Mindy Merten

EDSP 5389
Final Portfolio
Texas Tech University
Table of Contents
I.
II.

Case Study Report

Assessments
a. Communication Matrix
b. Paired Stimulus Preference Assessment
c. University of Kentucky Assistive Technology Evaluation
d. Choice Map Assessment
e. Social Contact Assessment
f. Calendar Time Frame Assessment

III.

End of Semester Reflection

IV.

Annotated Resources
a. Development
i. Tactile Strategies for Children who have Visual Impairments and Multiple
Disabilities
ii. Perkins Activity Guide: A Handbook for Teachers and Parents of Students with
Visual and Multiple Impairments, Chapters 1-2
iii. Cortical Visual Impairment: An Approach to Assessment and Intervention

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b. Calendars
i. Oregon Deafblind Project
ii. Calendar Directory from TSBVI website
iii. Calendars for Students with Multiple Impairments Including Deafblindness
c. Technology
i. Low-tech Assistive Devices: A Handbook for the School Setting
ii. The Practical and Fun Guide to Assistive Technology in Public Schools
iii. The Ultimate Guide to Assistive Technology in Special Education
d. Families
i. Oregon Deafblind Project Family Guide
ii. Family Connect website
iii. Wonder Baby website
e. Social Skills
i. Social Skills eNewsletter from Perkins School for the Blind
ii. Developing Social Skills in Children who are Blind or Visually Impaired webcast
by Sharon Sacks
iii. Social Interactions by Carmen Willings
f. Career and Vocational Skills
i. Criss Cole Rehabilitation Center
ii. Georgia Center for the Visually Impaired
iii. Vista Center

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g. Observation Reports
i. Observation Report Birth-Age 6
ii. Observation Report Age 14-Age 22