Initial Specialty Set: Deafblindness
Preparation Standard 1: Learner Development and Individual Learning Differences
| Knowledge | |
|---|---|
| DBI.1.K1 | Impact of deafblindness on sensory integration and the implications for teaching and learning |
| DBI.1.K2 | Impact of deafblindness on receptive and expressive communication and language development |
| DBI.1.K3 | Impact of deafblindness on development of self and social and emotional development |
| DBI.1.K4 | Impact of deafblindness on development and learning |
| DBI.1.K5 | Impact of deafblindness on bonding and attachment |
| DBI.1.K6 | Impact of medical conditions and additional impairments on the individual with deafblindness |
| DBI.1.K7 | Relevance of brain development and neurological implications of deafblindness to teaching and learning |
| DBI.1.K8 | Role of the intact and residual sensory systems on development and learning for individuals with deafblindness |
| DBI.1.K9 | Impact of deafblindness on access to and processing of information |
| DBI.1.K10 | Impact of deafblindness on access to and interaction with others |
Preparation Standard 2: Learning Environment
| Skills | |
|---|---|
| DBI.2.S1 | Design the learning environments to promote active engagement and the development of social networks for individuals with deafblindness |
| DBI.2.S2 | Facilitate participation across functional activities for individuals with deafblindness |
| DBI.2.S3 | Use strategies to encourage the active engagement of individuals with deafblindness in age appropriate activities |
| DBI.2.S4 | Provide order and organization to learning environments to maximize participation and communication |
Preparation Standard 3: Curricular Content Knowledge
| Knowledge | |
|---|---|
| DBI.3.S1 | Foster self determination and advocacy in individuals with deafblindness and their families |
| DBI.3.S2 | Use active empowerment techniques in age-appropriate physical, recreation and leisure activities |
| DBI.3.S3 | Use universal design for learning which incorporate sensory management and maximize effective use of senses |
| DBI.3.S4 | Integrate student-initiated learning experiences into ongoing instruction |
| DBI.3.S5 | Integrate communication and literacy development and learning for individuals with deafblindness |
Preparation Standard 4: Assessment
| Knowledge | |
|---|---|
| DBI.4.K1 | Assessment approaches and accommodations for individuals with deafblindness |
| Skills | |
|---|---|
| DBI.4.S1 | Apply person-centered assessment and planning processes to determine instruction and program planning |
| DBI.4.S2 | Conduct functional vision and hearing assessments of individuals with deafblindness |
| DBI.4.S3 | Assess communication along a continuum from pre-intentional and pre-symbolic to full communicative competencies |
| DBI.4.S4 | Observe behaviors to determine communicative intent in order to plan interventions |
Preparation Standard 5: Instructional Planning & Strategies
| Knowledge | |
|---|---|
| DBI.5.K1 | Role of multiple communication partners in everyday life, the learning process, and development of friendships |
| DBI.5.K2 | Research on the impact of deafblindness on communication development |
| DBI.5.K3 | Responsibilities and roles of communication support personnel |
| DBI.5.K4 | Significance of a variety of experiences and relationships to foster communication development |
| DBI.5.K5 | Active and passive elements of communication |
| Skills | |
|---|---|
| DBI.5.S1 | Provide effective personal management, community and independent living skills instruction for individuals with deafblindness |
| DBI.5.S2 | Adapt intervention and instructional strategies to facilitate and encourage movement |
| DBI.5.S3 | Assist the individual with deafblindness to organize sensory information and orient to space and objects across environments |
| DBI.5.S4 | Model and promote the use of mobility techniques and devices |
| DBI.5.S5 | Use strategies to regulate behavior states of individuals with deafblindness |
| DBI.5.S6 | Use literacy instruction to foster acquisition of cognitive, social and linguistic skills |
| DBI.5.S7 | Implement assistive technology with individuals with deafblindness |
| DBI.5.S8 | Use effective interventions and management techniques for positioning, sensory management, movement, balance, and hand use |
| DBI.5.S9 | Use instructional modifications to accommodate functional vision and hearing, and maximize use of other sensory systems |
| DBI.5.S10 | Provide augmentative and alternative communication systems individualized for individuals with deafblindness |
| DBI.5.S11 | Respond to non-linguistic forms of communication |
| DBI.5.S12 | Provide strategies to increase vocabulary and the use of multiple modes of communication across environments and people |
| DBI.5.S13 | Foster understanding and use of multiple “non-linguistic” and emergent forms of communication |
| DBI.5.S14 | Create and promote opportunities for the individual with deafblindness to communicate with peers, family members and staff |
| DBI.5.S15 | Design and implement communication systems for all stages of communication development for individuals with deafblindness |
| DBI.5.S16 | Integrate communication in all contexts and daily activities |
| DBI.5.S17 | Teach communication partners to communicate and interact with individuals with deafblindness |
| DBI.5.S18 | Shape challenging behaviors into effective communication |
Preparation Standard 6: Professional Learning and Ethical Practice
| Knowledge | |
|---|---|
| DBI.6.K1 | History, etiologies, incidence and prevalence of deafblindness |
| DBI.6.K2 | Definition and issues related to individuals with deafblindness |
| DBI.6.K3 | Key characteristics and components of programs for individuals with deafblindness across the lifespan |
| DBI.6.K4 | Concepts of self determination, self-advocacy, community and family support and their impact in the lives of individuals with deafblindness |
| DBI.6.K5 | Access rights that provide for specialized services, equipment and materials for individuals with deafblindness |
| DBI.6.K6 | Anatomy and physiology of the visual and auditory systems |
| DBI.6.K7 | Resources for specialized services, materials, and technology for individuals with deafblindness |
| DBI.6.K8 | Differences and implications of congenital and acquired deafblindness |
| DBI.6.K9 | Communication rights of individuals with deafblindness |
| DBI.6.K10 | Principles of least-intrusive instructional support and interaction for individuals with deafblindness |
| Skills | |
|---|---|
| DBI.6.S1 | Teach interveners and other paraeducators to support engagement of the individual with deafblindness in learning and social interactions |
| DBI.6.S2 | Teach and supervise interveners and paraeducators in the use of targeted instruction and progress monitoring for selected individuals with deafblindness |
| DBI.6.S3 | Teach and supervise interveners and paraeducators in the implementation of age appropriate personal management routines |
Preparation Standard 7: Collaboration
| Skills | |
|---|---|
| DBI.7.S1 | Collaborate to integrate related services and support services into the instructional settings of individuals with deafblindness |
| DBI.7.S2 | Build partnerships with family and community members to facilitate person-centered planning |
Last Updated:
6 March, 2021