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Perkins Webcasts

Perkins series of on-demand webcasts are presented by experts in the field of visual impairment and deafblindness. Whether your interests are professional or personal, you will find topics of interest.

Click on the titles listed below to watch a particular webcast. After viewing a webcast, we encourage you to converse with the presenter, link to additional information on the topic or download the presentation outline by clicking on the designated button. We look forward to answering your questions and receiving your feedback.

We also are very pleased to announce that the Kansas State School for the Blind has provided us with the opportunity to add the KanLovKids webcasts to our catalog. Click here to watch these webcasts.

Watch Perkins Webcasts: Earn Professional Development/Continuing Education (ACVREP or PDP) Credits

ACVREP certified professionals are required to renew their certification every five years. Similarly, Massachusetts certified teachers are required to renew their certification every five years as well by accumulating Professional Development Points (PDP’s).

Perkins Tutorials

Now you can earn ACVREP credits or PDP’s simply by viewing webcasts and completing a short test confirming your participation. All you need to do is watch the webcasts indicated in the tutorial at your own convenience, complete the test, and print your certificate.

Visit to begin. All webcasts are FREE to view...

Assistive Technology
Assistive Technology
  CHARGE Syndrome
CHARGE Syndrome

Deafblindness or VI with additional disabilities
Deafblindness & Multiple Disabilities
Expanded Core Curriculum
Expanded Core Curriculum

Independent Living Skills/Daily Living Skills
Independent Living Skills
Literacy and Braille
Literacy & Braille
Social Skills and Sexuality Education
Social Skills

Teaching Strategies and Core Curriculum
Teaching Strategies & Core Curriculum
Visual Impairment and Blindness
Visual Impairment & Blindness

Or choose from an alphabetical list of webcasts:

  • A Parent's Perspective: Helping Your Child with Multiple Disabilities Engage with the World Around Them
    By Amber Bobnar

    In this webcast, Amber talks about how important it is to involve children with disabilities in their community and gives advice on how to make this work. Amber is the creator of the website which provides a support network and a multitude of resources for parents of children with visual impairment.

    The webcast chapters are: 1 — Introduction; 2 — Planning with Professionals; 3 — Stretching the Comfort Zone; 4 — Learning to Make Sense of Sensory Input; 5 — Practical Planning; 6 — Future Planning.

  • Accessible Science: Life Science (English version)
    Accessible Science: Life Science (Arabic version)
    By Kate Fraser

    This webcast is the first in a series on accessible science focuses on making Life Sciences Accessible to Students with Visual Impairments. Perkins Science Teacher Kate Fraser outlines teaching strategies and adaptations to make science lessons and activities accessible to students who are visually impaired. The webcast goes along with the debut of a pilot Accessible Science website ( This site features activity plans, product tips, materials, and other resources for science teachers working with students who are visually impaired.

    The webcast chapters are: 1 — Accessible Science: Making Life Sciences Accessible to Students with Visual Impairments; 2 — Teaching Strategies: Observe, Wonder, Learn;3 — Multi-Sensory Teaching; 4 — Adaptive Strategies — Models; 5 — Communication & Planning; 6 — Resources; 7 — Testing Standards; 8 — Importance of Making Life Science Accessible.

  • Accessible Technology Options for the Blind and Visually Impaired Reader
    By Brian Charlson

    Brian Charlson, Technology Director at the Carroll Center for the Blind in Newton, MA. demonstrates a variety of devices that provide the capability of accessing books via speech, large print, or braille. Among the devices that Brian demonstrates are: the Victor Reader Stream, the Booksense, The Bookport Plus, the Kindle, the iPad and the iPhone.

    The webcast chapters are: 1 — Accessible Technology Options for the Blind and Visually Impaired Reader; 2 — Braille; 3 — Large print; 4 — Accessing books through speech; 5 — The Victor Reader Stream; 6 — The BookSense; 7 — The Bookport Plus; 8 — The Kindle; 9 — The iPad; 10 — The iPhone; 11 — Optical Character Recognition; 12 — Conclusion.

  • Action Research in Special Education
    By Dr. Susan Bruce

    In this webcast Dr. Susan Bruce talks about inquiry as the basis of action research and the types of action research that can be conducted. In addition, she shares examples of action research studies that were conducted at Perkins School for the Blind during the past two school years.

    The webcast chapters are: 1 — Introduction; 2 — Inquiry as the Basis of Action Research; 3 — Types of Action Research; 4 — Examples of Action Research Studies; 5 — Understanding and Applying Insights Gained from Action Research.

  • Adapted Physical Education
    By Matt LaCortiglia

    Based on the upcoming publication, "Run, Play, Move," this webcast offers a planning model to develop physical activities for individuals with disabilities. FAIER is an acronym for each aspect of this model -Foundation, Awareness, Implementation, Evaluation, and Refinement.

    The webcast chapters are: 1 — Introduction to the FAIER Model; 2 — Phase One: Foundation; 3 — Phase Two: Awareness; 4 — Phase Three: Implementation; 5 — Phase Four: Evaluation; 6 — Phase Five: Refinement.

  • Adapting Environments for Individuals with Vision Loss
    By Darrick Wright

    In this webcast, Darick Wright, Coordinator of the New England Eye Clinic at Perkins, talks about the design issues that should be considered for individuals with vision loss. Darick provides some general guidelines as well as some specific examples in his presentation on this topic.

    The webcast chapters are: 1 — Adapting Environments for Individuals with Vision Loss; 2 — Contrast and Contrast Sensitivity; 3 — Lighting and Positioning; 4 — Glare; 5 — Reducing Visual Clutter; 6 — Visual Cues for Orientation; 7 — Strategies and Self-Advocacy.

  • Addressing Issues of Sexuality with Students Who are Visually Impaired
    By Jeff Migliozzi

    In this webcast, Jeff Migliozzi, Teacher of the Visually Impaired, talks about the importance of sexuality education for individuals with vision impairments including those with additional disabilities. Jeff emphasizes the need to specifically teach many of the concepts related to sexuality education that sighted children learn incidentally as they observe the world around them. He talks about instructional strategies for parents and educators when providing instruction and information on this topic.

    The webcast chapters are: 1 — Addressing Issues of Sexuality with Students Who are Visually Impaired; 2 — The Importance of Language in Early Sex Education; 3 — Puberty and Sexual Development; 4 — The Social and Sexual Implications of Personal Appearance; 5 — Strategies for Parents and Teachers; 6 — Preventing Exploitation Through Sex Education.

  • Advocating for your Childs Needs
    By Diana Autin

    Perkins and the Ohio Center for Deafblind Education present: Advocating for Your Child's Needs: What Do You Need to Know? with Diana Autin, Esq., the Executive Co- Director of the Statewide Parent Advocacy Network (SPAN), New Jersey's Parent Training and Information Center. In this webcast, Diana presents the companion guides that were developed by NJ SPAN based on the Deafblindness: Educational Service Guidelines. These companion guides include fact sheets, mini-guides and an IEP Meeting Checklist. These materials provide a framework to support the development of meaningful, appropriate programming for students with deafblindness. (link here)

    The webcast chapters are: 1 — Introduction; 2 — Evaluation: Classification and Access to Appropriate Resources; 3 — Preparing for the Individual Education Program Meeting; 4 — Social and Emotional Development and the IEP; 5 — The Importance of Early Planning for Transition.

  • Assistive Technology Assessment
    By Ike Presley

    In this webcast, Ike Presley talks about the world of assistive technology and walks us through a range of assistive technology options. He shares some of the strategies involved in conducting an assessment as well as in choosing the right assistive technology tool for the learner. Presley also provides guidance regarding how often learners should be reassessed and resources for staying current with assistive technologies.

    The webcast chapters are: 1 — Introduction; 2 — Understanding Assistive Technology Options; 3 — Choosing the Right Tools for The Learner; 4 — Conducting an Assessment: A Practical Example; 5 — Advocating for Assistive Technology Purchases; 6 — How Often should Learners be Reassessed?; 7 — Resources for Staying Current with Assistive Technologies.

  • CHARGE Syndrome: An Overview
    By Pam Ryan

    In this webcast, Pamela Ryan, Perkins School Psychologist, offers an overview of the characteristic features of CHARGE Syndrome and discusses the very diverse ways these features may manifest themselves in children. She talks about some of the early medical complications that many children face and how these issues affect development and learning.

    The webcast chapters are: 1 — An Overview of CHARGE Syndrome; 2 — Early Challenges of CHARGE; 3 — Educational Outlook with CHARGE; 4 — CHARGE and Emotional Issues; 5 — Resources for CHARGE Syndrome; 6 — Long Term Outlook for CHARGE Syndrome.

  • CHARGE Syndrome: Behavioral Issues
    By Dr. Timothy Hartshorne

    In this webcast, Dr. Timothy Hartshorne addresses the topic of Behavioral Issues in CHARGE Syndrome. Dr. Hartshorne is a Professor of Psychology at Central Michigan University (CMU) and has been interested in CHARGE Syndrome since 1989 when his son was born with the syndrome. He is also the director of the CHARGE Syndrome Lab at CMU.

    The webcast chapters are: 1 — Behavioral Issues in CHARGE Syndrome; 2 — Sensory Deficits and Behavior; 3 — Behavior as Communication; 4 — Common Behavioral Diagnoses; 5 — Resources.

  • CHARGE Syndrome: Preparing for the World of Work
    By Wendy Bridgeo

    In this webcast, Wendy Bridgeo talks about the importance of preparing students for life after school and beginning that planning well in advance of the post-school transition. Wendy shares teaching strategies for helping students with CHARGE achieve success in work environments and provides many examples of those strategies being used in real-life situations.

    The webcast chapters are: 1 — Introduction; 2 — The Value of Work; 3 — Considering Strengths and Preferences; 4 — Behavioral Implications; 5 — Physical Considerations; 6 — Communication and Collaboration; 7 — Defining Success.

  • CHARGE Syndrome: Providing Physical Therapy
    By Dr. Maryann Girardi

    In this webcast, Maryann Girardi, PT, DPT, ATP, talks about the challenges of providing physical therapy to children who have CHARGE Syndrome. Maryann describes the impact of the CHARGE Syndrome on balance and muscle tone as well as strategies for establishing a successful treatment plan.

    The webcast chapters are: 1 — Introduction; 2 — Establishing Communication; 3 — Creating a Treatment Plan; 4 — Therapeutic Movement and Motivation; 5 — Active and Passive PT; 6 — Setting and Adjusting Goals; 7 — Outlook for Improvement.

  • CHARGE Syndrome: Sensory Processing
    By David Brown

    In this webcast, David Brown provides an overview of the impact that sensory processing issues have on individuals with CHARGE Syndrome. David describes the impact of sensory processing on proprioception, the vestibular sense, and behavior. He also talks about the educational implications resulting from sensory processing issues.

    The webcast chapters are: 1 — Introduction; 2 — CHARGE Syndrome and Proprioception; 3 — CHARGE Syndrome and the Vestibular Sense; 4 — Compensatory Behavior and Sensory Processing; 5 — Sensory Processing and Educational Implications.

  • CHARGE Syndrome: Teaching Strategies for Children
    By Sharon Stelzer

    Sharon Stelzer, a long term teacher in the Perkins Deafblind Program, discusses the impact of CHARGE Syndrome upon the student, and strategies a teacher can implement to create a good learning environment. Establishing schedules and structure as well as offering the student opportunities to make choices are stressed. Sharon also talks about the benefits of helping students with CHARGE Syndrome learn the art of negotiations.

    The webcast chapters are: 1 — Introduction; 2 — Introducing A Child with CHARGE to the Classroom Community; 3 — Gathering Information and Observing; 4 — Adapting Teaching Techniques for CHARGE: Calendars; 5 — Adapting Teaching Techniques for CHARGE: Sensory Breaks; 6 — Incorporating Functional Skills into the Curriculum.

  • CHARGE Syndrome: The Impact on Communication and Learning
    By Martha Majors

    This very insightful webcast explains the physical, sensory and neurological issues shared by many children with CHARGE and how these issues can affect their success in school. Martha Majors, who has served many children with CHARGE in the Deafblind Program at Perkins, offers guidance for educators in developing an effective educational program that will improve the emotional wellbeing and success in learning for students with this syndrome.

    The webcast chapters are: 1 — The Impact of CHARGE on Communication and Learning; 2 — Impact of Health Issues and Sensory Losses; 3 — Unique Educational Needs for Children with CHARGE; 4 — Educational Priorities Expressed by CHARGE Parents; 5 — Accommodations & Adaptations to Meet the Educational Needs of Children with CHARGE.

  • Child-Guided Assessment
    By Dr. Jan van Dijk

    In this webcast, Dr. Jan van Dijk of the Netherlands shares his expertise related to Child-Guided Assessment. Dr. van Dijk has over 50 years of experience working with students with deafblindness. He discovered long ago that typical assessment methods are not successful for these individuals. The child-guided approach is recognized and used throughout the world.

    The webcast chapters are: 1 — Introduction; 2 — The Domains of Van Dijk Assessment; 3 — Behavioral State; 4 — Orienting Response; 5 — Channel of Learning; 6 — Approach Withdrawal; 7 — Memory and Anticipation; 8 — Social Interaction; 9 — Problem Solving; 10 — The Advantages of van Dijk Assessment; 11 — Insight Gained from Assessment.

  • The Communications Portfolio
    By Susan DeCaluwe

    In this webcast, Susan DeCaluwe discusses the development of the Communication Portfolio for learners with deafblindness and multiple disabilities. This tool, that is jointly developed by family members and professionals, creates a common and very personalized view of the learner’s communication skills, abilities and challenges across all environments.

    The webcast chapters are: 1 — Introduction; 2 — The Genesis of the Communications Portfolio; 3 — Creating a Communications Portfolio; 4 — Using the Communications Portfolio as a Teaching Tool; 5 — How One Family Uses the Communications Portfolio; 6 — How the Communications Portfolio is Evolving.

  • Communication Technology for Persons Who Are Deafblind
    By Jerry Berrier

    In this webcast, Jerry Berrier provides an overview of a variety of communication technologies for individuals who are deafblind. Jerry presents a historical view of different devices that have been used in the past and compares them with the technology that is available today.

    The webcast chapters are: 1 & 2 — Introduction and Braille: The Foundation of Deafblind Communication; 3 — The Tele-Touch; 4 — The Tele-braille; 5 — The Deafblind Communicator; 6 — Accessing the Internet; 7 — Future Advances in Accessibility Technology.

  • Conversations: A Personal Reflection About Deafblindness
    By Barbara Miles

    In this webcast, Barbara Miles, well-known as an author and lecturer, discusses her approach to engaging in conversations with students who are deafblind. She encourages people to think of how they converse with their friends and try to replicate the elements of those successful interactions in a way that is accessible to a child with limited vision and hearing. For example usually people initiate a conversation because the other person expresses a willingness to talk, through a smile or some other cue. Miles offers alternative strategies for making that connection when the person with whom you want to converse can neither see or hear you.

    More information about Barbara Miles

    The webcast chapters are: 1 — Conversations: Connecting and Learning with Persons Who Are Deafblind; 2 — The Social Challenge Presented by Limited Vision & Hearing; 3 — The Importance of Establishing Relationship As the Basis of Learning; 4 — Conversation As the Basis for Relationship and Language; 5 — The Elements of a Good Conversation: Respect and Equality; 6 — The Elements Of a Good Conversation: Mutual Topics or Joint Attention; 7 — The Elements of a Good Conversation: Turn-Taking; 8 — The Elements Of a Good Conversation: The Mutual Feeling of Being Heard by One's Partner; 9 — The Elements Of a Good Conversation: Openness to Surprise and Mutual Learning; 10 — Conversations in Educational Programs ; 11 — Further Resources and Encouragement.

  • Cortical Vision Impairment
    By Ellen Mazel, M.Ed.

    In this webcast Ellen Mazel, M.Ed., talks about the diagnosis of cortical vision impairment and the resulting implications. Ellen shares strategies for assessment and intervention and emphasizes the importance of early intervention. This webcast provides excellent information for parents and teachers who are just learning about cortical vision impairment.

    The webcast chapters are: 1 — Cortical Vision Impairment: Assessment and Intervention; 2 — Evolution of Intervention and Assessment; 3 — Assessment and Strategies for CVI Characteristics; 4 — The Benefit of Early Intervention.

  • Cortical Visual Impairment and the Evaluation of Functional Vision
    By Christine Roman

    This webcast features Dr. Christine Roman presenting an overview of Cortical Visual Impairment (CVI). Dr. Roman talks about the importance of early diagnosis and common diagnostic issues. In addition, she provides information about the specific characteristic behaviors of CVI and examples of each. The webcast also provides information regarding the evaluation of functional vision as well as interventions to improve functional vision.

    The webcast chapters are: 1 — Introduction; 2 — Early Diagnosis; 3 — Characteristic Behaviors of CVI; 4 — Diagnostic Issues; 5 — Evaluating Functional Vision; 6 — Interventions to Improve Functional Vision.

  • Creating Vocational Portfolios for Students with Significant Disabilities
    By Mary Zatta

    School-to-Work helps educators to create meaningful vocational experiences for their students with significant disabilities and to develop vocational portfolios, essential tools as students transition to adult life. The book School to Work, is currently available in the Perkins store.

    The webcast chapters are: 1 — Introduction; 2 — Why Create Portfolios for Transition?; 3 — What is Vocational Portfolio?; 4 — How to Create a Portfolio; 5 — Effective Portfolio Development Process; 6 — The Components of a Portfolio; 7 — The Individual’s Perspective Component; 8 — The Personal Information Component; 9 — The Vocational Experience Component.

  • Developing Curriculum Guidelines in Indonesia for Students Who Are Multiply Disabled and Visually Impaired
    By Weningsih

    In this webcast Weningshi shares her experience in developing curriculum guidelines in Indonesia for students who have multiple disabilities. Weningshi takes the viewer through the process of using a curriculum to develop a student-centered approach to instruction. She describes the implementation process and the challenges of implementing new curriculum guidelines.

    More information regarding the Indonesian curriculum and functional planning activities can be found online at

    The webcast chapters are: 1 — Introduction; 2 — Using an Assessment to Create a Student-Centered Approach; 3 — How Implementation Might Look in Practice; 4 — Challenges With Implementation of the Guidelines; 5 — The Challenge Moving Forward.

  • Developing Social Skills in Children Who Are Blind or Visually Impaired
    By Sharon Sacks

    Sharon is widely known for her work in this area and this webcast provides an overview of the importance of including social skills instruction when teaching children who are blind or visually impaired. Sharon talks about how social skills naturally develop in children who are sighted through observation and incidental learning and the necessity of teaching these skills to children who are blind or visually impaired who do not acquire these skills incidentally.

    She describes the social interactions that begin at home and then demonstrates how the child’s social circles gradually widen as they get older. Finally, Sharon discusses the important role these skills play in a student’s success in the community and workplace.

    The webcast chapters are: 1 — Introduction; 2 — Parent and Child: The First Social Interaction; 3 — Widening the Social Circles; 4 — Learning Social Skills in the Classroom; 5 — Developing an Appropriate Self-Awareness, 6 — Self-Advocacy as a Social Skill; 7 — Social Skills and Satisfaction.

  • Distance Mentorship
    By Megan Cote, John Harding, & Bob Taylor

    In this webcast Megan Cote from the Kansas Deaf-Blind Project, Jon Harding from the National Consortium of Deaf-Blindness, and Bob Taylor from the Kansas School for the Blind present a model for distance mentorship developed in the state of Kansas. Megan, Jon and Bob demonstrate how the use of a web conferencing tool has assisted in building teams and promoting ongoing dialog amongst members of the team where distance is no longer a barrier. In addition, they share the additional benefits of this model in demonstrating student competence, supporting transition, and professional development.

    The webcast chapters are: 1 — Introduction; 2 — Building the Team; 3 — The Technological Components of Distance Mentorship; 4 — How Distance Mentorship Works in Practice; 5 — Beyond the Monthly Meeting; 6 — Conclusions.

  • Early Literacy for Students with Multiple Disabilities or Deafblindness
    By Deirdre Leech

    Students with multiple disabilities, including deafblindness face many learning challenges. They do not learn literacy in typical ways.  Often they do not have exposure to books and literacy based materials. Children with hearing loss may not have heard stories read aloud, and may not have used books on tape. The goal for these students is to maximize access using specialized formats.

    The webcast chapters are: 1 — Introduction; 2 — Challenges; 3 — Early Literacy; 4 — Adapting Books; 5 — Conclusions.

  • The Education for All Initiative
    By Larry Campbell

    The Education for All Children with Visual Impairment (EFA-VI) is a global campaign and program of the International Council for Education of People with Visual Impairment (ICEVI) acting in partnership with the World Blind Union (WBU) to ensure that all children with blindness and low vision enjoy the right to an education.

    The webcast chapters are: 1 — Introduction; 2 — Laying the Groundwork; 3 — Raising Awareness and Raising Expectations; 4 — Educating Teachers; 5 — Adapting Resources; 6 — Measuring Success.

  • Families as Partners in the Educational Team
    By Dr. Katharine Shepherd & Susan LaVenture

    In this webcast, Dr. Katharine Shepherd, Project Director: Parents as Collaborative Leaders Program and Susan LaVenture, Executive Director: National Association of Parents of Visually Impaired Children share their expertise and passion for supporting parents in developing leadership and advocacy skills. As keynote speakers for the Discover Conference, Katie and Susan share their personal and professional experiences to illustrate the powerful role that parents play in children’s lives.

    The webcast chapters are: 1 — Parenting and Leadership; 2 — Families as Equal Partners; 3 — Parents as Leaders; 4 — History of Parents’ Impact on Special Education; 5 — Schools and Parents Working Together; 6 — Personal Perspective; 7 — NAPVI; 8 — Leadership as a Journey; 9 — Parents as Collaborative Leaders.

  • Good Sleep Strategies
    By Veronika Bernstein, Ph.D

    In this webcast, Veronika Bernstein, Ph.D. describes the challenges faced by children with visual impairments and their families in developing good sleep habits. Dr. Bernstein provides a variety of strategies that may be used to address this challenge.

    The webcast chapters are: 1 — Good Sleep Strategies; 2 — Why We Sleep; 3 — Melatonin Production and Sleep Patterns; 4 — Development of a Circadian Cycle without light perception; 5 — Visual Impairment ad Anxiety Issues; 6 — Sleep Time Routine; 7 — Teaching a Child to Sleep.

  • Including Students with Albinism
    By Susan Dalton M.S.Ed., CVRT

    In this webcast Perkins and NOAH (National Organization for Albinism & Hypopigmentation) are pleased to present Susan Dalton, M.S.Ed., CVRT as she shares her insights on Including Students with Albinism in the Regular Education Classroom.

    Susan Dalton is the co-founder of Northern Illinois NOAH where she served as president of NOAH's largest chapter for over 20 years. She has also been a NOAH board member and the chairperson for five NOAH national conferences. Ms. Dalton directs a program for the State of Illinois addressing the transition needs of blind and visually impaired teens and is on the faculty of Northern Illinois University, Department of Teaching and Learning. Ms. Dalton is the parent of three adult children, two of whom have albinism.

    The webcast chapters are: 1 — Including Students with Albinism; 2 — Albinism and Vision Impairment; 3 — Classroom Accommodations for Students with Albinism; 4 — Considerations for Activities Outside the Classroom; 5 — Advocacy and Early Intervention; 6 — Resources and Support.

  • Inclusive Education Strategies in Brazil
    By Ana Lucia Rago

    In this webcast Ana Lucia Rago shares her experience in developing inclusive educational programs in Brazil. She talks about the process and the partnerships required to develop a successful inclusive program.

    The webcast chapters are: 1 — Introduction; 2 — Inclusion Starts at Home; 3 — Creating an Inclusive Environment; 4 — Teaching the Teachers; 5 — Sharing Experience: Nathan's Story; 6 — The Benefits of Inclusive Strategies; 7 — Building Capacity for Inclusive Education .

  • Introduction to Low Vision Devices
    By Dr. Joseph Maino, OD, FAOO

    In this webcast Dr. Maino talks about the basics when it comes to using optical low vision devices. Dr. Mainio will present an overview of the basic devices — hand magnifiers, stand magnifiers, hand telescopes, spectacle telescopes, and light filters. He also discusses the basic procedures on how to teach individuals to use these devices.

    This webcast is presented in collaboration with Lions Clubs International Foundation, Kansas Lions, and Kansas School for the Blind.

  • Issues in Social Skills & Sex Education
    By Tom Miller

    In this webcast, Tom Miller talks about Social Skills and Sex Education for Children and Youth who have sensory impairments. Tom Miller has worked in the field of education of children who are blind, deafblind or with multiple disabilities since 1974. He is currently the Education Director of the Educational: Early Intervention and School Age Services (Birth-22). Over the course of his professional life, Tom has had a great deal of involvement in the development and implementation of social/sex education programs and consults and lectures both nationally and internationally on this topic.

    The webcast chapters are: 1 — Social Skills & Sex Education1; 2 — The Early Development of Social Skills; 3 — Modeling Behavior for Children Who Are Blind, Visually Impaired or Deafblind;4 — The Importance of Developing a Sexual Identity; 5 — Sexuality and Social Development; 6 — Teaching Self-Protection; 7 — Challenges.

  • Love: Challenges of Raising a Child with Disabilities
    By Jane Bernstein

    Jane Bernstein, a parent and author of “Loving Rachel” and “Rachel in the World” - books which look at life with her daughter who has developmental disabilities was the keynote speaker at the 26th New England Regional Seminar for Children with Visual Impairments and Their Families (birth-7 years of age). This webcast is a tape of her keynote presentation.

    The webcast chapters are: 1 — Who I was in 1983; 2 — Rachel's Diagnosis; 3 — Grieving & Accommodation; 4 — Writing "Loving Rachel"; 5 — Writing "Rachel in the World"; 6 — Character Update: Charlotte (Rachel's sister); 7 — Some Words of Advice; 8 — Character Update: Rachel; 9 — Q & A.

  • Mealtime Skills
    By Sue Shannon

    Sue Shannon, an occupational therapist at Perkins School for the Blind, describes some of the challenges faced by students who are blind in learning mealtime skills. It focuses on and  provides video demonstrations of effective strategies for teaching the skills of pouring, serving, utensil use and cutting. Sue's book, Help Yourself: Mealtime Skills for Students Who Are Blind or Visually Impaired, is available in the Perkins Products store.

    The webcast chapters are: 1 — Introduction; 2 — Pouring; 3 — Serving & Utensil Use;4 — Cutting; 5 — Being Involved.

  • No More Confusion About Transition to Adult Services
    By Beth Jordan

    Beth Jordan from Helen Keller National Center's Kansas office provides her perspectives into "Preparing for Transition". Beth talks about the mandate for educational services versus the lack of a mandate for adult services. She provides a roadmap through the array of residential and employment service possibilities that exist and the need for early planning.

    The webcast chapters are: 1 — Introduction; 2 — Moving from Appropriate Education to Adult Services; 3 — Adult Services Related to Employment; 4 — Employment Outcomes and Environments; 5 — Residential Options; 6 — Funding for Residential Options; 7 — Apply for Adult Services Before Adulthood.

  • Non-Driving Strategies for Youth Who Are Visually Impaired
    By L. Penny Rosenblum, Ph.D.

    Dr. Rosenblum is an Associate Professor of Practice in the Department of Disability and Psychoeducational Studies at the University of Arizona. She prepares teachers to work with children with visual impairments (TVIs) and currently coordinates a project to prepare TVIs for the state of Nevada. As a person with low vision Dr. Rosenblum is able to share first-hand information with future teachers about the impact of a visual impairment on the lives of children and adults. She is especially interested in the social aspects of having a disability and in how best to prepare teachers to meet both the academic and social needs of children.

    The webcast chapters are: 1 — Nondriving — Strategies for Preparing Children and Youth; 2 — Early Development of Navigation Skills; 3 — Social Skills and the Successful Non-Driver; 4 — Low Vision Aids; 5 — Strategies and Resources; 6 — Planning and Outlook.

  • Parents as Ambassadors
    By Robbie Blaha

    Author/Expert Robbie Blaha has worked with students who are deafblind for more than thirty years. In the fall of 2008, she was the keynote speaker at the Discover Conference, held on Perkins School for the Blind’s Watertown, MA campus, where she shared her wisdom, insights and humor with parents and educators.

    The webcast chapters are: 1 — Introduction; 2 — What Do We Have in Common?; 3 — IEP America with Acronyms; 4 — Negotiate Treaty: Deliberations Don't Assume; 5 — Ambassador Recap.

  • Person-Centered Transition Planning
    By David Wiley

    David is a staff member of the Texas Deafblind Project at the Texas School for the Blind and Visually Impaired with many years of experience working in the area of transition. In this webcast David talks about the benefits of Person-Centered Planning and how this tool can benefit students and their families as they prepare for transition from school-to-work. He also talks about ways to prepare students for transition and participation in transition planning. Also in this webcast, two parents — Sandy Mack (Rhode Island) and Mary Hancock (Florida)share their experiences related to each of their respective sons.

    The webcast chapters are: 1 — Introduction; 2 — Person-Centered Planning vs. System-Centered Planning; 3 — Preparing the Student to Participate in Transition Planning; 4 — Gathering Input for the Person-Centered Transition Plan; 5 — Conclusions.

  • Quality Indicators for Effective Educational Programs
    By Marianne Riggio

    In this webcast, Marianne Riggio talks about the process of helping educational programs conduct self-assessments as a means of ensuring that their program is effective. She describes the process used in some of the developing countries that have embraced the process. In addition, Marianne talks about some of the quality indicators including: importance of family involvement, trusting relationships, communication and literacy, and meaningful content.

    The webcast chapters are: 1 — Introduction; 2 — Assessment; 3 — From Assessment to Educational Plan: Factors to Consider; 4 — Building Family Support; 5 — The Critical Role of Communication; 6 — Creating a Meaningful Curriculum; 7 — Accessibility and Accountability.

  • Reflections on Deafblindness: Hands & Touch
    By Barbara Miles

    In this webcast, Barbara Miles, a well-known author and lecturer, discusses the unique function hands serve for individuals who are deafblind. For people with vision and hearing impairments, hands become eyes, ears, and a voice. Barbara’s realization that hands have so many critical roles changed the way she interacts with the hands of children who are deafblind.

    The webcast chapters are: 1 — Introduction; 2 — Touch as Essential for Learning for Most People with Deafblindness; 3 — How Touch is Influenced by Culture; 4 — Functions of Hands for Persons who are Deafblind; 5 — Interacting with Persons Who Are Deafblind; 6 — Touch As the Foundation for Language Learning.

  • Smart Boards
    By Wendy Buckley

    Wendy Buckley is a computer teacher/specialist within the Deafblind Program at Perkins. She is also adjunct faculty at UMass Boston where she co-teaches braille courses for both the TVI and O&M Programs. In this presentation Wendy discusses Smart Boards. Smart Boards, interactive white boards, are a presentation system consisting of a whiteboard, computer, projector and tools. This presentation offers an overview of various tools that can be used with a Smart Board. These include free web resources, commercially available software and alternative access devices for both a keyboard and a mouse. Extensive resource lists are included.

    The webcast chapters are: 1 — Interactive White Boards and Assistive Technology for Early Learners; 2 — Notebook Software; 3 — Free Websites; 4 — Free Websites: SENSwitcher; 5 — Free Websites: Star Fall; 6 — Free Websites: Tar Heel Reader; 7 — Free Websites: BBC Schools; 8 — Free Websites: The National Library of Virtual Manipulatives; 9 — Smartboard Software; 10 — Software: For Smart Boards and Beyond; 11 — Closing Thoughts.

  • Social Skills for Children and Youth with Visual Impairments
    By Tom Miller

    The ability to develop friendships and interact with other students is a common concern for parents of children with visual impairments. This Webcast demonstrates how to analyze and adapt teaching strategies to teach social skills to students who are visually impaired or deafblind on an equivalent level with their peers. Tom's presentation on Social Skills for Children and Youth with Visual Impairments is part of a larger book called “Welcoming Students with Visual Impairments to Your School."and is currently available in the Perkins store.

    The webcast chapters are: 1 — Introduction; 2 — How Do We Learn Social Skills; 3 — Impact of Vision Loss on Social Skills; 4 — Observation and Assessment; 5 — Social Skills Learning;6 — Providing Access to Social Learning Opportunities; 7 — Social Skills and Self Concept; 8 — Collaborative Process and IEP Integration.

  • Social Thinking and Students Who Are Visually Impaired: A Theoretical Framework
    By Brett Page, ED.S., NCSP, and School Psychologist

    In this webcast, Brett Page provides an overview of Social Thinking and explains the necessity of explicitly teaching social skills concepts to students with visual impairments and/or other disabilities from earliest childhood. It is very important to explicitly teach children with visual impairment the rules and social techniques that often are taken for granted, because they are not able to observe and learn social interaction skills through watching others.

    The webcast chapters are: 1 — Introduction; 2 — Early Social Development; 3 — The Social Learning Tree and the “I LAUGH” model; 4 — Situational Norms: The Hidden Social Curriculum; 5 — Moving from Perspective Taking to Initiating Communication; 6 — Social Thinking and Satisfaction; 7 — Additional Resources.

  • Staff Training for Physical Education for Children With Visual Impairments
    Thank you to the Fetzer Institute, the American Printing House for the Blind, the College at Brockport, and Camp Abilities for all their support with this video.

    The purpose of this Staff Training Video for Physical Education is to educate paraeducators, physical education, adapted physical education, vision teachers, orientation and mobility specialists, and any other staff who teach children in physical education about how to instruct meaningfully during physical education.

  • Tangible Symbols
    By Elizabeth Torrey

    Elizabeth Torrey is a Speech and Language Pathologist in the Early Learning Center at Perkins School for the Blind. She has extensive experience working with children with visual impairments who are at the early stages of language development. In this webcast, Elizabeth talks about the use of "tangible symbols," a term originally coined by Charity Rowland, Ph.D. and Philip D. Schweigert, M.Ed, to support the development of communication in children who experience a variety of severe communication disorders and who are unable to use abstract symbols. The webcast draws from the work of J. Van Dijk as well as the work of Rowland and Schweigert.

    The webcast chapters are: 1 — The Use of Tangible Symbols to Support the Development of Communication; 2 — What Are Tangible Symbols?; 3 — How Tangible Symbols Should Be Presented; 4 — The Benefits of Using Tangible Symbols; 5 — Considerations When Developing Tangible Symbols; 6 — Behavioral Benefits. For more information, visit Perkins Scout.

  • Teaching Braille Reading & Writing
    By Lucia Hasty

    In this webcast, Lucia Hasty, a well known lecturer and expert of teaching braille, discusses the importance of early literacy, language and concept development for children who are blind and the specific skills needed for braille literacy. In addition, Lucia shares information regarding the importance of supporting others involved in the process e.g., classroom teachers as well as “best practices” for teachers of the visually impaired.

    The webcast chapters are: 1 — Introduction; 2 — Early Exposure to Books and Reading Experiences; 3 — The Significance of Concept and Oral Language Development; 4 — Additional Skills Necessary for Braille Literacy; 5 — Maintaining Currency with the Braille Code; 6 — Conveying Information with Unique Braille Formats; 7 — Supporting the Classroom Teacher.

  • Teaching Tactile Graphics
    By Lucia Hasty

    Lucia Hasty has held teaching and administrative positions in special education for more than 30 years. Retired from education, she is a consultant, presenting workshops and developing training materials for a variety of audiences. In this webcast Lucia discusses spatial relationship and graphic literacy, moving from models to graphics and strategies for teaching students to read tactile graphics.

    The webcast chapters are: 1 — Introduction; 2 — Spacial Relationship and Graphic Literacy; 3 — Moving from Models to Graphics; 4 — Strategies for Reading Tactile Graphics.

  • The Impact of Deafblindness on the Family
    By Marlin Minkin,M.S.

    In this webcast, Marlin Minkin,M.S. addresses the issues that families struggle with related to raising children who are deafblind. Marlin is a psychologist with extensive national and international experience working with families of children who are deafblind.

    The webcast chapters are: 1 — The Impact of Deafblindness on the Family; 2 — Common Responses to a Diagnosis of Deafblindness; 3 — Parent to Parent Support; 4 — Sibling Issues; 5 — Personal Experiences and Professional Advice; 6 — Self-Care and Accepting Help; 7 — Planning for the Future; 8 — Redefining Hope.

  • The Parent/Professional Relationship
    By Stephen Perreault

    In this webcast, Steve Perreault discusses the often sensitive issue of the relationship between the parents of a child with disabilities and the professionals who serve and educate the child.

    The webcast chapters are: 1 — Introduction; 2 — Understanding the Parents of a Child with Disabilities; 3 — The Early Intervention Relationship; 4 — Educational Planning and Parental Input; 5 — Recognizing and Respecting Long-Term Goals; 6 — Parent and Professional: An Evolving Relationship.

  • The Role of the Emotional Brain
    By Jan van Dijk

    We are pleased to release our second webcast featuring Dr. Jan van Dijk as he presents his research and ideas related to the brain, the limbic system and the impact on teaching and learning for students who are blind with additional disabilities including deafblindness.

    The webcast chapters are: 1 — Introduction; 2 — The Limbic System; 3 — Stress; 4 — Mirror Neurons; 5 — Challenging Behavior; 6 — Evidence-Based Practice.

  • The United Nations Convention on the Rights of Persons with Disabilities
    By Dr. Penny Hartin

    In this webcast Dr. Penny Hartin, CEO of the World Blind Union (WBU), talks about United Nation's Convention on the Rights of Persons with Disabilities. This webcast presents an overview of the work of the convention and the challenges faced in ensuring the rights of persons with disabilities.

    The webcast chapters are: 1 — Introduction; 2 — Hurdles in Implementation and Progressive Realization; 3 — Addressing Issues Specific to the Deafblind/Visually Impaired Community; 4 — Recognizing the voice of the Parent and their Child.

  • To Live, To Love, To Work, To Play: Blending Quality of Life Into the Curriculum
    By Barbara McLetchie, Ph.D., and Mary Zatta, Ph.D.

    In this webcast, Dr. McLetchie and Dr. Zatta discuss the critical importance of blending “Quality of Life” into the curriculum. Students with significant disabilities must be specifically taught the skills that help them to make and choose friends, to make real choices about who and what they like, to gain pride and self-esteem through meaningful work, and to choose what they like to do for “play” through exploring different experiences.

    The webcast chapters are: 1 — Introduction; 2 — Developing Social Skills; 3 — Providing Real Choices and Respecting Preferences; 4 — How Work Contributes to Quality of Life; 5 — The Value of Play; 6 — Taking Risks; 7 — Integrating Quality of Life Into the Curriculum; 8 —How Do We Measure Success?

  • Transition for All Ages
    By Dorinda Rife

    In this webcast Dorinda Rife, CLVT, COMS, describes the importance of long-term planning and instruction to prepare students with visual impairments for the future by beginning in the early years and providing children with responsibilities.

    The webcast chapters are: 1 — Introduction; 2 — Starting the Transition Process; 3 — Goals and Opportunities in an Education Plan; 4 — Developing Social Skills; 5 — Transition Takes Teamwork; 6 — Accommodations, Expectations, and Options; 7 — Strategies for Success.

  • Universal Design for Learning
    By Elizabeth Hartmann, Ph.D.

    This webcast has been developed in partnership with CAST (Center for Applied Special Technology). CAST is an educational research & development organization that works to expand learning opportunities for all individuals through Universal Design for Learning. Visit for more information.

    In this webcast, Dr. Hartmann presents the three principles of Universal Design for Learning. Universal Design for Learning is a new way of thinking about education and has the potential to reform curriculum and make learning experiences more accessible and meaningful for all students. Dr. Hartmann is currently an assistant professor in education at Lasell College in Newton, Massachusetts and a teacher of students with multiple disabilities, including visual impairments and deafblindness.

    The webcast chapters are: 1 — Introduction; 2 — Multiple Means of Representation; 3 — Multiple Means of Action and Expression; 4 — Multiple Means of Engagement; 5 — UDL Approach to Curriculum; 6 — The Case for UDL in Curriculum Design.

  • Vision Issues for People with CHARGE Syndrome
    By David Brown

    This webcast offers an overview of the impact that CHARGE Syndrome has on vision and, in turn, on the behavior of the student with CHARGE Syndrome. David, an Educational Specialist with California Deaf-Blind Services in San Francisco, has spent many years researching various aspects of CHARGE Syndrome.

    The webcast chapters are: 1 — Introduction; 2 — Ocular Defects and their Effects; 3 — Muscle Tone and Vision Issues; 4 — Vestibular Issues and Vision; 5 — Accomodations to Maximize the Use of Vision; 6 — Vision Issues and Behavior; 7 — Recognizing Compensatory Behaviors.

  • Visual Acuity Testing (Part 1): History of Preferential Looking and Early Testing
    By D. Luisa Mayer, Ph.D.

    In this webcast, D. Luisa Mayer of the New England Eye Institute at Perkins talks about the development of tests of visual acuity in babies through the means of Preferential Looking. Preferential Looking is something that a baby does when they see something interesting, next to something that is not interesting. The field of vision science and the study of the development of visual perception began in the 1950s. Dr. Mayer takes the viewer through the advances in the study of how babies see, from FPL (Forced Choice Preferential Looking) using stripes of different widths for very young babies, to OPL (Operant Preferential Looking) to hold the interest of older babies and children.

    The webcast chapters are: 1 — Introduction; 2 — Visual Perception vs. Visual Sensory Function; 3 — Early Testing — Forced Choice Preferential Looking; 4 — Using the Forced Choice Method; 5 — Early Testing: Operant Preferential Looking; 6 — FPL and OPL Apparatuses.

  • Visual Acuity Testing (Part 2): Acuity Cards and Testing Procedures
    By D. Luisa Mayer, Ph.D.

    In this webcast, a continuation of Visual Acuity Testing: History of Preferential Looking and Early Testing, Dr. Mayer of the New England Eye Institute at Perkins discusses how she came to Children’s Hospital in Boston to work on the measurement of visual acuity in babies using the FPL and OPL techniques she had been involved in researching. Over time, these procedures developed into ACP, the Acuity Card Procedure, in which easy-to-use cards with stripes of different widths were shown to be very reliable in quickly and easily testing the visual acuity of babies as well as people with disabilities who are not able to respond to typical vision testing.

    The webcast chapters are: 1 — Introduction; 2 — Modification of the Acuity Card Procedure; 3 — Testing People with Visual and/or Multiple Impairments.

  • Visual Fields
    By Luisa Mayer, Ph.D.

    In this webcast, Luisa Mayer, Ph.D. describes the strategies for assessing field loss in individuals who are visually impaired with additional disabilities and the developmental implications of a visual field loss.

    The webcast chapters are: 1 — Introduction; 2 — Mapping the Visual Field with Perimetry; 3 — Visual Field Testing for Children; 4 — Visual Field Abnormalities and the Visual Pathway; 5 — Interpreting the Goldmann Kinetic Perimetry Results; 6 — Interpreting Automatic Static Perimetry Results; 7 — Developmental Implications of Visual Field Loss.

  • Wheelchair Orientation & Mobility
    By Scott Crawford

    In this webcast James Scott Crawford, a Certified Orientation and Mobility Specialist, addresses the training needs of people with visual impairment who use power wheelchairs as their primary mode of transportation.

    The webcast chapters are: 1 — Introduction; 2 — Navigating Tight Spaces; 3 — Navigating Doors; 4 — Curb Ramps; 5 — Timing on Street Crossings; 6 — Transportation; 7 — Working With Physical and Occupational Therapist.

  • Writing: The Forgotten Focus for Literacy and Communication Instruction
    By Linda Hagood

    In this webcast Linda Hagood, education specialist at the Texas School for the Blind and Visually Impaired, discusses the importance and challenges of teaching writing skills to blind and deafblind students. She provides an array of strategies to teach writing skills in nontraditional ways that are both motivating and fun for students.

    The webcast chapters are: 1 — Introduction; 2 — The Types of Stories to Explore with Students Who are Blind or Deafblind; 3 — How to Begin the Storytelling Writing Process; 4 — Strategies to Assist Blind and Deafblind Students to Improve their Writing Skills.