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Table Of Contents

Preface (.doc - 34k)

PROCESS RELATED TO STUDENTS WHO ARE DEAF OR HARD OF HEARING

Students who are Deaf or Hard of Hearing at Risk for Vision Loss (.doc - 43k)

Vision Quick Check (Appendix A-1) (.doc - 36k)

Preparation for the ARD When Vision Loss is Suspected (Appendix B-1) (.doc - 26k)

Informal Vision Skills Inventory (Appendix C-1) (.doc - 32k)

Vision Testing Plan (Appendix D-1) (.doc - 53k)

PROCESS RELATED TO STUDENTS WHO ARE BLIND OR VISUALLY IMPAIRED

Students who are Blind or Visually Impaired at Risk for Hearing Loss (.doc - 41k)

Hearing Quick Check (Appendix A-2) (.doc - 58k)

Preparation for ARD When Hearing Loss is Suspected (Appendix B-2) (.doc - 32k)

Informal Auditory Skills Inventory (Appendix C-2) (.doc - 32k)

Audiological Testing Plan (Appendix D-2) (.doc - 48k)

GENERAL APPENDICES

TEA Q & A (Appendix E)

Questions from Issues Regarding the Assessment of Vision Loss in Regard to Sign Language, Fingerspelling, Speechreading, and Cued Speech for the Student Deafblindness (Appendix F)

Making Sure the LMA, FVE and Communication Assessments Address Dual Sensory Loss (Appendix G) (.doc - 24k)

Deafblind Eligibility and Census Checklist (Appendix H) (.doc - 54k)

Documenting Instructional Considerations for the Student with Deaf-Blindness (Appendix I) ( .doc 151k)

IEP Quality Indicators for Students with Deafblindness:

Word Version (.doc) 
PDF Version

Spanish Version (doc)

Spanish Version (pdf)

Texas Deafblind Census (Appendix K) (.doc - 57k)

Cover Page

The development of this process was undertaken as one of the goals of the Region 12 Deafblind Stakeholders in an effort to identify all students who have combined vision and hearing loss or deafblindness. The Teachers of the Deaf and Hard of Hearing and the Teachers of the Visually Impaired are currently being trained on how to follow the process, so that children who have already been identified as either deaf, hard of hearing, blind or visually impaired are more systematically evaluated for additional sensory impairment. This process will be field-tested during 2003 in Region 12. Additional plans include training school nurses, speech-language pathologists and diagnosticians about the process in the future.

Core Group

  • Robbie Blaha, Teacher Trainer, Texas Deafblind Project
  • Leigh Crawshaw, Deaf Education Teacher/ Private Consultant
  • Tina Herzberg, Education Specialist, Education Service Center Region 12
  • Ann Johnson, Deaf Education Consultant for the Northeast Texas Cluster
  • Kate Moss, Teacher Trainer, Texas Deafblind Project
  • Shelia Mosser, Teacher of the Visually Impaired, Killeen ISD

Other Contributors

  • Ann Adkins, Teacher Trainer, Texas School for the Blind and Visually Impaired, Visually Impaired Outreach
  • Gigi Brown, Early Childhood Specialist, Texas Deafblind Project
  • Janet Chlapek, Teacher of the Visually Impaired, Temple ISD
  • Ramona Egly, Deaf Education Teacher, Killeen ISD
  • hris Krasusky, Special Education Coordinator for AI/VI, Killeen ISD
  • Jenny Lace, Teacher Trainer, Texas Deafblind Project
  • Stacy Shafer, Early Childhood Specialist,
  • Texas School for the Blind and Visually Impaired, Visually Impaired Outreach
  • Heather Sullivan, Deaf Education Supervisor, Temple ISD
  • Amy Tange, COMS, Cypress-Fairbanks ISD
  • David Wiley, Transition Specialist, Texas Deafblind Project

With Special Thanks To:

  • F. Keith Busse, M.D.
  • Marty Murrell, Special Education, Texas Education Agency
  • Sha Cowan, Services for the Deaf, Texas Education Agency