Statewide Resources
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Psychoeducational Assessment Support
ASDB provides cognitive and academic assessment support customized to meet the specific needs of students with sensory impairments under the age of 21. Agency school psychologists are available to collaborate with, and support district school psychologists during the evaluation process. ASDB psychologists specialize in diagnostic support of students who are Deaf/Hard of Hearing, Blind/Visually Impaired, and Deafblind.
In conjunction with the above sensory losses, additional disabilities that are supported include: learning disabilities, emotional disabilities, intellectual disabilities, and autism.Consultative support is provided via phone or web based audio-visual technology. When possible, on-site support can be offered in the student’s home community.
Comprehensive Communication Evaluation
Communication evaluation consultation with district speech-language pathologists is available for students who are deaf, hard of hearing, blind, visually impaired or deafblind. ASDB communication specialists can be contacted to discuss diagnostic tool selection, goal and intervention recommendations, and therapy strategies/techniques.
Assistive Technology
ASDB provides students with the technology they need to access the general education curriculum. Students benefit from a variety of tools to enhance coursework and classroom access. Experienced and skilled staff assess individualized student technology needs. Technology can be a combination of both low and high technology devices and software; and contribute to literacy, skill-building and job readiness.
Technology for the Deaf or Hard of Hearing ASD Campus Programs
We strive to create visually-rich learning environments through the use of interactive whiteboards, document cameras, FM systems (personal, portable, or cochlear implant compatible), mobile laptop carts, tablet computers, and educational software that emphasize visual content. We also make extensive use of video technologies to increase reading and writing skills and to enhance the use and teaching of ASL across the curriculum.
ASD Co-op Programs
One of the first considerations for students who are deaf or hard of hearing is the need for assistive listening devices in the classroom setting. There are four basic types of devices that are considered:
- Personal FM System
- Sound Field FM System
- Portable FM System
- FM systems compatible with Cochlear Implants
The first three devices consist of a transmitter worn by the teacher and a speaker for the student either attached to the student’s personal amplification or a speaker situated somewhere in the classroom. For students with a cochlear implant, the teachers voice can also be amplified directly to the cochlear device. Electronic dictionaries and thesauri are also available for students to develop and reinforce vocabulary development. With the advent of the iPhone and iPad and other internet based devices, there is and will continue to be more access to video & captioned information and training.
Augmentative Communication
Augmentative Alternative Communication (AAC) is an important part of the overall communication program at ASDB in order to maximize independence and academic skills for some of our multiply disabled students.
Technology for the Blind or Visually Impaired ASB Campus Programs
All ASB classrooms on the Tucson Campus contain one or more fully accessible computers with screen-reading and screen magnification software, as well as CCTVs and other access technologies. Fully accessible computer labs are also available for instruction. All High School and Middle School students on campus, who have been assessed with a need, receive wireless Braille notetakers or refreshable Braille displays to use for their classes.
Classrooms and labs may also include Braille embossers, Mountbatten Braillers, Pictures-in-a-Flash (P.I.A.F.) machines, electronic book readers, interactive whiteboards, descriptive audio, Braille translation software, talking dictionaries, talking calculators, graphics tablets and scanning software with built-in readers, alternative keyboards and communication boards.
ASB Co-op Programs
There are many “low tech” and “high tech” items that enable access to the curriculum and promote success in the classroom.
“Low tech” solutions that are simple to implement but can have a profound effect on learning include providing:
- large or bolder contrasted print
- felt tip markers
- bold line paper
- reading stands
- lighting
- large button calculators, talking calculators, and talking dictionaries/Thesauri
- Simple handheld monoculars/magnifiers
“High tech” devices are available for a variety of student needs. These include:
- Computer screen reading devices/software (such as Jaws, Kurzweil, Dolphin, Zoomtext, etc.)
- Portable magnifiers, (such as Video Magnification devices /software (Mimeo) for both near and distance viewing , electronic handheld magnifiers)
- Portable Braille displays, Braille notetakers, Braille software (such as Duxbury, Open Book)
- Braille embossers to produce documents in Braille from the above high tech devices
- Digital talking book players, iPhones, iPads
For those students receiving Orientation and Mobility, devices to promote successful travel include:
- Monoculars and global positioning/navigation systems, echo and object location devices as well as traditional mobility canes
Low Vision
Students already enrolled in programs have access to the following services through the Low Vision Program:
- Review of student records in preparation for clinical low vision evaluations.
- Clinical low vision evaluations provided by an optometrist specialized in low vision.
- Assistance in obtaining and training with low vision devices, both high tech and low tech for school use, which may include community activities and pre-vocational training.
- Assistance in fitting and obtaining appropriate glare control glasses.
- Assistance to teachers and families in identifying goals and objectives related to low vision services for school.
Other services provided by the Low Vision Program for ASDB staff, parents of students enrolled in ASDB programs, and professionals throughout the state of Arizona include:
- In-service education in low vision topic areas
- Consultative services to professionals
- Support and education to parents of students with low vision
- Assistance to teachers and parents in identifying goals for low vision services
- Assistance with coordination of low vision service
The ASDB Low Vision Program employs Low Vision Specialist, Rajiv K. Panikkar, and Low Vision Program Assistant, Andrea Cook. For more information about Low Vision Services at ASDB, contact the Low Vision Program, at (520) 770-3241.
Transition Services
A Quick Summary of Transition
- Transition services are intended to prepare students to move from the world of school to the world of adulthood.
- Transition planning begins during high school at the latest.
- IDEA requires that transition planning start by the time the student reaches age 16.
- Transition planning may start earlier (when the student is younger than 16) if the IEP team decides it would be appropriate to do so.
- Transition planning takes place as part of developing the student’s Individual Education Plan (IEP).
- The IEP team (which includes the student and the parents) develops the transition plan.
- The student must be invited to any IEP meeting where postsecondary goals, and transition services needed to reach those goals, will be considered.
- In transition planning, the IEP team considers areas such as postsecondary education or vocational training, employment, independent living, and community participation.
- Transition services must be a coordinated set of activities oriented toward producing results.
- Transition services are based on the student’s needs and must take into account his or her preferences and interests.
(Taken from NICHCY – National Dissemination Center for Children with Disabilities)
IEP Planning
How can you prepare for the IEP?
- Prior to attending your child’s IEP discuss the following questions with your son/daughter:
- What do you want for your son/daughter during the next year and in five years?
- What type of post-secondary training and/or employment do you want your son/daughter to have after finishing high school?
- Where will your son/daughter live after high school?
- What concerns you most about the future of your son/daughter?
- What community and state agencies will provide services to your son/daughter?
- What will your son/daughter do for recreation and leisure activities in the future?