Identification, Assessment, Intervention for Children with CVI Including Those with Deaf-Blindness
Approaches from the CVI Companion Guide: Early Intervention and Preschool
Wednesday October 14, 2020 3:30 PM - 4:30 PM
Wednesday October 28, 2020 3:30 PM - 4:30 PM
This two-part training focuses on serving infants, toddlers, and preschoolers with CVI. It will draw from the CVI Companion Guide and provide a list of selected online resources related to the development of young children including those with visual impairments and deaf-blindness.
Developmental Issues That May Affect Young Children Who Have CVI Including Those Who are Deaf-Blind: Recommended Practices to Intervention Approaches
This session focuses on serving young children with CVI including those who are deafblind. Recommended practices of the Division for Early Childhood of the Council for Exceptional Children that guide intervention approaches will be identified. It will discuss how CVI may affect social-emotional, communication, cognitive, and fine and gross motor development and related interventions.
Objectives Recommended Practices to Intervention Approaches:
- Identify recommended practices in early intervention/early childhood special education that provide a foundation for interventions described in the CVI Companion Guide
- List possible ways in which CVI may influence the development of young children.
- Identify specific ways to support early social-emotional, communication, cognitive, and fine and gross-motor development
Developmental Issues That May Affect Young Children Who Have CVI Including Those Who are Deaf-Blind: Routines-Based Intervention and the Team Model
This session focuses on the early intervention and early childhood special education team models and the roles of different disciplines. application of key intervention practices in home-based early intervention and in preschool classrooms. It will discuss the use of routines-based approaches and identify how to embed interventions and learning opportunities across daily routines.
Objectives Routines-Based Intervention and the Team Model:
- Identify team models in early intervention/early childhood special education used in their programs
- Identify the communication forms and functions assessed by the Communication Matrix.
- List benefits and challenges in using outcomes/objectives within routines matrices
Teachers of Students with Visual Impairments; Orientation and Mobility Specialists; Teachers of the Deaf/Hard of Hearing; Teachers of the Deaf-Blind; Interpreters; Interveners; Special Education Teachers and related service personnel; and Speech Language Pathologists
Reasonable efforts will be made to accommodate individuals who have special needs as addressed by the Americans with Disabilities Act and who need assistance at this event. Contact: Lorraine Byer, at 800-441-3215, or firstname.lastname@example.org