This presentation will provide a general review of Texas Early Intervention Services from referral to transition. We will highlight the DHH/VI/ECI partnership and discuss best practice for collaboration to support little ones in need of services. Click the Attachment button to download a transcript and/or handout.

4485

4/5/2021

Sue Gawne and Allison Mail. Before the pandemic, our Early Intervention Program provided an introduction to deafblind communication and Intervenors/Intervention support. We provide deafblind Intervention education and hands-on consultation to children with deafblindness (birth to five years), their families and their professional team (such as Vision Specialists, Hearing Specialists, Speech and Language Pathologists, Occupational Therapists, Physical Therapists, Music Therapists, Orientation and Mobility Specialists, Nursing Supports, Intervenors, Infant/Toddler Consultants, Daycare/Preschool staff, School Districts). Together we will share how this successful model works and the shift to virtual service delivery.

2318

2/24/2021

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

TETN 20440 - 14 of 19. Q&A for Strategies 5 through 9, Part 1. 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

306

2/14/2014