Low Incidence Disabilities (LID)
Severe and Profound Cognitive Disability, Medically Fragile, Deafblind
- Serve as the first point of contact for school personnel and families of students who are severely and profoundly cognitively disabled, medically fragile, and/or deafblind. Serve as an information and referral source for students in this population.
- Provide/coordinate regional workshops for professionals and parents of students in this category including those identified through the deafblind census.
- Specifically address low-incidence disabilities issues through ESC needs assessments and regional plans and address deafblindness in the Regional plan for Students with Visual Impairments.
- Evaluate the effectiveness of the regional activities regarding the three low-incidence disabilities.
- Provide technical assistance from a deafblind specialist .
- Collaborate with the Texas Deafblind Project to provide on-site consultation to students with deafblindness;
- Train and assist districts and Early Childhood Intervention programs to appropriately identify students with deafblindness and report them on the deafblind census;
- Collect, verify, and review district deafblind census information and forward it to the Texas Deafblind Project; and
- Personally contact every family and at least one professional connected to each child on the census to provide information about the Texas Deafblind Project.
Project MASTERY information:
We are recruiting a teacher from the region to participate in this project, Math and Science Teaching that promotes clear Expectations and Real Learning through the Years. Details:
- 1 yr. commitment starting in Sept. 2010
- 2 target students
- 3 days training Sept. 14-16, location TBA
- Support from major university, opportunity to earn stipend
- 2 webinars Jan. 12, 2011 and Feb. 2, 2011 9-12 noon.
- Approval from administrator required
The forms needed are available below. Please download, print and email the application to gayle.mcnurlen@region10.org.
Project MASTERY Research Project overview for LID
modified description of Project Mastery
Susan Lawrence
Deafblind Specialist
(972) 348-1590
Gayle McNurlen
Education Consultant, AT Consultant
(972) 348-1598
LINKS:
Unique Learning TEKS Alignment
3 LID Leadership in Texas: Region 3
Office of Special Education Programs
The National Information Center for Children and Youth with Disabilities
Educational Resources Information Center
The Council for Exceptional Children
Working in Partnership with Disability Advocates Worldwide
For Emerging Early Education Issues
Literacy LINKS:
The Center for Literacy and Disability Studies, The University of North Carolina Chapel Hill
Washington Learning Systems CAR Strategy
National Geographic Windows on Literacy
MeVille to WeVille from Ablenet
Early Literacy Skill Builder from Attainment
Accessible Literacy Learning from Dynavox
Literacy Through Unity from Prentke Romich, Inc.
Pre-Reading Activities for Blind Pre-Schoolers
Motor Activities to Encourage Pre-Braille Skills
Creating Educational Toys and Activities for Children Who Are Blind or Visually Impaired
Physical DisabilitiesLINKS
Active Learning LINKS:
An Introduction to Dr. Lilli Nielsen's Active Learning
Active Learning and the Exploration of Real Objects
Incorporating Active Learning Theory into Activity Routines
Five Phases of Educational Treatment Used in Active Learning
Job One for Educators: Becoming a Good Playmate
Taking a Look at the FIELA Curriculum: 730 Learning Environments
National Consortium on Deaf-Blindness
Penrickton Center for Blind Children
Biobehavioral States
Thoughts on the Assessment of the Student with the Most Profound Disabilities
Assessment of Biobehavioral States and Analysis of Related Influences
Example Form: Assessment of Biobehavioral States
and Analysis of Related Influences
Joseph's Coat: People Teaming in Transdisciplinary Ways
Hand-Under-Hand
Hand-Over-Hand Guidance: What Lesson Do We Teach?
Talking the Language of the Hands to the Hands
Some Things to Learn from Learning Through Touch
Feelin’ Groovy: Functional Tactual Skills
Motor and Orientation & Mobility
Developmental Sequence of Orientation and Mobility Skills by Tanni Anthony
The Roots of Orientation and Mobility: Birth to Three Years by Susan Shier
Inventory of Purposeful Movement Behaviors by Tanni Anthony
Almost 100 Motor Activities for Infants and Toddlers by Olga Uriegas
Fine Motor Development from the Early Childhood Unit of the Overbrook School for the Blind
Communication
Non-Verbal Communication: Cues, Signals And Symbols
Beginning to Use An Object Calendar
Getting Started With Activity Routines
Routines
New Teacher Series: Getting Started with Activity Routines
Why Are Routines Worth the Trouble?
Eye Conditions and Cortical Visual Impairment
Cortical Visual Impairment: An Overview of Current Knowledge by Tanni Anthony
Eye Conditions by Dr. Virginia Bishop
Assistive Technology
Georgia Project for Assistive Technology (GPAT)
Miscellaneous
Hey! What’s Cooking? A Kitchen Curriculum for the Parents of Visually Impaired Children
Toilet Training Children with Deafblindness: Issues and Strategies
Resources for the Expanded Core Curriculum (RECC)-Early Childhood Section
The Importance of Touch in Parent-Infant Bonding
The Unique Needs of the Visually Impaired Infant
Blind Childrens Center Publications
INSITE Developmental Checklist: 0-6 Years Individual Test Booklet
Where Is There Joy in This IEP?
Classroom Observation Instrument for Educational Environments Serving Students with Deafblindness
IEP Quality Indicators for Students with Deafblindness