the diverse network of individuals and organizations who work with children and youth who are
deaf-blind were invited to identify and prioritize
the themes for the first modules. The representatives included parent leaders, university personnel preparation representatives, and state deafblind project personnel. Using CEC's Knowledge
and Skill Set for Paraeducators Who Are Interveners for Individuals with Deaf-blindness as a
framework, the advisory group outlined the following themes, which have become the first nine
OHOA modules. These include:
An Overview of Deaf-Blindness and Instructional Strategies
The Sensory System, the Brain, and Learning
The Role of Interveners in Educational Settings
Building Trusted Relationships and Positive
Self-Image
Supporting Students' Availability for Learning
Understanding Communication Principles
Emergent Communication
Progressing from Non-Symbolic to Symbolic
Communication and Complex Language
Developing Routines and Calendar Systems
Since the initial advisory meeting, twenty-nine
individuals led by five respected experts in
deaf-blindness participated in virtual and
face-to-face module writing meetings to
weave together rich videos, readings, and
learning activities into compact, cogent
learning modules. (A short introductory
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