Deaf-Blind Intervention During Distance Instruction

OHOA Deaf-Blind Intervener Modules – A Social Distancing Component of Online Intervener Training

Registration for the Spring Paraprofessional DeafBlind Training is now closed.  Another training cohort will open in June 1, and registration for that cohort will begin May 18.  Thank you for your interest in the training, and your commitment to Illinois students!

While face-to-face instruction is suspended in Illinois, Project Reach: Illinois DeafBlind Services is offering ONE COMPONENT of its Intervener Training Program – the Open Hands, Open Access (OHOA) Modules. The OHOA Modules DO contain content aligned with the Council of Exceptional Children (CEC)  standards and provide knowledge that educational staff can use  in the classroom when we return to face-to-face instruction.  However, the OHOA modules are NOT A COMPLETE TRAINING program and do NOT lead, on their own, to certification or Illinois approval as an Intervener for Students who are Deaf-Blind. Project Reach will offer the required observation, coaching, and classroom activities needed for applicants to complete portfolios for National certification and the Illinois approval when we return to face-to-face instruction.  For information on the full Project Reach training program, see the Illinois Intervener Training Program Overview.  Questions?  Contact Michelle Clyne at This email address is being protected from spambots. You need JavaScript enabled to view it.

Modules in the Social Distancing Version of Online Intervener Training

OHOA Deaf-Blind Intervener Modules:

- Welcome and Orientation

- Module 1: Overview of Deaf-Blindness and Instructional Strategies

- Module 2:  The Sensory System, The Brain, and Learning

- Module 3: The Role of Interveners in Educational Settings

- Module 11: Intervener Strategies

- Module 4:  Building Trusted Relationships and Positive Self-Image

- Module 7:  Emergent Communication

- Module 26: Touch for Connection and Communication

- Module 9: Routines

- Module 13: Calendars

- Module 21: Sexuality

- Module 14: Introduction to Orientation and Mobility

CHOOSE ONE:  Behavior (23) or Social Skills and Peer Relationships (17)

CHOOSE ONE: Introduction to Sign Language and Braille (22), or Maximizing Vision and Hearing (12)

CHOOSE ONE: Self-Determination (16) , or Transition to Adulthood (24)

- Module 18:  Collaborative Teaming

- Module 20: Values, Ethics, & Professionalism

 

JEN BRADFIELD STILL INTERVENES FOR HER STUDENT WITH COMBINED VISION-HEARING LOSS

Jens photoKudos to DeafBlind Intervener Jen Bradfield from Illinois SD89 in Glen Ellen, for giving gen ed access to her student during the stay-at home order! Her knowledge of DeafBlind strategies is evident as she monitors daily assignments of all of the middle schoool classes, provides hard print enlargments to reduce eye fatigue from screen use, finds alternate online materials when classmates are assigned instructional videos, texts directions and "be aware of" messages, answers texted questions day and evening, and fixes technology (at a distance) in real time. She also taught the student how to organize distance learning, all while at a distance herself! She could do all this because she knows her student, and was trained in Deafblindness! Jen, you are a great Intervener for Students who are Deaf-Blind! Picture description: A smiling woman with long brown hair, wearing a long black coat, black leggings and black sneakers puts a white paper packet into an all-wooden mailbox on a suburban street. The sun is shining, but the wind is blowing her hair. #ILSchoolsStepUp

COMING SOON - NEW FREE TRAINING COHORT FOR DEAFBLIND INTERVENERS ADHERING TO ALL STATE SAFETY GUIDELINES!  PLEASE CONTACT This email address is being protected from spambots. You need JavaScript enabled to view it. for more information.  

For archived information regarding the 2017 process for DeafBlind Intervention to become a related service in Illinois, please click here.

Ideas that Wrok

This project is supported by the U.S. Department of Education, Office of Special Education Programs (OSEP). Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.

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