The National Consortium on Deaf-Blindness

NCDB
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NCDB Highlights
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August 2009 

NCDB HIGHLIGHTS

Technical Assistance

Nebraska

The Nebraska Deaf-Blind Project is working with PTI Nebraska, the state parent training and information center, to promote parent leadership in deaf-blindness. NCDB will support this initiative by participating in planning sessions to identify strategies to promote parent leadership and involvement. In addition, both the state project and NCDB will look for opportunities to utilize existing resources (trainings, distance technologies, etc) to promote the initiative.

Maine

David Stockford, Special Education Director in Maine, has agreed to assist the Hilton/Perkins program and NCDB in launching a training pilot on the Deafblindness: Educational Service Guidelines. Key stakeholders in Maine will be invited to a kick off session to develop an action plan in the Fall.

Families

Maya Angelou once said, “You did what you knew how to do, and when you knew better, you did better.” In a new publication, “I Wish I Had…” parents from across the country share their thoughts and experiences with regard to their child who is deaf-blind and their family. The thoughts are sometimes reflections on the past, other times filled with hope for the future. As parents and professionals, we can all appreciate and learn from the experience and wisdom of the parents’ stories. Copies of the publication have been mailed to state deaf-blind projects. Copies are available electronically from the NCDB website or call us at (800) 438-9376.

International CHARGE Conference

"CHARGE Syndrome: An Overview" is the latest on-demand educational webcast presented by Perkins Training & Educational Resources Program. Visit the Perkins website.


NEWS & EVENTS

New Webcast
Beginning September 2009, grants will be available for Masters and Doctoral students who are working toward a degree (MA, MEd, PhD, EdD) and/or certification with content in deaf-blindness. These NCDB Mini Grants are designed to provide a variety of opportunities related to the development of both leadership and highly qualified personnel in the field of deaf blindness. The amounts will vary from $500 to a maximum of $2,000. Individuals interested in learning about the application and submission requirements should contact Dr. Christina Reagle at 503.838.8871 or reaglec@wou.edu.

New Trainings
For a listing of late Summer and early Fall trainings offered by states, check the NCBD website.


PRODUCTS & PUBLICATIONS

“I Wish I Had….”
New NCDB product featuring the voice of parents across the country. View on the NCDB Website.

NCDB White Paper: Early Identification of Infants Who Are Deaf-Blind
NCDB's Early Identification Work Group has published a report summarizing its work. The initial goals of the group, formed in July, 2007, were to gather information about current needs related to early identification and intervention for infants and young children with deaf-blindness and to identify potential state and national entities interested in forming partnerships with NCDB on early childhood initiatives. Three primary activities were conducted to accomplish these goals: (1) a survey of state deaf-blind project directors, (2) focus group interviews with state deaf-blind project personnel in eight states, and (3) an extensive literature review. The new report describes the findings of these activities, which led the work group to narrow its focus to efforts specifically designed to promote early identification and referral. The report describes future directions for NCDB as it forms partnerships to develop and evaluate initiatives to improve early identification of children who are deaf-blind. Available on the NCDB website.

New Research in DB
Find summaries of new research articles on Usher Syndrome, assessment, prevalence studies, home literacy, communication and cochlear implants on the NCDB website.


 

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Contact information
Phone: 800.438.9376
TTY: 800.854.7013
Fax: 503.838.8150
info@nationaldb.org
http://nationaldb.org

Photo Courtesy of Lyn Ayers, Oregon Deafblind Project

Funded through award #H326T060002 by the U.S. Department of Education, OSERS, OSEP. The opinions and policies expressed by this publication do not necessarily reflect those of The Teaching Research Institute, or the U.S. Department of Education.