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Teachers of Students with Deafblindness (TDB) in Texas - Home

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TopMain content Alert messageHide this messageOK Teachers of Students with DeafBlindness (TDB) in Texas The Teacher of Students with DeafBlindness website provides a internal gathering place offering opportunities for a polity of practice, a sharing of ideas, and resources.   Unique Roles and Responsibilities of the Teacher of Students with DeafBlindness  Model in Texas   Teachers of students with DeafBlindness possess unique expertise in evaluation and instructional strategies associated with DeafBlindness. Certifiedteachers of students with DeafBlindness (TDBs) are necessary as members of the IEP team for students with DeafBlindness; a low-incidence population with unique, high-intensity needs. Without towardly input from trained personnel, students with combined vision and hearing loss may have significantly limited wangle to information, and to a self-ruling and towardly educational program (FAPE). The Council for Exceptional Children (CEC) has specified whence knowledge and skill requirements for TDBs, and these CEC competencies are incorporated into university personnel preparation programs. As the educational needs of students with DeafBlindness vary widely, and there are rapid changes in assistive technology and other program components, ongoing professional minutiae is essential.   The sections unelevated offer greater detail on TDBs’ many areas of expertise and how their special skills are unromantic throughout the educational process.   AssessmentandEvaluation During the IEP/IFSP process, TDBs interreact with other professionals b­y: Serving as part of a group of qualified professionals to determine if a child meets federal and state eligibility for DeafBlindness Providing information on the impact of etiology and sensory impairments on learning Providing guidance in the use of towardly evaluation tools for students with DeafBlindness, including wardship of the FVE/LMA, O&M and ECC evaluations Participating in functional behavioral assessments to help the team understand the impact of DeafBlindness on behavior; observing behaviors to determine talky intent in order to plan interventions Evaluating the impact of the child’s combined vision and hearing loss on the vanquishment and use of their preferred mode of communication, language minutiae and liaison skills.  Guiding the team in using the Interaction Protocol to identify a student’s talky intent and initiatives, as well as supporting reciprocal interactions Explaining and analyzing evaluation results as they relate to DeafBlindness  Recommending towardly accommodations unique to DeafBlindness Providing resources specific to DeafBlindness to support the use of mobility techniques and devices  Helping the educational team develop towardly programming recommendationsUncontrivedInstruction Students with DeafBlindness require unique content and teaching methodologies. TDBs may take the lead in a diagnostic role to support constructive learning environments.  This may include minutiae of conceptual learning, tactile skills, auditory skills, and zipper and bonding.   TDBs may provide uncontrived instruction to students at all month and developmental levels. Services may be provided in the home, at an early intervention program, or in the community.  SupportingEducationalTeams  TDBsmustbe worldly-wise to educate, support, and interreact with the unshortened instructional team in areas unique to students with DeafBlindness. The team may include classroom teachers, a TVI, a TDHH, a COMS, an intervener, related service staff, and family members. Collaborative consultative includes planning with all members of the educational team to diamond a consistent, towardly individualized educational program.  TDBs have particular expertise in: Helping individuals with DeafBlindness organize sensory information and orient to space and objects wideness environments Recommendingadaptedstrategiesforaccesstothegeneralcurriculumandparticipationintheschoolcommunity Using strategies to regulate policies Using literacy instruction to foster vanquishment of cognitive, social, and linguistic skills Supporting the use of towardly assistive technologies Using constructive interventions and management techniques for positioning, sensory management, movement, balance, and hand use Recommending instructional modifications to unbend functional vision and hearing and maximize use of other sensory systems Providing augmentative and volitional liaison systems individualized for those with DeafBlindness Providing information on DeafBlind resources in minutiae of transition plans Supporting interveners (paraprofessionals with training in deafblindness) Providing the team and administrators with information well-nigh the intervener team model Helping the team determine whether individual students with DeafBlindness need an intervener  Modeling and promoting use of DeafBlind strategies for the intervener to use with the student Working with the team to determine the towardly role for an intervener with an individual student Deafblindness Field-Related Professional Responsibilities  Obtain preservice coursework in DeafBlindness that is aligned with CEC professional standards Participate in ongoing in-service to increase skills in the zone of DeafBlindness Stay current on state and national efforts related to the intervener team model and teacher credential initiatives Participate in state and national efforts in product and resource development, research, and sponsorship Join professional organizations that focus on DeafBlindness  Stay current with resources from the National Center on DeafBlindness Maintain a resource library on DeafBlindness Participate in local, regional, and state comprehensive planning activities for system resurgence with the Educational Service Center’s DeafBlind Specialist and the Texas DeafBlind Project   Administrative and Record-KeepingDuties Register each eligible student with the Texas Education Agency via the DeafBlind Child Count Maintain records on all evaluations, IFSPs/IEPs, and progress reports Attend IFSP and ARD meetings Monitor and record student progress toward IEP goals and objectives, noting constructive instructional strategies and accommodations for individual students  Service wordage models Models for service wordage by TDBs vary and may include rambler or self-contained classrooms.  Creativity to meet student needs is necessary given the low incidence of this population.Some districts establish a sensory team that includes sensory professionals (TVI, TDHH, COMS) and other related specialists, with the TDB as lead.    The TDB may meantime serve as the TVI and/or the TDHH if there is not a full caseload of students with DeafBlindness. The TDB role is an spare unique skill set related to DeafBlindness, obtained through preservice coursework.     If the TDB is certified as a TVI, the TDB may contribute to or conductthefunctionalvisionevaluation, theLearningMediaAssessment, and orientation and mobility evaluations. If the TDB is not certified in visual impairments, the TDB should participate with the TVI/COMS in these evaluations, contributing information related to the impact of DeafBlindness  IF the TDB is a certified TDHH, the TDB may contribute to or self-mastery the functional hearing evaluation. If the TDB is not certified in hearing impairment, the TDB should participate with the TDHH in these evaluations, contributing information related to the impact of of DeafBlindnes   Related links CEC Initial Special Ed DeafBlind Specialty Set: http://community.cec.sped.org/dvi/professionalstandards CEC DVIDB Division articles:  http://dvi.uberflip.com/i/710454-vidbeq-61-3-su-2016/45 http://dvi.uberflip.com/i/422067-vidbe-quarterly-volume-59-5 (see page 34) http://dvi.uberflip.com/i/466408-vidbe-quarterly-volume-60-1 (see page 15)   Texas SenseAbilities, 2009: http://www.tsbvi.edu/outreach/2662-teachers-of-students-with-deafblindness-professionalizing-the-field#           teacher of deafblind TDB Discuss this articleLog in to commentTopTop. Jump to top of the page.Footer These works are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. DISCLAIMER: TSBVI provides external links solely for our users' information and convenience. 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