TRANSCRIPT - Functional Tactile-Bodily Evaluation for Students who are Deafblind Ð 8/19/24

>>Kaycee: Hi, everyone! I see so many names that I recognize in the chat and in the attendees' list. Wonderful colleagues from all over. So glad to be sharing this time with you guys. I'm going to share my screen here. All right. I am Kaycee Bennett. I am one of the Deafblind education consultants on the Texas Deafblind Project, which is a part of Texas School for the Blind and Visually Impaired's Outreach department. Today we're going to be talking about Functional Tactile-Bodily Evaluation for Students who are Deafblind. So first to start off, you may be wondering why is it tactile-bodily and not just tactile? Why are we not just talking about a tactile evaluation? And the reason for that is when people hear the word "tactile" they think of one thing. Put it in the chat. What do people think of when they hear the word "tactile"? What are we looking at? Hands. Nailed it, Melissa. Hands, hands, hands, hands, hands. People think about hands. I don't know about you guys but I have never met a Deafblind child who only gathers information and communicates with their hands, right? They use their entire bodies. And so we're really talking about that entire system. Every bit of skin on this human child is what we're talking about. Tactile-bodily. For those of you who read literature coming out of the Nordic countries and our friends at the Nordic Welfare Center, they often refer to it as bodily tactile. Either way, we're talking about the same thing. We're talking about the entire tactile system, not just the hands. Not just the fingers. Not just the fingertips. Sometimes people even think that specific when we're talking about tactile skills for students who are Deafblind. They're thinking about Braille. They're thinking about Braille readiness and while that's included, there's so much more to it. And so we're going to be talking a little bit about that and a little bit about what that looks like in just the whole continuum of our students who are Deafblind. Also, there's a picture on the screen, super cute little picture of some teeny tiny feet and toes in a plastic container with some dirt and woodchips and pine cones and sticks and rocks and the little friend is exploring with their feet. And there's an adult hand going into the box as well. We know a lot of our children who are Deafblind gather so much information with their feet and their toes. We get asked all the time, how do we get this kid to keep shoes on? And the answer is you don't. They're getting so much information from being barefoot in your classrooms, and that is super important. Some logistics with functional tactile-bodily evaluation. My first bullet on the screen says who completes it. Ideally a TDB, a teacher for students who are Deafblind. A teacher with a background in Deafblind education. Someone who really knows what they're looking for. I am aware that there's not a bajillion TDBs out there and so this is also something that the TSVI and TDHH, teacher for students with visual impairments and teachers for students who are deaf and hard of hearing can be doing collaboratively in really looking at that child holistically and looking at the sensory systems holistically for this child. So that is something that could also be done, if you do not currently have a TDB on staff. I know we have people from all over the country and not just here in Texas. It's flexible. Where does the report go? This is a big one because, you know, we're using these systems. We don't get to create the dropdown menu all the time and these systems are even if we get to have input, sometimes that's quite a long process to have those places in those systems. So after talking with some diagnosticians, the help motor section in a lot of our IEP softwares is a box that people know to look to. And it doesn't have a character limit. And so it's often a good place to be able to put this information, and we'll look more about what that information is in a moment. But that's a good place to put that. You can attach it but we know that sometimes when FIEs and things get printed, the attachments don't always get printed with it, so I encourage you to talk with your school district about where it can go. Where we can make sure people have it. People read it. It gets transferred when the students move. We hope those attachments go but we know realistically sometimes they don't. Thinking about about those things when you decide as a team where that can go for your district. When is it completed? Well, just like our other sensory impairments, just like our reports and evaluations, so just like our FVE, LMA, ECC evaluations, the communication evaluation, we want these things done before they have other evaluations done, ideally, right? So we don't want the diagnostician necessarily completing evaluation before we know how they communicate, how they access literacy. How they access instruction, all of those important things. And so this falls into that category, just like we advocate for our students to have their FVEs and communication evaluation done prior to other evaluation, we would like to see this done as well, since we are looking holistically at how the student uses their body. Is it required? No, it is not required. For those of you that are in Texas, our ECC evaluation is required for blind and visually impaired. We have FVE, LMA, communication evaluation, absolutely. This one is not a required part right now. However, I hope that you'll -- as you look through this you'll see why it's important that we do include it for our students who are Deafblind. This was created as we are setting up teachers of students who are Deafblind. A TDB is a teacher for students who are Deafblind. Here in Texas, we have certification coming. Our standards have been approved. The test has been created. September 1, 2025 eligible candidates will be able to sit for state certification as a TDB, which we're so excited about. And while TDBs won't immediately be required in Texas, that is the end goal and we want all of our students who are Deafblind to have access to qualified personnel. Part of the role of a TDB is to ensure that the evaluation is appropriate for our students who are Deafblind. That we're giving them access to all information, environmental, instructional, social, everything that's going on. And that we're there to support them in all the ways that they need. So this component, in looking at the functional tactile-bodily evaluation, we're looking at how that student is using the skills that they have with their entire body. How they're gathering information, how they're communicating. This was created as part of this publication. So this is a book, essential tools of the trade for teachers of students who are Deafblind, as you might be able to see, I'm one of the authors of this book. And it is a how-to guide for completing evaluation for students who are Deafblind. It is not specific to the functional tactile-bodily evaluation that we're talking about today but that is one of the evaluations within this publication. This encompasses Functional Vision Evaluation, Learning Media Assessment, functional tactile-bodily evaluation, and ECC, not just VI ECC but deaf and hard of hearing, and Deafblind ECC. We do have Coffee Hours that are archived on this book as a whole, if you want to learn more about what is included and how to use this book, we have a Coffee Hour on that. We also have a Coffee Hour on the Deafblind Expanded Core Curriculum included in this book that you can find in our Coffee Hour archives and watch that for more in depth information on that because we don't have time to get into it all today. But when I'm talking about the book or if you hear me say the ETT DB, because we needed more acronyms, that is this book and that is where you can find everything that we are talking about today. It's all in this book. You can access this book -- the link's on your handout, but it's tsbvi.edu/store. If you would like to purchase this book. There's a digital option and a hard copy book option. Okay. So the slide I have up right now is what can we do to be competent communication partners? This slide is in here -- before we get into the evaluation portion, because this is what we consider to be prerequisite skills for you as the evaluator to have, prior to being able to properly, thoroughly evaluate our students who are Deafblind in this area. So things to think about. We have to be able to recognize, confirm, and include bodily expressions from the entire body in the conversation. Okay. So it's not just recognizing them. It's not just noticing what the student is doing with their body, but being able to confirm and provide that affirmation to the students in their mode, which may be with their body, okay? And then using bodily expressions from the entire body in the conversation for us, expressively, so we're able to provide where they can receive that information in a way that makes sense to them. Sounds easy on paper but there's a lot to it. Being emotionally present and mirroring and confirming emotions through a tactile-bodily mode of communication. So a lot of times we want to label those emotions with formal language -- and that's a great thing. I'm not saying don't do that, by any means. But we can't just do that, right? So we have to mirror the expression that the student is providing that allows us to know what emotion they are feeling at that moment. We have to show them that we are experiencing that with them and label it in their way first before we add our own label of formal language to it. And that has to be done for a lot of our students through that tactile-bodily mode of communication, through the way that they move their body or express with their body. Considering how activities or moments feel and not just how they look or sound. Including the space, direction, pressure, and movement. That one seems obvious, but for those of us that are sighted and hearing or sighted and/or hearing, it can actually be very, very difficult. Because a situation, when you're looking at an activity or looking at something that's happening and you're sighted, you have a really, really, really different experience than the individual who is Deafblind in that same situation. I'll give you an example. So a former colleague of mine, David Wiley, always told this story in relation to this concept. And I thought it was really helpful. He told a story about a young lady who is Deafblind and she went with her intervener to a petting zoo. And they were at a petting zoo and there was a goat and there was like a goat in front of her and she was petting the goat and she was exploring the goat's tail. She's petting the goat on the back end of it and feeling its tail and how its tail feels. And all of the sighted individuals around are watching this goat eat. So the goat is eating. That is the main idea of what is happening in that situation and the intervener signed to the student to give her access to that information. The goat is eating. The goat is eating. She tactilely signed that to the student. Immediately they saw this puzzled expression come over the student's face because she knew those two words, goat and eat, but it had absolutely nothing to do with her experience in that moment at that petting zoo. She's touching a tail and you're signing "eat." What on Earth do those two things have to do with each other? Okay. But from the sighted perspective of everybody standing around, the goat's eating. Like that's super obvious. That's the main idea of what's happening here. But if you really sit in it and think about what is the experience, what does it feel like. What is happening in the world through that perspective of the individual who's Deafblind. And it may be different for every single one of your students. Some of them may have residual hearing or vision. They may have balance components in with everything else they have going on. They may have neuropathy pieces. It could be totally different for every single kid, and that's why it's so important to look holistically and understand what we're looking at. But considering these activities and moments and how they feel, not just with the hands but with the whole body, for these students is so key to realizing what they have access to, what their life experiences are, and how we can build on that. The next one is somewhat related but reflecting on events that occur. And you do not have to have formal language for this. You don't need to use formal language in order to reflect and reminisce. Reflecting is an important experience for all humans. And it doesn't -- should not be limited to those who have formal language. We're going to talk a little bit more about some examples of what that can look like if your student is not a student who is a formal language user. But it is very likely that your students are trying to reflect on events that happen and those things may be missed. Because they're not always really obvious, which brings us to the last bullet on the screen, which is take the time to be a good detective. Sometimes it is nearly impossible to figure out what our students are trying to tell us. A video is incredibly helpful for this. Trying to capture as much as you possibly can on video, because there are other people who may have experienced something with that student that may see it and go, oh my gosh. I think he's talking about this. Family, especially, is with them a lot of time and sometimes is able to pick up on some of those things that school staff don't have the, you know, realtime experience with. Especially for those who are itinerant, we're in and out. We're not there all day. We don't know what those routines always look like. We don't know if something kind of crazy went on that morning, unless somebody has time to fill us in as we walk in. They may be trying to talk to us in their way of communicating. And if we're not detectives, we'll just miss it. And those are really key things to build on for our students. Okay. For the functional tactile-bodily evaluation itself -- again, that's located in the book, the ETT DB publication. There's four main sections. The bio-behavioral state, which includes tactile-bodily and neurological readiness. Tactile-bodily memory, which relies very heavily on the Tactile Working Memory Scale out of the Nordic Welfare Center. Our friends at the Nordic Welfare Center gave us permission to use several components of their tool so graciously and it has helped us build this section out in a way I hope will be user friendly. We'll go through it together. And the tactile-bodily social interaction. And tactile-bodily communication focusing on language. So we will look a little more in depth at that. We have a guidance section of the publication that really explains it out in, like, paragraph form of what exactly all those things mean and components of those. But we also have this functional tactile-bodily how-to chart. For each of the evaluations we have a how-to chart. Let me make this bigger. And this is what it looks like. We've got five columns. On the far left is communicative behavior. The second column is guiding questions. If you're going to look at one place, look at guiding questions. That's the key piece here. The third or middle column is to learn more on this topic. And there's links where applicable throughout. The fourth column is possible educational implications. Kind of that why, why are we looking at this. And then the last column is recommendations. Oftentimes it's where should this lead you? Where should this go? How could you use this information? That's what you'll find in that last column. The first column, that communicative behavior is that overarching idea. We're looking at appetites. We're looking at what is this student's body interested in. And that is kind of a big topic, right? That's a big umbrella. There could be lots that fits under here. So guiding questions are the questions that you can, on the run, actually look at and be thinking to yourself as you're looking at that student or as you're analyzing that video. So is the student interested in soft touch? Deep pressure? Vibration, et cetera. What are the student's engagement cues? What appears to motivate this student? Those are things you can be thinking and writing and noting as you go. As you're evaluating this student. It goes through so many things in each of these sections. I wanted to give you a look at what the chart looks like. Again, that is part of the publication, ETT DB. And we just did appetites under this one. But under the bio-behavioral state, tactile-bodily and neurological readiness. Appetites and aversions. It's looking at orienting and the reflexes associated. It's looking at identifying and supporting the change of bio-behavioral states. So looking at how do we get this student to an active alert state, to a state where they're ready for learning? If a student is asleep all the time at school, how do we get them to be more alert? If a student is agitated all the time, how do we get them down to that alert? We would need to be in this certain range for learning. And so it's looking at -- that's different for every student. Where they are, at what times of day, how we support them in shifting those bio-behavioral states is different for every child. But that is the first section for a reason, because we can't do anything if we don't know that information, right? We have to have them there and feeling safe and awake and ready. So those are the things that you can find in that first section. A little more straightforward. The second section is tactile-bodily memory. It relies really heavily on Dr. Jude Nicholas' work out of the Nordic Welfare Center on his working memory scale. It includes his three sections of Tactile Working Memory Scale: Encoding, maintaining, and manipulating. And that's information. So encoding information, maintaining information, and manipulating that information. That's information that our students are gathering with their bodies. Okay? Doesn't have to be hands. It can be with their arms, it can be with their feet, temperature. It can be with anything. So we're looking at those three sections and it does break down in the how-to chart. I'll jump there real quick. Sorry for the scrolling. Under encoding, while that may be a term that people are not familiar with, if you look into the guiding questions section, it breaks down for you what exactly you're looking for. How does the student purposefully and systematically explore objects in their immediate vicinity. Has some examples. How does the student purposefully and systematically explore new objects. How is the student able to identify object or locations based on tactile exploration? Are they able to find out where they are in space, based on tactile exploration. Those are the guiding questions that are under that encode. Okay. So it breaks through. Hopefully you can kind of -- or breaks down. Hopefully you can kind of see how this chart can be used quickly but have a little more information about what it is that you're looking for, what kinds of questions you're trying to answer for these students as you are going through. This last one under "memory" is autobiographical memory. I personally think that is the hardest one in this whole thing. Autobiographical memory for our students who are Deafblind, who may not be formal language users or may not have a lot of formal language was a really hard concept to wrap my mind around. So autobiographical memory, they're telling stories of what is happening to them. They're reminiscing of what happened to them and they're sharing that in some way. For our students who aren't using a lot of formal language, it's not always super obvious, but it's happening. On the screen there's a picture of me and a little friend who I got to go out and visit. And we're in matching blue shirts. And his hands are on top of my hands and I am signing "hurt" on the top of my head. And he is smiling. I included this picture because we were able to witness this when we were there. Typically when we're there, we're not there that long. We're there two half days of observing. And earlier this day, when this picture was taken, this young man was trailing the wall and across that door you see behind me. And he hit, like just above his ear on his head really hard on that door handle. And he was very upset and it hurt really bad and he was screaming and crying and became very dysregulated and the school team and our team assisted in regulating him and getting him to a calmer state and comforting him. And then we, you know, moved on, went about our time together. And a few hours later, he got up and he trailed very carefully over to this door handle. And he touched the door handle and he screamed and grabbed his head in the same way he did when he hurt it that morning. Okay. So he knew that I was standing there with him, because we had just interacted together. And he walked over, did not hit it again, touched it very gently, screamed and grabbed it. That was him saying I want to talk about this. I want to talk about me hurting myself on this thing. And so we did. And we grabbed -- I grabbed his head. We grabbed my head in the same place. I added some formal language to it and signed "hurt" on my head and on his head and we went back and forth. And he went from that initial scream to a huge smile. And we were able to see in, you know, on-site there him feeling affirmed and realizing that we understood that he wanted to talk about it and that it hurt and that it was upsetting. And he just like lit up and got this -- I don't know. Like feeling of being understood. That is what it's all about. We have to be there and be in the moment. And had I not been there when he bonked his head, I would have had no idea that is what he wanted. That's why it's important to have video, for one, but also to talk with the classroom staff when we come in. But we were able to jump on that and give him that language and be there to support that moment. Those things are the autobiographical memory piece and we were able to have that co-creation, which you'll see when you use the chart, is part of the autobiographical memory. He's not able to independently say, hey, y'all, earlier today I hit my head right here and it hurt really bad. But he was able to bring up that topic and to help build part of that story and screaming in the same way and grabbing in the same way and turning in the same way and showing us what it felt like to him. And then I was able to add to that, add on to it. Yes, I was there. I saw those things. Signing, giving that formal language to him. Those are the pieces of that co-constructing, of us constructing that story together, because we both experienced it. We're both putting our perspectives in as we retell that. That is the, I feel like the hardest part to understand, so I want to take time to give a story with that one. Hopefully as you use the chart, you'll be able to have a better understanding of what to look for in those moments. And this is not a student who communicates using formal language at this point. So, you know, that method can be used with anyone. The next section is tactile-bodily social interaction. This one goes over things like what are curiosities or interests of the student. How can we affirm them? What methods of affirmation work for them? It does no good for us to affirm if it's not accessible to them and meaningful to them. So we have to know how are we able to provide them with affirmation in a way that makes sense to them. Is there a sharing of topics and interests? So this section is a little bit interesting because as we're doing evaluation, of course we're evaluating a student, but in this social interaction section it's impossible to only evaluate the student because you also have to evaluate the communication partner. Because it's a social interaction. So, excuse me, we must have skilled, competent communication partners, like we talked about before, being the ones who are interacting with these individuals. Noting is there sharing of those topics. And, you know, one may think for a student without formal language, well, how can they bring up new topics to talk about? But they do it all the time. We just have to know exactly what to look for. This picture is of that same student and my colleague, Sarah Mossberger behind him. And this is a still image from a video where Sarah and this student are playing like a rocking and squeezing game and they're rocking side to side and squeezing. And they're doing it for a while and he's smiling. And then all of a sudden he very deliberately and slowly reaches out and bangs that table and then screams. Seemingly out of nowhere. He did not hit it, like hurt himself on it. I accidentally bonked this and now I'm mad. It was extremely deliberate. He carried his arm over, tapped it, bonked it, and then screamed at Sarah. And Sarah is a very, very skilled communication partner, and especially for the student, because they had worked together so closely. And she knew that that was his way of changing the topic. And he wanted to talk about that table. And so she very calmly put her hand under his, led it back to the table gently, and he smiles. And then she signs "table," gives that formal language to it, table. Goes back, bonks it with him. He smiles and laugh. They sign "table" again together. And he moves on. And he starts her game back up of the rocking and the squeezing. They took turns in that topic. It wasn't just Sarah, as a teacher, saying we're going to talk about this and we're going to do this activity, we're doing this activity. She followed his lead in that. I have -- we typically do this functional tactile-bodily training as a full day or two-day training. And there's video analysis for each one of these portions where we watch these videos and talk through how to find this. So if that's something that you're wanting, talk to your service center. Send us an e-mail. We love talking about these things. It's hard to cram into this but I hope that those stories help you see a little bit about the types of things that we're looking for. And I'm using these students who are emerging communicators on purpose for this because for some of these things, sharing topics and interests, it's a little bit more difficult to notice and to think about those things as leading a discussion, as leading the topic. But it absolutely is. Shared emotional involvement. That you're not just sharing how you, you know, feel and how you want the student to feel through this. But that you're really sharing each other's emotions. That that's happening together. Their emotions, your emotions, everything and that we're talking about those things. Goodness, sorry jumped. Both with formal language and without formal language. Through a tactile-bodily form of language. Attunement. That word there, to connect with that student that we are so focused and, you know, looking at the student's whole body to find out what they are connected to, what they are interested in, what they're tuned into, what we can be tuned into and join them. Be part of that. Be connected with that student throughout our time there. And the staff who are with them all day every day have those skills, because that's even more important. We can be the most skilled, competent communication partners coming in as itinerant staff but if we're not supporting the classroom staff who are with those students all day long, it's not going to do much good. So making sure that we have that as well. Predictability and closure. So that we have openings and endings to our conversations that we don't just walk away. That, you know, a lot of that falls on us. A lot of that is not can the student do these things, it's is the student being given those opportunities. So while we're evaluating the student, like I said, we're also really evaluating our programming. We're evaluating us as teachers. And the -- really anybody who is coming into contact with that student throughout their school day. And then the last of the four sections is tactile-bodily communication with an emphasis on language. There's a lot here. We're looking at systematic exploration but not just to explore. Also how they communicate through that exploration and the how-to chart will lead you into questions to think more specific for language on that piece. Body positioning, which is so huge. Body positioning for exploration and body positions for access to language may be completely different. They may be completely different depending on how familiar the partner is, depending on how familiar the routine is. So many things to think about in that. Also can be really different, depending on if the student also has any type of physical impairment or any type of, like, muscle weakness or anything else that they may need support, physical support, in order to communicate through formal language or through just a tactile-bodily mode of language. So much to think about there but there's lots of guiding questions to help you. How they compare and contrast. You know, sometimes we have students where they get an object and immediately it goes to their mouth and they're checking for all kinds of different things. They're checking temperature. They're checking to see what it's made out of, to see if it has a taste to it. We have some students who every time they get something, they slam it on a table. They get so much information from that. Thinking about why they do those things and what skills they're using, what information they're gathering through that. Multi-party communication. So communicating with more than one person at a time. This is something we do, as hearing and/or sighted people, all the time. All day every day. Outside of our homes, I guess. And taking in information from more than one person. Sometimes our individuals who are Deafblind don't know that there's more than one person in the room with you at a time. Because they've never touched more than one person at a time while communicating. Which is something we need to sit and think about. How do we give this student the ability to -- or the access to easedrop, to overhear tactilely. To know that other team have conversations. These are all things we learn from watching and listening to adults, as young children, how conversations happen. How they speak to each other. How you're supposed to talk to people, how we use language. And a lot of times our students aren't given access to that. And don't learn those skills.

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So we need to make sure that they are able to access that and see how they do with that and what strategies can be helpful to promote growth in that area. Emotion expression, how they express emotion, how they express empathy. How we can point those things out to staff who are less familiar with them as they read our reports. It says BETs on the screen. That's bodily emotional traces. So bodily emotional traces, if that's not a term you're familiar with, are expressions of the body that happen automatically. It's not something that they decide to use, it's something that their body does automatically, based on emotional situation. Okay. So the young man who hit his head on the door and then immediately brought his hand to his head and screamed. It could be that when he touched the door, he decided to do that or it could be that his body automatically went into that response. Okay. So that falls under bodily emotional traces and that can tell us a lot of information. It can hold that language piece. Hypertactile perception is very, very similar but it doesn't have to have the emotional attachment. That can be things like every single time you give a cup to a student they stick their hand in in this, like, flat hand shape. And so for cup they may replicate that and just have a flat handshape. If you have never seen a kiddo put their hand in a cup that way, you will not know that that means cup. You would never guess that because it doesn't look like a cup. But it's how a cup feels to them. So it goes back to that communication partner piece and detective piece of really thinking about those things. So very similar but they don't have to have that emotional attachment. Again, that's hypertactile perceptions.

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We did have a question come in asking if the how-to chart is in the essential tools? It is. That is the essential tools of the trade for students who are Deafblind. We do have other essential tools docs out there. There's other publications that are not Deafblind specific. It is in the Deafblind-specific one. The last two bullets on this slide are signs as perceived. And that's exactly what it sounds like. So for a student who is a tactile communicator, the way that we sign something may feel very different to them as they perceive it through touch. Okay? So thinking about when they -- when our students who are Deafblind spontaneously provide us with some handshapes, some movement. And we're trying to figure out what is that. What are they trying to tell me. As we do, as detectives, thinking about how would that feel. What sign could feel like that. Because a lot of times we don't think about that. We think about how they look as sighted providers, and especially as teachers of the deaf and hard of hearing, which is my background, thinking about this is the sign. This is how it looks. But if you really sit in it and think about it, how does it feel to a student who does not have vision or does not have complete vision, as they are tactilely receiving that sign, because it's very likely that when they come to express that sign, it will look like that. And so that's something really important to look at and note if they have any signs that look like they're perceived and not look like they're produced. Those are really important things to have noted so that others can, you know, communicate with them and know what they are saying. And that last section is formal tactile language. And this includes so many different things. It includes hand tracking for students who might be visual sign language users but are needing to know -- have limited visual access. And so they may need to know where to put their visual focus. And so they follow the sign on the signer's wrist. It can be things like tactile ASL. It can be things like protactile. It can be things like components of protactile or components of haptics that include environmental feedback and back channeling. It includes lots of things. And you'll find all of that, obviously, in that how-to chart to guide you into looking at what exactly we're looking at here and what we need to do with that information. All right. On your resources, I'm going to point out to you that the TSBVI store, if you're looking to purchase the publication, it is the second link there. The first link is to the Texas Deafblind Project website, and we have so many resources on there. If you look under "topical resources," especially, you'll find so many things. The Tactile Working Memory Scale out of the Nordic Welfare Center is there. It is a free tool that the Nordic Welfare Center has available. We do have a fact sheet that we made on competent communication partners. So the information shared at the beginning of this of how to be a competent communication partner, what skills those individuals need to have in order to be competent communication partners. They're all on this pretty little fact sheet that our team published. And I linked the English one there. If you go to the Texas Deafblind Project website, under topical resources, there's a fact sheet section. It's in English and Spanish, in a colorful one, and it's in English and Spanish in an accessible document for those using screen readers. We have that available as well, if that's something that you would like to share with your teams who are working with these students. And then we also shared a document called key questions for assessing communication and activities from Barbara McLetchie. That can be helpful, just giving some things to think about the activities that are provided for the student. So those can be helpful as well. My e-mail address is on the screen and it's on your handout. It's bennettk@tsbvi.edu. And we also have an e-mail address on here. That's txdeafblindroject@tsbvi.edu. If you e-mail that second one, it goes to our entire team. If you have a question specific for me, you can send it to me. But if you have a general Deafblind question that you want the whole team to look at, you can send an e-mail to that e-mail address and it will go to all of us and we will be able to get back to you on that. We have five minutes for questions. I know that was so much information. But if you have questions, please feel free to put that in the chat. And, again, we normally do this training as like a full day or multi-day training. So if that is something that you would like brought to you or your area, feel free to reach out to us. And that's something that we can schedule. I know this is a lot at one time in a tiny, less than an hour. Feel free to share any questions you have in the chat now and feel free to reach out. We're happy to support you.