| (11) understands the development of language and literacy
in the communication mode(s) of learners who are DeafBlind;
(12) understands the basic principles of orientation
and mobility for learners who are DeafBlind;
(13) understands how to adapt and scaffold the general
education curriculum for learners who are DeafBlind;
(14) understands curricula specific to and/or adapted
for learners who are DeafBlind, including all areas of the expanded
core curriculum;
(15) applies co-active teaching strategies with the
learner who is DeafBlind in daily routines, as appropriate;
(16) applies tactile learning strategies in functional
and play activities, as appropriate;
(17) provides opportunities for the learner's increased
proprioceptive and kinesthetic awareness during daily routines and
planned activities;
(18) provides opportunities for the learner to develop
confidence by making choices;
(19) provides the learner with opportunities for self-advocacy;
(20) creates opportunities for learners to initiate
conversations in their preferred communication mode about their topics
of interest;
(21) determines and uses optimal proximity for access
between the learner and communication partner(s);
(22) determines optimal proximity of the learner in
relation to others that will enhance participation in group activities;
(23) identifies him- or herself and uses salutation
rituals in the mode appropriate to initiate and end interactions;
(24) acts as a bridge in order to provide access to
information about the environment, other interactions, and events
taking place around the learner who is DeafBlind;
(25) provides opportunities for the learner who is
DeafBlind to observe (auditorily, visually, or tactually) conversations
or interactions between others;
(26) provides opportunities for co-created topics of
instruction based on the learner's mode of communication and interests;
(27) provides multi-modal opportunities in order to
support the organization of events and the formation of mental images
and holistic concepts for the learner who is DeafBlind;
(28) uses scaffolding within the context of academic
and functional routines to provide consistent and predictable experiential
instruction for the learner who is DeafBlind;
(29) develops and implements communication systems
appropriate to the mode and developmental level of the learner who
is DeafBlind;
(30) uses formal language and literacy systems, as
appropriate, to provide visual, tactile, and/or auditory access;
(31) selects and prioritizes receptive and expressive
vocabulary that is meaningful and motivating to the learner;
(32) develops strategies to encourage the learner to
use multiple static and dynamic modes/forms of communication;
(33) provides multiple opportunities to use and expand
vocabulary through frequent and natural conversations;
(34) modifies existing literacy materials to adjust
for the learner's language level and reading media;
(35) designs and makes low-tech communication devices
that are appropriate to the learner's needs;
(36) selects and/or adapts assistive technology devices
as tools for communication or to meet other learner needs;
(37) provides opportunities for the learner to use
augmentative communication devices in a variety of environments and
with a variety of communication partners, as appropriate;
(38) uses naturally occurring events for the learner
to use and practice communication skills;
(39) recommends appropriate positioning to optimize
visual, auditory, and tactile functioning;
(40) implements strategies to accommodate for and to
improve the learner's visual, auditory, and tactile functioning based
upon evaluation results;
(41) supports spatial orientation strategies for the
learner who is DeafBlind;
(42) supports mobility techniques appropriate to the
learner who is DeafBlind;
(43) supports the learner who is DeafBlind to develop
his/her awareness of kinesthetic and proprioceptive sensory systems
as they relate to the body in the environment;
(44) based upon clinical and functional evaluations,
uses and creates materials that will maximize the learner's use of
vision, hearing, and touch in specific situations to meet the learner's
visual, auditory, and tactile needs; and
(45) incorporates language and literacy as part of
everyday activities, according to the learner's experiences and interests.
(h) Collaborative Consultation. The teacher of students
who are DeafBlind has knowledge of effective written, verbal, and
visual communication techniques to foster active inquiry, collaboration,
instructional coaching, and supportive interaction among professionals,
family members, interveners, paraeducators, and learners who are DeafBlind.
The teacher of students who are DeafBlind:
(1) understands the importance of gathering and sharing
the social history of each learner who is DeafBlind and the effect
it has on biological and developmental needs, including bonding and
attachment with family members and primary caregivers;
(2) understands the role of the intervener for individual
learners who are DeafBlind to assure that the learner has optimal
access to opportunities for receptive and expressive communication,
peer-to-peer interactions, and the development of shared meanings;
(3) understands the effective use of instructional
coaching strategies to support the educational team;
(4) understands how to access appropriate resources
that provide technical assistance at the local, state, and national
levels related to the field of DeafBlindness;
(5) understands how to access appropriate resources
for home and community services and supports for learners who are
DeafBlind and their families;
(6) interprets and explains evaluation results to the
learner's educational team members, including the learner's stage
of developmental communication and implementation of strategies that
support positive interactions in order to build an environment that
promotes bonding, attachment, and a sense of safety;
(7) provides information and education to educational
team members, including family members, about the uniqueness of DeafBlindness;
(8) promotes family engagement opportunities to connect
families with educational, social, and peer support within school
and community settings;
(9) provides appropriate opportunities for peer-to-peer
and group interactions with other individuals who are Deafblind;
(10) promotes the exchange of information about the
learner's communication mode(s) and developmental stages with other
educational team members to ensure consistency of interpretation and
use of the learner's communication system;
(11) works with the educational team to ensure appropriate
instruction is provided to peers and adults to communicate effectively
with the learner in the learner's preferred communication mode;
(12) collaborates with educational team members to
facilitate understanding of the roles and responsibilities of the
intervener and to use the intervener model according to the needs
of the learner in multiple environments;
(13) coaches the intervener and provides training to
support the intervener's role and responsibilities related to the
needs of the learner;
(14) recommends appropriate referrals to other specialists
in collaboration with educational team members to assess the need
for assistive devices or additional evaluations;
(15) collaborates with orientation and mobility specialists
and other appropriate specialists in adapting strategies to support
the learner in moving safely and independently;
(16) collaborates with the educational team to identify
and provide support related to the learner's access to the general
education curriculum;
(17) guides the educational team to consider appropriate
modifications and accommodations needed for the learner who is DeafBlind;
(18) consults and collaborates with community partners
and family organizations who provide care, education, early intervention
services, and/or adult services to individuals who are DeafBlind;
(19) provides training to caregivers, school personnel,
and peers that will improve the quality of their interactions/relationships
with the learner who is DeafBlind;
(20) works with the learner's educational team to create
a transition plan for the learner who is DeafBlind that includes opportunities
for a high quality of life beyond the educational setting; and
Cont'd... |
