Distance Mentorship Training Modules

This module explains the importance of positive touch in the lives of learners with deaf-blindness. The following concepts are discussed:

• The theory of Jan Van Dijk
• Key strategies for assessing a tactile environment
• Strategies for assessing the learner’s use of touch. 
• Touch cues
• The advantages and disadvantages for using touch cues

This module explores the following:

• Object cues and how to match them to a particular learner
• Considerations in constructing object cues
• Examples of object cues
• The advantages and disadvantages of object cues
• Interaction strategies for using object cues
• Textured symbols- what they are and examples of them

In this module, you will learn:

• Why you should use a calendar system
• Time frames used in calendar systems
• Example of an activity calendar
• Example of a daily calendar
• Important considerations in developing a calendar system
• Materials & steps used to create calendar systems
• Considerations in using a calendar system
• Helpful hints for using a calendar system
• Reinforcement for using a calendar system

This module provides an explanation of how to complete and utilize a Communication Map.

Understanding where your learner is on the intentionality continuum is vital in determining how to maximize their communication development.  This module will give you the knowledge to know how to assess your learner and the strategies to put in place to develop their communicative intentionality. 

The importance of gestural development is outlined in this module. This includes the following:

• Natural gestures and why they are important to teach
• Categories of gestures 
• Gesture dictionaries  

The following concepts are taught in this module:

• Hand-under-hand versus hand-over-hand
• Considerations in using Hand-Under-Hand strategies
• Understanding the hands of the learner who is deaf-blind
• Mutual tactile attention
• Touch, as related to language

This module outlines:

• The Piagetian perspective to communication development
• The sensori-motor precursors needed for communication 
• The sequence of communication development
• Suggestions for communicative intervention

This module provides an overview for why routines are important for learners with deaf-blindness. The module explains:

• Primary components of a routine.
• Scripted routines
• Creating a scripted routine
• Collecting data on a scripted routine

This module provides an overview of the categorization of hearing loss.  The types of hearing loss described are as follows:

• Conductive hearing loss
• Sensori-neural loss
• Processing problems (CAPD)
• Combination problems
• Dimensions of hearing loss- intensity and frequency

This module provides an overview of the categorization of vision loss and the implication of the vision loss on the learner and how they process information as a result.

The types of vision loss described are as follows:

• Acuity loss
• Field loss 
• Contrast sensitivity
• Processing problems (CVI)
• Oculomotor problems
• Combination problems

This module provides an overview on deaf-blindness and what the unique disability means for a learner. The following concepts are discussed in this module:

• Types of Learning
• Etiologies of Deaf-Blindness
• Categorization of Deaf-Blindness
• The Unique Learning Needs for Students with Deaf-Blindness
• Key Concepts to Guide Teaching a Learner with Deaf-Blindness
• General Characteristics of Learners with Deaf-Blindness