CDBS serves individuals from birth through age 21 who have combined hearing and vision problems, with or without additional disabilities.

 

Twitter Bird Logo    We are on Twitter! Follow us - @CADea fblind - or just visit our page at:  https://twitter.com/CADeafblind  for additional updates and information.

 
 
On Instagram, follow Californiadeafblindservices — or visit us at: https://www.instagram.com/californiadeafblindservices/?hl=en
 
 
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New area for online resources and ideas!

Check out our Wakelet page - this will be a quick way to find online resources about deafblindness, education, physical education, & more.
 

https://wakelet.com/@CaliforniaDeafblindServices

(copy the link above into your browser)
 

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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.

 

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TA Updates — September 2021

  • New Technical Assistance (TA) Model

  • 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-/

 

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Our Fall 2021 issue of reSources newsletter is available online!

  • But What About Recess?
  • CDBS to Implement Improved Technical Assistance Model
  • An Intervener’s Perspective
  • Equity and Inclusion: Ensuring Meaningful Participation in General Education
directly download the pdf of the issue on the newsletter page (link above & in menu on left) or by using this link


 

 

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UPDATE — August 3, 2021

The CDBS / SFSU
 
San Francisco State University (SFSU) and California Deafblind Services (CDBS) collaborate to provide a university-based intervener training program to prepare paraeducators to effectively serve learners who are deafblind. Interveners are paraeducators with specialized knowledge and skills in deafblindness. Trained interveners allow school districts and agencies to effectively meet the unique individualized support needs of students who benefit from intervention services.
 
For more information, visit the Intervener Training Program section of our website:
 
And the information / registration area for the course on the San Francisco State University College of Extended Learning (SFSU CEL) site:


 

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THANK YOU to everyone who joined us for our weekly training series

on Tuesdays Sept — Dec 2020 & Feb 9th — April 27th 2021!

 
Please visit the Weekly Training Activities page for links to recordings of the training activities we did for 2020-2021.

 


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Annual Child Count of Students with Deafblindness — 2021 — COMPLETED

 
A very big THANK YOU to all of the teachers, staff, & administrators in all of the LEAs, SELPAs and districts in the state as well as the CA Dept of Education for all of your help collecting and verifying the information for the 2020/2021 Annual Child Count of Students with Deafblindness for California!
 
The deadline for the California census was March 30th, 2021. The information has since been shared with NCDB, our national partner, to compile the 2020/2021 USA national report.
 
If any packets are now received after the final report for CA has been submitted to NCDB, we will continue to update the information in our database, but please note that the late information will not be a part of the 2020/2021 school year national report and will simply be early information for the 2021/2022 report.


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 have both a documented vision impairment and are 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 combined 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.


2020-2021 Child Count / Census Forms and Deadline — Abridged due to Pandemic

We normally mail forms containing information on students reported to us last year for you to review and confirm information. We will be providing alternative means of verifying information for this year during the pandemic when most LEAs / districts in the state are not easily accessing all of their buildings or student records. If you have provided California Deafblind Services any census documents over the past 3 years, we will email questions and coded information to the Special Education Director (or other appropriate staff we have been in touch with) for your County / District / LEA to help us verify if any updates are needed or if there are any new students to report. Please expect these emails by February 27th, 2021.

If your offices (County / District / LEA) have received no emails by the end of February, 2021 and you do have students in your district that do qualify as deafblind as described above, please contact our Census Coordinator Brian Devereux at the email address below.

Local educational agencies that report no children or an unusually low incidence of children with deafblindness (as compared to the nationwide incidence) may be contacted by CDBS staff to assist with identification and child find activities.

Note: All information on these forms is to be treated as confidential. Please return census forms by March 30, 2021, to the California Deafblind Services Census Coordinator, Brian Devereux: devereux@sfsu.edu

 

Questions? Please contact Brian Devereux at devereux@sfsu.edu

 

Annual Child Count of Students with Deafblindness — 2021 — COMPLETED

 
A very big THANK YOU to all of the teachers, staff, & administrators in all of the LEAs, SELPAs and districts in the state as well as the CA Dept of Education for all of your help collecting and verifying the information for the 2020/2021 Annual Child Count of Students with Deafblindness for California!
 
The deadline for the California census was March 30th, 2021. The information has since been shared with NCDB, our national partner, to compile the 2020/2021 USA national report.
 
If any packets are now received after the final report for CA has been submitted to NCDB, we will continue to update the information in our database, but please note that the late information will not be a part of the 2020/2021 school year national report and will simply be early information for the 2021/2022 report.

For more information, please visit the Child Count section of our website:

https://www.cadbs.org/census/

 
 

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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

 

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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 Maurice Belote at mbelote@sfsu.edu

or leave a voicemail message for Julie Maier at 415-405-7558.

 

 

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FOR MORE INFORMATION ABOUT

REQUESTING TECHNICAL ASSISTANCE (TA)

PLEASE VISIT THE SERVICES SECTION OF OUR PAGE AT: TECHNICAL ASSISTANCE

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CDBS serves individuals from birth through age 21 who have hearing and vision problems, with or without additional disabilities. 

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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.

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Logo: Ideas that Work - US Office of Special Education ProgramThe 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.

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