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Coffee Hour Archive

TSBVI Outreach Coffee Hour recordings are not eligible for delayed viewing credits. To earn CEUs for participating in upcoming sessions, please visit the current registration page.

The Stress-Trauma Continuum in Students with Visual Impairment

Open captioned. A mean comment about glasses, getting hit by a ball in PE, an inaccessible science graphic, or an embarrassing missed social cue are examples of experiences that might trigger the nervous systems of students and their families. For health and well-being, activated nervous systems need to return to a state of calm. When stress accumulates or trauma is unprocessed, mental health becomes compromised. This Coffee Talk explores the stress-trauma continuum in the context of visual impairment, potential effects on students and their families, and strategies for providing support.

Mental Health Matters – Managing Burnout and Boosting Resilience

Open captioned. Through fostering resilience, individuals can increase their ability to bounce back from adversity, maintain well-being, and thrive in both personal and professional spheres. Come ready to explore actionable strategies for recognizing and managing burnout, including setting boundaries, prioritizing self-care, and seeking support.

Braille Literacy for Babies and Toddlers: What Are You Waiting For?

Open Captioned. Introduction to braille is critical for babies and young children who are blind, have low vision, or are deafblind. Too many barriers exist for their literacy access and it's not as complicated as it sounds. Join us to learn about the importance of early braille exposure and access to resources.

Measuring and Maximizing Vision: Perspective from a Low Vision Specialist

Open Captioned. Necessity is the mother of invention. This line certainly holds true when measuring students’ visual acuity and visual field in informal settings such as the school hallway or the mobile low vision clinic. Come hear Dr. Jenny Wood, low vision specialist with Lumino Vision, describe her innovative strategies and tips in completing the eye exam for a range of students, including birth-three. Additional topics include developing and maximizing visual abilities and prescribing principles for optical devices including eyeglasses.

Low Vision and the ECC – Compensatory Access Skills

Open Captioned. Compensatory skills for students with a visual impairment involve the use of assistive technology, adaptations, and strategies that maximize a student’s opportunity to access information and engage with learning materials. This session will stress the importance of observation as a strategy to gather student performance information in actual settings, use this information to guide instruction and collaboration, and suggest lesson ideas for the population of students with low vision functioning in general education settings.

A Deep Dive into Multi-Media Learners with Low Vision

Open Captioned. Students who need multi-media to access instruction require a unique and individualized program for learning. Balancing instructional time for print, braille, and auditory formats so that they gain adequate skills simultaneously takes careful planning and much collaboration across team members. Join us to discover some considerations, tips, and tricks to successfully implementing a multi-media program for students with low vision.

Who Are Proficient Communicators and How Can We Support Them?

Open captioned. In recent years there has been a shift in the population of students on the Texas Deafblind Child Count indicating an increasing number of congenital deafblind students who are taking standardized state testing with or without accommodations. These children may be in general education classes performing at near, on, or above grade level, and typically have strong communication skills using speech, sign language, braille, and/or print. In this Coffee Hour presentation, we will look at 12 important considerations to be mindful of as we provide support to these students.

Cognitive Evaluation for Students who are Deafblind: A Panel Discussion Regarding Best Practices

Open captioned. A panel including a Deafblind Education Consultant, an Educational Diagnostician, and a Family Engagement Coordinator will discuss best practices in evaluating cognitive abilities of students who are Deafblind. Topics include eligibility criteria for Intellectual Disability, using caution with global measures of intelligence, the benefit of targeted measures, and the importance of a collaborative approach.

Informal Functional Hearing Evaluation: A Tool for the Whole Team!

Open captioned. The Informal Functional Hearing Evaluation (IFHE) is a free tool to evaluate the functional hearing of an individual who is deafblind. This tool isn't just for the Teacher of Students who are Deaf/Hard of Hearing though! The information gathered can benefit the whole team! We will discuss how each member of the team can utilize this important information.

Hmmm, it looks like autism to me – Understanding the Similarities Between the Profiles of Learners with Autism and Learners with Sensory Losses

Open captioned. Have you ever wondered if your child or a student in your class or caseload has autism in addition to vision loss or deafblindness? Have other service providers or medical professionals suggested that an autism diagnosis should be pursued? You're not alone with those questions. For decades we have recognized the similarities in the behaviors of children and youth with autism spectrum disorders (ASD) and those with deafblindness or vision loss. While it is possible to be diagnosed with both sensory losses and autism, it is very likely that a learner who is deafblind or blind/low vision simply appears similar to a child with autism and other people do not have adequate or appropriate information about the characteristics of these sensory losses. In this presentation we'll consider the similar characteristics in both profiles and offer explanations of how sensory losses could explain these “autistic-like” characteristics and ways to interpret the meaning of those behaviors.

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