VIDBE-Q Volume 67 Issue 4
in advance. Once these plans are available, Ivey's intervener and service providers
can begin to make adaptations to ensure that the materials are accessible for Ivey.
Questions to consider and team member contributions may include:
• Does Ivey need tactile materials (Teacher of the Visually Impaired (TVI))?
• Will she need to know specific vocabulary and/or signs (Deaf Hard of
Hearing Teacher (DHH), Speech Language Pathologist (SLP))?
• What motor skills are needed to complete the tasks we're asking of her, and
what supports will she need (Occupational Therapist (OT), Physical Therapist
(PT))?
• What conceptual information may she need support with -- either cognitive
or positional (TVI, Certified Orientation and Mobility Specialist (COMS))?
• Who is fluent in her communication and conceptual needs and can deliver
the information to her (intervener)?
• What specific considerations need to be given to Ivey's needs from a
deafblind perspective (deafblind specialist)?
• How can these skills be generalized and carried over into the home setting
(parent)?
Once the plans are adapted for Ivey's needs, they are then implemented by
the intervener with oversight from teachers and service providers as needed. Data
