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Utah Deaf-Blind Endorsement

Utah Deaf-Blind Endorsement. Professionalizing the Field. AER International Conference. Leslie Buchanan, M.Ed Utah Schools for the Deaf and the Blind Catherine Nelson, Ph.D. University of Utah. Needs.

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Utah Deaf-Blind Endorsement

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  1. Utah Deaf-Blind Endorsement Professionalizing the Field

  2. AER International Conference Leslie Buchanan, M.Ed Utah Schools for the Deaf and the Blind Catherine Nelson, Ph.D. University of Utah

  3. Needs IDEA: Deaf-blindness is a condition in which the combination of hearing and visual losses in children cause "such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness" [ 34 CFR 300.7 ( c ) (2), 1999] or multiple disabilities.

  4. Unique Needs • Limited access to sensory information • Limitations on incidental learning • Impacts development of communication, movement, concepts, and sense of self and body image • Impacts formation of attachments and social relationships

  5. Unique Challenges Combined disabilities require specialized educational strategies that address communication, sensory, learning, and special needs.

  6. Utah’s System of Services • Comprehensive system, build over time • Supported by state educational funds and federal technical assistance and training • Around 130 children, birth-22 • Each has a deaf-blind specialist on IEP/IFSP team • Intervener, when team determines needed for FAPE

  7. Why endorsement important in Utah • Deaf-blind specialists had much training, most of which was provided by the Utah Deaf-Blind Project, but nothing officially recognized • Took university courses when offered so found- ation was there when endorsement in place

  8. Process to develop the endorsement • Role of advisory board to federal deaf-blind project • Input from Utah Deaf-Blind Project • Encouragement from Utah Schools for the Deaf and the Blind • Parents wrote letters • Utah State Office of Education • Outline of possible coursework developed for grants and other projects reviewed

  9. Utah Endorsement • Existing licensure in Special Education required- vision, hearing, severe disabilities, early childhood, or mild/moderate • Aligned with CEC Deafblind Teacher Competencies • http://www.cec.sped.org/Standards/Special-Educator-Professional-Preparation/CEC-Initial-and-Advanced-Specialty-Sets

  10. Two universities offer coursework • University of Utah - mostly on site • Utah State University - online • Reciprocity between the two universities

  11. University of Utah Program • Initially, no funding • Built on existing coursework offered through state funded Multi-University Consortium Vision and Hearing programs based at University of Utah • Infused DB content into existing coursework • Added deafblind specific coursework/ dept support

  12. U of U Deafblind Specialization SPED 6450 Teaching Children who are Deafblind SPED 6455 Advanced Assessment and Instructional Design for Learners who are Deafblind SPED 6465 Fundamental os O & M for Teachers of Children who are Deafblind

  13. U Of U Specialization in Deafblind SPED 5960: A to Z Braille: Uncontracted Braille for Reading Partners SPED 6430 Ocular Disorders and Examination Techniques for Low Vision ASL 1010 American Sign Language SPED 6520 Audiology for Teachers of the Deaf and Hard of Hearing

  14. U of U Deafblind Specialization SPED 6260 Transdisciplinary Approaches in Severe Disabilities or SPED 6960 Medical and Health Issues in Early Childhood SPED 6452 Practicum I SPED 6750: Practicum II Student Teaching

  15. Student Financial Support • State grant received for three years ($1,300 per semester) • Federal grant submitted

  16. Advanced Deaf-Blind Class Collaboration to meet local needs and CEC Competencies Tanni Anthony- Play-based Assessment Jan van Dijk- question and answer sessions Dennis Lolli- O & M

  17. Special Assignments Arts assignment Literacy

  18. Utah Deaf-Blind Project • Infused arts project into new deaf-blind grant • Preparing students for college, career and community involvement

  19. Strength of student work building future capacity • Former students are resource to university program • Helen Keller Fellow, did internship with NCDB, now working on national intervener modules and other national initiatives

  20. Additional capacity building • Students considering going on for considering going on to PHD • Strengthen state system and local LEAs

  21. Future • Beyond specialists • Why important • Resource for others in the country • Involvement in Teacher of Deaf-Blind Topical Work Group - build national capacity

  22. Questions? Sharing of experiences and challenges.

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