TRANSCRIPT - ECC In the Home and Community through Teaming Ð 08/15/22

>>Chris Tabb: So ECC in the home and Community through teaming and what is teaming this is hijacked from the American heritage dictionary to harness or join together so is to form a team. Some some teams work really well together some teams, we have to develop that relationship, but when when we're doing that, we have a lot more power to be able to move things forward for the students that we work with so who's on your team. Is is your team made up of just you there we have some lone wolf's across the country across the world, who are in remote areas, there is no one else around you might be dual certified you might be more than dual certified. your team could be you and the family. Maybe some transition specialist, for instance, or other folks but it's going to be different for everyone, for others on your team could be. The parent, it could be the tbi the O and m the PT ot speech and language, the audiologist deaf and hard of hearing all sorts of different folks on that team. And then the other question, who is team, are you on sometimes you might be leading that team sometimes you might be. participating on a team with with others where someone else's basically leading that that students program forward a little bit different perspective, we need to have a role in both they both require communication connection and sharing. So, whose job is it anyway i'm going to stir the pot a little bit here. At least in Texas I don't know if anywhere in the country that there is a required way of doing things unless it's required by an individual district. or school for the most part we're open to delivering expanded core curriculum any way that works best for the student. And the family and the team, and so, for some places that might be that people divvy up the nine areas of the expanded core curriculum. One person gets three areas and other person gets three areas another person gets three areas some places everyone's doing their own thing and then they only talk when they get to the IEP meeting. Some places they will collaborate through all of it so everybody is working on those things together, reinforce each other's goals that's ideal. Whenever we can actually do that, but it really varies so if you're able to kind of put in the chat there what's happening in your neck of the woods. How does it look where you are do you have requirements that it must be a certain way does it vary from student to student do you have a personal preference again there, there is no absolute it's really. Open it's a wide open area that everybody handles differently. So in our Texas education guidelines for students with a visual impairment blindness, there is a statement that says. collaboration among the tbi comms parents and other TEAM members is an effective approach for addressing many areas of the ECC. Many of these skill areas are needed and typically practiced in non classroom settings, including at home and in Community venues. IEP plans should ensure that systematic instruction occurs and student progress is monitored for instruction learning that may be required outside of normal school they hours. The district must note in the IP how it will document student progress when non la staff addresses and identified IEP goal and there's a link at the bottom here this. was taken from the 2020 guidelines and standards for educating students with visual impairments in Texas, there are many states that have education guidelines. Sometimes they're very similar sometimes they can be quite diverse but checking your state to see if you have those guidelines, there might be some suggestions their recommendations for ECC delivery in your areas.

>>Kaycee Bennett: lauren chat that she recently moved from a large districts with small co op where she's the only tbi now and is noticing a very large difference in how things run.

>>Chris Tabb: Okay, and maybe you could share a little bit about how that's different the organization can be very different when our resources change in the elements. That go into that and thank you for sharing, I appreciate that it's been different every i've been in multiple states it's different every place I go to there are some places that are very specific they only want it done a certain way, there are some things that the law. kind of puts us into a box, so to speak, that we have to do, for instance, as just that I want them I won't be teaching you we be I might reinforce Braille in the Community. might encourage students to read the Braille in the elevator or at the bathroom or in the classroom but I won't be instructing contractions or. You wouldn't want me teaching burial I just put it that way, and by the same token, for orientation mobility in the State of Texas only a certified orientation mobility specialist can teach orientation and mobility but. We do have the ability to reinforce each other's goals, every time a teacher the visually impaired, or a classroom teacher or a parent is traveling with a student you're doing on him. And so there's lots of ways that we can reinforce each other's areas and then there's areas that blend all together.

>>Kaycee Bennett: So there's a lot more comments okay some more comments in the chat i'm Carmen shared some of the easy things are worked on after school, especially. By one tsp I with assistance from VI Perez and sometimes the O and M and then Angela shared when collaboration happens it's a beautiful thing and the student benefits from that team approach in the areas of the ECC.

>>Chris Tabb: In the they do benefit greatly. And so. The same just kind of back up a little bit some of the ECC worked on after school, so we have different. different perspectives about what happens outside of our just to keep it simple nine to five jobs. I know, most of you, I don't know that anybody that's really working a nine to five job but. We have different things that happen, we have some people with very young children who are working in an evening is not really possible we have some people who are caring for elderly parents. But we also have the ability to communicate and collaborate, so it might be that one person on the team does have the ability to do. let's say instruction on the weekends, or in the evenings on other might have the ability to. Stay during school vacations so lots of different ways that we can collaborate to meet the needs that don't always fall right in in terms of the school hours. So thank you for for sharing let's keep that that the comments going there we all learn from each other and that's that's just awesome let's see. Okay, so the next slide is going to appear again it's just kind of the idea of beginning with the end in mind, so the next slide is just like reading the table of contents in a book what you hope to find there, so the point is for this whole. topic is that we can we can't do it in isolation, we all need each other to help students succeed students need more than one and done it's not just a we introduce it and they've got it. That might work on the computer when we install some software, but it doesn't work for our students, they need multiple examples in multiple places. With multiple variables, so it isn't just crossing one street it's crossing that same street at different times of the day, it's crossing that same street with things in your hands. it's crossing that kind of street in a different environment lots of lots of different variables so just like learning to drive needs to happen in the classroom. On the road and with lots of practice and lots of environments, so does the ECC and just like students will be learning to drive. let's say with a driving instructor they're also practicing with their parents so it's not just happening with one individual it's happening across the team. And so we would like to do the same with the ECC so that we can increase the opportunities, increase the chances for success for that student. So what is value added each team Member adds value for the student each TEAM members, bringing something to the table. Professionals event training and areas of the ECC and can help develop effective strategies. there's many parents who have not had training in the ECC, but they are the parents and they know the child, better than anyone, they also are with the child, more than anyone. and parents have time with students that extends far beyond the professional time with students so we're all bringing something helpful to the table, and we want to maximize the resources that we all bring to the table and optimize those interactions for the students. So how can we help each other parents may not have learned how to go about things non visually. I certainly before going through om training and being under blindfold and simulators I didn't know how to let's say figure out how much salad dressing was going on my salad I probably would have empty the whole bottle. Then you can think about using things like pouring your salad dressing in a ramekin that you can kind of measure with your finger, so that you don't get way more salad dressing on your food than you expect to. And so, a lot of parents haven't had the opportunity to learn how to do things, how do you make a bed when you're not looking. Those are things that are certainly part of independent living skills, but the parent may not have thought about that. So parents may benefit from experiential activities that the professional can provide, even if you're sharing videos of what it could look like so again, there are some folks who cannot. Be away from home in the evening or when the parents are available. When they're not working, and so there's different ways that we can share that we might even plan some activities to bring parents in to do training for them at the school, so we have a parent training event things like that. Professionals may be limited on time as well with each student and may not have the luxury of working in varied environments, with a student so. I may not be able to get them to every grocery store will say in the Community, I may also not be able to get them to a variety of different. Public restrooms and there, there is no standardization in a public restroom where, am I going to find the the sink where we're going to find the toilet where, am I going to find the garbage can. which ones are automatic which ones are manual those are areas that I would love to be able to collaborate with families collaborate with other teachers and other professionals on the team. So that wherever they are, with that student, they have the opportunity to introduce those things we just expand. The exposure that the students able to have we expand their understanding of that concept. So professionals may not be able to observe what is happening and routines at home is wonderful that we can now have our phones to take videos and share videos if everybody's got the appropriate sharing permissions and we can do that in a safe way. But that can really increase the understanding of what needs to be worked on both at school and at home when we can begin to share what's successful and what's challenging. comes in T and tsp is may be working with students at different ends of the students day. You might be getting very this the same student, but they might be functioning very differently, we have some students, that in the morning they're. entirely groggy because of either not sleeping well or medication and other students might be really perky at the beginning of the day, and then it's flip flops. And so, as no 1am I might just have one lesson time that I come, and I get a very different student and so collaborating with one another, helps us to have a bigger picture of the student a clearer and. more complete understanding of what the needs are and how we can help them and the tsp eyes and comms can reinforce each other's conceptual goals and objectives, as well as those of the classroom teachers. i'm not a math teacher, but I can certainly begin to do some basic things in in terms of intersection geometry is an orientation mobility specialist we can talk about degrees when we make our terms. There are things that that the teacher the visually impaired may introduce that I can reinforce on the lesson, just as the teacher the visually impaired can reinforce some independent skills for traveling that I might be introducing in the lesson. Okay, so space camp space camp is something that's really interesting if you've never been it's quite an adventure. The things that are required of students at space camp are but it's just like any camp when we go away from home we're in a new place, we have to be able to adjust and adapt. Many of our students develop functional fitness they know what works, because they're in their routines and when we when we take them out of their. learned environment we put them in another environment, well, we really get to see what they know and what they don't know how much have they been able to generalize how well do they know it, and so lots of things become apparent when we do that. i'm going to go through each of the nine areas and just talk about. Things that would come up in regards to expand a core curriculum at space camp, it could be at any camp, it could be even staying at. A friend's house or staying at a family member's house, these are the types of things that we can begin to build into our ECC instruction to help the young person. Ultimately, what we want to do is we want them to be able to go away to college and to be able to function as independently as they do at home and We only know that when we take off our hands and we let go and we see what they can do independently. And if they're not doing the things we hoped, they would do we begin to develop a plan of how we can address that, how can we scaffold their learning. To allow them to have that level of independence, so in terms of omm traveling through the airport and flying to arrive at space camp and return home. Since 911 it's very different to get into an airport to practice, some of these things, and if you're in a very rural area getting to the airport might even be a further stretch. But traveling through the airport and understanding what the gates are what's the information being announced over the public address system, how do I find the bathroom. What do I do with my luggage, when I go in the bathroom how do I feel my water bottle those water refill stations are terrific, but if you don't know how to align your water, it can be really tough and. We begin to get a sense of how can the student function in these new environments that are unpredictable traveling and new environment of space camp. just getting around the space camp facility it's it's big it's sprawling it's like a college campus there's different buildings for different activities there's residential areas, you have stairs. To get up and down to different places, there are group restrooms so that you've got. let's say seven showers in a row, and seven toilets in a row, and seven sinks in a row, how do you organize your things lots of different ways of doing that, how do you get back to where you started from. What, what are the landmarks there if no one's going to tell you can you learn how to find your own landmarks can you begin to keep track of where things are. traveling to the cafeteria, how do you get your food and back to your table lots and lots of different challenges they can they can begin at school, and we can begin to expand them. So carrying your tray in the cafeteria there isn't going to be the level of assistance that we might have at schools if there's a pair of professional assigned to a student because there'll be functioning in a group. They might have let's say eight other campers with them, so in one staff person, it can be very challenging. To get to everybody, so the more that students are able to do independently, the better time that they have being able to function with their peers. After they eat bringing their trades, to the wash area after eating sometimes. Out of a preponderance of kindness and sometimes just time we want to get the student to class on time so that they're not late, so they don't miss information. But are we depriving them of the opportunity to learn the basics of how do you clear your train, so if we're always doing that for them. there will come a time when that gap in their understanding is going to show up and often it might be when they're away from home. That will certainly happen if they are college bound because they're going to be in a dormitory setting likely or they're going to be in a cafeteria setting. And there won't be a pair of professional who's paired with them they're going to have to do those things on their own, so we really need to make these functional skills as important as the academics. i'm going to just open another box often I will talk with people about senior plus. we're able to have students stay in the educational system until 21 sometimes based on when the birthday is. Those are sometimes viewed as punitive choices, but it What it does is provide that student with an opportunity to develop further develop the skills. They don't get extra time for the expansion core curriculum I know i'm preaching to the choir they get every every student gets the same. General curriculum time we're adding in a whole nother nine areas that they have to learn When are they supposed to do that, how many extra hours to get in the day, none so it's very appropriate. To consider Is it reasonable for for this young person to be able to stay in the education system longer so they can get the skills they need. When they go to work they're really not going to care whether they're. or they're 23 they're just going to care if they got their degree if they have their high school diploma did they do the basics they probably won't even ask them what their GPA was. and helping families to begin to think about that do they have to quote unquote finish it whatever time is the expected time. Other LM activities locating restrooms returning to the group so that they can find their way back to their to their class. At base camp helping or teaching others to guide appropriately space camp has one week a year, that is for side is for students with visual impairment, the rest of the time they're working with. Typically, developing students without visual impairments so they're they're not going to be quite as steeped in using skills like guide technique. So we want our students to be able to say if they're being pulled along, no, no it's much easier if I grab your elbow then, if you pull me because there won't be anybody around to do that for them, they need the ability to self advocate to do that on their own. Compensatory skills Braille and large print information. When they're at space camp, they have duties they have roles they are assigned a position on their their team, and there are. different tools that they'll have to use as well as different sets of instructions and they have to be able to use either Braille or large print. or regular print if if that's what they're learning media is they have to be able to go through these forms extract the information their. tools that they're typically using they have to either have brought with them, sometimes there will be some basic things available. It won't always be just like they like it it won't always be on the paper that they like it might be thermal form paper, it might be traditional Braille paper, they have to be flexible. Reading and following the scripts for missions when when they are assigned these roles, some of them are going to be in a space shuttle module some of them are going to be in the. ground crew and they will have to follow their scripts and keep up with the rest of the group kind of like being in a theater production, they have to keep pace with the other with the other actors. They have to be able to use your listening skills listening for instructions listening for technical details. lots of different things to be able to practice here in terms of ECC that can go from the classroom environment from your teaching environment into a camp environment. Independent Living skills organizing shared living space. When you've got let's say four or five young people in one kind of module together they're going to be in bunks. They have to remember where's their stuff compared to somebody else's stuff and things aren't necessarily quite as defined as they might be in a classroom. In other words there isn't a always going to be something set aside with their name on it and Braille they have to come up with that, together, and then they have to be able to go back to that put their things away. So once they've gotten their clothes for the day at the end of the day, they have to know where to put their clothes again. dressing bathing general hygiene, I know that these are not typical things that most of our students get at school, but they are still part of independent living skills still part of the expanded core curriculum, this is again another wonderful place to team with parents. To the best of my knowledge, we cannot assign. Responsibility I don't know if that's the right word we can't make a student responsible for delivering an IEP goal in legal sense, but we can act as. implemented, together, we can ask that parent to take responsibility for introducing these skills, reinforcing these skills, keeping track of these skills, having data. At the end of the day, they're not going to go into principal's office to explain why or why not it didn't happen, but we can. work together, we can partner to make sure that these things are happening, you may not have some of these facilities at the school or they might not be accessible to the student. But there's still important areas of the ECC to be delivering. keeping track of program information they're going to need to know where their stuff is they're going to need to know where they're supposed to be at a certain time, depending on their age, they might have more responsibilities and others. But it's a little bit like well job skills it's on the job training the program moves pretty fast. Other independent living skills, keeping track of spending money, many of our students. It all gets shoved in their pocket and they may not have learned yet how to identify different sorts of denominations in their bills. Some of them might be using Apps for reading money, some of them might have a handheld money identifier, some of them know folding skills, but many of them do not. So it's important to make sure that we are continuing to help them to understand how to round up to the next dollar so that they're not giving 20 when they could just give eight. To keep them safe, we want them to be able to make purchases to have interactions at a store. Can they exchange information can they get back their change do they know how to hold up their hand to receive their change or do they just wait. So whenever we're able to step back, this is something that can happen. With a teacher during the day on a on a visit into the Community can happen with families in the evening or on the weekends or on holidays, we just need to work together to have as many. Exposure opportunities as possible for the young people as a teacher, you may be constructing activities basically here's a list of five things to do this, this summer, this week. during spring break whatever it is, and then, could you give us a little bit of feedback on how it went. The families may also be asking you to do things so that you can observe how that happens in different settings so that you can address. Different body positions different words to be used different ways of communicating getting food from the cafeteria line are they able to use that big voice and allowed room to be able to. communicate to the cafeteria line worker what food, it is that they want or if they have special dietary needs what those are so that they can actually get the food that works for them. Okay assistive technology using adaptive technology to access program activities, many of our students have devices that they use at school, but they have to stay at school. So what do they do when they're out in the Community, what do they do when they're away from those devices, whether it's going to their grocery store visiting at polly's house or being in space camp. Do they have other workarounds. They might use a Ruby at school, but maybe they could learn to use their smartphone for different activities may not have as big of a screen, but maybe it's something that they can work through. Maybe they have to learn to carry a Dome magnifier with them or an ocular telescope lots of different ways of doing those things large print Braille tactile indicators and tactile graphics are going to be everywhere at space camp, because everything that's printed in. Well, that everything is available in print is going to be made accessible so imagine. An airplane control panel all of those knobs switches buttons everything they're going to have Braille on them. Because, instead of being able to see the print there's a plexiglas overlay that goes over the top of that control panel. And on that plexiglas overlay is all the Braille that needs to be there, or it could be a symbol to indicate things having that tactile literacy is going to be very, very important. self determination so again advocating for needs in the cafeteria line, do you want some do you want a hamburger do you want pizza and, if you want pizza what flavor do you want. Very often we are facilitating students, because we know they're like so we're communicating for them, but that doesn't help them when they get in the real world or away from the comfort of their day to day activity. advocating for their needs in the dormitory setting it could be something having to do with. The the restroom it could be something having to do with their sleeping arrangements could be lots and lots of things. advocating for needs and instructional settings can they let people know what they need how they need it when they need it. All of that ability we like to be tuned into our students to identify their needs, before they need it, but we also need them to be able to have the ability to ask for help. To be able to ask for assistance or ask for something specific that they need, because without that they're just going to be well stuck. Because the the crew or the the leaders of the program, who are often young people may not be tuned into that students individual needs, we need the student, to be able to self advocate to express what they need on their own. So self determination in terms of coming to believe in their own abilities very important we're going to put students through some very interesting activities. They need to believe that they can do that, they need to believe that they have what it takes to do what's being asked of them, they need to have done some things that are challenging some things that are difficult to learn how to struggle. because some of these things will not come easy right away, I haven't stepped into this space suit on my own, but that's something that's a little bit awkward and so those are things that we need students to be able to. Have the end in mind and be willing to to to work through it and also being responsible as part of a team to understand that. They are on a yoked task, in other words the shuttle can't land itself unless the ground crew is helping and the ground crew can't do what it needs to do, unless the shuttle crew is communicating they have to understand that what they're doing allow somebody else to do their job. recreation and leisure there's still a lot of fun it's base camp to there's group games there's having fun with peers. who are blind and low vision, I know at the school for the blind, many of our students are when they arrived. They might be traveling down the hallway wondering why everybody isn't getting out of the way for them. Because they're used to people partying the sees when they walk down the hallway but if other students who are around them are visually impaired or blind as well, they won't know that, and so the whole idea of how do I interact with others who are blind or who have low vision. social skills interacting respectfully with staff with chaperones working as a team all very important. When we get into a very good relationship with students, sometimes we take things for granted, we are as adults, we typically are fault tolerant. But when students are needing to function as a team with their peers or with people that they don't know or haven't met yet. really interesting dynamics can come out so sometimes putting students in awkward positions can be very helpful. We certainly don't want to escalate anyone to the level of coming out in tears, but we want them to experience what it's like to have some level of frustration, so that they can develop some frustration tolerance. Okay career education talking with the trainers they're finding out about different kinds of jobs with the people that work at space camp. These are things that we can practice when we go let's say the family goes to the pet store. They can talk with the people who work at pet smart they can talk with the people who work at the grocery store, they can talk with the people who are cutting the meat behind the. Deli counter lots of different ways that we can encourage these things so that, when they get out into the adult world or they're having experiences outside of the school day they have the ability to do these things. there's opportunities to talk with former NASA NASA engineers who are now retired who come back to share at the museum and so, how can we work those types of activities into a student's life, sometimes it's schools, we have. professors or engineers other people coming in to make presentations at the school, we can help our students to be able to ask questions. that they have an interest in, to be able to engage those professionals, the same thing can happen with families, sometimes we're really needing to collaborate to find those opportunities that the student can benefit from. is also learning adaptations that allow employment and NASA there are some people in NASA who are low vision and blind and. We need to help our students to be able to seek out that information what could I ask that individual that would help me when I get to the point of looking for work. sensory efficiency listening for changes in the environment lots of different sounds that are going to happen indoors outdoors, we need a. certain level of situational awareness and the distant senses, for many of our students going to come from audition not for everyone, but for many, and how can we help them to practice that both in the school, setting as well as in the home, setting. This isn't an area that one person on the team can do exclusively as an O and m I might be really focused on their listening skills for crossing streets but there's lots of different ways of listening. So I need to work with the teacher the visually impaired the families to help listening in different ways in different environments. visually scanning the environment or on a totally scanning the environment. That environments can have changed the families might, for instance, be going to out to a restaurant. I may not do that, quite as often as an opening I hope I can get out to some commercial environments families are typically going to have a much greater. opportunity to do that as the TV I in the O and m again I can provide a list of helpful activities to the family, so that they'll know where can we focus our attention. families can also convey to the teachers of the visually impaired and the oh and EMS, this is areas that we noticed the student having greater challenges in so that we can begin. In the education world to develop goals and objectives to address that using tactile sense for orientation and training, equipment. there's going to be a lot of new surroundings there's going to be panels on the sides panels up above different places for reaching for things. Understanding where things are using that sense of touch in different ways it's a little bit of vestibular it's a little bit appropriate receptive lots of different ways that we're going to use that. In terms of appropriate receptive information there's some equipment that at space camp that makes it feel like you're in different levels of gravity like walking on the moon. We need to be aware of our appropriate receptive sense what's that position in our joints can I feel that it's one thing to do that with. earth gravity it's another thing to do that when that's been changed, I know that you all, do not have. I imagine, most of most folks do not have the ability to change gravity at school, but. The whole idea of using that appropriate receptive sense, whether it's through recreation and leisure activities adaptive P O and m activities, working with a PT or the ot. Those are things that we can begin to develop at school, as well as asking the family, to reinforce in home environments vestibular information. there's something called the degrees of freedom trainer which basically you're in a gyroscope and it's spinning around and and you are spinning around with it so you're upside down you're at different angles. understanding what it's like to be moving whether it's on a swing a platform. On different slopes lots of different ways that we have to do that these are things that we can't learn sitting in a chair sitting. At a desk I know it's not going to be something that's on the star exam but the reality is that our students are going to be traveling in different environments, so we have to help them to be comfortable in different planes. So what can we do, how can we help our students prepare to have unique experiences, especially when we are not present to scaffold the experience. And so i'm going to pause for a second and. i'm going to jump back over the chat and see if anybody has any ideas and how we can help our students prepare, can you share some things that you've done things that you're doing or things that you hope to do when we're not around. let's see anybody. Anybody taking students into the Community done any different activities. crickets okay i'm looking at the flashing blipping the light. it's just okay Oh, we got one her a thank you Emily okay grocery stores, are the perfect learning opportunity terrific. What kinds of things can we do it grocery stores since it's something we all have to eat, we all have to go there, even if it's picking out the favorite foods excellent. Excellent. ingredients for recipes terrific all of these skills are going to generalize casey's got let's see so much concept development done there, yes self advocacy asking for help, getting that personal shopper if you need it and then communicating with them. Okay awesome. i'd see we got oh NM opportunities, working closely with related services and families awesome Thank you everyone okay i'm gonna jump back to sharing. And let's see so. We want to be able to really collaborate from the school to the home back and forth, because the professionals can stretch themselves the parents can stretch themselves what we're all doing that together, the winner is the student. Behind this real quick. Okay, so there are some things here. That. There is there's different beliefs about roll release i'm going to share a document, this is from. APP see which is the Atlantic provinces and they did not design this to be released to everyone, they just were very kind to let us share it. This is just about orientation and mobility, but you can use the same example for any area of expanding core curriculum. They break it into categories and the Green category is teaching the yellow reinforcing and the blue is understanding. There are some things that as an oem I would want to retain like street crossings I wouldn't want just to ask somebody off the cuff hey, could you please work with this student on crossing that busy street. But I might ask them to please reinforce the sweeping other cane when i'm not around so that that can be continued to be developed and so they've taken different teaching areas and. categorize them into one of three areas, whether they should be just done by the oh NM whether they should be reinforced, or whether they can be taught by someone else. So this Green area, the description on the right says oh NM skills and techniques in these training categories can be taught by the TV I and i'm including or family that's something that well yep.

>>Kaycee Bennett: And we're still seeing your slide. I don't know if.

>>Chris Tabb: I click the wrong button Thank you Casey. I forgot to do the share all here. All right. Okay, hopefully, you can see, the green and the yellow and the red now or green yellow and blue. or yellow Thank you Thank you okay. So the second 1:01am skills and techniques and these training categories highlighted in yellow must be introduced by the om specialist. The same skills and techniques can be reinforced by the TV I with confirmation from the O and M and then the last one is just reserved for the oh damn. And i'm just going to go through some examples here of what those types of things would be we've got audit attending behaviors. auditory ability receptive language expressive language, these are all things that can be easily shared we have some other things like guide technique where we'd want to. Introduce that with the oh and them, but then they can be reinforced, once the O and m feels comfortable that that can be. i'd say handed off, so the teacher can then be working on while they're traveling from one place to another, the parent so on and so forth, once the skill, either with a cane or was scanning has been introduced as we work our way down i'm going to. try to get to some blue areas here. they're kind of going into progressively more challenging we've got crossing it at lights identifying the parallel search. Those are types of things that we would really want to make sure that the O and m is involved in and that. The omm can go with the families, when the student is demonstrating independence, we certainly want the families, to be able to know that. That might be through collaborating on lessons together so that we had the families with us, or the TV I or whoever it might be. So begin to think about what areas, you can release to others, whether it's a parent a pair of professional another professional on the team. How can we collaborate with one another, reinforce each other's areas so that the student has greater levels of opportunity to practice those skills to be exposed to those concepts across environments. Then there are also some other resources there's a. Family binder, and this has lots of resources for parents to be able to review. And i'm going to click on the parent mobility. These have just open that window up these have. Some skills om skills that have little videos that go along with them, so if you want to know how to use your cane a certain way, this is something you could share with the parents, they would know or another member of the team was that supposed to look like. How do we know if the student if we asked us to to square off, how do we know if they're really squaring off, and so we can use some of these omm skills to determine if they're doing it in a way that is. Appropriate that will yield to the result that we hope and so lots of different things that are already available, you can also come up with your own if you want parents or another professional to be reinforcing something gives them a way to go about it. Sometimes we can even have the student teach the parent or teach another professional and then that student has that sense of mastery. And then, for the expanded core curriculum if you're looking to share information with families there's for for every area to expand core curriculum in this live binder there are lots and lots of resources for each of the nine areas. concept development there's lots of things that we can. think that the students are going to need they're going to need to be able to use money they're going to need to be able to use electronic forms of. currency exchange and so when they go in an uber or lyft if they're going to use an ATM machine again as a professional you might have limitations on where you're able to go during the school day. How often you're able to work beyond the regular school hours, but we can collaborate when parents are in the Community, this might be something that they can do. Most parents are probably not going to be aware that ATMs traditionally have a headphone jack so that the student can access the ATM auditorium. Many students may not have ever had the opportunity to be in a taxi cab or an uber or lyft those are things where you might explore using the APP at school and then ask the parent to have that experience after school. there's just a link here that goes into some suggestions for doing online shopping and banking accessibility, we wanted to dive into that just now. Finding wheels is another terrific resource for collaboration across the team, as well as with families talks about being independent talks about all of the things that young people will need to do in order to be independently functioning adults, whether it's having their own ride. Where they might be driving themselves with with by optic devices, they might be working with a higher driver they might be using a transportation network company like uber or lyft. there's also questions that the family can work on what if scenarios, what if you're on the bus and somebody sits really close to you and ask you a personal questions, what do you do. There was also activities where this might encourage your family to go on the bus together so that the student begins to normalize public transportation. Many times there's a lot of stereotypes that go along with different forms of transportation, this is a way to address that so the book is filled with activities. And i'm sorry I do work for tsp VI, but I don't personally profitable will say from the book but it's a terrific tool that you can get through tsp vs curriculum department, it was written by penny rosenblum and and corn. let's see for our sensory motor level learners we want to be able to think about things like shared attention and meeting the child, where they are for a lot of students their parents have grown up playing a certain way, and they may not know how to play, I know that sounds. unusual, but to know that I can get down on the floor and just sit next to a child, and if the child is just making a raspberry in their hand. I can do that too, we can imitate one another, I can begin to build a connection through imitation through shared. Shared time together shared experience, those are things you might have to work with a family on. The family may also be working with you on what works best, how can I bond with that young person, because without that trusting relationship we're not going to make much progress so sharing those experiences beginning those bonds that connection very, very important. So our sensory motor level learners there's resources, like the active learning space. Texas deaf blind project has tremendous amounts of information there's videos there's program documents there's guides for positive behavior support lots and lots of different tools that we can use professionally as well as sharing with families. To be able to help students move along the continuum to be able to be as independent as possible. or functional level learners again concepts can be reinforced across settings both school and at home there's a much greater likelihood for them assimilating and generalizing the knowledge and experiences. rough and smooth you can't just teach in handing sandpaper and. vinyl whatever it might be they need lots of different experiences and we need to have similar use of words so when you're introducing those concepts, we want the child to have the same vocabulary for those. different characteristics across settings because if they're putting on their coat and you call it a coat and the parents call it a jacket it's no longer the same thing to the child. If we can be all be on the same page that helps a student to have reinforcement, in order to be on the same page, we as adults have to make the effort to connect and to collaborate and to communicate, so that we can all be keeping the child. focused on on those discrete concepts that we're introducing. So routines simple chores setting the table for dinner. If you haven't ever set the table without looking give it a try it's a little bit interesting, how do you know which spot you're at how do you know where the napkins go, how can you get back to where you started, how can you find the sink. It might be sensory efficiency, using the sound it doesn't have to be done at school, it doesn't have to be done at home, it can be done in lots of different places and lots of different ways. Gathering clothes, to bring to the laundry picking up the mail from the mailbox these are quote unquote assignments that can be given, it might be something that even. Students are working on with siblings lots of different ways that this can be introduced reinforced refined to help the student to develop those skills. college and university bound, we certainly got the ability to visit colleges and universities, there might be some that are close by that as a teacher the visually impaired or mobility specialist you could visit with a student. But there might be limited exposure to either a large college campus small college campus. We want the student, to be able to understand what those are like what's it like traveling when you have to go from building to building across large distances, where you have basically an inter woven web of pathways that are not. right angle corners Everywhere you go, how can they use those to get to where they need to be. And so having parents, as well as our professionals being involved in that process can really help the students to have a clear picture of what the options are as they move forward into adult life, whatever that might be for that individual. So begin establishing again the use of a bank account, with a debit card connected to it, we talked a little bit about finding meals already. And again, the this our summary here, the point is that we cannot do it in isolation. We all need each other to help the students succeed, we need lots and lots of different exposure points for that student. Just like learning to read, we get exposed to written word and all over the place we've got in the grocery store we've got it on billboards we got it on the TV we've got it on menus we've got it on magazines and books. The more exposure, the quicker we learn it, we need to give opportunities to our students across their day across their their entire year and then keep that going each time. And thanks everybody for listening.