| (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
(21) develops and implements communication systems
appropriate to the mode and developmental level of the learner who
is DeafBlind.
(i) Professional Conduct and Leadership. The teacher
of students who are DeafBlind understands teaching as a profession,
maintains standards of professional conduct, adheres to ethical and
equitable practices, and provides leadership to improve students'
learning and well-being. The teacher of students who are DeafBlind:
(1) understands special education laws as they relate
to students who are DeafBlind;
(2) understands how appropriate placement and services
are determined for students who are DeafBlind;
(3) understands how appropriate service intensity is
determined;
(4) understands the professional code of ethics for
special educators and how it applies to his/her role;
(5) advocates for learners who are DeafBlind and their
families to obtain high-quality services ranging from early intervention
to transition to adult services;
(6) serves as the team lead for the entire instructional
team, including family members, to facilitate education, support,
and collaboration in the areas unique to DeafBlindness;
(7) demonstrates professional ethics and etiquette
across all settings; and
(8) demonstrates cultural competence across all settings.
(j) Reflection and Professional Growth. The teacher
of students who are DeafBlind is a reflective practitioner who has
knowledge of systems, available resources, organizations, and services
for students who are DeafBlind; who continually evaluates how teacher
choices and actions affect learners, family members, and other professionals
in the learning community; and who actively seeks ongoing opportunities
to grow professionally. The teacher of students who are DeafBlind:
(1) understands local, regional, state, and national
initiatives related to the field of DeafBlindness;
(2) understands the role of communities of practice
in enhancing professional growth;
(3) understands the professional organizations related
to the field of DeafBlindness and the benefits of memberships therein;
(4) understands the importance of professional development
and its positive impact on effective practice;
(5) understands the value of ongoing reflection as
a practice to improve instructional effectiveness;
(6) participates in local, regional, state, and national
efforts related to the field of DeafBlindness;
(7) connects with other professionals within the field
of DeafBlindness through a variety of sources, including professional
organizations that focus on DeafBlindness;
(8) joins communities of practice related to the field
of DeafBlindness;
(9) participates in professional development opportunities
and applies the information to his or her practice; and
(10) regularly utilizes self-evaluation and intentional
reflection on instructional practices and adjusts strategies accordingly.
|
