Asynchronous Presentations

In addition to presentations offered during the eight days of the Live Presentations on Zoom, we have a series of presentations pre-recorded for participants to view at their convenience beginning March 1, 2021 through April 15, 2021. 

All of these sessions are approved for ACVREP and Texas State Board of Education Certification for continuing education credit. In order to receive credit for viewing any of these sessions you will have to provide the CEU code that will be provided at some point  in these recordings. Be sure to make note of these codes so you can include them in your evaluation to receive credit. A form has been provided on the last page of your Session Guide for this purpose.

To access these pre-recorded sessions go to View Asynchronous Presentations. You must use the password provided to you in an email just prior to the start of the conference. If you need help with this password, please go to our Help Desk at 

Available Sessions


Dr. Eugene Bourquin, DHA, COMS, Manhattan, NY 

Deafblind Travelers: Street Crossing and Communicating with the Uninitiated Public

This session will review the history and research in the area of communication between deafblind travelers and the uninitiated public, exploring the basic general principles that underlie effective interactions that allow the traveler to get the information and assistance necessary, efficiently and consistently. The focus will be on low-tech solutions, and feature the task of street crossing as an archetypal tool. Learning will happen through lecture, PowerPoint presentation, and videos.


Flavia Daniela dos Santos Moreira , Professor at the Benjamin Constant Institute, PhD in Education at the State University of Rio de Janeiro

Alternative Tactile Communication Program for Children with Visual and Multiple Disabilities

 Describe the results of a doctoral research carried out at an institution in Rio de Janeiro, whose data are based on empirical evidence to validate the benefits of alternative tactile communication resources for children with visual and multiple disabilities and to investigate whether: Alternative Communication – through the association of gestures, objects and tactile symbols – can it favor communicative actions and communicative acts of these children? 

Mike Fagbemi, Transition Initiative Lead, National Center for Deaf-Blindness, HKNC, Sandspoint, NY

Pre-employment Strategies that Work for Individuals who are Deafblind

Poor post-school outcomes for students who are deaf-blind has been a serious problem for many years. Most youth are unemployed, living at home with parents, and socially isolated (Petroff, 1999; Petroff & Pancsofar, 2017). Changes in national laws beginning in 2014 and the evolution of state policies and practices related to transition, employment, and community life, however, have opened a window for students with deaf-blindness to experience better adult lives. Gaining employment is one of the most important early milestones of adulthood for all youth, but is often difficult for those with significant disabilities, including individuals who are deaf-blind. Because studies have found that paid work experiences are consistently associated with employment after exiting the school system, they are a key goal for students, their families, and transition teams. Customized employment, a process that personalizes the relationship between an employee and employer in a way that meets the needs of both, is a useful strategy for making this happen. Join Mike Fagbemi to learn more about the National Center for Deaf-Blindness Transition Initiative and strategies that are proving successful in leading to positive employment outcomes for individuals who are deafblind.

Sue Gawne, Deafblind Consultant, Canadian Deafblind Association – BC Chapter, New Westminster, British Columbia and Allison Mail, CDBA – BC Chapter, Early Intervention Consultant, New Westminster, British Columbia

Early Intervention Services in British Columbia, Canada for Children who are Deafblind and Their Families

Before the Pandemic our Early Intervention Program provided an introduction to deafblind communication and Intervenors/Intervention support. We provide deafblind Intervention education and hands-on consultation to children with deafblindness (birth to five years), their families and their professional team (such as Vision Specialists, Hearing Specialists, Speech and Language Pathologists, Occupational Therapists, Physical Therapists, Music Therapists, Orientation and Mobility Specialists, Nursing Supports, Intervenors, Infant/Toddler Consultants, Daycare/Preschool staff, School Districts). Together we will share how this successful model works and the shift to virtual service delivery.

Carolina Gonzalez, COMS, Texas School for the Blind & Visually Impaired, Austin, TX

O&M Strategies when Working with Students with Deafblindness

Carolina presents case studies of students with deafblindness ages 6 – 18 and their progression in learning orientation and mobility skills. Communication, basic skills, adaptive mobility devices, street crossing, night lessons, and assessment are discussed.

Julie Lemman, TVI /TDB and Sarah Steele TVI / TDB, Texas School for the Blind & Visually Impaired, Austin, TX

Breathing Through Remote Learning: For Families with Students who are DeafBlind and/or have Multiple Disabilities

Julie and Sarah will discuss strategies based on previous experiences in remote instruction for students who are DeafBlind and/or have multiple disabilities. Their session will include reflections of supporting the families of their students through remote learning, strategies for supporting social-emotional needs for students during the novelty and uncertainty of the changes brought by the COVID-19 pandemic. They will provide examples of low and high assistive technologies that may be used to support students that are accessible in a home setting.

Julie Maier, Education Specialist, and Kayla Coburn, Education Specialist, California Deaf-Blind Services, San Francisco, CA

Building Positive and Supportive Peer Relationships

This session will address the importance of positive peer relationships in everyone’s lives and the impact these relationships have on the quality of one’s life. Many youth and adults with deafblindness and families of children who are deafblind share that developing and sustaining positive relationships and friendships is highly desired yet also elusive. Without appropriate intervention, learners who are deafblind often find it difficult to naturally form positive peer relationships with other children and youth. Several factors affect the development of these peer relationships including the impact of limited vision and hearing, use of different modes of communication, limited opportunities for interactions with sighted and hearing peers, peers’ lack of knowledge and understanding about sensory differences and the support needs of some learners, and insufficient use intervention strategies that facilitate reciprocal interactions and joint engagement in shared activities.

Marina McCormick, Ed.D., Region 4 Regional Day School Program for the Deaf Coordinator, Houston, TX

Speed Coaching: A Method for Effective Collaborative Consultation

Coaching is an essential skill for administrators, teachers, specialists, and related service providers. How do you coach, though, if you have never coached before? How do you coach if you find yourself limited on time? It can be difficult to provide meaningful, instructional support for your educational team members in such circumstances. The good news, though, is if you have 10 minutes, you have all the time you need to provide impactful coaching! View this session to learn how to make the most out of your time by using a speed coaching protocol with your educational team members.

Pamela Lattapiat Navarro, Teacher of Special Education with mention in Hearing and Language Disorders, and Oriana Donoso Araya, Teacher of Differential Education with a major in Visual Impairments,  Metropolitan University of Educational Sciences, Ñuñoa, Chile

Reality of Deafblind Students Studying in Regular Schools With or Without in Inclusion Programs, in Four Regions of Chile

In Chile, deafblindness is not recognized as a unique disability, which results in scarce information about this population. There are only three institutions specialized in the care of deafblind students in the region. Although education policies provide for equal opportunities and allow for the integration of students with disabilities into regular schools, not all of them have the specialized equipment required, particularly in the area of deafblindness. This presentation will show what is happening with these students and how teachers and related professionals provide educational responses to these students.

Gloria Rodriguez-Gil, Director for Latin American and the Caribbean for Perkins International, Perkins School for the Blind, Watertown, MA

Project Pixan: A 10 Year Strategy to Increase Access to Quality Education of Children with Multiple Disabilities and Deafblindness

Over the next 10 years Perkins, in partnership with state Secretaries of Education, educators and parents, will increase access to quality education for children with multiple disabilities in Mexico. Aligned with the UN Convention on the Rights of Persons with Disabilities, and the UN Sustainable Development Goals, by 2030, our goal is to increase enrollment of children with multiple disabilities in 11 states. In Mexico, the public education system includes special schools with a mandate to serve children with disabilities. With Perkins support, a network of local, regional and national partners in Mexico will help 31 public schools enhance their programs, reaching 2,120 children, 620 teachers and 620 mothers. We expect to reach even more, because as education quality improves and children thrive, enrollment and retention increase- so that children who today are out of school, by 2030 will be learning. Our strategy to achieve this transformation has four parts: 1. Build adult capacity to support children’s learning. 2. Establish a state-of-the-art adaptive design center in Yucatán State to serve children with low- cost, custom-designed learning equipment. 3. Partner nationally to reach more children locally. 4. Fill the data gap on effective education for children with disabilities.

Erin Shadwick, TVI/TDB, Texas School for the Blind & Visually Impaired, Austin, TX

Charging Ahead: Adapting the Classroom for Students with CHARGE

Presentation of successful strategies used to support students with CHARGE Syndrome in the classroom. This includes seating to meet proprioceptive needs and allow the student to focus on instruction being taught, facilitating social interactions, pairing various learning media during instruction (including the use of interveners), and providing access to information to support positive behavior.

Theresa Tancock, Family Services Coordinator, Canadian Deafblind Association – British Columbia Chapter, New Westminster, B.C. and Linda Mamer, Deafblind Teacher-Consultant, Provincial Outreach Program for Students with Deafblindness, Richmond, British Columbia

Supporting Children and Youth with Deafblindness Using Virtual Platforms: The Silver Lining

In past years we have offered a Summer Recreation Program, which allowed children and youth with deafblindness and their families to network and share experiences in different venues and settings. With Covid-19, we pivoted to a virtual experience. We entered into this without any preconceptions, as this was new for all. We have been pleasantly surprised with the Silver Linings that have resulted from what we have been able to offer children and youth with deafblindness and their families virtually. We have also renewed our appreciation for Intervenors and all that they have to offer, with many taking on leadership roles through our newly formed Intervenor Resource Group. We want to share the exciting outcomes of all that we have learned and also what we hope to continue to offer our families moving forward. Our method of support will forever be changed for the better as a result of this pandemic.

Maria Antonia Vazquez, Consultant for Perkins International Latin America, Córdoba, Argentina

Research as a Work Strategy and Follow-up in the Development of Educational Projects in Latin America

Perkins International has been working systematically in Latin America to strengthen access and quality of education for people with deafblindness and visual/multiple disabilities for more than 25 years. Currently, the focus of our research is being carried out in Argentina, Brazil and Mexico through 2 projects: “Bringing the Education of Children with Visual Impairment and Multiple Disability to Scale in Latin America.” and “Project Pixan”. Its focus is on strengthening the capacity of public school systems to address the needs of children with multiple disabilities and deafblindness and on documenting and disseminating evidence of successful practices that impact on children’s learning outcomes based on the training received by Perkins International Academy. The research is participatory as it supports joint reflection and proposes more inclusive ways of generating knowledge. The stories and experiences in each country where the monitoring is done reveal individualities that show the particularity of change in real contexts.

Heather Withrow, Parent / COMS, Austin, TX

Versatility Through Touch

Heather shares her experiences and lessons learned using the sense of touch for communication and information from my different roles during blindfold exercises and an O&M internship. As a deaf woman, friend of autonomous deafblind people, mother of a deafblind boy, and a university O&M student she has a unique perspective to share. Among the topics covered are an introduction to ProTactile when my son was 2 years old; O&M terms in either or both ASL and ProTactile; considerations for comfort with touch; and examples of using touch for sharing simple to complex information, such as prompts, modeling, emotions, directions and maps