The OHOA Deaf-Blind Intervener Learning Modules are offered in a series twice a school year,  fall and winter. Each series is comprised of four to five modules and runs approximately three weeks for each module.  When a module opens, participants can access at their convenience anytime over the course of three weeks. Registration opens in August and December and closes 10 days prior to the series start.  Please continue to visit our website for current information on this professional learning opportunity.

*The highlighted modules are currently being offered.  Registration is now closed.

  • Module 1: An Overview of Deaf-Blindness and Instructional Strategies
    M1 gives learners an overall sense of the population of students who are deaf-blind and describes approaches for teaching and interacting with students who are deaf-blind.
  • Module 2: The Sensory System, the Brain, and Learning
    M2 gives learners an overview of the sensory systems and the ways that students access information in the world around them.
  • Module 3: The Role of Interveners in Educational Settings
    M3 orients learners to the role of the intervener and the process of intervention.
  • Module 4: Building Trusted Relationships and Positive Self-Image
    M4 lays the foundation for successful intervention for all students- harmonious interactions and trusting relationships.
  • Module 5: Availability for Learning (January 17 – February 5, 2017)
    M5 provides learners with ways to understand what may be impacting a student’s ability to engage in the environment and how to support the student’s successful participation in learning.
  • Module 6: Understanding Communication Principles
    M6 supports learners in understanding the dynamics of all communication exchanges and how to gather useful information for building successful communication plans with teams.
  • Module 7: Emergent Communication
    M7 helps learners recognize and document emergent communication functions and forms in natural environments.
  • Module 8: Progressing From Non-Symbolic to Symbolic Communication and Complex Language
    M8 expands upon learners’ knowledge of communication forms and how to support the student as she makes progress in using more symbolic communication forms.
  • Module 9: Routines for Participation and Learning (January 23 – February 12, 2017)
    M9 unpacks the richness of routines as a framework for learning and participation.
  • Module 10: Concept Development and Active Learning (February 13 – March 5, 2017)
    In this module, participants explore more about the role that active learning and exploration play for students who are deaf-blind – incorporating activities that support concept development for students every day.
  • Module 11: Intervener Strategies (March 6 – March 26, 2017)
    Within this module, the learner delves deeper into the essential role and function of the intervener. Come learn how to refine your observational skills. Learn about the key principles of how to: “do with and not for”; “be a ‘bridge’ not a barrier” for students; use hand-under-hand techniques, and how to apply the techniques of wait time and pacing for processing.
  • Module 12: Maximizing Vision and Hearing
    Most students who are deaf-blind have access to some vision or hearing. Some have some access to both senses. As the person who works most closely with students in everyday school routines, it is vital for the intervener to know the basic functions of medical devices. Explore more uses of assistive technologies for support students’ access to information and find out how these may help individuals maximize vision and hearing within busy classroom environments.
  • Module 13: Calendars
    Calendars for children with deaf-blindness are individualized time pieces that help them make sense of and participate in their environment. Calendars also provide a rich way of accessing information and having conversation. In addition to providing individuals with a sense of safety, they can also provide a way for individuals to share their opinions with others.
  • Module 14: Introduction to Orientation and Mobility for Interveners
    Orientation and mobility skills are essential for all people and must be taught directly to students who are deaf-blind. To work effectively with an O&M instructor, an intervener needs to understand the role of O&M and how she can effectively support plans that are created for the student to develop O&M skills.
  • Module 15: Orientation and Mobility in Everyday Routines
    Part two of the O&M modules takes us to the practical world of O&M in everyday life. Learn more about how interveners provide deeper insight for all team members in the ways that students are motivated to use these skills in the world around them.
  • Module 16: Self-Determination
    Self-determination is an essential skill for all people. Students who are deaf-blind need specific supports and opportunities to develop self-determination. Come and learn how people can develop their “choices” and “voices” through supportive intervention and planning.
  • Module 17: Social Skills
    Academic skills are often prioritized as the most important for students. Developing social skills and interacting with peers are vital skills that we can teach our students for building a successful and happy life. For students who are deaf-blind, these subtle skills can be overlooked in fast-paced educational environments. This module provides some practical ways to build these 21st Century skills with diverse students who are deaf-blind.
  • Module 18: Collaborative Teaming and Family Partnerships
    Teaming and collaboration are words that are used often in education and special education. For students who are deaf-blind, effective teaming and partnerships with families are the foundation for student success. Students who are deaf-blind often have a wide variety of team members with different types of training. This diversity, the student’s need for consistency, and complex schedules can make it hard to implement educational goals in a truly collaborative way. Come and learn, not only how to avoid conflicts, but to develop teaming skills that allow the student and all members of the educational team to be successful.