ATECH Vision & Hearing Services

Providing support to NH students with vision and/or hearing loss

Text Box: SERVICES FOR STUDENTS WHO ARE DEAFBLIND The services listed below are provided by trained and experienced educators of students who are Deafblind/multihandicapped: Complete Record review and analysis Review student's special education file to gather relevant data regarding vision condition, communication, gross and fine motor issues, and overall medical status. This is especially necessary when students have VI and/or hearing loss and multiple disabilities to investigate possible data related to CVI and other medical/neurological issues that may impact functional use of vision and hearing. Observation In-class observation of academic instruction time and specials classes (music, art, PE, computer classes, etc) with evaluation of instructional strategies, visual accommodations/modifications, access to the general curriculum, and the visual environment. Walk through of the school to identify potential vision problem areas (gym, cafeteria, library, playground, stairwells, etc.) Educational Consultation Consultations can cover such areas as: Observation follow-up meeting to share recommendations with the academic team, including parents, teacher(s), Special Education Staff and paraprofessionals. Research-based information around concept development, efficient use of residual vision and hearing, literacy modes including Braille and tactile graphics, social skills, strategies for independent living, and educational placement. Assistance in developing appropriate communication systems (objects, pictures, line drawings, print/braille, sign language, speech) appropriate for individuals with combined hearing and vision loss. Effective teaching strategies for students with Deafblindness. Assistance in adapting curriculum to meet the needs of the individual student Development of student literacy programs Assisting team and child with various academic transitions Evaluation planning and determination of appropriate assessment tools Follow-up phone or email consultation and support Phone or email contact with educators or parents after initial consultation has occurred. Report                  Written document detailing observation/recommendations sent to parent/school staff Participation in Meetings               One or more of the following:       Progress meeting IEP or 504 meeting Three-year Evaluation planning meeting Three-year Evaluation meeting (teacher certified in the area of disability is required) Transition meeting   Teacher In-Service Deafblindness training around communication issues (total communication, calendar systems, sign language, speech, gestures, objects, pictures), curriculum, vision/hearing, Cortical Visual Impairment Audiological Support   Consultant will interpret reports, explain/simulate hearing loss, train school staff on daily listening checks, and make acoustic recommendations. FM System/Hearing Aid Technical Assistance Services Liaison with the child’s audiologist, obtain verification of FM system specifics, help team order FM system, train and coach all users of the FM system, basic troubleshooting. Functional Vision Assessment The functional vision assessment assists the school team in identification of and program planning for the student with visually impairments by taking a detailed look at the student's visual performance and advises on how the student can best use their visual abilities in various settings. Learning Media Assessment The LMA includes data collection relative to the student's use of sensory channels (vision, hearing, touch) to determine which sensory channel or combination allows the student to process information for learning. The assessment will consider the efficiency with which the student uses the various channels and devise a plan to improve their use if needed. For students accessing print, a literacy media assessment is needed to determine if the student is functionally blind and requires Braille instruction. The literacy media also provides essential information about print literacy for reading and writing and whether or not the student should be a dual literacy student learning both print and Braille.


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