CDBS serves individuals from birth through age 21 who have combined hearing and vision problems, with or without additional disabilities.
We are on Twitter! Follow us - @CADeafblind - or just visit our page at: https://twitter.com/CADeafblind for additional updates and information.
New area for online resources and ideas!
https://wakelet.com/@CaliforniaDeafblindServices
Families and childcare providers: During these extraordinary times of school closures, CDBS staff is here to help. If you're struggling to find ways to engage your child in activities throughout the day, contact anyone at CDBS for tips, ideas, and strategies to support active engagement. Or if you just need someone to talk to. CDBS staff is committed to continuing all of our technical assistance activities, either by phone or Zoom.
TA Updates — September 2021
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New Technical Assistance (TA) Model
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New entirely online form! (no longer need to print or scan)
FOR MORE INFORMATION, VISIT THE TECHNICAL ASSISTANCE PAGE OF OUR SITE:
https://www.cadbs.org/how-does-technical-assistance-work-/
Our Fall 2021 issue of reSources newsletter is available online!
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But What About Recess?
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CDBS to Implement Improved Technical Assistance Model
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An Intervener’s Perspective
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Equity and Inclusion: Ensuring Meaningful Participation in General Education
UPDATE — Jan 12, 2022
The CDBS / SFSU Intervener Training ProgramENROLLMENT (Online at SFSU CEL Website) https://cel.sfsu.edu/intervener
(Updated 01/11/2022) The next Intervener Training Program courses will begin in Spring 2022. Enrollment is already open!
Please note that the program includes two courses, and they must be taken in order. The first course is in Fall semester and the second course in the Spring semester.
Registration for the Fall 2022/Spring 2023 cohort will open in July 2023.
THANK YOU to everyone who joined us for our weekly training series
on Tuesdays Sept — Dec 2020 & Feb 9th — April 27th 2021!
Annual Child Count of Students with Deafblindness — 2022
Our funder, the U.S. Department of Education, requires CDBS to conduct an annual child count to determine the number of children/students in California who are deafblind (i.e., children / students who are both blind/visually impaired and Deaf/hard of hearing). Our charge is to identify every child / student from birth to age 22 who is deafblind, regardless of their IEP category, as most students with deafblindness fall under a variety of other designations. This information is very important as it impacts policy and practice at local, state, and national levels. Thank you for your help.
Who should be Included on the Deafblind Census?
Many people who are deafblind have some usable vision and/or usable hearing. It is important to understand that persons who are completely deaf and totally blind, like Helen Keller was, make up only about six percent of the total group that is considered to be "deafblind." CDBS uses a functional definition of deafblindness:
If an individual (birth through age 21) has combined hearing and vision problems that are significant enough to require considerations (such as specialized adaptations, modifications, and strategies) when presenting information or interacting with the child, then that individual is considered eligible to receive CDBS services and should be included on the deafblind census.
For purposes of the annual census, a person is considered to be deafblind if they are both blind/visually impaired and Deaf/hard of hearing, ranging from mild to severe, or they function as if they have both a hearing and vision loss based on inconsistent responses to the environment or inconclusive responses during hearing and vision exams. A conclusion that a child is functionally deafblind may be based on an educational evaluation for purposes of initially reporting that child on the deafblind census. Please remember that regardless of the presence or absence of additional disabilities, children with combined hearing and vision problems should be included on the deafblind census. Students do not have to meet state or local criteria, since this census is separate from the state count, and most children in California with both hearing and vision problems are, in fact, identified on their individualized educational program (Part B of the Individuals with Disabilities Education Act child count) in categories such as multi-disabled, intellectually disabled, visually impaired, or deafness.
In addition, students with a mild hearing loss and mild vision loss should be included since a combined mild loss of both senses can create an adverse effect on educational success.
BLANK 2022 FORM as PDF for your convenience
THANK YOU TO EVERYONE WHO JOINED US ON SAT JAN 30TH, 2021
for the Emergent Literacy Training Hosted by Braille Institute & California Deafblind Services
THE VIDEO OF THE TRAINING CAN BE VIEWIED ON OUR "Videos" PAGE
Looking for Training Activities During School Closures?
High Quality Professional Development Available at No Cost!
Attention paraeducators, administrators and other educational service providers: During this unprecedented time of California school closures, CDBS reminds you that the Open Hands Open Access intervener training modules are available for self-paced, customized professional development. While designed for intervener training, the Open Hands Open Access modules are also being used by teachers, related service personnel, family members, and university-based teacher training programs.
There are 26 web-based Open Hands Open Access modules grouped into five categories:
Impact of Deafblindness on Learning
- An Overview of Deaf-Blindness and Instructional Strategies
- The Sensory System, the Brain, and Learning
- Building Trusted Relationships and Positive Self-Image
- Availability for Learning
- Concept Development and Responsive Environments
- Introduction to Orientation and Mobility for Interveners
- Touch for Connecting and Learning
Communication
- Understanding Communication Principles
- Emergent Communication
- Progressing from Non-Symbolic to Symbolic Communication and Complex Language
- Touch for Connection and Communication
- An Introduction to Sign Language and Braille
Promoting Learning
- Routines for Participation and Learning
- Calendars
- Intervener Strategies
- Social Skills and Peer Relationships
- Maximizing Vision and Hearing
- Accessing the Curriculum and Environment
- Behavior and Environmental Supports
- Orientation and Mobility in Everyday Routines
Preparing for Adult Life
- Self-Determination
- Transition to Adulthood and Community Living
- Sexuality
Professionalism
- The Role of the Intervener in Educational Settings
- Collaborative Teaming and Family Partnerships
- Values, Ethics and Professionalism
To access Open Hands Open Access, go to: https://www.nationaldb.org/products/modules/ohoa/
For more information, contact CDBS Project Coordinator Julie Maier at jmaier@sfsu.edu or leave a voicemail at 415-405-7558.
FOR MORE INFORMATION ABOUT
REQUESTING TECHNICAL ASSISTANCE (TA)
PLEASE VISIT THE SERVICES SECTION OF OUR PAGE AT: TECHNICAL ASSISTANCE
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Creative! Challenging! Secure!
Enter a rewarding and exciting field with great people and many job prospects throughout the country. Find out about the Teacher Preparation Program in Visual Impairments at San Francisco State University.
The contents of this website were developed under a grant from the US Department of Education, #H326T180015. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Susan Weigert.