Open Hands Open Access: Deaf-Blind Intervention Modules
Module 13: Calendars
Schoology Online Course
Tuesday November 01, 2022 - Schoology Online Course
Sunday January 15, 2023 - Schoology Online Course
This event is by invitation only. You must have a registration key in order to register.
This course explores the many kinds of “time pieces” (e.g., clocks and calendars)—also known as "time tools"—to keep us on track and oriented in the world. Time pieces are also extremely important for students who are deaf-blind. We will cover the use of customized calendars being a key educational strategy for students with deaf-blindness. Calendars help a student learn time concepts and time vocabulary, provide a way for her to understand and have some control over her schedule, and support conversations about everyday life activities. The goal of this course is to begin to give you some insights into how a child with deaf-blindness has different experiences of everyday situations. By understanding some of the impacts of deaf-blindness, an intervener or communication partner can begin to interpret a child´s responses to the environment in new ways and provide supports to the child based on that understanding/p>
- Explain why a student with deaf-blindness might have difficulty learning time concepts, time vocabulary, and understanding traditional timepieces.
- List the continuum of time frames in calendar systems and identify several student characteristics that are prerequisites for each.
- Identify ways that calendar systems are individualized for students with deaf-blindness.
- Describe strategies to depict the past events for each time frame.
- Describe how calendars move from concrete to abstract across the time frames to teach vocabulary about the future.
- List example of how calendars support communication for students with deaf-blindness.
- Summarize the crucial role that calendars play in supporting and clarifying genuine conversational interactions.
Teams and Individuals working with and/or interested in professional development regarding students who are deaf-blind, such as parents, teachers, paraprofessionals, administrators, and other service providers, including those who are not seeking to become interveners.