Oregon Deafblind Project ODB Project Home

Training

Workshop Series

The Workshop Training Series are designed for use by educational teams involved in meeting the needs of children who are deafblind. The series utilizes a combination of face-to-face and on-line training experiences. The links below are to be used in conjunction with The Project workshop. See below for information on requesting training.

Overview of Deafblindness

After completing this tutorial participants will:

  • have an understanding of the definition and categories of deafblindness, its causes and characteristics
  • have the knowledge and skills to complete a future planning process for children with deafblindness
  • have resources to gain a deeper understanding of deafblindness

Early Communication

After completing this tutorial participants will have knowledge to:

  • assess a child's current level of communication,
  • develop goals and objectives,
  • design and implement developmentally appropriate activities,
  • measure a child's progress, and
  • make program decisions based on the child's progress.

Observation and Identification

After completing this tutorial participants will have knowledge of:

  • the use of observation in identifying children who are deafblind,
  • the methods and tools for conducting an observation,
  • observing and interpreting a child's behavior.

Orientation and Mobility

After completing this tutorial participants will have knowledge of:

  • Level one instruction for learners who are deafblind and significantly cognitively and physically impaired.
  • Level two instruction for learners who are deafblind and are ambulatory or are expected to become ambulatory.

Using Calendar Systems

After completing this tutorial participants will have knowledge of:

  • Know the types and purposes of calendar systems in the education of students who are deafblind.
  • Know how to set up and use an appropriate calendar system for teaching your student.
  • Know how calendar use increases time management skills.
  • Know how to effectively provide opportunities for your student to anticipate.
  • Know how to effectively provide additional information when transitioning your student between activities

Developing Routines and Documenting Student Progress

After completing this tutorial participants will:

  • Implement appropriate task analysis procedures such as scripting routines.
  • Implement daily routines or activity based instruction to enhance your student's learning.
  • Provide a high degree of consistency and repetition for your student.
  • Provide opportunities for your student to anticipate.
  • Provide opportunities for your student to participate through active learning.
  • Provide additional time for your student to process and respond.
  • Implement strategies that will expand your student's receptive and expressive communication.


Process for Requesting Training

The Oregon Deafblind Project, housed at Western Oregon University (the Teaching Research Institute - TRI), provides team training on a first-come-first-served basis. The project is set up to do 3-6 team trainings each year. The training involves commitment to a year-long series of face-to-face classes and activities. Some dollars from the grant will be available to pay for the participation of the Instructional Aide (IA) - the paraprofessional (one-on-one person or intervener) on the child's team. NOTE: If the district will be claiming reimbursement from the project for the unpaid hours of attendance for the child's IA, please inform Lyn Ayer or this, and indicate the name/contact information of the district person who is responsible for sending an invoice to the project at the end of the training. The usual process will be as follows:

Click for more information about requesting and receiving training.


Western Oregon University | The Research Institute | The Oregon Deafblind Project

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The Oregon Deafblind Project is funded through grant award # H326T130008, OSEP CFDA 84.326T, U.S. Department of Education, Office of Special Education (OSEP), OSEP Project Officer: Susan Weigert.

However, the contents of this site does not necessarily represent the policy of the US Department of Education, and no assumption of endorsement by the Federal government should be made.

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