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DOCUMENT RESUME ED 436 921 EC 307 595 TITLE Alabama Deaf-Blind Project, 1995-1999. Final Report. INSTITUTION Alabama Inst. for Deaf and Blind, Talladega. SPONS AGENCY Special Education Programs (ED/OSERS), Washington, DC. PUB DATE 1999-00-00 NOTE 240p. CONTRACT H025A50021 PUB TYPE Collected Works General (020) Reports Descriptive (141) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Adolescents; Agency Cooperation; Children; *Deaf Blind; DeliverS, Systems; Disability Identification; *Early Identification; *Early Intervention; Elementary Secondary Education; Inclusive Schools; Infants; Parent Education; Parent Participation; Preschool Education; Professional Development; Program Evaluation; Social Integration; *Teacher Education; Technical Assistance; Toddlers IDENTIFIERS *Alabama ABSTRACT This final report discusses the activities and outcomes of a 4-year federally funded project designed to meet the critical need in Alabama to provide effective practices in the delivery of educational services to children and youth with deaf-blindness from birth through 21 years of age and to their families and service providers. The project accomplished the following:(1) increased the local capacity of local educational agencies, intermediate units, and community agencies to deliver effective services to children who are deaf-blind through timely and accurate identification; (2) provided pre-service and/or in-service training to parents, paraprofessionals, professionals, and related service personnel preparing to serve, or serving, children with deaf-blindness;(3) facilitated parental involvement in the education of their children with deaf-blindness; (4) provided consultative and counseling services for' professionals, paraprofessionals, parents and others who play a,role in the lives of children with deaf-blindness;(5) assisted progreims and agencies in promoting the integration of children with deaf-blindness; and (6) developed and implemented procedures to evaluate the effectiveness of services provided to children with deaf-blindness. The report discusses the project's context, activities, program evaluation, and implications for practice. Appendices include a sample registry, population map, child count data, technical assistance samples, and sample presentations/publications.(CR) Reproductions supplied by EDRS are the best that can be made from the original document. N A ALABAMA DEAF-BLIND PROJECT FINAL REPORT 1995-1999 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUC ONAL RESOURCES INFORMATION CENTER (ERIC) his document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. BEST COPY AVAILABLE 2 EXECUTIVE SUMMARY 2 3 EXECUTIVE SUMMARY The Alabama 1995-99 Deaf-Blind Project was a statewide service delivery program that offered both centralized and community technical assistance (TA) options to individuals and programs that served infants, toddlers, children, youth, and young adults with deaf-blindness. This project solicited, collected, maintained, analyzed, and disseminated information regarding the state's annual deaf-blind registry to appropriate local, state, and national entities for the purpose of determining TA nee& of the state. The project's first priority for providing technical assistance was to the families and service providers of persons listed on the deaf-blind registry, as well as to newly identified children, families, and service agents. The information from the registry, along with annual surveys from parents, consumers, and providers, assisted the project staff in planning technical assistance services to meet special needs of this population and their families in Alabama. The activities of this proposal were designed to assure that public and private agencies, institutions, and organizations which provided early intervention, educational, transitional, vocational, early identification, and related services to persons with deaf-blindness and their families could more effectively provide special education to persons whom they were obligated to serve. Paraprofessionals, professionals, or related services personnel preparing to serve or serving persons with deaf-blindness were recipients of pre-service and/or in-service training which presented best practices and strategies for ensuring positive outcomes for the targeted population.Through follow-upactivities,evaluationprotocols,andtheutilizationof interdisciplinary, interagency trainer teams established by the project, replication of successful, innovative approaches for serving the child with deaf-blindness and his family were piloted and implemented throughout the state. Parents were involved in all project activities as consumers, consultants,andtrainers.Consultative andcounselingservicesto professionals, paraprofessionals, and parents were easily accessible through trainer teams geographically dispersed throughout the state. Integration of persons with deaf-blindness with persons with other disabilities and without disabilities was promoted through systems change activities and training involving administrators, service providers and agencies, educators, parents, and community entities. Goals and objectives of the proposal have been met by pre-service and in-service training activities, individual and group consultation services, and statewide workshops and conferences where exemplary and effective strategies to work with the targeted population in the home environment, in center-based settings, and within the community were demonstrated. Products of the project promoted adaptation and usefulness to others in conducting related or similar projects and activities. Products were user specific with the activities and tools provided ranging from simple hands on demonstrations to the use of the most sophisticated technology options and opportunities, depending on available local resources, equipment, and needs of the TA recipient. Based on site visits, analysis of evaluation data, and child outcome measurements, implementation and completion of project activities appeared to significantly and positively respond to the unique special needs of the targeted population, infants, toddlers, children, youth, and young adults with deaf-blindness and their families in Alabama. 3 4 DESCRIPTION OF THE PROJECT Summary of goals as stated in the proposal Modifications to the goals/explanations 4 5 SUMMARY OF GOALS AS STATED IN THE PROPOSAL The goals and objectives for this project were established in response to identified state needs and were supported by current and definitive research relative to strategies and techniques for more effective and age appropriate service delivery, family support, training, technical assistance, and interagency collaboration.Based on the needs and research, the project objectives responded to a large menu of services to families including counseling, home intervention, training, and family learning experiences through both group instruction and individualized family service plans.The project activities heavily supported the research information that presents the role of the parent as an advocate, leader, decision maker, parent/professional partner, and service coordinator of a life-long plan for the child with deaf- blindness. All project activities were implemented utilizing current research findings and exemplary age appropriate practices. The Alabama Deaf-Blind Project was administered through the Alabama Institute for Deaf and Blind (AIDB) with a sub-contract to the University of Alabama in Birmingham (UAB), and housed at AIDB's Office of Health and Institutional Development (OHEO. The objectives of the project were totally supportive of the program purpose as described in the followingways: The project provided technical assistance (TA) and training to parents and service providers in the areas of 1) diagnosis and educational evaluation of children who are likely to be diagnosed as having deaf-blindness; 2) developing programs of adjustment, education, and orientation for children with deaf-blindness; 3) consultative, counseling, and training services for service providers and families of children with deaf-blindness; and 4) preparation ofa coordinated plan for each child with deaf-blindness served. This TA was provided to public and private agencies, institutions, and organizations providing early intervention, educational, 5 transitional, vocational, early identification, and related services to children with deaf-blindness through the following specific project actions: 1.The Alabama Deaf-Blind Project provided pre-service and/or in-service training to parents, paraprofessionals, professionals, or related service personnel preparing to serve, or serving, children with deaf-blindness. 2.The project replicated successful innovative approaches to providing early intervention, educational, or related services to children with deaf-blindness. 3. The project facilitated parental involvement in the education of their children with deaf- blindness. 4. Theprojectprovidedconsultativeandcounselingservicesforprofessionals, paraprofessionals, parents, and others who play a role in the lives of children with deaf- blindness. 5. The project assisted programs and agencies to promote the integration of children with deaf- blindness with children with other disabilities and children without disabilities. 6. The project developed
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