;
Lorem Ipsum Dolor Spring 2016
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caseload. During our workshop meetings, we often split the administrators into a
separate group in order to focus on larger systems change topics.
Conclusion
Stay tuned for part II of this article in the Winter issue of the Visual
Impairment and Deafblind Education Quarterly journal, where we describe how the
Teacher of Deafblind pilot was expanded to include a new cohort of teachers to help
test the model. Specifics will be given about the technical assistance provided,
student, TDB, and systems outcomes, and further thoughts on how TSBVI's
Deafblind Project Outreach continued development of the Teacher of the Deafblind
Pilot Program.
References
Blaha, R., Cooper, H., Irby, P., Montgomery, C., & Parker, A. (2009). Teachers of
students with deafblindness: Professionalizing the field. Council for
Exceptional Children: D.V.I. Quarterly, 54(3), 49-51.
Collins, M. (1993). Educational services: Presentation. Proceedings of the National
Symposium on Children and Youth who are Deaf-Blind. (203-219). Teaching
Research Publications.
National Consortium on Deaf-Blindness [NCDB]. (2012). Recommendations for
improving intervener services. Retrieved from http://interveners.nationaldb.org
Schalock, M.D. and Bull, R. (2013). The 2012 National Child Count of Children and
Youth who are Deaf-Blind. Monmouth, OR: National Consortium on Deaf-
Blindness, Teaching Research Institute, Western Oregon University.
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