New Open Hands, Open Access Deaf-Blind Intervener Modules
For some, winter is a time when construction slows down. Despite the winter chill, there are 7 teams, comprised of State Deaf-Blind Project staff, family members, orientation and modility professionals, teachers, and interveners, that are hard at work building the next set of Open Hands, Open Access Deaf-Blind Intervener Learning Modules. Guided by the counsel of a diverse national advisory committee, and using data gleaned from field tests, National Center for Deaf-Blindness (NCDB) is thrilled to be supporting these teams to create a resource that supports the intervener practice nationally.
- Orientation and Mobility
- Concept Development and Active Learning
- Deaf-Blind Intervention Strategies
- Maximizing Vision and Hearing
- Collaboration and Family Partnership
- Social Skills and Peer Relationships
In early March, the module creators will gather in Phoenix, AZ for an intensive writing and filming session to supplement the work that is occurring across the distance. Perhaps what is most exciting about this cycle of creation is that many of the family members and project staff who are involved in developing the new content, have been able to “take” and offer feedback on the modules that have been constructed by the original creation teams. Additionally, a few of the OHOA Module Team Leaders have been using the preliminary modules with groups of learners in their states to increase broad based knowledge and awareness of the role of the intervener.
This direct experience in using the modules as participants, reviewers, or as hosts is creating richer insight into how to design and align the new content with what has already been developed. We look forward to sharing updates about opportunities for more field testing, revision and use by state systems for professional development or in being incorporated into comprehensive intervener training programs.
First QRIS Designations Awarded
Oregon's Quality Rating and Improvement System's first batch of early childhood programs to receive their star rating were honored by the Early Learning Council during their November meeting. Council Chair, Pam Curtis read a letter from Governor Kitzhaber during the recognition that thanked and congratulated these first quality rated programs. Programs in attendance posed for pictures as they received their designation materials from Pam Curtis and Jada Rupley, Oregon's Early Learning Systems Director.
New ERGO publication
Jan. 20, 2014
The Evaluation Research Group recently published on the treatment of sensory abnormalities in young children with Autism. The article, found in the International Journal of Therapeutic Massage and Bodywork, describes the effects of parent delivered Qigong massage treatment for tactile abnormalities in young children with autism.
Sensory abnormalities have recently been included in the diagnostic criteria for autism. Evidence is emerging (Silva & Schalock 2013) showing that tactile abnormalities in young children with autism are severe, universally present, and directly related to delay of early self-regulation milestones required for social development. This suggests that tactile abnormalities pose a barrier to parent touch in autism, and that treatment of tactile abnormalities may improve developmental outcomes.
Parent touch is the most effective means of stimulating early self-regulation, yet parents of children with autism avoid touch because their children respond abnormally to it. The authors have developed and evaluated a parent delivered qigong massage treatment for tactile abnormalities in young children with autism. Results from this previously published research have been re-evaluated and found to demonstrate that tactile abnormalities decrease following treatment, and treatment results in improved self-regulatory outcomes.
Silva, L.M.T. and Schalock, M.D. (2013). Treatment of tactile impairment in young children with autism: Results with GiGong massage. International Journal of Therapeutic Massage and Bodywork, 6(4),pp. 12-20.
ReadOregon - A Decade of Serving Oregon Teachers
Feb. 14, 2014
2013 marked a full decade of the ReadOregon Collaborative for the Improvement of Literacy. This bold experiment in cross-university collaboration to address the literacy education needs of teachers throughout Oregon is both unusual and innovative in the level of cooperation and agreement achieved among five public universities.
"I have developed a strong understanding of how to foster and motivate students to read and write."
- ReadOregon student, 2008
The ReadOregon collaborative has experienced steady growth in the past decade. During 2013, 66 courses were offered in the ReadOregon curriculum benefiting 283 teachers.
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TRI Welcomes New Employees
Andrea Doyle Hugmeyer
Dec. 31, 2013
Andrea is the new Abby's House Program Coordinator (a part of TRI's WOU CASA project). She has an MA and a BS from Oregon State University with a concentration in Sociology and Women's Studies. Andrea has taught a variety of undergraduate and graduate courses at OSU and has served as a Research Project Assistant at Northwest Professional Consortium Research. Andrea has strong skills in data collection, participant interviews, data entry, small scale data cleaning and maintenance, report formatting, survey instrument design and statistical analysis. In addition to serving as Program Coordinator for Abby's House, Andrea will be working with the ODE Mentoring Evaluation project.
QRIS Highlighted at OregonAEYC Conference
Nov. 4, 2013
Jada Rupley, Oregon's Early Learning Systems director, announced the names of the first 13 programs receiving star ratings for the Oregon Quality Rating and Improvement System (QRIS) at the OregonAEYC Fall Conference in Portland on Oct. 11. The QRIS, which is a part of the Early Learning Challenge - Race to the Top grant is a means of assessing, improving, and communicating the level of quality of early childhood care and education providers in Oregon.
The QRIS staff from the TRI Center on Inclusion was recognized for their work in developing and field testing the process by Dawn Woods, a Quality Improvement manager at the Office of Child Care at the Oregon Department of Education.