Recomendados
Más contenido relacionado
Destacado
Destacado (14)
Similar a Annual child count census review
Similar a Annual child count census review (20)
Más de ConnectionsUMD
Más de ConnectionsUMD (16)
Último
Último (20)
Annual child count census review
- 1. CONNECTIONS BEYOND SIGHT AND SOUND Joint Steering Committee Meeting January 27, 2016
- 2. Agenda I. Welcome & Introductions II. Census Review – It is that time of year again! IIIa. Guest Speaker – “Informal Functional Hearing Evaluation (IFHE)” Chris Montgomery, TSBVI Education Specialist Break (11:00 am – 11:15 am) IIIb. Guest Speaker (continued) Working Lunch (12 noon – 12:50 pm) VI. Committee Meetings (1 pm – 3:30 pm)
- 3. THE MD & DC ANNUAL CHILD COUNT OF CHILDREN AND YOUTH WITH COMBINED VISION AND HEARING CHALLENGES
- 4. WHAT IS THE ANNUAL CHILD COUNT OF CHILDREN WHO ARE DEAF-BLIND?
- 5. WHY IS THE ANNUAL CHILD COUNT SO IMPORTANT?
- 6. WHAT EXACTLY IS MEANT BY THE TERM DEAF-BLIND?
- 7. WHAT IF THE HEARING AND/OR VISION PROBLEMS ARE CORTICAL IN NATURE?
- 8. DOES INCLUDING A CHILD ON THEANNUAL CHILD COUNT / CENSUS OBLIGATE THE SCHOOL PROGRAM TO PROVIDE SERVICES SUCH AS VISION, HEARING, ORIENTATIONAND MOBILITY, ETC.?
- 9. WHAT IF I DON'T KNOW ALL THE INFORMATION REQUESTED ON THE CENSUS FORM FOR A PARTICULAR STUDENT?
- 10. WHO SHOULD COMPLETE THE ANNUAL CHILD COUNT / CENSUS FORM?
- 11. HOW IS THE INFORMATION USED?
- 12. WHAT IF I HAVE A QUESTION ABOUT THE CHILD COUNT THAT HASN'T BEEN ANSWERED HERE?
- 14. GUEST PRESENTATION (CONTINUED): INFORMAL FUNCTIONAL HEARING EVALUATION (IFHE) CHRIS MONTGOMERY TSBVI EDUCATION SPECIALIST
- 15. Break See you in 15 minutes
- 16. GUEST PRESENTATION -- CONTINUED: INFORMAL FUNCTIONAL HEARING EVALUATION (IFHE) CHRIS MONTGOMERY TSBVI EDUCATION SPECIALIST
- 17. Working Lunch 12-12:50 pm Committee Meetings 1-3:30 pm
- 18. Stay Connected… www.CBSS.UMD.edu “Like Us” on FACEBOOK “The Maryland and DC Deaf-blind Project” See you next year…
Notas del editor
- CBSS DB project conducts an annual count of all children from birth to age 21 in Maryland who have both hearing and vision challenges. Since the information on the census is confidential, only specific data are submitted to the federal government (such as cause of deaf-blindness and type of school placement). All state deaf-blind projects that receive federal funding are required to complete an annual registry or “census” of children and youth, birth through 21 years of age, who are deaf-blind or otherwise known as dual sensory impaired / Vision and hearing challenges. The data is compiled into a confidential report and submitted to the U. S. Department of Education / OSEP by April 1st of each year.
- Early identification of vision and hearing challenges is very important, as strategies need to be implemented as soon as possible to help these children learn about their world in alternative ways. Since these children have sensory challenges, techniques that are utilized for children with either a hearing impairment and/or a vision impairment are often not enough to meet the unique learning needs of children with deaf-blindness. Subsequently, very specific, individualized, instructional strategies need to be developed for each child. If these strategies are utilized at home as well as in the educational setting, then this can mean a significant improvement in the quality of life for these children and youth. CBSS provides technical assistance, training, and support for families, service providers and educational teams working with children and youth who are deaf-blind. Another reason why it is very important to accurately count the number of children in our state who qualify for services, is that MD and DC funding for technical assistance and training is based upon the number of children identified. UM –State Dept-OSEP
- Federal Definition of Deaf-Blindness - - www.NationalDB.org The federal definition of deaf- blindness includes ”children and youth having auditory and visual impairments, the combination of which creates such severe communication and other developmental and learning needs that they cannot be appropriately educated without special education and related services, beyond those that would be provided solely for children with hearing impairments, visual impairment, or severe disabilities, to address their educational needs due to these concurrent disabilities”. A functional definition of deaf-blindness is: SEE ATTACHMENT ONE – and remind about students with Multiple Disabilities! May not be primary -- most of the time NOT the students primary disability – but should it be???? “If an individual (birth through age 21) has combined hearing and vision challenges that are significant enough to require considerations (such as specialized adaptations, modifications, and strategies) when presenting information or interacting with the child, the child is eligible to be included on the census and receive services from our project.” It will be important to have medical / audiological information to substantiate the documented vision and hearing challenges as well as other relevant data to inform school district personnel as to educational effects of sensory challenges.. The child does not have to be completely deaf and blind; in fact the majority of those identified have some degree of functional vision and hearing. It does not matter if the child is classified by the school district under another category such as multiply impaired, as long as they meet the requirement of having vision and hearing loss in addition to their other disabilities. Children who have cortical vision and /or hearing impairment should also be included in the census count. In addition all infants, toddlers, and preschoolers who have vision and hearing challenges need to be identified and represented on the census. This includes all “children who are at risk and/or experiencing developmental delays
- Children with sensory impairments that are cortical in nature, such as cortical visual impairment and/or central auditory processing disorder or auditory neuropathy, should be placed on the census. These students usually require adaptations and modifications to their educational programs. In addition, the hearing and vision problems must be considered when developing effective, communication programs for these individuals.
- No. Individualized needs and services are determined by the family and educators through the Individualized Education Program (IEP) or Individual Family Service Plan (IFSP) process. The student DOES NOT NEED to be receiving itinerant services in hearing or vision to be on the DB census!!!!
- Please give us as much information as you have. It is more important that we have an accurate count of students. Project staff will work with you to complete the missing information. Good for only one year without full completion – such as the date of the student's last vision exam / Further testing needed.
- You! If you are here today, then it is you or your counter-part in your system. Typically D/HOH teachers, TVI, Supervising teacher, lead teacher, student support services administrator,
- The information is used to track and monitor the incidence of Deaf- blindness across the country, as well as in each state. The information provided also helps each state plan for appropriate training and technical assistance activities to meet the needs of the children and youth, families, service providers, and educators within each state. And finally, once a child is identified, the Project can then initiate and respond to any requests for technical assistance and training on behalf of that child. Census form vs. Referral Form
- DUE MARCH 11, 2016
- Contact us
- Contact us
- Contact us