OHOA Module: Accessing the Curriculum and the Environment
- 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.
- Michelle Clyne (Lead)
- Lindsey Hegg
- Tammy Kitterman
- Hunter McGowan
- Sookyung Shin
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.