When WSDS conducts trainings via Elluminate (an eLearning software application that includes live videoconferencing and multimedia capability) we will record and post them.
You can access these trainings here and learn at a time and place that works for you. Most Elluminate trainings are approximately 90 minutes in length. The recordings allow you to fast forward, repeat sections, pause while viewing, and go back through the slides once the recording has concluded.
Please note that when you click on a link below, it might take a couple of minutes to download--so be patient! If you have questions about accessing these recordings, please email Mikaela O'Brien at mobrien@psesd.org or call 425-917-7830.
New! Instructions for Earning Clock Hours
You can earn clock hours for each of the training series on dual sensory disabilities. The amount of clock hours available for each series are as follows:
• 2-Part Series (3 hours total): 3 Clock Hours
• 3-Part Series (4.5 hours total): 4.5 Clock Hours
• 4-Part Series (6 hours total): 6 Clock Hours
To receive clock hours for a training series, please follow these easy steps:
• Watch all parts to the recorded training series (~90 minutes each).
• Complete questions included with each series "Clock Hour Instructions." These can be found in the paragraph above each series.
• Complete the Training Evaluation.
• Email questions and evaluation to Mikaela O'Brien at mobrien@psesd.org and request clock hours.
Kathee Scoggin, instructor for the trainings on deaf-blindness below, co-directs the federally-funded deaf-blind project. In addition to providing child-specific technical assistance and consultation to families and school/agency teams herself, she coordinates and supervises our deaf-blind project partners in their work with families and educators around the state. Kathee is a sought-after trainer on topics relating to children with multiple disabilities including deaf-blindness both in-state and nationally. She holds a B.A. in Deaf Education and M.Ed. in Special Education with an emphasis on sensory disabilities. Kathee has 30+ years experience as a teacher, assessment specialist, principal, and educational consultant with children (birth to 21) with hearing loss and deaf-blindness.
New! Is It "Problem Behavior"?: When is "Problem Behavior" Something Other Than Problem Behavior?
Presenter: Flint Simonsen
We would really appreciate your feedback! Please fill out the Training Evaluation and email to Mikaela O'Brien at mobrien@psesd.org. Clock hours are not available for this training due to it's length.
One-Part Training: (81 minutes)
Outcomes:
• Problem behavior might not be problem behavior- consider physiological and environmental conditions when thinking about problem behaviors
• What positive relationships have to do with problem behaviors
• What communication has to do with problem behaviors
Four-Part Training Series: Active Learning for Children and Youth with Multiple Disabilities Including Combined Vision and Hearing Loss
For clock hours, please answer the questions included on the Clock Hour Instructions as well as fill out the Training Evaluation. For a certificate of completion, please fill out this combined Evaluation/Questionnaire. You can email them to Mikaela O'Brien at mobrien@psesd.org.
Active Learning Intro: (12 minutes)
This brief introduction will get you started with the Active Learning series and sets the stage for Part 1 of the training. Please watch before moving on to Part 1.
Part 1: (75 minutes)
Outcomes:
• Explanation of what Active Learning means for children with multiple disabilities including deaf-blindness
• Examples of Active learning strategies
Part 2: (88 minutes)
Outcomes:
• Example of what a CONSISTENT ROUTINE is
• Purpose of using a Space for Active Learning (SAL) or “Little Room"- Lilli Nielsen
• Why knowing the child’s likes and dislikes is important when determining what to put in the SAL or “Little Room”
Part 3: (87 minutes)
Outcomes:
• How to make some materials or items that encourage Active Learning
• How to select items to use with these materials such as a Velcro vest, triangle board, resonance board
• Determining appropriate objectives for the student when using the materials
Part 4: (86 minutes)
Outcomes:
• Why concept development must be a part of all teaching with students with multiple disabilities including deaf-blindness
• The purpose of developing Experience Books
• How to develop and use experience books for literacy, reading, and concept development
Three-Part Training Series: The Communication Matrix: How it is Used to Assess and Support Children with Multiple Disabilities who are Non-Verbal
For clock hours, please answer the questions included on the Clock Hour Instructions as well as fill out the Training Evaluation. For a certificate of completion, please fill out this combined Evaluation/Questionnaire. You can email them to Mikaela O'Brien at mobrien@psesd.org.
Part 1: (94 minutes)
Outcomes:
• Understanding the tool
• Basic reasons for young children to communicate
• The seven levels of communication
• Mistakes we make when assessing children who are nonverbal
Part 2: (91 minutes)
Outcomes:
• Using the results to establish appropriate objectives
• Understanding how the tool demonstrates progress of the child
• Shaping a child’s action into communication
Part 3: (90 minutes)
Outcomes:
• Using child’s likes and dislikes make communication happen more quickly
• Developing meaningful activities that assist the child in communicating
• Having nonverbal conversations, not just one way communication
Three-Part Training Series: Students with Combined Vision and Hearing Loss: Planning for Their Success
For clock hours, please answer the questions included on the Clock Hour Instructions as well as fill out the Training Evaluation. For a certificate of completion, please fill out this combined Evaluation/Questionnaire. You can email them to Mikaela O'Brien at mobrien@psesd.org.
Part 1: (78 minutes)
Outcomes:
• Identification of children who are considered dual sensory disabled
• Diversity of the deaf-blind population
• Challenges these children face in school
Part 2: (90 minutes)
Outcomes:
• Key components of an effective educational program
• Strategies to reduce sensory overload for these students
• Daily schedules are more complex and require consistency
Part 3: (87 minutes)
Outcomes:
• Evidence-based learning strategies to use
• Why a trusting relationship is the basis of all learning for these children