Research Synthesis: The Benefits of Teaching Self-Determination Skills to Very Young Students with Sensory Loss
I am the mom of two boys who are deafblind resulting from Usher syndrome, our oldest being 22. I did not learn about the Expanded Core Curriculum (ECC) until our oldest son was in high school. Until that point, our son’s Individualized Education Program (IEP) team was focused solely on supporting his academic progress. He also had an orientation and mobility specialist who worked with him on cane skills and a teacher of students with visual impairments who consulted on an as-needed basis. Once I started researching the ECC, I saw that self-determination is one of its nine core components and became interested in learning more.
I am excited to share my findings of my latest research study: The Importance of Family-Professional Partnership in Times of Uncertainty. A study of families with children who are deafblind during the COVID-19 pandemic.
As I was finalizing my research on the partnership between families with children who are deafblind and educational professionals during the COVID-19 pandemic, I was struck by the the critical need to keep open and frequent lines of communication to insure IEP success. Here are my takeaways.
Lanya (Lane) McKittrick is the Chair of the Board of the Usher Syndrome Coalition, founder of the Hear See Hope Foundation, and deafblind education researcher and founder of Lane of Inquiry. Lane received her PhD in Special Education at the University of Northern Colorado. Her research, advocacy and family support work are rooted in her personal experience as a mom to four sons, including two who have Usher Syndrome, the leading genetic cause of deafblindness.