Teachers and teams of professionals will receive timely assistance and immediate feedback on suggested best practice interventions.
Interactivity between the consultants and providers is markedly increased.
Children will receive the benefit of "best practice" interventions, enhanced via data collection and review.
We will provide certificates for the actual contact hours you participate for.
There is no cost to the district as technical assistance is provided by NEC via funding from OSEP.
Students must be between the ages of birth-21 years. Consultation is provided by professionals who have expertise in the field of deafblindness, sensory loss and multiple disabilities.
Teams working with school-age children must include the child's primary teacher, parent or guardian, a paraprofessional/ intervener, and an administrator. Each team will appoint a contact person for purposes of communication and consistency.
The CATTT Project typically begins with an on-site visit to meet the team, establish expectations, ensure the requisite technology equipment and skills exist, and gather permission forms.
Teams will agree to collect video of the child in his/her customary environments and share this with the consultants.
Outcomes are selected in advance and measured over time.
A wiki site will serve as an electronic repository for the project, hosting video samples, action plans, best-practice resources, and a discussion forum.
Even the best teachers are often unprepared to instruct children with multiple disabilities, especially sensory loss. These children present unique challenges for instructors
In these situation is it critical that teachers have access to experienced practitioners who can help them develop an educational program that will consider the child's unique needs.
Traditionally this has meant waiting long periods for a consultant to visit the school. New technologies however, allow us to bridge this gap and deliver promising and evidence-based practices in a timely and effective manner.
Research has shown that interactive video conferencing can increase the likelihood that knowledge transfers to the settings in which it will be relevant. It creates new learning opportunities and increases communication between consultants and teachers.