OHOA Module: Routines for Participation and Learning
- Describe routines as a foundation for early learning, concept development, and interactions.
- Describe how routines support and organize learning for students who are deaf-blind by compensating for sensory gaps.
- Explain the importance of collaboration with family members and the use of routines in both home and school environments.
- Identify how routines support the student, the intervener, the teacher, and the family.
- Identify how routines are a framework for assessment and intervention.
- Describe the intervener’s role in the development of routines.
- List the prerequisites and considerations for designing and using routines.
- Identify the steps for reviewing routine materials with a student and the process for developing a dialogue for communication.
- Create and evaluate an effective routine for a case-study student.
- Describe ways to expand on routines to help a student make progress.
- Summarize the importance of routines for learning all types of skills.
- Michelle Clyne, Amy Parker (Leads)
- Robbie Blaha
- Johanna Borg
- Vivecca Hartman
- Barbara Martin
Clyne, M., Parker, A., Blaha, R., Borg, J., Hartman, V., Martin, B. (2015, September). Routines for assessment and learning. 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.