VIDBE-Q Volume 68 Issue 2
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• Identify role models who have low incidence sensory disabilities who can
serve as guest speakers in existing summer camps
• Embed transition resources into existing summer camps
• Share resources with statewide partners
• Utilize resources in university courses, taught by the LISD faculty, that train
teachers of visually impaired and teachers of the hearing impaired
The overnight retreat model was beneficial for allowing the team to have
highly focused time in which to accomplish the project goals and develop the
resources. During the weekend retreats, the full grant team was split into two
working groups: one comprised of those with Deaf/hard of hearing expertise and
one comprised of those with blind/visually impaired expertise. Both groups also
brought some expertise regarding children who are deafblind. Each group began
with a bit of brainstorming about what resources were needed and what might be
the best way to organize the resources and researching existing transition
resources. Following the brainstorming session, the two teams came back together
and shared their ideas. It was decided that the Expanded Core Curriculum (ECC)
would serve as a framework for the resources because the ECC is an integral part
of education for children who are Deaf and children who are blind/low vision.
Also, the team decided to use Google Docs to organize the resources so they could
work in a collaborative online space. Once developed, the Google Docs format
