VIDBE-Q Volume 69 Issue 1
areas of need travel to the student and spend time observing the student in their
educational environment and visiting the family in the home or community. Then
the team and Project staff gather to share and reflect on observations,
considerations for intervention, and resources available to support the team.
Ongoing coaching is available using a virtual model to provide follow-up support
or resources when needed.
Instructional resources development is another role of The Texas Deafblind
Project. In collaboration with the Curriculum Department at TSBVI, the Texas
Deafblind Project published The Essential Tools of the Trade for Teachers of
Students who are Deafblind: A How-To Guide for Completing Evaluations in
December of 2022. This publication gives step-by-step instructions on how to
thoroughly evaluate a student who is deafblind for Functional Tactile-Bodily
Evaluations, Functional Vision Evaluations, Learning Media Assessments,
Communication Evaluations, and Expanded Core Curriculum (ECC) Evaluations.
As part of this publication, Expanded Core Curriculum (ECC) Considerations for
Students who are Deafblind were included. This document presents seven areas to
be considered in addition to those of the ECCs for students with visual
impairments and learners who are deaf or hard of hearing. The ECC
Considerations for Students who are Deafblind document is also available as a free
