1/11/2021 Nancy O'Donnell, Director of Outreach for the Usher Syndrome Coalition will provide an overview of Usher syndrome as well as resources and strategies that can be used to enhance work with students with Usher syndrome. Click the Attachment button to download a transcript and/or handout.

6039

1/11/2021

12/17/2020 While the majority of the children and youth who are deafblind are emerging communicators, there is a growing number who are “proficient communicators” being served in general education classrooms. There are many resources and strategies available detailing how Interveners can support emerging communicators. This sessions will explore the roles of Interveners for Proficient Communicators through information shared by the presenter and information gathered from participants. Click the Attachment button to download a transcript and/or handout.

5809

1/5/2021

01/30/2014 Kate Hurst discusses strategies for instruction when a child or student with visual impairment or deafblindness is under the developmental age of 3 years; i.e. in the sensory-motor stage. 11 specific strategies are discussed, with reference to research by Dr. van Dijk, Lilli Nielsen, and Barbara Miles. Click the Chapters button above to view individual segments: - Introduction - Parents are Experts - Assessment - Minimize Stress - Emotional Development - Child's Interests - Self-directed Learning - Appropriate Interactions - Tactile Sense - Pacing is Everything - Predictable Schedules - Expressive Communication - Discussion - Summary & Resources Click the Resources button for a transcript (txt), handout (pdf) and/or audio recording (mp3).

9473

7/15/2015

TETN 20440 - 19 of 19. Summary of the 11 Instructional Strategies for children under the developmental age of 3. Additional resources shared. In this training Kate Hurst focuses on strategies for learning and instruction when the child or student with visual impairment or deafblindness is under the developmental age of 3 years. Assessment and programming that is effective for students who are primarily in the sensory-motor stage of development may seem hard to come by, but there are many tried and true approaches to use for individuals at this stage, no matter their chronological age. A discussion of specific strategies suggested by Dr. van Dijk, Lilli Nielsen, and Barbara Miles, as well as resources are shared.

Original contributor Kate Hurst

357

2/14/2014

TETN 20440 - 18 of 19. Q&A for Strategies 10 and 11. In this training Kate Hurst focuses on strategies for learning and instruction when the child or student with visual impairment or deafblindness is under the developmental age of 3 years. Assessment and programming that is effective for students who are primarily in the sensory-motor stage of development may seem hard to come by, but there are many tried and true approaches to use for individuals at this stage, no matter their chronological age. A discussion of specific strategies suggested by Dr. van Dijk, Lilli Nielsen, and Barbara Miles, as well as resources are shared.

Original contributor Kate Hurst

291

2/14/2014

TETN 20440 - 17 of 19. Strategy 11: Focus on the student’s expressive communication. In this training Kate Hurst focuses on strategies for learning and instruction when the child or student with visual impairment or deafblindness is under the developmental age of 3 years. Assessment and programming that is effective for students who are primarily in the sensory-motor stage of development may seem hard to come by, but there are many tried and true approaches to use for individuals at this stage, no matter their chronological age. A discussion of specific strategies suggested by Dr. van Dijk, Lilli Nielsen, and Barbara Miles, as well as resources are shared.

Original contributor Kate Hurst

349

2/14/2014

TETN 20440 - 16 of 19. Strategy 10: Use predicable schedules and routines. In this training Kate Hurst focuses on strategies for learning and instruction when the child or student with visual impairment or deafblindness is under the developmental age of 3 years. Assessment and programming that is effective for students who are primarily in the sensory-motor stage of development may seem hard to come by, but there are many tried and true approaches to use for individuals at this stage, no matter their chronological age. A discussion of specific strategies suggested by Dr. van Dijk, Lilli Nielsen, and Barbara Miles, as well as resources are shared.

Original contributor Kate Hurst

322

2/14/2014

TETN 20440 - 15 of 19. Q&A for Strategies 5 through 9, Part 2. In this training Kate Hurst focuses on strategies for learning and instruction when the child or student with visual impairment or deafblindness is under the developmental age of 3 years. Assessment and programming that is effective for students who are primarily in the sensory-motor stage of development may seem hard to come by, but there are many tried and true approaches to use for individuals at this stage, no matter their chronological age. A discussion of specific strategies suggested by Dr. van Dijk, Lilli Nielsen, and Barbara Miles, as well as resources are shared.

Original contributor Kate Hurst

290

2/14/2014