SPED 746

Hunter College School of Education

Department of Special Education

Educational Implications of Deaf-blindness

Fall 2014

Hunter College Chris Russell

SPED

Thursdays 4:30 – 7:00 (650) 722-2319

HW 1134Office hours by appointment before or after class

The Conceptual Framework of the HC School of Education

The School of Education grounds its course content in the best field-based research and practice. Faculty review findings from their respective disciplines to provide our candidates with the strategies needed for effective instruction. Our candidates master the theory and practice of effective pedagogy in their subject areas, and acquire the tools for reflection on and improvement of their professional work. They achieve a solid foundation in the history, philosophy, psychology, sociology and methodology of education that enriches their teaching. Candidates gain expertise in analyzing and using assessment of student performance to guide their instruction and create optimal learning environments for students.

Integrated Clinical Experiences

The School of Education ensures that its candidates understand and experience the realities of school contexts. We establish strong connections with partnering schools in New York City and surrounding areas. We provide extensive fieldwork with supportive supervision in these schools. Our candidates engage in carefully sequenced and comprehensively assessed clinical experiences prior to their graduation.

Educating a Diverse Student Population

The School of Education provides its candidates with the critical skills and understanding necessary to be responsive to the multiple challenges of all learners: students with a wide range of backgrounds, cultures, abilities and prior knowledge. We teach candidates to create humane and ethical learning communities in their classrooms and schools. They gain the ability to collaborate successfully with parents, families, community members, school faculty and staff in order to provide this support.

Use of Technology to Enhance Learning

The School of Education prepares candidates with the practical and theoretical knowledge of effective and judicious uses of technology in a variety of school settings and for a broad spectrum of learners. Formative and summative assessments of our candidates’ technology competencies are a critical component of preparing them for tomorrow’s schools. We believe that appropriate uses of educational technology enhance learning, assessment and communication.

Ten Standards: The Council for Exceptional Children Content Standards

The Council for Exceptional Children (CEC) is the world’s largest professional organization speaking on behalf of individuals with disabilities and/or giftedness. CEC is also the national accrediting body for programs preparing teachers in Special Education. All seven of Hunter’s special education programs have passed professional review and have been nationally recognized by CEC.

Teacher education candidates in Hunter’s Department of Special Education must demonstrate knowledge and skills specific to each of CEC’s ten Content Standards. During the course of each candidate’s program, student performance data is gathered for each of the standards.

CEC Content Standards
  • Standard 1: Foundations
  • Standard 2: Development and Characteristics of Learners
  • Standard 3: Individual Learning Differences
  • Standard 4: Instructional Strategies
  • Standard 5: Learning Environments and Social Interactions
  • Standard 6: Communication
  • Standard 7: Instructional Planning
  • Standard 8: Assessment
  • Standard 9: Collaboration
CUNY Policy on Academic Honesty

“Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty. The College is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

Cheating is the unauthorized use or attempted use of material, information,

notes, study aids devices or communication during an academic exercise.

Plagiarism is the act of presenting another person’s ideas, research or

writings as your own.

Internet Plagiarism includes submitting downloaded term papers or

parts of term papers, paraphrasing or copying information from the

internet without citing the source, and “cutting & pasting” from various

sources without proper attribution.

Obtaining Unfair Advantage is any activity that intentionally or

unintentionally gives a student an unfair advantage in his/her academic

work over another student.

Expectations for Written Proficiency in English

As a graduate student you are expected to have well developed writing skills. It is this professor’s expectation that all written work whether online or in traditional formats, will be well organized and structured, with correct punctuation and grammar. Any assignments that are not will be returned for revisions. If you feel you need assistance with your writingthe Hunter College Writing Center provides tutoring to students across the curriculum and at all academic levels. For more information, see http://rwc.hunter.cuny.edu

Access and Accommodations for Students with Disabilities

It is recommended that all HC students with disabilities explore the support services available through the Office for Access and Accommodations. HC students with disabilities are protected by the Americans with Disabilities Act (ADA), which requires that they be provided equal access to education as well as reasonable accommodations. In compliance with the ADA and with Section 504 of the Rehabilitation Act, Hunter is committed to ensuring this educational access and accommodations. For information and assistance, contact the Office for Access and Accommodationsin Room E1124 or call 212/772-4857 or TTY 212/650-3230.

** I cannot grant you accommodations unless it is requestedthrough the Office of Access and Accommodations.

Special Education Department

Policy on Teacher Candidate Professionalism

The following applies across all HC Special Education courses, those held in-person, as hybrids, and online:

Professionalism is a basic expectation of educators and of those preparing to be educators. Professionalism encompasses cordial and timely communication, attentiveness to tasks and speakers, consistent class attendance and, of course, honesty. Along with academic standing and instructional skill, candidates’ professionalism determines whether they are recommended for certification.

Specific professionalism requirements

throughout the HC Department of Special Education:

#1= Initiative and effort (hallmarks of professionalism)

#2= Timely respectful communications (face-to-face, written and electronic)

#3= Focused class participation and attentiveness to others (no cell-phoning, text-messaging, web-surfing, etc.)

#4= Timely submission of classwork/assignments

#5= Consistent on-time attendance

Please note: Attendance at all class sessions is required.

Student responsibilities re absence and/or lateness:

a) Communicate with instructor in advance.

b) Secure content, handouts, etc. from a classmate.

c) Early in the semester, arrange for class “buddy /ies” for support.

c) Two absences will affect the course grade; more than two may precipitate a failing grade.* Therefore, upon missing two or more sessions, initiate a meeting with the instructor to discuss the grade jeopardy.

*For some courses, missing even one class session is unacceptable. Weekend one-credit courses or 5-day intensives are examples of class configurations where participation for every class is a part of the requirement for a passing grade.

Lack of Professionalism

Breaches of professional conduct are serious. Persistent lack of professionalism will result in significant consequences, including increasing grade penalties and serious jeopardy of a failing course grade. A pattern of infractions may also result in a formal meeting with the course instructor, program coordinator, department chair, or dean.

Course Information

Required Text: Remarkable Conversations, Barbara Miles and Marianne Riggio, Perkins School for the Blind, ISBN: 0965717011

COURSE OBJECTIVES

1)Students will display knowledge, written and oral, of different types and degrees of deaf-blindness and how it impacts learning and development. (CEC Standard 2)

2)Students will describe orally or in writing different instructional strategies, including methodologies for teaching communication. (CEC Standard 4)

3)Students will display understanding of adaptations and accommodations for students who are deaf-blind including environmental adaptations. (CEC Standard5)

4)Students will understand service provision, including teaming and parent professional collaboration for children and youth who are deaf-blind across age groups. (CEC Standard 9)

5)Students will translate knowledge into practice, from best practice and research in the field of deaf-blindness, by writing a communication plan, based on field observation, for a student who is deaf-blind. (CEC Standard 7)

6)Students will have a broad understanding of issues in assessment of children and youth who are deaf-blind, and will be able to conduct a communication assessment of a student who is deaf-blind. (CEC Standard 8)

COURSE OUTLINE

NOTE ON READINGS AND RESOURCES:

READINGS are required. You may skim research-oriented journal articles, especially focusing on the Review of Literature/Background, the Discussion/Results, and Conclusion. Participants, Model, and Statistical Analysis are not necessarily relevant to your readings.

RESOURCES mayfeature journal articles that are not required, but you should at least briefly look at them to get an overview of the topic and why the resource is relevant. RESOURCES also include other materials you will need to use or have as reference.

1. August 28th

TOPICS

  • Course overview, discussion of outcomes, assignments and exams, expectations and class policies.
  • Overview of deaf-blindness, definitions, incidence, impacts, etiologies, teacher competencies, National Child Count
  • National Center on Deaf-Blindness, state projects and NYDBC
  • Personal Goal Setting
  • NCDB Website Private Group: Resources, responsibilities, use of the website

READINGS AND THINGS TO DO

  • Remarkable Conversations Ch 2. Understanding deaf-blindness
  • Take some time to familiarize yourself with our Private Group site on NCDB
  • Read etiology information (Group Materials)
  • View census maps found at
  • Do you know a student who is deaf-blind? If so complete the census form for discussion next class. (Group Materials)
  • Read “Children Who Are Deafblind (DB General Fact Sheet)” (Group Materials)
  • Watch this Video:
  • RESOURCE: Conversations: Connecting and learning with persons who are deafblind (Webcast). Perkins School for the Blind. (Group Materials)

2. September 4th

TOPICS

  • Defining Communication
  • Presymbolic communication modes and strategies
  • Calendar Systems

READINGS

  • Remarkable Conversations Ch 1 and 8.
  • Let me Check My Calendar (Group Materials)
  • Engleman, M.D., Griffin, H.C., & Wheeler, L. (1998). Deaf-Blindness and Communication: Practical Knowledge and Strategies, Journal of Visual Impairment and Blindness, 92, 783-798 (Group Materials)
  • Belote, M. (2005). Getting started with object communication. ReSources (California Deaf-Blind Services), 11(5), 5-7. (Group Materials)

RESOURCE:
  • Bruce, S. M., Mann, A., Jones, C., & Gavin, M. (2007). Gestures expressed by children who are congenitally deaf-blind: Topography, rate, and function.Journal of Visual Impairment and Blindness,101(10), 637. (Group Materials)

3. September 11th

TOPICS

  • Overview of communication and Communication Rights
  • Communicative Environments and instructional
  • Building Intentionality and Interaction
  • Brief review of Hearing

Assignments

  • Complete Unit on Hearing and hand in Questions (Hearing Module and Questions in Class 3 Folder of Group Materials)
  • RESOURCE: Todd, N.W., & Laury, A.M. (2012). The etiologies of childhood hearing impairment. In A Resource Guide for Early Hearing Detection and Intervention (e-book chapter). Retrieved from

(Group Materials Class 3)

READINGS

  • Remarkable Conversations Ch.4 and 5
  • Communication Bill of Rights (Group Materials)
  • Bruce,S.M. (2003). The Importance of Shared Communication Forms, Journal of Visual Impairment and Blindness, 97 (2), p. 106-9. (Group Materials)
  • Brady, N. C., Bashinski S.M. (2008). Increasing Communication in Children With Concurrent Vision and Hearing Loss. Research and Practice for Persons with Severe Disabilities v. 33, 59-70. (Group Materials)
  • Martens, M. A., Janssen, M. J., Ruijssenaars, A. J. J. M., & Riksen-Walraven, J. M. (2014). Introducing an Intervention Model for Fostering Affective Involvement with Persons Who Are Congenitally Deafblind.Journal of Visual Impairment & Blindness,108(1). (Group Materials)
  • Vervloed, M. P. J., Van Dijk, R.J.M., Knoors, H., Van Dijk, J.P.M. (2006). Interaction Between the Teacher and the Congenitally Deafblind Child. American Annals of the Deaf, 151(3), 336-44. (Group Materials)

Resources

  • Janssen, M. J., Riksen-Walraven, J.M., Van Dijk, J.P.M., (2003). Contact: Effects of an Intervention Program to Foster Harmonious 'Interactions Between Deaf-Blind Children and Their Educators, Journal of Visual Impairment and Blindness. (Group Materials)
  • Partner Assisted Scanning Fact Sheet (2007). Center for Literacy and Disability Studies, Department of Allied Health Sciences, UNC Chapel Hill (Group Materials)

4. September 18th

TOPICS

  • Developing Symbolic language

READINGS

  • Remarkable Conversations Ch 9 and 10.
  • Bruce, S. M. (2005). The impact of congenital deafblindness on the struggle to symbolism.International Journal of Disability, Development and Education,52(3), 233-251.(Group Materials)
  • The Path To Symbolism, NCDB Practice Perspective (Group Materials)

RESOURCES

  • Hartmann, E.S., (2012). A Socio-Cognitive Approach to How Children with Deafblindness Understand Symbols, International Journal of Disability, Development and Education. (Group Materials)
  • Pizzo, L., & Bruce, S. M. (2010). Language and play in students with multiple disabilities and visual impairments or deaf-blindness.Journal of visual impairment & blindness,104(5), 287-297. (Group Materials)
  • Bruce, S. M., & Vargas, C. (2007). Intentional communication acts expressed by children with severe disabilities in high-rate contexts.Augmentative and Alternative Communication,23(4), 300-311. (Group Materials)

NO CLASS SEPTEMBER 25th

5. October 2nd

TOPICS

  • Catch Up on Communication (because we always need more time)
  • Assessment and Selection of Communication Modes

ASSIGNMENT

Part 1 of the final project due

Submit student observation forms

READINGS

  • Remarkable Conversations Ch. 6 and 7

RESOURCES

  • Communication matrix: A Communication Skills Assessment. Rowland, C. hand out in classand available in Group Materials
  • Rowland, C. (2011). Using the communication matrix to assess expressive skills in early communicators.Communication Disorders Quarterly, 32(3), 190-201. (Group Materials)
  • Killoran, J., Davies, P., & McNulty, K. (2006). NTAC Outcome and Performance Indicators. National Technical Assistance Consortium. Retrieved from (Group Materials)
  • Blaha, R., & Carlson, B. (2007). Assessment of deafblind access to manual language systems (ADAMLS). DB Link. Retrieved from
  • Questions from Issues Regarding the Assessment of Vision Loss in Regard to Sign Language, Fingerspelling, Speechreading, and Cued Speech for the Student with Deafblindness(Group Materials)

6.October9th

TOPICS

  • Literacy
  • Concept Development

ASSIGNMENT

Comments on section 1 due

ASSIGNMENT

Part 2 of the final project due

READINGS

  • Fact sheet on concept development (Group Materials)
  • Fact Sheet on Literacy (Group Materials)
  • EXPLORE: Literacy Website (Literacy for Children with Combined Vision and Hearing Loss):
  • Experience Books –
  • Bruce, S., Randall, A., & Birge, B. (2008). Colby's Growth to Language and Literacy: The Achievements of a Child Who Is Congenitally Deafblind.TEACHING Exceptional Children Plus,5(2), n2. (Group Materials)
  • Videos for Colby article available at:
  • Hatlen, P., & Spungin, S. J. (2008). The nature and future of literacy: Point and counterpoint.Journal of Visual Impairment and Blindness,102(7), 389-396. (Group Materials)

Resources

  • Perkins PP on Literacy (Group Materials)
  • McKenzie, A.R., (2009). Emergent Literacy Supports for Students Who Are Deaf-Blind or Have Visual and Multiple Impairments: A multiple Case Study, Journal of Visual Impairment and Blindness. (Group Materials)
  • McKenzie, A. R. (2009). Unique considerations for assessing the learning media of students who are deaf-blind.Journal of Visual Impairment & Blindness,103(4), 241-245. (Group Materials)

7. October 16th

MIDTERM REVIEW

8. October 23rd

MIDTERM EXAM (in class)

ASSIGNMENT

Comments on section 2 due

9. October 31st

TOPICS

  • Educational Strategies for Children who are Deaf-blind
  • Behavior and Deaf-blindness – CHARGE
  • NOTE: Severe & Multiple Program Students – be prepared to share about Functional Behavior Analysis
  • Van Dijk
  • Dependence/Independence
  • Tactile Skills and Hand Use

READINGS

  • Luiselli, J.K. (1994). Functional Assessment: Understanding and Identifying the causes of Challenging Behaviors in Students who are Deaf-blind. Deaf-blind Perspectives, winter, 14-20. (Group Materials)
  • Looking at Self Stimulation in the Pursuit of Leisure (Group Materials)
  • Marks, S.B. (1998). Understanding and Preventing Learned Helplessness in Children Who are Congenitally Deaf-Blind. Journal of Visual Impairment and Blindness, 92, 200-211. (Group Materials)
  • MacFarland, S.Z.C. (2001). Overview of the Van Dijk Curricular Approach. (Group Materials)
  • Motivation Assessment Scale (Group Materials or handout in class)
  • Talking the Language of the Hands to the Hands (Group Materials)
  • Midterm review (Group Materials or handout in class)
  • Hand Skills Fact Sheet, Colorado DB Services. (Group Materials)

RESOURCES

  • Dunst C., Gorman, E. (2011). Tactile and Object Exploration Among Young Children with Visual Impairments, Cell Review, 4,2, Center for Early Literacy Learning. (Group Materials)
  • Miles, B. (year?). Reflections on deafblindness: Hands and touch (Webcast). Perkins School for the Blind and Visually Impaired. Retrieved from (Group Materials)
  • Severe & Multiple Students—please add appropriate FVA materials to Group Materials.

10. November 6th

TOPICS

  • Access to the General Education Curriculum for students who are deaf-blind
  • Classroom Adaptations
  • Biobehavioral States

READINGS

  • Vibrations: Newsletter of Colorado Services to Children Who are Deaf-blind (2007). (Group Materials)
  • Downing, J., (2005). Making Abstract Curriculum Accessible to Students with Severe and Multiple Disabilities, Presentation for The Access Center and The National Technology Assistance Consortium for Children and Young Adults Who are Deaf-Blind (POSSIBLE RESOURCE--Group Materials)
  • Smith, M, Shafer, S. Assessment of Biobehavioral States. See Hear. Texas school for the Blind. (Group Materials)
  • Guess, D., Roberts, S., and Rues, J. (2000). Behavior States Are Real and Observable, American Journal on Mental Retardation,105,4, 300-6. (Group Materials)
  • Correa-Torres, S., M. (2008). The nature of social experiences of students with deaf-blindness who are educated in inclusive settings. Journal of Visual Impairment and Blindness, 102 (5), 272-283. (Group Materials)

RESOURCES

  • Goetz, L., & O’Farrell, N. (1999). Connections: Facilitating Social Supports for Students with Deaf-Blindness in General Education Classrooms, Journal of Visual Impairment and Blindness, 93, 704-715. (Group Materials)
  • CLASS-DB: Classroom Adaptations and Supports for Students with Deafblindness (Draft by Linda Alsop) (Handout in class)
  • Tasks Galore books (see in class)

11. November 13th