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Decorative
OHOA Module: Accessing the Curriculum and the Environment

OHOA Module: Accessing the Curriculum and the Environment

Ethan reading using a magnifier

Learning Outcomes

  • Understand the role of the intervener in the assessment and ongoing decision-making processes for assistive technology.
  • Know components of both the general education and expanded core curriculum.
  • Describe factors that challenge access to curricula for students with deaf-blindness.
  • Describe materials, equipment, and strategies that provide physical access for students with deaf-blindness and physical challenges.
  • Describe modifications and accommodations that support access for students with deaf-blindness and intellectual disabilities.
  • Understand the range of equipment used to provide communication access and the factors that influence the choice to use or not use specific equipment.
  • Describe how and why assistive communication provides access (e.g., communication. learning, socialization) at school and at home.
  • Describe the collaborative nature between family and school team members to ensure access to curriculum.

Development Team

  • Michelle Clyne (Lead)
  • Lindsey Hegg
  • Tammy Kitterman
  • Hunter McGowan
  • Sookyung Shin

Suggested Citation

Clyne, M., Hegg, L., Kitterman, T., McGowan, H., Shin, S. (2016, September). Accessing the Curriculum and the Environment. In National Center on Deaf-Blindness, Open Hands, Open Access: Deaf-Blind Intervener Learning Modules. Monmouth, OR: National Center on Deaf-Blindness, The Research Institute at Western Oregon University.