct instruction on how to assist an individual who is blind using guide technique, a mobility system where a guide safely and efficiently walks with a traveler who is blind. Specific skills in basic guide technique, how to go through doorways, how to go up and down stairs, how to handle narrow passageways, adaptations for special situations, etc. along with common courtesies are described and demonstrated.

Guide Technique
Downloads: Transcript (txt) Audio (mp3)

For teachers of students with visual impairments and blindness, providing instruction in Braille and the production of braille (including tactile graphics) for students is a critical issue.  These broadcasts focus on a variety of issues and resources related to braille.


For Credit Indicates content that is available for ACVREP or SBEC credit.
You must register for each event prior to submitting the Delayed Viewing Request in order to obtain continuing education credit.

Index

        Braille Formats: Principles of Print-to-Braille-Transcription 2011

For Credit Where Do I Start with Music Braille?

        TETN 20444 Braille Music

For Credit Getting Started with UEB

 Tactile Maps GuidelinesFor Credit

For Credit Braille Production Study Group - MathType & Word 2010


Braille Formats: Principles of Print-to-Braille-Transcription, 2011

Description: Description: 1 of 7, TETN #20437 - Sue Mattson discusses the importance of braille formatting, Part 1 of 2. Review of the Braille Authority of North America (BANA) recently released Braille Formats: Principles of Print-to-Braille Transcription, 2011. This completely revised publication that is available in three accessible electronic versions on the BANA website.  The new publication is the result of an extensive revision of the previous braille formats publication.  The revision was worked on for 10 years by members of BANA’s Braille Formats Technical Committee.

Braille Formats: Principles of Print-to-Braille-Transcription, 2011
Downloads: Transcript (txt) Handout (pdf) Audio (mp3)

Where Do I Start with Music Braille?

Original webcast date: 02/23/2016
Description: This webinar with demonstrate how to support music instruction in general education, specifically for elementary and middle school students. There will be discussion of whether a music assignment should be scanned and produced or just manually produced as the best solution for a specific lesson.

Where Do I Start with Music Braille?

 Register to receive ACVREP or SBEC credit.For Credit

Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

TETN 20444 Braille Music

Description: Braille Music code puts all the nuances of a musical composition under the fingertips of the blind reader. This TETN discusses the need for braille music, demonstrates the basic formatting; and illustrates software used for transcribing and/or composing braille music.

TETN 20444 Braille Music
Downloads: Transcript (txt) Audio (mp3) Handout (pdf)

Getting Started with UEB

Description: Jeri Cleveland, Curriculum Instructor and Sue Mattson, Braille Production Coordinator at the Texas School for the Blind and Visually Impaired introduce viewers to the Unified English Braille (UEB) code and provide tips and resources to help teachers and students make to transition.

Getting Started with UEB

 Register to receive ACVREP or SBEC credit.For Credit

Downloads: Handout (pdf) Transcript (txt) Audio (mp3)

Tactile Maps Guidelines

Original webcast date: 3/6/2018
Description: This webinar will look at how to create tactile maps using guidelines for students who are blind and visually impaired. It will include examples of how to represent point features, line features, area features, names with braille characters, map keys and legends, compass rose indicators, etc. Various computer programs such as Microsoft Word and vector graphics programs will also be discussed. Guidelines and other resources can be found in the LiveBinder at: http://bit.ly/tactilemap

 Register to receive ACVREP or SBEC credit.For Credit

Downloads: Transcript (txt) Audio (mp3)

Braille Production Study Group - MathType & Word 2010

Description: Patrick Van Geem, Outreach Consultant and Sue Mattson, Braille Production Coordinator with the Texas School for the Blind and the Visually Impaired demonstrate using MathType in MS Word 2010 to prepare math worksheets using Duxbury or Tiger Software Suite braille translation software. Webinar held 2015-02-24. Webinar held 2015-02-24.

Braille Production Study Group - MathType & Word 2010

 Register to receive ACVREP or SBEC credit.For Credit

Downloads: Transcript (txt) Audio (mp3) Handouts (zip)

Infants with visual impairments must meet eligibility criteria before they receive VI or O&M services. The assessment that must be conducted by a TVI or O&M is the Functional Vision Evaluation (FVE).  Completing the FVE with an infant or toddler can be challenging.  These series of videos by Lois Harrell, Pediatric Vision Specialist describes how she developed the Functional Vision Assessment Kit using her 40 plus years of experience with children who are blind or visually impaired. Lois inventories materials in the kit and briefly describes how they are used in assessing functional vision of infants and young children.  Specific examples of the procedures are shown.


ForCreditTiny Indicates content that is available for ACVREP or SBEC credit.
You must register for each event prior to submitting the Delayed Viewing Request in order to obtain continuing education credit.

Index

TETN 32954 - Functional Vision Assessment for VI Infants

Functional Vision Assessment Kit

Parent and TVI Interaction

Comparison of Two Functional Vision Assessments

Observations from Two Functional Vision Assessments

For CreditECC Series: The ECC for Infants and Toddlerss


TETN 32954 - Functional Vision Assessment for VI Infants

Original webcast date: 10/21/2014
Description: Ann Rash, VI Infant Consultant with the Texas School for the Blind & Visually Impaired Outreach Program introduces viewers to Pediatric Vision Specialist Lois Harrell. Harrell shows viewers some of the items in her Functional Vision Assessment Kit, conducts two FVAs, and discusses her assessments.

TETN 32954 - Functional Vision Assessment for VI Infants
Downloads: Transcript (txt) Audio (mp3)

Lois Harrell Videos on Functional Vision Assessment of Infants and Toddlers 

Part 1 - Functional Vision Assessment Kit

Description: Lois Harrell, Pediatric Vision Specialist describes how she developed the Functional Vision Assessment Kit using her 40 plus years of experience with children who are blind or visually impaired. Lois inventories materials in the kit and briefly describes how they are used in assessing functional vision of infants and young children.

Part 1 - Functional Vision Assessment Kit
Downloads: Transcript (txt)

Part 2 - Parent and TVI Interaction

Description: Lois Harrell, Pediatric Vision Specialist demonstrates positive ways to interact with parents who have questions or misconceptions about their child's functional vision. Parents of a child who is blind or visually impaired may not immediately understand the difference between the ophthalmological, or physical assessment of their child's vision and the functional assessment; how their child uses his/her vision.

Part 2 - Parent and TVI Interaction
Downloads: Transcript (txt)

Part 3 - Comparison of Two Functional Vision Assessments

Description: Lois Harrell, Pediatric Vision Specialist narrates video of her conducting Functional Vision Assessments with two young children. The children had different visual systems and required different techniques during the assessment.

Part 3 - Comparison of Two Functional Vision Assessments
Downloads: Transcript (txt)

Part 4 - Observations from Two Functional Vision Assessments

Description: Lois Harrell, Pediatric Vision Specialist narrates video of her conducting Functional Vision Assessments with two young children and makes observations about the functional vision of each child.

Part 4 - Observations from Two Functional Vision Assessments
Downloads: Transcript (txt)

ECC Series: The ECC for Infants and ToddlersFor Credit

Original webcast date: 01/14/2016
Description: How do you provide assessment and instruction in all areas of the ECC when your student is an infant or toddler? In our continuing ECC series this webinar will take a look at this issue and offer ideas and resources for instruction.

ECC Series:  The ECC for Infants and Toddlers

 Register to receive ACVREP or SBEC credit.For Credit

Downloads: Audio (mp3) Handout (pdf) Transcript (txt)

What's New? (Updated 4/9/2020)


TSBVI Outreach Coffee Hour on Mondays, Wednesdays, and Fridays at 10:00AM Central Time

Visit the current Coffee Hour schedule

Looking for some PD Time? Need a chance to visit with colleagues? Texas School for the Blind and Visually Impaired will be hosting a “Coffee Hour” every Monday and Wednesday at 10:00 CST for teachers, paraprofessionals, and other school staff.

Please join members of our Outreach team in discussing topics related to supporting students and families of students with visual impairments or who are deafblind.

We hope to see you there!

TSBVI Outreach Zoom Security

TSBVI Outreach is aware of current concerns with the Zoom videoconferencing platform, and we are following recommended practices to prevent unauthorized users from disrupting the events that we host in Zoom. To date, we have not had any negative incidents during our webinars or the TSBVI Coffee Hour.

TSBVI Outreach takes the following precautions to keep our meetings safe:

Authenticated Users - all participants must be logged into a Zoom account, or authenticated through a Google or Facebook account. This allows us to hold participants accountable for their actions in the meeting. Please create a free Zoom account if you do not already have one.

Waiting Room - before the meeting starts, all participants must log into a waiting room. This allows us to be aware of who is attending the meeting and helps prevent disruption.

Recordings - Occasionally we record the TSBVI Outreach Coffee Hour sessions for later viewing. If the session is being recorded, you will be notified by Zoom upon entry into the event.

Please email our media team at  if you have questions or concerns about attending TSBVI Outreach Zoom events.

Join The TSBVI Outreach Mailing List

Would you like to be on our mailing list to get updates about new training activities? Sign-up Now!  We promise not to share your information with anyone else or inundate you with nonessential emails.


How to get CEUs for watching TSBVI Outreach Videos

You can select a topic by clicking Past Recorded Webinars (By Topic) in the menu on the far left of this page (above if you are on a mobile device)  A listing of topics will populate in the drop-down menu. For example:  Active Learning.

Each topic will have a dedicated page with a listing of different sessions available for viewing.  For Credit A graduation cap next to the session title  indicates that the content is available for ACVREP or SBEC credit.  If there is NOT a graduation cap next to the title, then the content is not approved for credit; it is only available for viewing.

How to register for CEUs in ESC-Works

In order to receive continuing education credit (SBEC and/or ACVREP) for the archived webinar you must do the following:

  1. Log in and register for the event at our ESCWorks Registration Site.  If you are a first time user, then you will need to create an account.
  2. View the archived webinar in its entirety.
  3. Fill out the Delayed Viewing Request.
  4. Receive your emailed session code.
  5. Complete the online evaluation and provide the session code in the online evaluation form.

If you would like more detailed instructions, download a printable handout of this process.

What happens after you submit your delayed viewing request?

Once you submit your Delayed Viewing Request Form, you will be marked attended for your session. You will receive an emailed reply from an outreach staff person. This message will contain a session code to use in your evaluation. Delayed viewing requests are answered Monday through Friday from 8:00 AM to 5:00 PM, with the exception of holidays and breaks.   

After you are marked attended, you should receive an email from .  It will contain a direct link to your online evaluation.  A pop-up window will appear when you click the link.  Be sure to complete the online evaluation form in its entirety, and supply the session code that was sent to you.  Be careful to enter the code correctly.  You can immediately download your certificate from that same window.

 If you cannot locate your emailed evaluation, you can log into your ESCWorks account and go to:  Registration History / Certificates, click on Online Sessions, and click on the Complete sub tab.  A link to your evaluation will be located under the title of the session.  Any and all of your certificates for completed sessions will be located in your Registration History, if you should need to download them again.  Posted below on the second page is screenshot illustrating where to find the links described.