Training and Workshop Descriptions

Here are some training's that you may find useful. These training's contain information and resources about deafblindness, conditions related to deafblindness and education. Training's are listed by date and by state on the Events page. Most of the NEC sponsored training's we provide PDP Points (Professional Development Points)


New England Consortium Sponsored Training's

We are excited to introduce our 4-Part Training Series in all four states. The series includes the following topics and is offered on four separate dates. Participants must attend all four training's. If you have an interest in our 4-Part Series please contact NEC@Perkins.org and ask to have a training held at your site. We require a minimum of 20 participants at a site to run the training. The site location must be supplied free of charge to NEC and be able to accommodate 20+ people. For additional details contact NEC at the above email address.

Part 1 - Unique Challenges of Deafblindness and Multiple Disabilities Understanding of how a combined vision and hearing loss impacts learning and social/emotional development.

• The diversity within the population of learners who are deafblind.
• The isolating effects of combined hearing and vision.
• The emotional implications of combined hearing and vision losses.
• The differences between low vision and blindness.
• The structure and function of the auditory system.
• The complex effects of additional disabilities.
• The need for learners who are deafblind to have communication embedded/incorporated in all activities and settings.

Part 2 - Developing Communication Competencies for Learners who are Deafblind and Their Partner Strategies to improve communication, language and social interaction.

• Linguistic forms/modes of communication.
• The communication functions of behaviors.
• Development of vocabulary (content).
• Development of communication partnerships.
• Assessment of non-linguistic forms of communication.
• Assess and interpret the meaning of intentional use of signals and natural gestures to communicate.

Part 3 - Important Considerations in Assessment of Children who are Deafblind or who have Multiple Disabilities and Sensory Loss Comprehensive, on-going assessment strategies for identification, implementation and program development of children and students who are deafblind.

• Identify the critical components necessary in planning, assessing and reporting assessment results of children with multiple disabilities, deafblindness, and sensory loss
• Discuss formal (norm-referenced tests) and informal (criterion-referenced) assessment strategies
• Identify the role of the teacher and examiner in the assessment process
• Consider the impact of the child’s sensory loss(es) on learning. Make necessary motor and communication accommodations for the assessment, alternate assessment, IFSP/IEP/ITP development, and in developing curriculum
• Present assessment and curriculum tools including: Callier Azusa; INSITE Checklist; C.O.A.C.H. and the AEP’s Assessment & Planning System

Part 4 - Important Considerations in Developing Curriculum for Children who are Deafblind or who have Multiple Disabilities and Sensory Loss Strategies for developing and implementing curriculum modifications and adaptations for children and students who are deafblind.

• Identify the critical components of an academic curriculum for children with multiple disabilities, deafblindness, and sensory loss
• Discuss learning principles to consider when developing curriculum
• Discuss ways to adapt and modify the academic curriculum to meet the needs of children with multiple disabilities, deafblindness, and sensory loss
• Consider necessary teaching strategies designed to implement the modified academic curriculum
• Adapt and use a Unit Based Curriculum Approach for designing an integrated curriculum for children with multiple disabilities, deafblindness, and sensory loss

If you are interested in attending one of these training's contact the person in that particular state. (see contact us page)

The key goals of this project are to :

1. facilitate a “community of practice” in the field of deafblindness in the states of CT, ME, MA, NH and VT that facilitates the sharing of information about best practices in deafblind education
2. provide collegial support to staff working with children and youth who are deafblind
3. increase the number of personnel trained in the field of deafblindness within the New England region
4. support team consultation and instate training to team members and state agencies, and
5. develop state action plans and conduct state activities to address the technical assistance needs of children and youth who are deafblind, their families and service providers

Project Requirements:

• DB Advisors must commit to the two year training project by attending 3, 2-day training modules at Perkins School for the Blind, interim phone/video conferences and a final portfolio. Also, DB Advisors will submit data regarding:
  1. pre and post self-rating report
  2. vision, hearing, communication and classroom environmental assessments
  3. family interview and needs assessment
• All DB Advisors will be required to have direct access to a child who has combined vision and hearing losses for direct observation, assessment and program development.
• NEC is in the process of pursuing graduate credit opportunities. At least forty-eight Professional Development Points will be offered (for complete attendence). *CEU's will be offered in CT only.
  

To register: Contact Cheryl Harvey at nec@perkins.org, or download the Registration Form and fax it to 617-972-7354

Deafblind Advisor Forms:

• Syllabus
• Requirements
• Supervisor Letters: October 2009 or March 2010
• Child Permission Form
• State Action Plan
• Leadership Activities and State Action Plan - March 2010

 

Deafblind Advisor Tier II is coming soon. Information will be posted shortly for our next draft of Deafblind Advisors. If you are interested in this next training please contact nec@perkins.org, or download the Registration Form and fax it to 617-972-7354 we will be selecting our candidates based on criteria and availability to attend all training and phone conferences.

Local Training's

Massachusetts:

Massachusetts 4-Part Training Series . This is a free training. Fax registration form to: 617-972-7354. Registration Form Registration starts promptly at times set and class begins 1/2 hour from registration time. For the training space location contact Susan DeCaluwe. For directions Google map quest. Click here to download the Evaluation Form

Future Locations:

• Reading: in Reading, MA on January 20, February 24, March 24, April 28 & May 19, 2010.
• Schwartz Center - Dartmouth: May 25, June 22, June 29
  
• Contact Susan DeCaluwe for training in your state.
  

Dr van Dijk Training: October 4th & 5th 2010. Dr. Jan van Dijk is a world renowned educator from the Netherlands who has pioneered teaching approaches appropriate for children with deafblindness. His approaches emphasize a "functional learning environment". designed to foster movement, communication, and mutually shared experiences between the child and adult. This 2-day event will provide an overview of the van Dijk approaches to communication and literacy development that includes the relationship between movement and interactional development and promotion toward symbolic development and promotion toward symbolic communication using calendars boxes, memory books and other augmentative systems. In addition, Dr. van Dijk will address the correlation between communication and behavioral challenges in children who are deafblind.

Participants must register by mail or fax 617-972-7354. There will be no on-site registration. Registration closes on August 30th, 2010. The fee is $75.00 per person. (Deafblind Advisors are FREE) Questions on content contact Tracy Evans Luiselli at 617-972-7517. Click here to download the Registration Form

Connecticut:

• Portfolios Workshop, Part II CT TBD Contact karen.olson@ct.gov
  

New Hampshire:

• Contact Brooke Buchanan or Sue Hollis for training in your state.

Maine:

• Contact NEC@perkins.org or Jean Small to set up a training/in-service in your state.
  
  

Project INSITE

• Project INSITE is coming to MA/ME/CT in 2010/2011 dates TBD. Registration is required....... Space is limited stay tuned for details.
  

For all of the above training dates please email or fax your registration form by the deadline to NEC@Perkins.org or fax it to Cheryl Harvey at 617-972-7354.

On-line Training's, Webinar's & Conference Calls (FREE unless noted otherwise)

Conference Calls:

Family Phone Network:

• July 12: Interfacing with your Medical Team
• August 2: Where have all the Programs Gone?
• September 13: Organization: From Cubbies to Paperwork
• October 4: Working with your Healthcare Provider(s)
• November 1: Surviving the Holidays
• December 6: Family Dynamics
  
  

• Bridging the Gap: Best Practices for Instructing Adults Who Are Visually Impaired and Have Low Literacy Skills
  American Foundation for the Blind
• Free, online academic and enrichment courses for individuals, 14 and older, who are blind or visually impaired
  Hadley School for the Blind
• Free online courses for Families of individuals with blindness or low vision
  Hadley School for the Blind
• Living Better at Home: Let’s Cook Together
  Lighthouse International
• Living Better at Home: The User-Friendly Kitchen
  Lighthouse International

For more information please contact: Lisa DiBonaventura, M.A., COMS Email: Lisa.DiBonaventura@state.ma.usPlease note: By posting these Web links, it is not our intention to endorse or recommend the sites. These sites are being offered only as informational resources.

 

• SPARKLE Webinar on Conflict Resolution by John Reiman that was broadcast in December 2009. Click on the link and wait for the broadcast to begin. http//connectpro67153335.na5.acrobat.com/p93511884/
  
• NCDB Webinar on Early Usher Identification: by Jon Harding, NCDB - broadcasted in the spring. Here is the link. http://connectpro67153335.na3.acrobat.com/p69199564
  • Using the Deaf-Blind Child Count Graphic Mapping Tools and the Deaf-Blind Child Count Pivot Tables to Analyze and Report Deaf-Blind Child Count Data
  • Why Technology? Why Us? Why Now? How?
  • Best Practices for Assessing Communication and Learning Skills in Young Children who are Deaf-Blind
    
• COPCS Webinars: to register fo to the TA and D iLinc website: https://tadnet.ilinc.com/perl/ilinc/lms/login.pl?template_dir=tadnet
  • Webinar #1 on Introduction to Cortical Visual Impairment (CVI): Presented by: Diane Kelly, Ph.D., Project Director and Sandy Newcomb, Ph.D., Technical Assistance, Specialist Connections Project, University of MD was presented on January 21, 2010 to see this conference please click on the following link: Link to follow...
• Webinar #2: Pending info...
• Webinar #3: Transition Planning for Young Adults who are Deafblind, Presenter Susie Morgan Morrow, MA, CI, CT, New York Deaflbind Collaborative (NYDBC). Was presented on Thursday, March 18, 2010 Gain critical components of treansition planning that assists in the successful transition from school to adult life for young adults who are deaf-blind. Federal and state laws applicable to transition planning, key players necessary for seamless transition for students who are deaf-blind
• Webinar #4: Sign Language: Modifications for Low Vision & Tactile Communicators:Presenter Susie Morgan Morrow, MA, CI, CT, New York Deafblind Collaborative (NYDBC). Was presented on Thursday, April 15, 2010 3-5PM. This webinar will discuss visual and tactile modifications for sing language for students with varying degrees of vision loss (low vision, reduced peripheral fields, and functional blindness). This session will utilize multimedia technology(i.e. Power Point, viseo samples, etc.) to enhance learner comprehension. *Fluency in sign language is not necessary.
  
• Perkins School for the Blind Webinar's:

  • Accessible Science: Life Science
    By Kate Fraser
    This webcast is the first in a series on accessible science focuses on making Life Sciences Accessible to Students with Visual Impairments. Perkins Science Teacher Kate Fraser outlines teaching strategies and adaptations to make science lessons and activities accessible to students who are visually impaired. The webcast goes along with the debut of a pilot Accessible Science website (www.Perkins.org/accessiblescience). This site features activity plans, product tips, materials, and other resources for science teachers working with students who are visually impaired.
  • Adapted Physical Education
    By Matt LaCortiglia
    Based on the upcoming publication, "Run, Play, Move," this webcast offers a planning model to develop physical activities for individuals with disabilities. FAIER is an acronym for each aspect of this model -Foundation, Awareness, Implementation, Evaluation, and Refinement
  • CHARGE Syndrome: An Overview
    By Pam Ryan
    In this webcast, Pamela Ryan, Perkins School Psychologist, offers an overview of the characteristic features of CHARGE Syndrome and discusses the very diverse ways these features may manifest themselves in children. She talks about some of the early medical complications that many children face and how these issues affect development and learning
  • CHARGE Syndrome: The Impact on Communication and Learning
    By Martha Majors
    This very insightful webcast explains the physical, sensory and neurological issues shared by many children with CHARGE and how these issues can affect their success in school. Martha Majors, who has served many children with CHARGE in the Deafblind Program at Perkins, offers guidance for educators in developing an effective educational program that will improve the emotional well being and success in learning for students with this syndrome.
  • The Communication Portfolio
    By Susan DeCaluwe
    In this webcast, Susan DeCaluwe discusses the development of the Communication Portfolio for learners with deafblindness and multiple disabilities. This tool, that is jointly developed by family members and professionals, creates a common and very personalized view of the learner’s communication skills, abilities and challenges across all environments.
  • Creating Vocational Portfolios for Students with Significant Disabilities
    By Mary Zatta
    School-to-Work helps educators to create meaningful vocational experiences for their students with significant disabilities and to develop vocational portfolios, essential tools as students transition to adult life. The book School to Work, is currently available in the Perkins store.
  • Early Literacy for Students with Multiple Disabilities or Deafblindness
    By Deirdre Leech
    Students with multiple disabilities, including deafblindness face many learning challenges. They do not learn literacy in typical ways.  Often they do not have exposure to books and literacy based materials. Children with hearing loss may not have heard stories read aloud, and may not have used books on tape. The goal for these students is to maximize access using specialized formats.
  • Love: Challenges of Raising a Child with Disabilities
    By Jane Bernstein
    Jane Bernstein, a parent and author of “Loving Rachel” and “Rachel in the World” - books which look at life with her daughter who has developmental disabilities was the keynote speaker at the 26th New England Regional Seminar for Children with Visual Impairments and Their Families (birth-7 years of age). This webcast is a tape of her keynote presentation.
  • Mealtime Skills
    By Sue Shannon
    Sue Shannon, an occupational therapist at Perkins School for the Blind, describes some of the challenges faced by students who are blind in learning mealtime skills. It focuses on and  provides video demonstrations of effective strategies for teaching the skills of pouring, serving, utensil use and cutting. Running time 30 minutes
  • Parents as Ambassadors
    By Robbie Blaha
    Author/Expert Robbie Blaha has worked with students who are deafblind for more than thirty years. In the fall of 2008, she was the keynote speaker at the Discover Conference, held on Perkins School for the Blind’s Watertown, MA campus, where she shared her wisdom, insights and humor with parents and educators
  • Social Skills for Children and Youth with Visual Impairments
    By Tom Miller
    The ability to develop friendships and interact with other students is a common concern for parents of children with visual impairments. This Webcast demonstrates how to analyze and adapt teaching strategies to teach social skills to students who are visually impaired or deafblind on an equivalent level with their peers. Tom's presentation on Social Skills for Children and Youth with Visual Impairments is part of a larger book called “Welcoming Students with Visual Impairments to Your School." and is currently available in the Perkins store.

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Pictures From Past Training's:

CVI Advisor Training Project: May 1st & 2nd, 2008. Some photos from this event are posted below.

CVI Advisor Pictures from -May 2, 2008

NH CVI Advisors Left to Right: Deborah Doe, Evelyn Kelso, Bev Temple, Terry Rogers	CT CVI Advisors Left to Right: Peg Palmer, Karen Olson, Kathy Morgan, Gigi Whitford, Gail Feld
MA CVI Advisors Left to Right: Susan DeCaluwe, Paula and Erin Blanchette	ME CVI Advisors Left to Right: Lori Spencer and Gayle Flegel

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Deafblind Advisor Training Project: May 1st & 2nd, 2008.

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DBA Pictures by State

Connecticut Deafblind Advisors Left to Right: Amy Flores & Tina Gutierrez	Massachusetts Deafblind Advisors Left to Right: Cheryl Levasseur, Lesley Bourque, Tess Daigle, Sue Goldstein, Joanne Sabo, Karen Pellan, Ami Morrison Second Row: Susan DeCaluwe, Barbara White, Erin Blanchette, Laura Lee Johnson, Lisa McDonald Back Row: Staci Barchi	Maine Deafblind Advisors Left to Right: Gayle Flegel, Elizabeth McLees, Linda Coro, Barbara Ferguson
New Hampshire Deafblind Advisors Left to Right: Terry Rogers, Harriet Ward, Michelle Desjardins Second Row: Evelyn Kelso, Bev Temple, Jean Rube-Rainier, Linda Taylor	Vermont Deafblind Advisors Left to Right: Tracy Locher, Kelly van Dyk, Barbara Miles, Dan Norris, Susan Edelman, Kevin Smith, Maureen Nevers