Division on Visual Impairments

VIDBEQ.61.3.SU.2016

A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

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; Lorem Ipsum Dolor Spring 2016 9 (i.e., intervener) or low-vision interpreter. Overall, adding the position of an itinerant teacher of students with deafblindness impacted several different areas of the program. Conclusion At the end of year one, there were some very significant short-term wins. The program saw a 40% increase in the number of students with deafblindness receiving services from the Region 4 RDSPD. It was able to secure two skilled one-to-one aides for two academic students with deafblindness. The sensory team was chosen by the Texas Deafblind Project to pilot the Informal Functional Hearing Evaluation (IFHE), and team members have been asked to speak at the 2017 Texas Deafblind Symposium. And while those successes are worthwhile, nothing has been more fulfilling than listening to encouragement and praise from the students' parents. On a recent family questionnaire regarding the program's services for students with deafblindness, one parent wrote the following: I have been very pleased with the changes implemented this year by the new Deaf-Blind sensory team approach. I feel that the three individuals on the team do a very good job collaborating, communicating, and strategizing with each other about how best to 54

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