Helen Keller National Center is pleased to offer “Ensuring Equal Access and Participation”. This module is geared toward professionals who work with or support individuals who are DeafBlind but can also be beneficial for family, friends and anyone interacting with an individual with a combined vision and hearing loss. It provides a general understanding of ways in which the setting and interactions or activities can be adapted to allow a DeafBlind person increased access to their environment. Topics such as the provision of visual and environmental information, DeafBlind culture, respectful interactions and lighting and environmental considerations as well as many more will be discussed.

Understanding basic information about accessibility and supporting the full participation of people who are DeafBlind is important for anyone who is working with, living with and supporting a person with a combined vision and hearing loss. Knowing how to provide visual and environmental information is critical in ensuring that a person who is DeafBlind has access to the information they need to make decisions and interact with their environment on their own terms. It is particularly important for those working with individuals who are DeafBlind to understand that their role is to provide access and information, not to make decisions for the person. Feeling comfortable with the social norms relating to approaching, communicating and interacting with people who are DeafBlind ensures that interactions are respectful, enjoyable and that the person who is DeafBlind can participate fully and equally.

This online module can be used in several ways: as a self-study course, with a small group of family, friends or colleagues, as a supplement to a university course or as a requirement for people working with people who are DeafBlind in medical or care facilities.

Please note that Helen Keller National Center offers this as a standalone course or as part of a more comprehensive course focused on specific populations and issues such as:

• Working or interacting with seniors with combined vision and hearing loss
• Vocational Rehabilitation Counselors or related professionals working with clients with combined vision and hearing loss
• Mental Health professionals working with clients with combined vision and hearing loss

Throughout this training series, we use the term DeafBlind to refer to a diverse population of individuals with varying degrees of combined vision and hearing loss. Helen Keller National Center has historically followed the guidelines that the consumer organization, American Association of the DeafBlind (AADB) established by using the term “DeafBlind”.  Recently AADB changed its use of the term to “DeafBlind”.  For now, HKNC continues to use the term “DeafBlind” but is exploring this with an advisory committee of individuals who are DeafBlind. People who are DeafBlind may have their own preference about how they are identified.   Other terms that are commonly used are: combined vision and hearing loss, blind and hard of hearing and dual sensory loss.

El Centro Nacional Helen Keller se complace en ofrecer “Garantizar la
igualdad de acceso y participación”. Este módulo está dirigido a
profesionales que trabajan con personas sordociegas o las apoyan, pero
que también puede ser beneficioso para la familia, los amigos y
cualquier persona que interactúe con una persona con una pérdida
combinada de visión y audición. Proporciona una comprensión general de
las formas en que el entorno y las interacciones o actividades pueden
adaptarse para permitir que una persona sordociega tenga un mayor acceso
a su entorno. Se discutirán temas como la provisión de información
visual y ambiental, la cultura de sordociegos, interacciones respetuosas
y consideraciones ambientales y de iluminación, así como muchos más.

Comprender la información básica sobre accesibilidad y apoyar la
plena participación de las personas sordociegas es importante para
cualquier persona que trabaje, viva y apoye a una persona con una
pérdida combinada de visión y audición. Saber cómo proporcionar
información visual y ambiental es fundamental para garantizar que una
persona sordociega tenga acceso a la información que necesita para tomar
decisiones e interactuar con su entorno en sus propios términos. Es
particularmente importante para quienes trabajan con personas
sordociegas comprender que su función es proporcionar acceso e
información, no tomar decisiones por la persona. Sentirse cómodo con las
normas sociales relacionadas con el acercamiento, la comunicación y la
interacción con las personas sordociegas asegura que las interacciones
sean respetuosas, agradables y que la persona sordociega pueda
participar plena y equitativamente.

Este módulo online se puede utilizar de varias formas: como curso de
autoaprendizaje, con un pequeño grupo de familiares, amigos o
compañeros, como complemento de un curso universitario o como requisito
para las personas que trabajan con personas sordociegas en instalaciones
médicas o de atención.

Tenga en cuenta que el Centro Nacional Helen Keller ofrece esto como
un curso independiente o como parte de un curso más completo centrado en
poblaciones y problemas específicos como:

• Trabajar o interactuar con personas mayores con pérdida combinada de visión y audición
• Consejeros de rehabilitación vocacional o profesionales relacionados
  que trabajen con clientes con pérdida combinada de visión y audición
• Profesionales de la salud mental que trabajan con clientes con pérdida combinada de visión y audición

A lo largo de esta serie de capacitación, utilizamos el término
sordociego para referirnos a una población diversa de personas con
diversos grados de pérdida combinada de la visión y la audición. El
Centro Nacional Helen Keller ha seguido históricamente las pautas que la
organización de consumidores, la Asociación Estadounidense de
Sordociegos (AADB) estableció mediante el uso del término “sordociego”.
Recientemente, la AADB cambió su uso del término a “sordociegos”. Por
ahora, HKNC continúa usando el término “sordo-ciego” pero está
explorando esto con un comité asesor de personas sordo-ciegas. Las
personas sordociegas pueden tener sus propias preferencias sobre cómo se
las identifica. Otros términos que se usan comúnmente son: pérdida
combinada de visión y audición, ciego y con problemas de audición y
pérdida sensorial dual.

Based on the success of the self-advocacy curriculum developed for the HKNC on-site course, HKNC has developed a series of seven online multi-media courses. Designed for consumers, family members and providers, this fully accessible web-based training series will increase awareness and knowledge of how to most effectively self-advocate for equal access to communication, transportation, mobility, print/media and technology application. All of the presenters in this class are DeafBlind and not only share their professional experience but their personal experiences as well.

This course has been designed to give you an introduction to the ADBW class.  We will define what advocacy means in the DeafBlind community and will provide a brief overview of the following six courses in this class.  This class is led by all DeafBlind trainers/presenters who share their personal experiences as well as their professional expertise.  Each course includes resources such as; sample scripts, accommodations checklists, applicable laws, tips for filing a complaint, names and contacts for agencies that can be of support and more.

Upon completion of this course participants will be able to:

• Describe the format, course objectives, and expectations of students involved in this 7-Module Course, ADBW

• Explain how self-advocacy can positively impact the life of a DeafBlind person.

• List and describe at least six strategies commonly used to effectively advocate for access in a variety of settings.

• List and briefly describe two laws that protect the rights of DeafBlind individuals.

• Define the terms “reasonable accommodations” and “undue hardship” as they pertain to the laws protecting the rights of individuals with a disability.

This course is geared towards professionals who support and work with individuals who have a combined vision and hearing loss. However, the content can also be beneficial for DeafBlind consumers as well as their family and friends. This is a functional and practical overview of how hearing loss and the use of hearing devices impact DeafBlind individuals who use their residual hearing.

Topics addressed in this training include:

• Anatomy of the ear

• Types of hearing loss and functional implications

• Audiological evaluations

• How to read an audiogram

• Hearing aids and implantable devices

• Assistive Listening Devices (ALD’s)

Esta clase proporcionará una visión general de estrategias y sistemas
comunicativos alternativos para personas sordociegas con discapacidad
intelectual. Estas estrategias y herramientas incluyen símbolos de
objetos, libros de horarios, tarjetas de comunicación, señales con
imágenes y lenguaje de señas táctil básico. Los participantes aprenderán
cómo y dónde usar estas herramientas de manera efectiva para que puedan
aumentar la comunicación y la socialización con sus individuos y
proporcionar una vida que ofrezca una verdadera inclusión.

Los participantes que completen este webcast podrán:

1. Identifique tres beneficios de usar símbolos de objetos con personas sordociegas con discapacidad intelectual

2. Enumere formas sobre cómo desarrollar y usar símbolos de objetos
funcionales y concretos que representen las actividades preferidas de
sus individuos

3. Definir las técnicas de actividad compartida y participación parcial.

4. Desarrolle una tarjeta de comunicación básica y funcional.

5. Definir el rol correcto de oyente / orador cuando se comunica en señal táctil

Introducción

Objetivo de la capacitación

Este curso en línea proporciona un nivel introductorio de capacitación en háptica, con una concentración en las nociones fundamentales de la háptica, a saber, definiciones, historia, implementación práctica y formación y uso de señales específicas. La háptica es un sistema estandarizado para brindar y recibir información visual y ambiental, así como retroalimentación y reacciones sociales a través de señales táctiles en el cuerpo.

Estructura del curso

El curso está estructurado para que los alumnos puedan seguirlo a un ritmo que les sea cómodo. Se incita a los participantes a tomar el curso con un compañero o en un grupo reducido. Esta estructura les brinda a los alumnos la oportunidad de practicar las técnicas con otros y completar todas las actividades sugeridas. Mientas que esto se recomienda, no es obligatorio. Quienes estudien el curso solos aprenderán las bases de la háptica y pueden practicar sus técnicas cuando estén en la comunidad. Este curso de háptica es adecuado tanto para principiantes como para quienes ya han completado un taller práctico o capacitación con HKNC y lo tomen como un repaso.

Aunque no es obligatorio para completar el curso, se anima a los participantes a comprar el libro “Haptic Communication”, la edición estadounidense del título original “Haptisk Kommunikasjon”. Esta versión del libro les servirá de referencia y recurso a los alumnos a medida que practiquen sus habilidades usando la háptica en la comunidad.

A través de toda esta serie de capacitación usaremos el término “sordociego/persona sordociega” para referirnos a una población diversa con grados variables de pérdida combinada de vista y audición. El Helen Keller National Center ha seguido históricamente las pautas establecidas por la organización American Association of the DeafBlind (AADB) al usar el término “sordociego”. Recientemente, AADB cambió la forma en que usa este término en inglés de DeafBlind a DeafBlind. El HKNC es una agencia con financiamiento federal autorizado por el Congreso de los EE.UU. y, por lo tanto, no tiene la autoridad para cambiar el uso del término “sordociego” en inglés.  El HKNC reconoce el valor detrás del término “sordociego” y el hecho de que la experiencia de cada persona es única e incluye mucho más que su pérdida de vista y audición. El HKNC mantiene su filosofía y servicios de acuerdo con este significado y reconoce la preferencia de la comunidad por usar el término DeafBlind en inglés. El HKNC sigue trabajando con las autoridades federales para efectuar este cambio de términos en inglés.

Objetivos del curso

Al completar este curso, los participantes podrán:

• Demostrar una comprensión del término “háptica” e identificar al menos dos funciones importantes de la háptica.
• Explicar el trasfondo y la historia de la háptica.
• Identificar los componentes de la háptica: señales de referencia, señales comunes de háptica, estructura (sitios de articulación, gestos manuales, movimiento, presión) y mapeo.
• Explicar cómo priorizar información visual y ambiental al usar háptica.
• Enumerar los papeles y responsabilidades, tanto de la persona que brinda háptica como de quien la recibe.
• Modificar el uso de la háptica para satisfacer necesidades individuales.
• Brindar o recibir información respecto del tamaño, cantidad o intensidad y dirección usando señales de háptica.
• Brindar o recibir contexto y distinguir entre señales similares usando señales de referencia.
• Brindar o recibir una descripción de varias acciones, habitaciones y personas usando señales de háptica.
• Explicar qué se necesita para ser un equipo de comunicación exitoso como proveedor o receptor de háptica.

This class will provide an overview of alternate communicative strategies and systems for individuals who are DeafBlind with intellectual disabilities. These strategies and tools include object symbols, schedule books, communication cards, picture cues, and basic tactile sign language. Participants will learn how and where to effectively use these tools so that they can increase communication and socialization with their individuals and provide a life that offers true inclusion.

Participants completing this webcast will be able to:

1. Identify three benefits of using object symbols with individuals who are DeafBlind with intellectual disabilities
2. List ways on how to develop and use concrete, functional object symbols that represent their individuals preferred activities
3. Define the techniques of shared activity and partial participation
4. Develop a basic, functional communication card.
5. Define the correct listener / speaker role when communicating in tactile sign

Helen Keller National Center is pleased to offer “Communication with Individuals who are DeafBlind”. This module is geared toward professionals who work with individuals who are DeafBlind, but may also be beneficial for family, friends and anyone interacting with an individual with a combined vision and hearing loss. It provides a general understanding of ways in which people who are DeafBlind communicate including various methods, accommodations and/or services such as how to use an interpreter and communication etiquette in the DeafBlind world.

Understanding basic information about communication with people who are DeafBlind is important for anyone who is working with or supporting a person with a combined vision and hearing loss. Clear communication is essential to building a strong and trusting relationship. It is critical to ensure that information is conveyed accurately so that the person who is DeafBlind has the knowledge and insights to make informed decisions and gauge appropriate interactions. Knowing about a variety of methods to communicate, whether it be sign language, use of an electronic device or utilizing a simple “print-on-palm” method, will ensure a relative ease of interaction with a person who is DeafBlind. For professionals and even family members and friends, who are not fluent in sign language or other preferred methods of communication for people who are DeafBlind, knowing the appropriate use of an interpreter is important.

This online module can be used in several ways: as a self-study course, with a small group of family, friends or colleagues, as a supplement to a university course or as a requirement for people working with people who are DeafBlind in medical or care facilities.

Please note that Helen Keller National Center offers this as a standalone course or as part of a more comprehensive course focused on specific populations and issues such as:

• Working or interacting with seniors with combined vision and hearing loss

• Vocational Rehabilitation Counselors or related professionals working with clients with combined vision and hearing loss

• Mental Health professionals working with clients with combined vision and hearing loss

Throughout this training series, we use the term DeafBlind to refer to a diverse population of individuals with varying degrees of combined vision and hearing loss. Helen Keller National Center has historically followed the guidelines that the consumer organization, American Association of the DeafBlind (AADB) established by using the term “DeafBlind”.  Recently AADB changed it’s use of the term to “DeafBlind”.  For now, HKNC continues to use the term “DeafBlind” but is exploring this with an advisory committee of individuals who are DeafBlind. People who are DeafBlind may have their own preference about how they are identified.   Other terms that are commonly used are: combined vision and hearing loss, blind and hard of hearing and dual sensory loss.

Purpose of the Training

This online course provides an introductory level of training in Haptics focusing on the fundamentals of Haptics including definitions, history, practical implementation and specific signal formation and use. Haptics is a standardized system for providing and receiving visual and environmental information as well as personal reactions/social feedback via touch signals on the body.

Course Structure

The course is structured so learners can follow at a pace that is comfortable for them. Participants are encouraged to take the course with a partner or in a small group. This structure provides learners with the opportunity to practice the techniques on others and complete all of the suggested activities. While this is encouraged, it is not mandatory. Those who study the course alone will learn the foundations of Haptics and be able to practice techniques when they are out in the community. This Haptics course is suitable for both beginners or as a “refresher” course for those who have already completed a hands-on workshop or training through HKNC.

While it is not mandatory for completing the course, participants are encouraged to purchase the book, Haptic Communication, The American Edition of the Original Title Haptisk Kommunikasjon. This book version will serve as a reference and resource to learners as they practice their skills using Haptics in the community.

Throughout this training series, we use the term deaf-blind to refer to a diverse population of individuals with varying degrees of combined vision and hearing loss. Helen Keller National Center has historically followed the guidelines that the consumer organization, American Association of the Deaf-Blind (AADB) established by using the term “deaf-blind.” Recently, AADB changed its use of the term to “DeafBlind.” HKNC is a federally funded agency authorized by the US Congress and, therefore, does not have the authority to change their use of the term deaf-blind to DeafBlind. HKNC recognizes the value behind the term DeafBlind, that each person’s experience is unique and includes much more than his or her vision and hearing loss. HKNC continues to align its philosophy and services with this meaning and recognizes the community’s preference for the term DeafBlind. HKNC continues to work with federal authorities to change the term from deaf-blind to DeafBlind.

Course Objectives

At the completion of this course, individuals will be able to:

• Demonstrate an understanding of the term “Haptics” and identify at least 2 important functions of Haptics.
• Explain the background and history of Haptics.
• Identify the components of Haptics including reference signals, common Haptic signals, structure (places of articulation, hand shapes, movement, pressure), and mapping.
• Explain how to prioritize visual and environmental information when using Haptics.
• List the roles and responsibilities of both the person providing and the person receiving Haptics.
• Modify use of Haptics to meet individual needs.
• Provide and/or receive information regarding size, amount or intensity and direction using Haptic signals.
• Provide and/or receive context and distinguish between similar signals using reference signals.
• Provide and/or receive a description of various actions, rooms and people using Haptic signals.
• Explain what is needed to be a successful communication team as a provider and/or receiver of Haptics.

This course provides VR counselors and other related professionals
with information and resources that will help them support individuals
who are DeafBlind to find and maintain fulfilling employment that leads
to a high quality of life.

Although there are many references in this course to the vocational
rehabilitation field, other professionals working with individuals who
are DeafBlind can benefit from almost all of the information in this
course as it is primarily focused on specific supports and strategies
that can apply to a variety of situations.

This module will focus on the role of the VR counselor when working
with individuals who are DeafBlind.  A brief introduction to
communication, necessary accommodations and possible implications from
various hearing and visual conditions will be provided in this module.
However, HKNC highly recommends you consider the following courses to
best meet the needs of your DeafBlind customers.

• Introduction to DeafBlindness and Etiologies

• Communicating with Individuals who are DeafBlind

• Remaining Current in the DeafBlind World

Throughout this course, we use the term DeafBlind to refer to a
diverse population of individuals with varying degrees of combined
vision and hearing loss. Helen Keller National Center has historically
followed the guidelines that the consumer organization, American
Association of the DeafBlind (AADB) established by using the term
“DeafBlind”. Recently AADB changed its use of the term to “DeafBlind”.
For now, HKNC continues to use the term “DeafBlind” but is exploring
this with an advisory committee of individuals who are DeafBlind.
People who are DeafBlind may have their own preference about how they
are identified. Other terms that are commonly used are: combined vision
and hearing loss, blind and hard of hearing and dual sensory loss.

El Centro Nacional Helen Keller se complace en ofrecer “Remaining Current in the DeafBlind World. Este módulo está dirigido a profesionales que trabajan con personas sordociegas o las apoyan, pero también puede ser beneficioso para la familia, los amigos y cualquier persona que interactúe con una persona con una pérdida combinada de visión y audición. Este módulo proporciona una descripción general de algunos de los avances en servicios, estrategias y tecnologías que pueden beneficiar a una persona sordo-ciega. Se proporcionarán introducciones a los siguientes temas.

• Proveedores de servicios de soporte (SSP)
• Hápticos
• WIOA
• Avances tecnológicos

Si está buscando información más detallada en las áreas anteriores, visite nuestro sitio web o contáctenos en pld@hknc.org

Este módulo online se puede utilizar de varias formas: como curso de autoaprendizaje, con un pequeño grupo de familiares, amigos o compañeros, como complemento de un curso universitario o como requisito para las personas que trabajan con personas sordociegas en instalaciones médicas o de atención.

A lo largo de esta serie de capacitación, utilizamos el término sordociego para referirnos a una población diversa de personas con diversos grados de pérdida combinada de la visión y la audición. El Centro Nacional Helen Keller ha seguido históricamente las pautas que la organización de consumidores, la Asociación Estadounidense de Sordociegos (AADB) estableció mediante el uso del término “sordociego”. Recientemente, AADB cambió el uso del término a “Sordociegos”. HKNC es una agencia financiada por el gobierno federal autorizada por el Congreso de los Estados Unidos y, por lo tanto, no tiene la autoridad para cambiar el uso del término sordociego a sordociego. HKNC reconoce el valor detrás del término Sordociego, que la experiencia de cada persona es única e incluye mucho más que su pérdida de visión y audición. HKNC continúa alineando su filosofía y servicios con este significado y reconoce la preferencia de la comunidad por el término Sordociego. HKNC continúa trabajando con las autoridades federales para cambiar el término de sordociego a sordociego.

El Centro Nacional Helen Keller se complace en ofrecer “Comunicación con personas sordociegas”. Este módulo está dirigido a profesionales que trabajan con personas sordociegas, pero también puede ser beneficioso para la familia, los amigos y cualquier persona que interactúe con una persona con una pérdida combinada de visión y audición. Proporciona una comprensión general de las formas en que las personas sordociegas se comunican, incluidos varios métodos, adaptaciones y / o servicios, como cómo utilizar un intérprete y la etiqueta de comunicación en el mundo de las personas sordociegas.

Comprender la información básica sobre la comunicación con las personas sordociegas es importante para cualquier persona que trabaje o apoye a una persona con una pérdida combinada de visión y audición. La comunicación clara es esencial para construir una relación sólida y de confianza. Es fundamental garantizar que la información se transmita con precisión para que la persona sordociega tenga el conocimiento y la percepción para tomar decisiones informadas y evaluar las interacciones adecuadas. Conocer una variedad de métodos para comunicarse, ya sea el lenguaje de señas, el uso de un dispositivo electrónico o el uso de un método simple de “impresión en la palma de la mano”, asegurará una relativa facilidad de interacción con una persona sordo-ciega. Para los profesionales e incluso los miembros de la familia y los amigos, que no dominan el lenguaje de señas u otros métodos de comunicación preferidos por las personas sordociegas, es importante conocer el uso apropiado de un intérprete.

Este módulo online se puede utilizar de varias formas: como curso de autoaprendizaje, con un pequeño grupo de familiares, amigos o compañeros, como complemento de un curso universitario o como requisito para las personas que trabajan con personas sordociegas en instalaciones médicas o de atención.

Tenga en cuenta que el Centro Nacional Helen Keller ofrece esto como un curso independiente o como parte de un curso más completo centrado en poblaciones y problemas específicos como:

• Trabajar o interactuar con personas mayores con pérdida combinada de visión y audición
• Consejeros de rehabilitación vocacional o profesionales relacionados que trabajen con clientes con pérdida combinada de visión y audición
• Profesionales de la salud mental que trabajan con clientes con pérdida combinada de visión y audición

A lo largo de esta serie de capacitación, utilizamos el término sordociego para referirnos a una población diversa de personas con diversos grados de pérdida combinada de la visión y la audición. El Centro Nacional Helen Keller ha seguido históricamente las pautas que la organización de consumidores, la Asociación Estadounidense de Sordociegos (AADB) estableció mediante el uso del término “sordociego”. Recientemente, la AADB cambió el uso del término a “sordociegos”. Por ahora, HKNC continúa usando el término “sordo-ciego” pero está explorando esto con un comité asesor de personas sordo-ciegas. Las personas sordociegas pueden tener sus propias preferencias sobre cómo se las identifica. Otros términos que se usan comúnmente son: pérdida combinada de visión y audición, ciego y con problemas de audición y pérdida sensorial dual.

This webinar will introduce a model of service provision that has a
proven track record of helping DeafBlind individuals achieve their
goals in work and life. The model emphasizes a transdisciplinary
approach incorporating professionals and service providers in all goal
areas identified by the consumer. As the “hub of the wheel”, the
consumer drives the services identifying goals that are meaningful to
them. The Team Approach outlines a model of team work and service
engagement with a focus on communication, investment, respect and
transdisciplinary support.

Pre-ETS: This webinar will discuss strategies for providing effective
and comprehensive transition services for DeafBlind students. The 5
core areas of Pre-Employment Transition Services (Pre-ETS) as defined by
the Workforce Innovation and Opportunity Act will be reviewed as well
as critical components of service provision that are unique to DeafBlind students. In addition, creative strategies and ideas for
working with DeafBlind youth are presented and further resources
through HKNC are reviewed.

Participants completing this webinar will be able to:

• Identify the 5 core areas of Pre-ETS

• Identify 4 critical components of transition planning for DeafBlind youth

• Identify 3 work readiness skills that should be addressed with DeafBlind youth

Free for all DeafBlind Youth

Please contact your HKNC regional representative for a coupon code. Find your regional representative at: https://www.helenkeller.org/hknc/nationwide-services or contact PLD@hknc.org.

This training is based on HKNC’s course entitled Pre-Employment Transition Services, by Debbie Fiderer. The content has been uniquely designed for DeafBlind youth who are in the planning process of transitioning from youth to adult services. The presenter, Chris Tester, a certified deaf interpreter, contributed to the format and language to ensure its accessibility for this population. We speak directly to DeafBlind youths and address their challenges and questions on this topic.

Our goal is to provide information and resources that will assist DeafBlind youth in preparing for future employment. Topics such as starting early, understanding your rights, understanding the differences between youth and adult services, job exploration and how to effectively advocate are addressed.

This course, like all of our courses, is created to be as accessible as possible. The presentation is in American Sign Language with voice interpretation. Image descriptions are provided as well as closed captioning, and transcripts.

FREE for DeafBlind youth – Please contact your Regional Rep for a coupon code

In this module participants will be provided with functional and practical information on how to orient an individual who is DeafBlind to an area or space and how to provide human guide as well as other guiding supports to DeafBlind program participants. Various techniques and strategies will be demonstrated and explored. Participants will have the ability to participate in hands-on activities and receive constructive feedback from a certified O&M Specialist as well as experienced DeafBlind travelers during the in-person training.   

El Centro Nacional Helen Keller se complace en ofrecer una “Introducción a la sordoceguera y las etiologías”. Este módulo está dirigido a profesionales que trabajan con personas sordociegas o las apoyan, pero también puede ser beneficioso para familiares, amigos y cualquier persona que interactúe con una persona con una pérdida combinada de visión y audición. Proporciona una comprensión general de la sordoceguera, incluidos los tipos de sordoceguera, afecciones visuales y auditivas, una descripción general de las diversas etiologías e información sobre las posibles implicaciones de la sordoceguera.

Comprender la información básica sobre la sordoceguera, incluidas las etiologías, es importante para cualquier persona que trabaje, viva, apoye o simplemente pase tiempo con una persona con una pérdida combinada de visión y audición. Comprender la causa de la pérdida combinada de visión y audición de una persona puede proporcionar información sobre sus experiencias pasadas, la estabilidad de su visión y audición (¿la pérdida es progresiva o estable?) Y puede ayudar con la comunicación, la movilidad y la planificación para el futuro. Es particularmente importante comprender que la combinación de una pérdida de visión y audición crea una situación sensorial única que puede tener implicaciones críticas. Saber lo que una persona puede ver u oír es esencial para establecer una comunicación clara, garantizar una movilidad segura, evaluar las necesidades de apoyo y establecer objetivos razonables para el empleo, las situaciones de vida, el transporte y muchos otros aspectos de la vida.

Este módulo en línea se puede utilizar de varias formas: como un curso de autoaprendizaje, con un pequeño grupo de familiares o compañeros, como complemento de un curso universitario o como requisito para personas que trabajan con personas sordociegas en medicina o instalaciones de cuidado.

A lo largo de nuestros módulos de capacitación, usamos el término sordo-ciego para referirnos a una población diversa de individuos con diversos grados de pérdida combinada de visión y audición. El Centro Nacional Helen Keller ha seguido históricamente las pautas que la organización de consumidores, la Asociación Estadounidense de Sordociegos (AADB) estableció mediante el uso del término “sordociego”. Recientemente, la AADB cambió su uso del término a “sordociegos”. Por ahora, HKNC continúa usando el término “sordo-ciego” pero está explorando esto con un comité asesor de personas sordo-ciegas. Las personas sordociegas pueden tener sus propias preferencias sobre cómo se las identifica. Otros términos que se usan comúnmente son: pérdida combinada de visión y audición, ciego y con problemas de audición y pérdida sensorial dual.

This course provides a functional and practical overview of some of the most common etiologies and visual conditions associated with deaf-blindness. It is particularly important to understand that the combination of a vision and hearing loss creates a unique sensory situation that may have critical implications. Knowing what a person is able to see or hear is essential in establishing clear communication, ensuring safe mobility, assessing support needs and setting reasonable goals for employment, living situations, transportation and many other aspects of life.

Much of the content in this course is addressed in HKNC’s course entitled: Introduction to Deaf-Blindness and Etiologies. This course is unique because it is presented in ASL with voice interpretation and is geared toward direct providers and people who interact and support deaf-blind people. The content in this course was developed by HKNC. However, the presenter, Christopher Tester, a Certified Deaf Interpreter (CDI), has contributed by modifying the content to ensure optimal accessibility.  This course, like all of our courses, is voice interpreted, captioned and transcripts are provided.

Purpose of the Training

This online course provides an introductory level of training in Haptics focusing on the fundamentals of Haptics including definitions, history, practical implementation and specific signal formation and use. Haptics is a standardized system for providing and receiving visual and environmental information as well as personal reactions/social feedback via touch signals on the body.

Course Structure

The course is structured so learners can follow at a pace that is comfortable for them. Participants are encouraged to take the course with a partner or in a small group. This structure provides learners with the opportunity to practice the techniques on others and complete all of the suggested activities. While this is encouraged, it is not mandatory. Those who study the course alone will learn the foundations of Haptics and be able to practice techniques when they are out in the community. This Haptics course is suitable for both beginners or as a “refresher” course for those who have already completed a hands-on workshop or training through HKNC.

While it is not mandatory for completing the course, participants are encouraged to purchase the book, Haptic Communication, The American Edition of the Original Title Haptisk Kommunikasjon. This book version will serve as a reference and resource to learners as they practice their skills using Haptics in the community.

Throughout this training series, we use the term deaf-blind to refer to a diverse population of individuals with varying degrees of combined vision and hearing loss. Helen Keller National Center has historically followed the guidelines that the consumer organization, American Association of the Deaf-Blind (AADB) established by using the term “deaf-blind.” Recently, AADB changed its use of the term to “DeafBlind.” HKNC is a federally funded agency authorized by the US Congress and, therefore, does not have the authority to change their use of the term deaf-blind to DeafBlind. HKNC recognizes the value behind the term DeafBlind, that each person’s experience is unique and includes much more than his or her vision and hearing loss. HKNC continues to align its philosophy and services with this meaning and recognizes the community’s preference for the term DeafBlind. HKNC continues to work with federal authorities to change the term from deaf-blind to DeafBlind.

Course Objectives

At the completion of this course, individuals will be able to:

• Demonstrate an understanding of the term “Haptics” and identify at least 2 important functions of Haptics.
• Explain the background and history of Haptics.
• Identify the components of Haptics including reference signals, common Haptic signals, structure (places of articulation, hand shapes, movement, pressure), and mapping.
• Explain how to prioritize visual and environmental information when using Haptics.
• List the roles and responsibilities of both the person providing and the person receiving Haptics.
• Modify use of Haptics to meet individual needs.
• Provide and/or receive information regarding size, amount or intensity and direction using Haptic signals.
• Provide and/or receive context and distinguish between similar signals using reference signals.
• Provide and/or receive a description of various actions, rooms and people using Haptic signals.
• Explain what is needed to be a successful communication team as a provider and/or receiver of Haptics.

Course Description

This course has been designed to increase the awareness and knowledge
of Video Relay Service (VRS) interpreters on how to most effectively
meet the needs of consumers who are DeafBlind. This course consists of
a combination of video presentations and text documentations.  The
presentations are presented in ASL and voice interpretation and captions
are not available for this course as it is geared directly for VRS
Interpreters.

This 30-minute web based multi-media training is divided into the following 5 topics:

• Introduction to the DeafBlind Community

• Etiologies of DeafBlindness

• Accommodations and the Role of the VRS Interpreter

• DeafBlind Culture

• Terminology

• MyMMX

Course Objectives

Our hope is that by the end of this training you will have a better
understanding of the DeafBlind community, how a combined vision and
hearing loss effects communication, and concrete strategies to
effectively accommodate callers who are DeafBlind.

Presented in ASL Only. No Captions or Transcripts.

This webcast is geared towards family members who are interested in
supporting their school aged DeafBlind children prepare for the
transition process into adult services, higher education and the world
of work. Participants will learn strategies and tips that have been
found to be helpful with this process.

For more information on this topic, please see our webcast:
Understanding Pre-Employment Transition Services for Young Adults who
are DeafBlind.

Pre-ETS: This webinar will discuss strategies for providing effective

and comprehensive transition services for DeafBlind students. The 5
core areas of Pre-Employment Transition Services (Pre-ETS) as defined by
the Workforce Innovation and Opportunity Act will be reviewed as well
as critical components of service provision that are unique to DeafBlind students. In addition, creative strategies and ideas for
working with DeafBlind youth are presented and further resources
through HKNC are reviewed.

Participants completing this webinar will be able to:

• Identify the 5 core areas of Pre-ETS

• Identify 4 critical components of transition planning for DeafBlind youth

• Identify 3 work readiness skills that should be addressed with DeafBlind youth

Helen Keller National Center is pleased to offer “Introduction to Deaf-Blindness and Etiologies.” This module is geared toward professionals who work with and/or support individuals who are DeafBlind but may also be beneficial for family members, friends and anyone interacting with an individual with a combined vision and hearing loss. It provides a general understanding of deaf-blindness including types of deaf-blindness, vision and hearing conditions, an overview of the various etiologies, and information about possible implications of deaf-blindness.

Understanding basic information about deaf-blindness, including etiologies, is important for anyone who is working with, living with, supporting or simply spending time with a person with a combined vision and hearing loss. Understanding the cause of a person’s combined vision and hearing loss can provide insight into their past experiences, the stability of their vision and hearing (is the loss progressive or stable?) and may help with communication, mobility and planning for the future. It is particularly important to understand that the combination of a vision and hearing loss creates a unique sensory situation that may have critical implications. Knowing what a person is able to see or hear is essential in establishing clear communication, ensuring safe mobility, assessing support needs and setting reasonable goals for employment, living situations, transportation and many other aspects of life.

This online module can be used in several ways: as a self-study course, with a small group of family or colleagues, as a supplement to a university course or as a requirement for people working with people who are DeafBlind in medical or care facilities.

This course provides functional and practical information on how to best communicate with individuals who are DeafBlind. The various communication modalities used by individuals who are DeafBlind are addressed including: sign language, speech, text and alternative methods of communication such as print on palm. The possible accommodations and modifications that may be needed for each are listed and described. Much of the content in this course is addressed in HKNC’s course entitled: Communicating with Individuals Who are DeafBlind. This course is unique because it is presented in ASL with voice interpretation and is geared toward direct providers and people who interact and support DeafBlind people. The content in this course was developed by HKNC. However, the presenter, Christopher Tester, a Certified Deaf Interpreter (CDI), has contributed by modifying the content to ensure optimal accessibility. This course, like all of our courses, is voice interpreted. Captions and transcripts are available in Spanish and English.

Welcome to the Helen Keller National Center on-line training series “Confident Living: A Course for Individuals Supporting Older Adults with Combined Vision and Hearing Loss.”

Senior citizens, people age 55 and over, make up the largest group of people who have a combined vision and hearing loss and are considered to be DeafBlind. As people live longer, there is a greater chance of losing some vision and hearing to a point when communication and independence is significantly impacted. This loss of freedom and connection with loved ones can be devastating to those entering their “golden” years. Yet, many of these seniors remain un-served or underserved, oftentimes because they don’t think of themselves as “DeafBlind.”

Whether living at home or in a senior care facility, this course provides useful information to seniors, their family members, senior facility staff, medical professionals and other related professionals who care for them. The course is packed with insights, strategies and resources that will support seniors who are DeafBlind in leading a fulfilling and high quality life.

This course began as a small on-site program at the Helen Keller National Center. Once or twice a year, a group of 6-9 seniors with a combined vision and hearing loss came together from across the country to learn how they could maintain their independence and to share their stories of struggles and triumphs. The program was so well received that it was replicated in several places across the U.S. to serve local populations. The senior participants oftentimes commented that they wished the information could be shared with a wider audience. This online course is an attempt to share this useful information with seniors and those who care for them across the U.S. and beyond. What this course lacks is the ability to allow seniors who are DeafBlind to interact with each other and feel connected to peers who are experiencing similar struggles. We recommend that seniors and their family or caregivers seek out other seniors with a combined vision and hearing loss to share insights, stories and support, if possible.

The online course can be used in several ways: as a self-study course, with a small group of family or colleagues, as a supplement to a university course or as a requirement for senior care facility or medical staff.

The course is divided into 9 modules. It is recommended that the user complete all of the modules and that the modules be followed in the order listed on the platform. However, it is possible to complete individual modules if you feel you do not need the entire course. If you do change the order of the modules or decide not to complete one or more of the modules, please be aware that there may be references in the module you choose to materials that are contained in a different module. The 9 modules include:

• Understanding Hearing Loss

• Understanding Vision Loss

• Orientation and Mobility (O&M)

• Communication

• Support Service Providers and Volunteers

• Leisure and Recreation

• Independent Living

• Self-Advocacy and Maintaining Independence

• Elder Law

Throughout this training series, we use the term DeafBlind to refer to a diverse population of individuals with varying degrees of combined vision and hearing loss. Helen Keller National Center has historically followed the guidelines that the consumer organization, American Association of the DeafBlind (AADB) established by using the term “DeafBlind.” Recently AADB changed its use of the term to “DeafBlind.” For now, HKNC continues to use the term “DeafBlind,” but is exploring this with an advisory committee of individuals who are DeafBlind. People who are DeafBlind may have their own preference about how they are identified. Other terms that are commonly used are: combined vision and hearing loss, blind and hard of hearing and dual sensory loss.

This course is approved to earn 6 CRC credits through the VR Development Group. Please contact VRDG at info@vrdevelopmentgroup.com for information. In addition, the course is also approved for 6 ACVREP credit hours.

Technology Solutions for Older Adults with Combined Hearing and Vision Loss is a first-of-its-kind resource. This new course is designed for people who directly work with, or otherwise provide support to, older adults who have combined hearing and vision loss and provides a foundation to better understand adaptive technologies that improve participants’ ability to communicate with others and live independently.  Authored by experts from various departments throughout HKNC and with input from the DeafBlind community, this 3-part course offers practical guidance to help improve the overall quality of life and self-sufficiency among older adults with combined hearing and vision loss. HKNC would like to gratefully acknowledge the Consumer Technology Association Foundation for the generous grant to develop this critical resource.

This course has been designed to provide tips and strategies for working with sign language interpreters with specific considerations on how to ensure optimal communication access for DeafBlind individuals. Having this information ahead of time will make your meetings or interactions run more smoothly and ensure optimal communication access for all.

This course was designed to introduce various braille displays and the specific features and or limitations that may impact or benefit an individual who is DeafBlind. Topics addressed in this training include an introduction to braille devices, pairing braille displays with iOS devices, braille settings and navigation and rotor functions. This course was designed for technology trainers who are working with individuals with combined hearing and vision loss but the content would also be beneficial for DeafBlind individuals themselves.

This course provides an overview of the types of adaptive technology available for individuals who are DeafBlind. Focus is placed specifically on access to computers and mobile devices. This course was designed as a resource for employers looking to ensure full access for their DeafBlind employees. However, this information can be beneficial to individuals who are DeafBlind themselves as well as providers working with or supporting people with combined vision and hearing loss. The DeafBlind population is quite diverse and therefore the types of technology or accommodations needed vary greatly from person to person.  This course does not provide in-depth training on how to use a specific device or software but rather provides an overview of what is available and the features and limitations of each. Resources on where to obtain and learn more about this technology are provided. The course is divided into two modules. The first module focuses on access via braille and speech output and the second module addresses screen magnification and enhancement software which allows an individual with some residual vision to access their computer screen or mobile device. The presenters in this training, Scott Davert, and Bryan Ward are both leading professionals in the field of Adaptive Technology and are DeafBlind themselves. They share personal and professional perspectives and a wealth of experience.

This document was developed based on research of various SSP programs around the country, as well as personal input from DeafBlind program participants. The agency should select and or modify these policies to meet the needs of their population.

This course must be completed prior to the on-site portion of the seminar. You have approximately 2 weeks to complete this pre-seminar. There is approximately 7 hours of content in this online seminar including a self-evaluation (checkpoints), video presentations and demonstrations, text documents and a quiz.

This course must be completed prior to the on-site portion of the seminar. You have approximately 2 weeks to complete this pre-seminar. There is approximately 7 hours of content in this online seminar including a self-evaluation (checkpoints), video presentations and demonstrations, text documents and a quiz.

This webinar will take place on September 27th, 2023 at 2:00-3:30pm EST.

This webinar will take place on September 20th, 2023 at 2:00-3:30pm EST.

This webinar will take place on September 13th, 2023 at 2:00-3:30pm EST.

This webinar will take place on September 6th, 2023 at 2:00-3:30pm EST.

This course must be completed prior to the on-site portion of the seminar. You have approximately 2 weeks to complete this pre-seminar. There is approximately 7 hours of content in this online seminar including a self-evaluation (checkpoints), video presentations and demonstrations, text documents and a quiz.

This course must be completed prior to the on-site portion of the seminar. You have approximately 2 weeks to complete this pre-seminar. There is approximately 7 hours of content in this online seminar including a self-evaluation (checkpoints), video presentations and demonstrations, text documents and a quiz.

This course must be completed prior to the on-site portion of the seminar. You have approximately 2 weeks to complete the online portion of this training. There is approximately 7 hours of content in this online seminar including a self-evaluation (checkpoints), video presentations and demonstrations, text documents and a quiz.

This course must be completed prior to the on-site portion of the seminar. You have approximately 2 weeks to complete this pre-seminar. There is approximately 7 hours of content in this online seminar including a self-evaluation (checkpoints), video presentations and demonstrations, text documents and a quiz.

This course must be completed prior to the on-site portion of the seminar. You have approximately 2 weeks to complete this pre-seminar. There is approximately 7 hours of content in this online seminar including a self-evaluation (checkpoints), video presentations and demonstrations, text documents and a quiz.

This course must be completed prior to the on-site portion of the seminar. You have approximately 2 weeks to complete this pre-seminar. There is approximately 7 hours of content in this online seminar including a self-evaluation (checkpoints), video presentations and demonstrations, text documents and a quiz.

This course must be completed prior to the on-site portion of the seminar. You have approximately 2 weeks to complete this pre-seminar. There is approximately 7 hours of content in this online seminar including a self-evaluation (checkpoints), video presentations and demonstrations, text documents and a quiz.