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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.
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.
Behavior Part 2 – What’s Next?
In the Guidance for Planning Behavior Intervention publication, it is noted that there are four pillars that must be addressed to prevent distressed behavior: Safety, Success, Independence, and Connectedness. What can we do to foster feelings in all four of these pillars? In today’s coffee hour, we will review the charts in the back of the publication, look at the strategies listed under each pillar, and begin to work through and describe how those proactive strategies can be applied in the classroom/home/community. Open captioned.
Guidance for Planning Behavior Intervention
Join us for an overview of TSBVIs behavior guidance document. Inappropriate behaviors are a human response to many complex stressors and can lead to an ongoing cycle of behavior/reaction. We will explore ways to break this cycle by offering strategies that foster safety, success, independence, and connectedness with your students by using proactive and responsive strategies. Open captioned.
The CVI Protocol Platform: A Digital CVI Assessment Tool
This presentation will cover the journey of a CVI new assessment tool, The CVI Protocol Platform, what the tool entails, who can use it, and a look into the generated reports. Open captioned.
Deafblind Expanded Core Curriculum Considerations
As part of the new publication, "Essential Tools of the Trade for Teachers of Students who are Deafblind: A How-To Guide for Completing Evaluation", seven considerations for additional expanded core curriculum areas were developed and proposed. This session will review the seven areas, the considerations connected to them, and will provide the opportunity for discussion around each of the proposed areas. Open captioned.
Explore the Expanded Core Collapsed Framework – A 21st Century Approach to the Expanded Core Curriculum with Robbin Clark
Participants will explore the collapsed framework and learn tools for designing Expanded Core instruction. Open captioned.