ASDB Tucson Campus

Services

Support Services

Based on educational need, services are provided to students based on the Expanded Core Curriculum. Those services include, but are not limited to:

  • Orientation is the process of using sensory information to establish and maintain one’s position in the environment; mobility is the process of moving safely, efficiently, and gracefully within one’s environment.The ultimate goal is to be able to travel in any environment as independently as possible. Such instruction is available for preschool through post-grad aged students who are blind or visually impaired, including those with multiple impairments. After a Certified O&M Specialist (COMS) completes a formal assessment of individual needs and goals for each student, the following formal instruction may be included:
    • skills in movement with a sighted guide
    • protective techniques and personal safety
    • indoor cane skills
    • outdoor cane skills and community travel street crossings
    • use of public transportation or para-transit systems address numbering concepts

    Teaching sensory skills, concept development, motor development, consumer skills, self-advocacy, and community awareness are also integral components of the orientation and mobility process. Instructional models may include individual, small group, and class groupings and ideally involve a multi-disciplinary team of classroom teachers, para-professionals, dorm staff, family members, and Low Vision, Occupational, Physical, and Speech Therapists who provide consultation and reinforcement of the O&M teaching goals in a variety of settings, as needed.[/plsc_toggle]

  • Assistive Technology: “any item, piece of equipment, or product system, whether acquired commercially, off the shelf, modified, or customized that is used to increase, maintain, or improve the functional capabilities of children with disabilities.”(Code of Federal Regulations)

    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.

    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.

  • Occupational Therapy is provided to students who have been identified by the IEP team as needing OT support in order to access their educational program. Occupational therapists address functional needs that are necessary for the student to participate in the educational environment including sensory-motor processing, fine motor coordination, daily living skills and oral motor skills. The goal of therapy is to help children lead as independent, productive and satisfying lives as they are able.
  • The physical therapist addresses sensory-motor, neuromuscular, or developmental issues that may limit access, safety, or participation at school. The therapist may also collaborate with the educational staff to modify the child’s environment or routine to enhance the child’s ability to benefit from his or her education. The physical therapist participates in the development of the IEP along with the other members of the IEP team, including the student and the family.
  • The counselors at ASDB are proud to provide a variety of unique and supportive services to students in grades K-12. Elementary, middle, and high school department counselors are available to assist with students’ individual needs. Counseling is one of ASDB’s related services and identified within the Individualized Educational Plan (IEP) when appropriate. Counseling services are provided in individual and group settings, focusing on problem solving skills, self-esteem building, identification and recognition of personal feelings/emotions, and awareness of healthy life-style choices. In addition, counseling services for high school students focus on transition and career planning, assisting students with future employment and post-secondary educational goals.

    The counselors’ primary focus is the well-being and support of students; assisting students in their daily academic classes, and success in social interactions with their peers and adults. The ASDB counselors approach each student with respect and caring, challenging him/her to achieve his/her utmost potential of being a contributing citizen in his/her community.

  • Compensatory Skills and Tools
  • Activities of Daily Living
  • Social Skills Training
  • Braille
  • Sensory Efficiency Training
  • Adapted Physical Education
  • Speech Therapy
  • Audiology
  • Communication
  • Recreation and Leisure Skills
  • Self-Determination
  • Social Work and Counseling