Toward a Comprehensive System of Personnel Development in Deafblind Education
Published In
American Annals of the Deaf
Document Type
Citation
Publication Date
Fall 2016
Abstract
Students who are deafblind are a unique population with unique needs for learning, communication, and environmental access. Two roles have been identified as important to their education: teacher of the deafblind and intervener. However, these roles are not officially recognized in most states. Because of this lack of recognition and the low incidence of deafblindness, it is difficult to sustain systems that prepare highly qualified personnel with advanced training and knowledge in educational strategies for children and youth who are deafblind. The authors propose a comprehensive system of personnel development (CSPD) for deafblind education. The components of this system are standards, preservice training, in-service/professional development, leadership development, research, and, finally, planning coordination, and evaluation. The authors describe elements of the model that are being implemented and provide suggestions to support the future development of a comprehensive system.
Locate the Document
DOI
10.1353/aad.2016.0040
Persistent Identifier
http://archives.pdx.edu/ds/psu/21807
Citation Details
Parker, A. T., & Nelson, C. (2016). Toward a comprehensive system of personnel development in deafblind education. American Annals of the Deaf, 161 (4), 486–501.
Description
* At the time of publication Amy T. Parker was affiliated with Western Oregon University.