Michigan Assistive Technology Program:
Michigan's Assistive Technology provides the state leadership activities of public awareness and training. Primarily, public awareness is provided through this web site, our Assistive Technology Connections newsletter and our work with Michigan's Centers for Independent Living to help increase their capacity for provision of information and assistance about assistive technology.
Training activities are instructional events designed to increase participants’ knowledge, skills and competencies regarding assistive technology devices and services and/or policy issues. The project has produced and delivered a variety of training sessions on assistive technology.
Click here for webinars: http://www.copower.org/At/awaretrain.htm#webinars
Utah State University Early Intervention Master's Degree Program in Deafblindness:
Utah State University now offers an Early Intervention Master's Degree Program in Deafblindness. This program can be completed in one year of full-time coursework or on a part-time basis. Student stipends, which cover tuition, books, and other expenses, are available for qualifying students. Anyone who is interested may contact Linda Alsop at firstname.lastname@example.org or at (435) 797-5598.
The National Leadership Consortium in Sensory Disabilities (NLCSD)
Will provide a unique doctoral study experience for up to 25 qualified individuals committed to the education of infants, toddlers, children and youth who are deaf/hard of hearing, blind/visually impaired or deafblind. Full tuition and a minimum of $20,000 annual living stipend will be provided to NLCSD Fellows for up to four years of full-time on campus study while they earn their doctorates at Consortium Universities. Fellowships are available to US citizens who must first be accepted into a doctoral program at one of the Consortium Universities (listed below) and then be selected by the NLCSD Consortium through a rigorous application procedure. One national cohort of students will be selected to begin studies in the fall of 2010. For more information, see the attached flyer.
Person Centered Planning
The Cornell University website has seven courses on Person Centered Planning, each of which provides an introduction, an activity, readings and resources, and a quiz. Modules include:
1. Introduction to Person-Centered Planning
2. Community Membership: Opportunities for Meaningful Interaction
4. Common threads between different person centered tools
5. Series: Popular Person-Centered Tools (This includes PPCT, MAPS, Person Futures Planning, PATH, and Circles of Support)
6. Organizational Change
7. Transition Planning
These modules are available at http://www.ilr.cornell.edu/edi/pcp/.
Person Centered Planning
Marc Gold’s “Try Another Way” is a systematic training approach based on the fundamental beliefs that: everyone can learn but we have to figure out how to teach; students with developmental disabilities have much more potential than anyone realizes; and all people with disabilities should have the opportunity to decide how to live their lives. These video segments demonstrate his philosophy, and the respect and value he placed on the abilities of each of his students. http://www.mncdd.org/extra/marc-gold1.html.
Parents as Collaborative Leaders
A collaborative research project hosted by the University of Vermont and PACER Center. The project receives major funding through the United States Department of Special Education Programs as well as support from the National Institute of Leadership, Disability, and Students Placed at Risk. Training modules are aimed at increasing parent leadership skills. http://www.uvm.edu/~pcl/modules.php.
The Center on the Social and Emotional Foundations for Early Learning (CSEFEL)
CSEFEL has created Parent Training Modules which provide information for families on promoting children’s social and emotional skills, understanding their problem behaviors, and using positive approaches to help them learn appropriate behaviors. The modules are available online at http://www.vanderbilt.edu/csefel/parent.html.
The Indiana Deafblind Services Project
With various consultants in the area of deafblindness, the Indiana Deafblind Services Project has developed a series of training modules for teachers, parents and paraprofessionals working with students who are deafblind. These modules are tied to Indiana Professional Standards for teachers and the objectives from the Competencies for Teachers of Learners Who Are Deafblind that were developed by members from the Perkins National Deafblind Training Project published in 1997. They can be reviewed for general knowledge or, when completed in full with all of the associated assignments, can be taken for CRUs or credit toward Indiana Professional Development Portfolios. http://www1.indstate.edu/blumberg/db/modules.htm.
Perkins’ series of on-demand webcasts are presented by experts in the field of visual impairment and deafblindness. Depending on whether your interests are professional or personal, you will find topics of interest. http://perkins.org/webcasts/.
Sustaining Braille Proficiency
UMass Boston is proud to present our highly acclaimed web based curriculum "Sustaining Braille Proficiency". This independent, self-paced study is designed to address the on-going need of dedicated professionals to maintain skills with the Literary Braille Code. This carefully designed, self-paced, independent study features the exciting new NERCVE Online Drill and Practice Brailler, which allows six-key braille entry through the computer's keyboard, with immediate feedback assuring accuracy. Cost $195 (20 PDPs or 2 CEUs). To register: http://www.nercve.org/sbp/?page=SBPregistration.
Michigan Family-to-Family Health Information & Education Center
Current Training Schedule . All trainings are free! CEU's are available. To register for a session, visit www.bridges4kids.org/f2f. For more information, please call 1-800-359-3722.
The contents of this website were developed under a grant from the US Department of Education, #H326C080041. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government.
Project Officer, Joseph Clair.