Sunil Abbas
Sunil Abbas is the General Secretary for the Society for the Empowerment of the Deafblind, SEDB, India. With his extensive experience as a hardware professional and service engineering, Sunil uses his knowledge to advocate for the rights of persons with deafblindness ensuring that they have equal access and training to all facilities and assistive devices. Sunil collaborates with organisations and companies developing assistive technology, providing feedback, and ensuring the requirements of persons who are deafblind, deaf and low-vision users are met. Sunil leads and assists employment training workshops and provides direct counselling and support to adults who are deafblind. Fun-loving, hardworking, and generous, Sunil conducts popular awareness drives. He has presented at conferences to raise awareness and advocate for the rights of persons with deafblindness both at a National and International level.
Breakout Session 2F: How Smartphones Can Enhance the Quality of Life for the Deafblind
Breakout Session 5C: Technology, Learning and Independence Among Adults Who Become Deafblind
Sunil Abbas is the General Secretary for the Society for the Empowerment of the Deafblind, SEDB, India. With his extensive experience as a hardware professional and service engineering, Sunil uses his knowledge to advocate for the rights of persons with deafblindness ensuring that they have equal access and training to all facilities and assistive devices. Sunil collaborates with organisations and companies developing assistive technology, providing feedback, and ensuring the requirements of persons who are deafblind, deaf and low-vision users are met. Sunil leads and assists employment training workshops and provides direct counselling and support to adults who are deafblind. Fun-loving, hardworking, and generous, Sunil conducts popular awareness drives. He has presented at conferences to raise awareness and advocate for the rights of persons with deafblindness both at a National and International level.
Breakout Session 2F: How Smartphones Can Enhance the Quality of Life for the Deafblind
Breakout Session 5C: Technology, Learning and Independence Among Adults Who Become Deafblind
Simon Allison
Simon Allison has over twenty years association with Sense, specializing in activity programmes for Deafblind children, youth and their families. He is the coordinator for the DbI youth network, linking young Deafblind people through International events and friendship programmes. Simon is especially proud of a series of youth network book publications, including testimonies linked to experiences of living through the covid pandemic.
As a writer / theatre practitioner, Simon has a background in the performing arts particularly relating to the inclusion for people with sensory impairments. He led the DbI youth network theatre company as they toured with their own play about Helen Kellen, opening the DbI world conference in Romania. Simon is the founder and artistic director of Drama Express, an award-winning UK charity that provides opportunities for young people with complex disabilities to access the performing arts.
Breakout Session 3B: Friends in Touch - Solutions to Solitude and Remoteness of Deafblind Youth
Simon Allison has over twenty years association with Sense, specializing in activity programmes for Deafblind children, youth and their families. He is the coordinator for the DbI youth network, linking young Deafblind people through International events and friendship programmes. Simon is especially proud of a series of youth network book publications, including testimonies linked to experiences of living through the covid pandemic.
As a writer / theatre practitioner, Simon has a background in the performing arts particularly relating to the inclusion for people with sensory impairments. He led the DbI youth network theatre company as they toured with their own play about Helen Kellen, opening the DbI world conference in Romania. Simon is the founder and artistic director of Drama Express, an award-winning UK charity that provides opportunities for young people with complex disabilities to access the performing arts.
Breakout Session 3B: Friends in Touch - Solutions to Solitude and Remoteness of Deafblind Youth
Hugues Allonneau
Hugues Allonneau has been working for the CRESAM as a deafblind counsellor for 6 years. He has been working as an educator with deaf and deafblind children for 15 years and is interested in haptique and tactile communication.
Breakout Session 2B: Parenthood and Dual Sensory Loss
Hugues Allonneau has been working for the CRESAM as a deafblind counsellor for 6 years. He has been working as an educator with deaf and deafblind children for 15 years and is interested in haptique and tactile communication.
Breakout Session 2B: Parenthood and Dual Sensory Loss
Teresa Antony
Teresa Antony is the Lead: Inclusive Design at Chetana Trust. Her work ranges from developing and organising awareness workshops for adults and children, training programs for professional, accessible play and reading events and activities for children and managing the complex elements of running accessible library services for the children of Chennai. Her great passion is creating accessible children’s story books. Her background in Visual Arts and Design, combined with her training on designing access solutions using a range of technology and learning scripts such as braille, pushed her to innovate and create internationally awarded inclusive story books. For the past five years, Teresa has worked alongside children and adults with and without disabilities to spread awareness on the importance of accessible imagery that children's stories should hold. She mentors individuals wanting to explore, create or use accessible story books.
Breakout Session 2F: How Smartphones Can Enhance the Quality of Life for the Deafblind
Breakout Session 5C: Technology, Learning and Independence Among Adults Who Become Deafblind
Teresa Antony is the Lead: Inclusive Design at Chetana Trust. Her work ranges from developing and organising awareness workshops for adults and children, training programs for professional, accessible play and reading events and activities for children and managing the complex elements of running accessible library services for the children of Chennai. Her great passion is creating accessible children’s story books. Her background in Visual Arts and Design, combined with her training on designing access solutions using a range of technology and learning scripts such as braille, pushed her to innovate and create internationally awarded inclusive story books. For the past five years, Teresa has worked alongside children and adults with and without disabilities to spread awareness on the importance of accessible imagery that children's stories should hold. She mentors individuals wanting to explore, create or use accessible story books.
Breakout Session 2F: How Smartphones Can Enhance the Quality of Life for the Deafblind
Breakout Session 5C: Technology, Learning and Independence Among Adults Who Become Deafblind
Katrina Arndt
Katrina Arndt (karndt@sjfc.edu) is Professor of Inclusive Education at St. John Fisher University in Rochester, New York. She completed a B.A. in Philosophy at Grinnell College, a M.A. in Educational Psychology at the University of Minnesota, and a Ph.D. in Special Education and C.A.S. in Disability Studies at Syracuse University. Before working in higher education in preservice teaching education, she spent 11 years in classrooms as a preschool teacher, paraprofessional, and special education teacher. She teaches undergraduate and graduate courses in teacher preparation including Schools, Ability and Learning, Inclusive Education in Today's Schools, Assessment, Classroom Management, Educational Technology, and Introduction to Differentiated Curriculum, Instruction, and Assessment. She is the co-author of Teaching Everyone: An Introduction to Inclusive Education (2011), Picture Inclusion! (2019), and Universal Design for Learning in Physical Education (2021). . Her research interests and consulting focus on inclusive practices in schooling. She is vested in reform that supports inclusive practices for all students.
Breakout Session 10F: Deafblind Citizens in Action (DBCA) in the United States: A Decade of Grassroots Leadership
Katrina Arndt (karndt@sjfc.edu) is Professor of Inclusive Education at St. John Fisher University in Rochester, New York. She completed a B.A. in Philosophy at Grinnell College, a M.A. in Educational Psychology at the University of Minnesota, and a Ph.D. in Special Education and C.A.S. in Disability Studies at Syracuse University. Before working in higher education in preservice teaching education, she spent 11 years in classrooms as a preschool teacher, paraprofessional, and special education teacher. She teaches undergraduate and graduate courses in teacher preparation including Schools, Ability and Learning, Inclusive Education in Today's Schools, Assessment, Classroom Management, Educational Technology, and Introduction to Differentiated Curriculum, Instruction, and Assessment. She is the co-author of Teaching Everyone: An Introduction to Inclusive Education (2011), Picture Inclusion! (2019), and Universal Design for Learning in Physical Education (2021). . Her research interests and consulting focus on inclusive practices in schooling. She is vested in reform that supports inclusive practices for all students.
Breakout Session 10F: Deafblind Citizens in Action (DBCA) in the United States: A Decade of Grassroots Leadership
Mirko Baur
Mirko is currently DbI`s Vice President, the Chair of DbI`s Communication Committee and the Co-Chair of DbI`s Global Education Campaign. He studied Special Education, German Language & Literature and Philosophy, has a coaching education and is NPO Manager. He leads Tanne, the Swiss Foundation for Persons With Deafblindness.
Plenary Session 2: The Steps to Take in Response to the Global Report on Deafblindness
Mirko is currently DbI`s Vice President, the Chair of DbI`s Communication Committee and the Co-Chair of DbI`s Global Education Campaign. He studied Special Education, German Language & Literature and Philosophy, has a coaching education and is NPO Manager. He leads Tanne, the Swiss Foundation for Persons With Deafblindness.
Plenary Session 2: The Steps to Take in Response to the Global Report on Deafblindness
Anindya Bapin Bhattacharyya
Anindya Bapin Bhattacharyya grew up in a village twenty miles south of Kolkata and was born Deaf and became blind at age nine due to retina detachments. He learned how to speak in his native language, Bengali, and was able to attend a mainstream school. After losing vision in both eyes, Bapin was forced out of school as he could no longer lipread and there were no interpreting services available. After searching a suitable school, he was sent in 1983 to Perkins School for the Blind in Watertown, Massachusetts, where he tirelessly learned English, Braille, and American Sign Language (ASL) all at the same time! He graduated from Perkins in 1992. I then graduated from the University of Arkansas at Little Rock with a bachelor's degree in political science and served on the Chancellor's Committee on the Americans with Disabilities Act to make the university a better and more accommodating place for students with disabilities. Bapin currently works as the coordinator of the National Outreach Technology Development and Training Program at the Helen Keller National Center (HKNC) based in NY.
Breakout Session 1B: Smart Home and Assistive Technologies Empower Deafblind People in Personal Life and at Work Beyond Imagination
Anindya Bapin Bhattacharyya grew up in a village twenty miles south of Kolkata and was born Deaf and became blind at age nine due to retina detachments. He learned how to speak in his native language, Bengali, and was able to attend a mainstream school. After losing vision in both eyes, Bapin was forced out of school as he could no longer lipread and there were no interpreting services available. After searching a suitable school, he was sent in 1983 to Perkins School for the Blind in Watertown, Massachusetts, where he tirelessly learned English, Braille, and American Sign Language (ASL) all at the same time! He graduated from Perkins in 1992. I then graduated from the University of Arkansas at Little Rock with a bachelor's degree in political science and served on the Chancellor's Committee on the Americans with Disabilities Act to make the university a better and more accommodating place for students with disabilities. Bapin currently works as the coordinator of the National Outreach Technology Development and Training Program at the Helen Keller National Center (HKNC) based in NY.
Breakout Session 1B: Smart Home and Assistive Technologies Empower Deafblind People in Personal Life and at Work Beyond Imagination
Michel Bradette
Michel Bradette, Specialist in orientation and mobility for 20 years at the Institut Nazareth et Louis-Braille de Montréal. I hold a master's degree from the University of Montreal in orientation and mobility. I have been working daily with people with dual sensory impairments since my beginnings. The Institut Nazareth et Louis-Braille has a partnership with the Mira Foundation, the guide dog school in Quebec province, and I am the designated orientation and mobility specialist for the evaluation of dual sensory impaired clients. I also participate in guide dog classes dedicated to this clientele.
Breakout Session 6E: Guide Dog for Deafblind Person: Yes, We Can!
Michel Bradette, Specialist in orientation and mobility for 20 years at the Institut Nazareth et Louis-Braille de Montréal. I hold a master's degree from the University of Montreal in orientation and mobility. I have been working daily with people with dual sensory impairments since my beginnings. The Institut Nazareth et Louis-Braille has a partnership with the Mira Foundation, the guide dog school in Quebec province, and I am the designated orientation and mobility specialist for the evaluation of dual sensory impaired clients. I also participate in guide dog classes dedicated to this clientele.
Breakout Session 6E: Guide Dog for Deafblind Person: Yes, We Can!
L. Beth Brady
L. Beth Brady is an Assistant Professor in the multiple disabilities/DeafBlind programs and coordinator of the blind/visual impairments programs at Hunter College, City University of New York. Previously, she worked as a teacher of students with visual impairments in the New York City Public Schools, after beginning her career as a classroom special education teacher of learners with severe/multiple disabilities. She completed her PhD at Teachers College, Columbia University in Special Education, with a focus in Intellectual Disability and Autism. Her particular research interests are in the areas of communication, alternate assessment, deafblindness, inclusion and urban teacher preparation.
Breakout Session 9E: The Tactile Threshold Model & Communication Decision Making Surrounding Learners with Deafblindness
L. Beth Brady is an Assistant Professor in the multiple disabilities/DeafBlind programs and coordinator of the blind/visual impairments programs at Hunter College, City University of New York. Previously, she worked as a teacher of students with visual impairments in the New York City Public Schools, after beginning her career as a classroom special education teacher of learners with severe/multiple disabilities. She completed her PhD at Teachers College, Columbia University in Special Education, with a focus in Intellectual Disability and Autism. Her particular research interests are in the areas of communication, alternate assessment, deafblindness, inclusion and urban teacher preparation.
Breakout Session 9E: The Tactile Threshold Model & Communication Decision Making Surrounding Learners with Deafblindness
Susan Bruce
Susan Bruce, Ph.D., is a professor of special education at Boston College. She coordinates the master’s degree Programs in Special Education: Extensive Support Needs with an optional specialization in deafblindness. Her research interests are communication and early language development in learners with multiple disabilities (and especially deafblindness), assessment, and collaborative action research. Susan has published 61 articles and chapters that specifically address the learning of children and young adults who are deafblind. She is the mother of four adult children, including a daughter with multiple disabilities.
Breakout Session 3D: Self-determination in Prelinguistic Communicators who are Deafblind
Breakout Session 8C: Developing Individual Holistic Communication Profiles on Learners who are Deafblind
Susan Bruce, Ph.D., is a professor of special education at Boston College. She coordinates the master’s degree Programs in Special Education: Extensive Support Needs with an optional specialization in deafblindness. Her research interests are communication and early language development in learners with multiple disabilities (and especially deafblindness), assessment, and collaborative action research. Susan has published 61 articles and chapters that specifically address the learning of children and young adults who are deafblind. She is the mother of four adult children, including a daughter with multiple disabilities.
Breakout Session 3D: Self-determination in Prelinguistic Communicators who are Deafblind
Breakout Session 8C: Developing Individual Holistic Communication Profiles on Learners who are Deafblind
Alan Chase
Dr. Chase is a person with a visual impairment. He began working with students with visual impairments in 2005 on college transition and access through temporary state service and the nonprofit sector. He has served as a teacher, school administrator, and adjunct faculty member in North Carolina and Tennessee. While in Tennessee, Dr. Chase supervised DeafBlind interveners and teachers of students with significant disabilities, including DeafBlindness, at the TN School for the Blind and was the liaison between the school and the DeafBlind Project. He has been published in the Journal of Visual Impairment and Blindness. Previously, Dr. Chase served on the Board of Directors of the North Carolina Association for the Education and Rehabilitation of the Blind and Visually Impaired as well as Chairperson of the North Carolina Conference on Visual Impairment and Blindness. Presently, he serves on the Association for the Education and Rehabilitation for the Blind and Visually Impaired’s Accreditation Committee for Organizations and Schools. In 2008, Dr. Chase established a nonprofit organization for youth with visual impairments focused on transition. Currently, Dr. Chase is also a Consultant for Visual Impairment at the NC Department of Public Instruction. His doctoral dissertation focused on educational policy as it relates to schools for the blind.
Breakout Session 4B: An Innovative Collaborative Model in Deafblindness to Improve Student Outcomes
Dr. Chase is a person with a visual impairment. He began working with students with visual impairments in 2005 on college transition and access through temporary state service and the nonprofit sector. He has served as a teacher, school administrator, and adjunct faculty member in North Carolina and Tennessee. While in Tennessee, Dr. Chase supervised DeafBlind interveners and teachers of students with significant disabilities, including DeafBlindness, at the TN School for the Blind and was the liaison between the school and the DeafBlind Project. He has been published in the Journal of Visual Impairment and Blindness. Previously, Dr. Chase served on the Board of Directors of the North Carolina Association for the Education and Rehabilitation of the Blind and Visually Impaired as well as Chairperson of the North Carolina Conference on Visual Impairment and Blindness. Presently, he serves on the Association for the Education and Rehabilitation for the Blind and Visually Impaired’s Accreditation Committee for Organizations and Schools. In 2008, Dr. Chase established a nonprofit organization for youth with visual impairments focused on transition. Currently, Dr. Chase is also a Consultant for Visual Impairment at the NC Department of Public Instruction. His doctoral dissertation focused on educational policy as it relates to schools for the blind.
Breakout Session 4B: An Innovative Collaborative Model in Deafblindness to Improve Student Outcomes
Megan Conway
Megan Conway, PhD, is the Director of Information, Research and Professional Development (IRPD) at the Helen Keller National Center. She joined HKNC in 2019 as a Research and Accessibility Specialist after 18 years as a faculty member at the University of Hawaii. She holds a Ph.D. in Special Education from the University of California, Berkeley. Megan’s experiences as a DeafBlind person have motivated her to focus her career on access to education, the workplace and community life for DeafBlind people and other people with disabilities. During her time at IRPD she has led research projects focused on employment, haptics, audio description, the use of touch during orientation and mobility, and better access to data about people who are DeafBlind. Megan currently lives in California with her teenage daughter and an energetic Hearing Dog named Penina. Outside of work she enjoys reading hiking, cooking and yoga.
Breakout Session 4E: Research Lightning Talks (2)
Breakout Session 10F: Deafblind Citizens in Action (DBCA) in the United States: A Decade of Grassroots Leadership
Megan Conway, PhD, is the Director of Information, Research and Professional Development (IRPD) at the Helen Keller National Center. She joined HKNC in 2019 as a Research and Accessibility Specialist after 18 years as a faculty member at the University of Hawaii. She holds a Ph.D. in Special Education from the University of California, Berkeley. Megan’s experiences as a DeafBlind person have motivated her to focus her career on access to education, the workplace and community life for DeafBlind people and other people with disabilities. During her time at IRPD she has led research projects focused on employment, haptics, audio description, the use of touch during orientation and mobility, and better access to data about people who are DeafBlind. Megan currently lives in California with her teenage daughter and an energetic Hearing Dog named Penina. Outside of work she enjoys reading hiking, cooking and yoga.
Breakout Session 4E: Research Lightning Talks (2)
Breakout Session 10F: Deafblind Citizens in Action (DBCA) in the United States: A Decade of Grassroots Leadership
Josué Coudé
Josué Coudé is a Vision Rehabilitation Specialist. He has previously graduated with a master’s degree in vision rehabilitation during which he wrote a research paper relating to the screening of depressive symptoms for older adults with vision impairment. He works with clients with vision impairment or deafblindness from all ages in a Quebec’s rehabilitation center. He teaches braille as well as the use of assistive technology such as braille displays, braille note takers, screen reading software’s and smartphones. For the winter 2022 session, he has been asked to teach the braille course IDV-6027 at Université de Montréal to future Vision Rehabilitation Specialists. As a person who has been totally blind since birth, Josué understands the difficulties faced by his clients and aims to guide them to find the right tools to gain their independence.
Breakout Session 5B: Teen Years with Usher Syndrome; Living It My Own Way
Josué Coudé is a Vision Rehabilitation Specialist. He has previously graduated with a master’s degree in vision rehabilitation during which he wrote a research paper relating to the screening of depressive symptoms for older adults with vision impairment. He works with clients with vision impairment or deafblindness from all ages in a Quebec’s rehabilitation center. He teaches braille as well as the use of assistive technology such as braille displays, braille note takers, screen reading software’s and smartphones. For the winter 2022 session, he has been asked to teach the braille course IDV-6027 at Université de Montréal to future Vision Rehabilitation Specialists. As a person who has been totally blind since birth, Josué understands the difficulties faced by his clients and aims to guide them to find the right tools to gain their independence.
Breakout Session 5B: Teen Years with Usher Syndrome; Living It My Own Way
Saskia Damen
Saskia Damen is Endowed Professor at the department of Pedagogical and Educational Sciences at the University of Groningen and Senior Researcher at the Kentalis Academy in the Netherlands. Her chair focuses on developing evidence-based assessment and intervention methods to foster development and learning of people with congenital and early acquired deafblindness and people with complex communication needs. She is responsible for the content of the curriculum of the Master Deafblindness at the University of Groningen. Within the department of Pedagogical and Educational Sciences she teaches on (dual)sensory loss and complex communication needs at pre-master, bachelor, master, and post-master level. She is editor of the Journal ‘Deafblind Studies on Communication’. She is deputy chair of the Deafblind International Research Network.
Plenary Session 8: Building Expertise with Communication Partners of People with Deafblindness
Saskia Damen is Endowed Professor at the department of Pedagogical and Educational Sciences at the University of Groningen and Senior Researcher at the Kentalis Academy in the Netherlands. Her chair focuses on developing evidence-based assessment and intervention methods to foster development and learning of people with congenital and early acquired deafblindness and people with complex communication needs. She is responsible for the content of the curriculum of the Master Deafblindness at the University of Groningen. Within the department of Pedagogical and Educational Sciences she teaches on (dual)sensory loss and complex communication needs at pre-master, bachelor, master, and post-master level. She is editor of the Journal ‘Deafblind Studies on Communication’. She is deputy chair of the Deafblind International Research Network.
Plenary Session 8: Building Expertise with Communication Partners of People with Deafblindness
Darlene Daniels
Darlene Daniels, M.S. is a Teacher for the Visually Impaired (TVI) and Orientation and Mobility Specialist and former Deafblind consultant for Columbia Regional Program in Portland, Oregon. Darlene has been a TVI for 12 years. She also holds credentials in teaching strategies for students who are blind/VI with multiple disabilities in the sensorimotor stage of development. Darlene has worked in the field of Special education for over 32 years in various capacities. 19 years as a Research Associate for Design to Learn Projects working on development of the Communication Matrix and other research related work.
Breakout Session 8A: Orientation and Mobility Principles and Instructional Strategies for Students with Complex Needs Including CVI, Deafblind, and Multiple Disabilities
Darlene Daniels, M.S. is a Teacher for the Visually Impaired (TVI) and Orientation and Mobility Specialist and former Deafblind consultant for Columbia Regional Program in Portland, Oregon. Darlene has been a TVI for 12 years. She also holds credentials in teaching strategies for students who are blind/VI with multiple disabilities in the sensorimotor stage of development. Darlene has worked in the field of Special education for over 32 years in various capacities. 19 years as a Research Associate for Design to Learn Projects working on development of the Communication Matrix and other research related work.
Breakout Session 8A: Orientation and Mobility Principles and Instructional Strategies for Students with Complex Needs Including CVI, Deafblind, and Multiple Disabilities
Klaske de Greeuw
Klaske de Greeuw has been working for 26 years at Kentalis as a communication expert. She does research in people's communication who are hard of hearing, deaf or deafblind and their environment and gives them training in thier communication skills so that the mutual communication is well attuned to each other. In addition, Klaske also gives training for orientation and mobility for people who are deafblind.
Breakout Session 9D: The Heartbeat 2.0: A Technological Solution to Overcome Distance
Klaske de Greeuw has been working for 26 years at Kentalis as a communication expert. She does research in people's communication who are hard of hearing, deaf or deafblind and their environment and gives them training in thier communication skills so that the mutual communication is well attuned to each other. In addition, Klaske also gives training for orientation and mobility for people who are deafblind.
Breakout Session 9D: The Heartbeat 2.0: A Technological Solution to Overcome Distance
Shirley Dumassais
Shirley Dumassais is a research agent in the Wittich Vision Impairment Research Laboratory at the Université de Montréal. She is also a research trainee on Team 17 of the Canadian Consortium on Neurodegeneration in Aging, specialized in sensory and cognitive aging. Her research focuses on optimizing the professional administration of cognitive tests to individuals living with sensory impairment using a knowledge transfer and exchange approach. She obtained a Bachelor of Arts in Psychology from Concordia University and completed a Master of Science in Vision Science at the Université de Montréal, in Quebec, Canada. Research interests: Cognition, Cognitive evaluation, Dual sensory impairment, Hearing impairment, Knowledge transfer and exchange, Vision impairment.
Breakout Session 7B: Addressing Evidence-based and Practical Strategies During the Administration of Cognitive Tests to Individuals Living with Dual Sensory Impairment
Shirley Dumassais is a research agent in the Wittich Vision Impairment Research Laboratory at the Université de Montréal. She is also a research trainee on Team 17 of the Canadian Consortium on Neurodegeneration in Aging, specialized in sensory and cognitive aging. Her research focuses on optimizing the professional administration of cognitive tests to individuals living with sensory impairment using a knowledge transfer and exchange approach. She obtained a Bachelor of Arts in Psychology from Concordia University and completed a Master of Science in Vision Science at the Université de Montréal, in Quebec, Canada. Research interests: Cognition, Cognitive evaluation, Dual sensory impairment, Hearing impairment, Knowledge transfer and exchange, Vision impairment.
Breakout Session 7B: Addressing Evidence-based and Practical Strategies During the Administration of Cognitive Tests to Individuals Living with Dual Sensory Impairment
Liz Duncan
Liz Duncan is the Head of Learning and Research for Deafblind UK. She has nearly 30 years of experience of working within Acquired Deafblindness and is co-chair of the International Acquired Deafblindness Network of DbI (adbn). Liz works as part of the research teams on several National and International projects and is a consultant to the Deafblind Studies Course run by Birmingham City University. She has extensive experience of devising and delivering learning on Acquired Deafblindness, often in partnership with colleagues who have lived experience.
Breakout Session 2D: Educating the Social Care Workforce to Better Support Deafblind People
Breakout Session 4D: Exploring Tactile Transitions
Breakout Session 4E: Research Lightning Talks (2)
Liz Duncan is the Head of Learning and Research for Deafblind UK. She has nearly 30 years of experience of working within Acquired Deafblindness and is co-chair of the International Acquired Deafblindness Network of DbI (adbn). Liz works as part of the research teams on several National and International projects and is a consultant to the Deafblind Studies Course run by Birmingham City University. She has extensive experience of devising and delivering learning on Acquired Deafblindness, often in partnership with colleagues who have lived experience.
Breakout Session 2D: Educating the Social Care Workforce to Better Support Deafblind People
Breakout Session 4D: Exploring Tactile Transitions
Breakout Session 4E: Research Lightning Talks (2)
Annabella Dunning
Bella was born with Usher syndrome and works at the Discovery Museum children's museum in Acton MA.
Plenary Session 6: My Life with Usher Syndrome
Bella was born with Usher syndrome and works at the Discovery Museum children's museum in Acton MA.
Plenary Session 6: My Life with Usher Syndrome
Mark Dunning
Mark Dunning is the father of two children, Jack age 21 and Bella age 24. He is the founder of the Decibels Foundation and the Usher Syndrome Coalition. His efforts helped create an extensive support network for the Usher syndrome community that now spans 54 countries and has been instrumental in connecting Usher syndrome researchers around the world. Mark is also the Global Director of Information Technology for a large consulting firm. He splits his time between Cape Cod and Tarquinia Italy and remains forever humbled by his inclusion in the deafblind community.
Plenary Session 6: My Life with Usher Syndrome
Mark Dunning is the father of two children, Jack age 21 and Bella age 24. He is the founder of the Decibels Foundation and the Usher Syndrome Coalition. His efforts helped create an extensive support network for the Usher syndrome community that now spans 54 countries and has been instrumental in connecting Usher syndrome researchers around the world. Mark is also the Global Director of Information Technology for a large consulting firm. He splits his time between Cape Cod and Tarquinia Italy and remains forever humbled by his inclusion in the deafblind community.
Plenary Session 6: My Life with Usher Syndrome
Monika Estenberger
Monika Estenberger pedagogue/adviser at The Swedish National Resource Center for Deafblindness. She has a bachelor's degree in pedagogic and psychology at Linköping University and she has worked in the deafblind field for almost 30 years.
Breakout Session 4D: Exploring Tactile Transitions
Monika Estenberger pedagogue/adviser at The Swedish National Resource Center for Deafblindness. She has a bachelor's degree in pedagogic and psychology at Linköping University and she has worked in the deafblind field for almost 30 years.
Breakout Session 4D: Exploring Tactile Transitions
Melissa Evans
Melissa Evans, moving from tertiary hospital physiotherapy practise to community-based disability practise over 15yrs ago, began a passion, journey and immersion into the Deafblind community in Western Australia. Melissa was previously working with SensesWA but now has her own regionally based business CommunicationSW. She is the current treasurer of Deafblind West Australians Inc., a registered charity that provides support, networking, skill enhancement, social opportunities, and advocacy in the broader community. As a Deafblind Consultant, Melissa strongly feels that we should be in partnership with the individual during clinical sessions and, that understanding the sensory processing of each individual, will aid these interactions and outcomes.
Breakout Session 10C: Interoception: The 8th Sense
Melissa Evans, moving from tertiary hospital physiotherapy practise to community-based disability practise over 15yrs ago, began a passion, journey and immersion into the Deafblind community in Western Australia. Melissa was previously working with SensesWA but now has her own regionally based business CommunicationSW. She is the current treasurer of Deafblind West Australians Inc., a registered charity that provides support, networking, skill enhancement, social opportunities, and advocacy in the broader community. As a Deafblind Consultant, Melissa strongly feels that we should be in partnership with the individual during clinical sessions and, that understanding the sensory processing of each individual, will aid these interactions and outcomes.
Breakout Session 10C: Interoception: The 8th Sense
Graciela Ferioli
BIOGRAPHY:
Graciela Ferioli is a former professor of special education management at the Catholic University of Cordoba, Argentina.
From 1990 to the present she is a member of Deafblind International. She has been vice president of the organization and is currently a Member of the Communication Commission.
After studying at Perkins School for the Blind in the early 1980s, Graciela Ferioli became one of the first teachers from Argentina to specialize in deafblind education.
Ferioli was dedicated as Regional Representative for Latin America and the Caribbean of the Perkins School for the Blind from 1989 to 2017 to collaborate in improving educational programs for children and youth with multiple disabilities and deafblindness. During those years she was able to see an unprecedented development in terms of the quantity and quality of educational programs in the region.
This approach propelled her into her life mission: creating awareness and sharing knowledge and skills with parents, professionals, NGOs, universities and governments throughout Latin America.
Breakout Session 4F: Participatory Evaluation: An Effective Tool in Enabling Change
BIOGRAPHY:
Graciela Ferioli is a former professor of special education management at the Catholic University of Cordoba, Argentina.
From 1990 to the present she is a member of Deafblind International. She has been vice president of the organization and is currently a Member of the Communication Commission.
After studying at Perkins School for the Blind in the early 1980s, Graciela Ferioli became one of the first teachers from Argentina to specialize in deafblind education.
Ferioli was dedicated as Regional Representative for Latin America and the Caribbean of the Perkins School for the Blind from 1989 to 2017 to collaborate in improving educational programs for children and youth with multiple disabilities and deafblindness. During those years she was able to see an unprecedented development in terms of the quantity and quality of educational programs in the region.
This approach propelled her into her life mission: creating awareness and sharing knowledge and skills with parents, professionals, NGOs, universities and governments throughout Latin America.
Breakout Session 4F: Participatory Evaluation: An Effective Tool in Enabling Change
Marie-Eve Gagné
Marie-Eve Gagné is a specialist in visual impairment rehabilitation for over 15 years, she worked at the Institut de réadaptation en déficience physique de Québec (CISSS de la Capitale nationale) and at the Institut Nazareth et Louis-Braille (CISSS de la Montérégie) for over 12 years. Over the years, she has developed a specialty in adapted computing, and for the past 3 years has been working in deafblindness within the joint program of the Institut Raymond Dewar (CIUSSS-Centre-Sud) and the Institut Nazareth et Louis-Braille (CISSS de la Montérégie-Centre). She has a keen interest in the development of visual skills. She is the new facilitator of the deafblindness community of practice.
Breakout Session 8G-VT: Visual Rehabilitation Adapted to People with Dual Sensory Impairment. Clinical Practice Developed in Quebec.
Breakout Session 4C: Visual Rehabilitation Adapted to People with Dual Sensory Impairment
Marie-Eve Gagné is a specialist in visual impairment rehabilitation for over 15 years, she worked at the Institut de réadaptation en déficience physique de Québec (CISSS de la Capitale nationale) and at the Institut Nazareth et Louis-Braille (CISSS de la Montérégie) for over 12 years. Over the years, she has developed a specialty in adapted computing, and for the past 3 years has been working in deafblindness within the joint program of the Institut Raymond Dewar (CIUSSS-Centre-Sud) and the Institut Nazareth et Louis-Braille (CISSS de la Montérégie-Centre). She has a keen interest in the development of visual skills. She is the new facilitator of the deafblindness community of practice.
Breakout Session 8G-VT: Visual Rehabilitation Adapted to People with Dual Sensory Impairment. Clinical Practice Developed in Quebec.
Breakout Session 4C: Visual Rehabilitation Adapted to People with Dual Sensory Impairment
Miriam Gallegos Navas
Miriam Gallegos Dra En Education (PHD), Master in intelligence development and education. Currently teacher and researcher of the subject of inclusive education. Coordinator of the research group in inclusive education. Reference of the UNESCO Chair in Quito. Director of the master's degree in special education with emphasis on multiple disabilities in the UPS. CBM International advisor. ICEVI member. Publication of several articles and exhibitor in several international congresses with the theme of educational inclusion.
Breakout Session 4F: Participatory Evaluation: An Effective Tool in Enabling Change
Miriam Gallegos Dra En Education (PHD), Master in intelligence development and education. Currently teacher and researcher of the subject of inclusive education. Coordinator of the research group in inclusive education. Reference of the UNESCO Chair in Quito. Director of the master's degree in special education with emphasis on multiple disabilities in the UPS. CBM International advisor. ICEVI member. Publication of several articles and exhibitor in several international congresses with the theme of educational inclusion.
Breakout Session 4F: Participatory Evaluation: An Effective Tool in Enabling Change
Laurie Gauthier
Laurie Gauthier, 16 years old, was born in 2006 in Quebec with Usher syndrome (deaf at birth/gradual vision loss). She has a language impairment. She received two cochlear implants (first at 17 months old, second at age 5) but has not used the latter because she found it annoying at first and suffered tinnitus. At age 13, she started using it again, following adjustments by her hearing aid technician, and was encouraged by her mother to do so. She has been a student at l’École Oraliste (deaf/hard hearing children) since she was 4 years old. There, she took part in theatre presentations yearly. Miss Gauthier danced in a Hip Hop group and practiced Karate. Her interests led her to work with her father, building bird houses, cottages, wooden swords and learning basic car mechanic skills. After a drop in her visual capacities, she discovered with her rehab team, what Braille is and how it could be useful for her. She wishes to learn it from now on, even if her vision still enables her to read and use electronic devices. For her future, she looks forward to a profession including manual or artistic skills (construction, mechanics, actress).
Breakout Session 5B: Teen Years with Usher Syndrome; Living It My Own Way
Laurie Gauthier, 16 years old, was born in 2006 in Quebec with Usher syndrome (deaf at birth/gradual vision loss). She has a language impairment. She received two cochlear implants (first at 17 months old, second at age 5) but has not used the latter because she found it annoying at first and suffered tinnitus. At age 13, she started using it again, following adjustments by her hearing aid technician, and was encouraged by her mother to do so. She has been a student at l’École Oraliste (deaf/hard hearing children) since she was 4 years old. There, she took part in theatre presentations yearly. Miss Gauthier danced in a Hip Hop group and practiced Karate. Her interests led her to work with her father, building bird houses, cottages, wooden swords and learning basic car mechanic skills. After a drop in her visual capacities, she discovered with her rehab team, what Braille is and how it could be useful for her. She wishes to learn it from now on, even if her vision still enables her to read and use electronic devices. For her future, she looks forward to a profession including manual or artistic skills (construction, mechanics, actress).
Breakout Session 5B: Teen Years with Usher Syndrome; Living It My Own Way
Divya Goel
Divya Goel joined DeafBlind Citien in Action since summer 2009, when I had the opportunity to meet with President Obama as a part of a DeafBlind leadership program, I have increased my passion for empowering other individuals who are deafblind and their families to engage in effective advocacy. As a elected Vice President of DeafBlind Citizens in Action, Divya and her official team focused on the transportations rights in the United States of America. We were invited to attended to Portland International Airport, Amtrak train, and Tri-bus in Portland, Oregon in 2019. Divya participated to Mobility Matter to related on the public transportation right for people with disabilities. Later on the same year, Divya went to travel to Uganda, Africa with a group of women to attend to Helen Keller World Conference. While there, our team connected with the Perkins International Director to visit two schools for the Deaf in Uganda, one urban and one rural. Our visits to schools focused on encouraging local educators who were working to establish educational programming for children who are deafblind. By partnering with advocates from across Africa and the world, I know that we supported others in their efforts to create change and reduce DeafBlind isolation. Divya has travelled to India and Nepal in early April 2023 to helping to educating and advocating actions for the families of DeafBlind, accessibility consultants, our focus will be on the accessibilities for social media, Bollywood industries, etc. In Nepal, we will be more focusing on education action, young Deafblind leadership programs, some different organizations to help improves system.
Breakout Session 10F: Deafblind Citizens in Action (DBCA) in the United States: A Decade of Grassroots Leadership
Divya Goel joined DeafBlind Citien in Action since summer 2009, when I had the opportunity to meet with President Obama as a part of a DeafBlind leadership program, I have increased my passion for empowering other individuals who are deafblind and their families to engage in effective advocacy. As a elected Vice President of DeafBlind Citizens in Action, Divya and her official team focused on the transportations rights in the United States of America. We were invited to attended to Portland International Airport, Amtrak train, and Tri-bus in Portland, Oregon in 2019. Divya participated to Mobility Matter to related on the public transportation right for people with disabilities. Later on the same year, Divya went to travel to Uganda, Africa with a group of women to attend to Helen Keller World Conference. While there, our team connected with the Perkins International Director to visit two schools for the Deaf in Uganda, one urban and one rural. Our visits to schools focused on encouraging local educators who were working to establish educational programming for children who are deafblind. By partnering with advocates from across Africa and the world, I know that we supported others in their efforts to create change and reduce DeafBlind isolation. Divya has travelled to India and Nepal in early April 2023 to helping to educating and advocating actions for the families of DeafBlind, accessibility consultants, our focus will be on the accessibilities for social media, Bollywood industries, etc. In Nepal, we will be more focusing on education action, young Deafblind leadership programs, some different organizations to help improves system.
Breakout Session 10F: Deafblind Citizens in Action (DBCA) in the United States: A Decade of Grassroots Leadership
Michael Gottheil
Michael Gotthiel is Canada's first Accessibility Commissioner, appointed under the Accessible Canada Act. Mr. Gottheil brings many years of leadership experience in the Administrative Justice sector, having previously served as Chief of Commission and Tribunals of the Alberta Human Rights Commission, Chair of the Human Rights Tribunal of Ontario and Executive Chair of both the Environment and Land Tribunals Ontario and the Social Justice Tribunals Ontario. A graduate of Osgoode Hall Law School, he also practiced labour, employment and human rights law for close to 20 years. He is a frequent presenter at conferences and seminars, and has written widely on human rights, accessibility and inclusion, administrative law, institutional design and alternative models of dispute resolution. Mr. Gottheil has always been open to sharing his experiences, and to be inquisitive about other's differences, challenges and insights. He is a firm believer that by listening and hearing diverse perspectives, we all grow stronger, individually and as a community. His journey living with vision loss has informed his collaboration with the disability community, and all those who are committed to equity and human rights.
Plenary Session 1: Regulating Accessibility and Searching for Inclusion: The Potential (and limits) of the Law
Michael Gotthiel is Canada's first Accessibility Commissioner, appointed under the Accessible Canada Act. Mr. Gottheil brings many years of leadership experience in the Administrative Justice sector, having previously served as Chief of Commission and Tribunals of the Alberta Human Rights Commission, Chair of the Human Rights Tribunal of Ontario and Executive Chair of both the Environment and Land Tribunals Ontario and the Social Justice Tribunals Ontario. A graduate of Osgoode Hall Law School, he also practiced labour, employment and human rights law for close to 20 years. He is a frequent presenter at conferences and seminars, and has written widely on human rights, accessibility and inclusion, administrative law, institutional design and alternative models of dispute resolution. Mr. Gottheil has always been open to sharing his experiences, and to be inquisitive about other's differences, challenges and insights. He is a firm believer that by listening and hearing diverse perspectives, we all grow stronger, individually and as a community. His journey living with vision loss has informed his collaboration with the disability community, and all those who are committed to equity and human rights.
Plenary Session 1: Regulating Accessibility and Searching for Inclusion: The Potential (and limits) of the Law
Carolin Gravel
Carolin Gravel (she/her) is a rehabilitation scientist for hearing impairments and PhD student at the University of Cologne, Germany. She is also currently taking further training to become a Low Vision consultant. Her research focuses on deafblindness, assistive technology, accessibility, and the digital disability divide. Her doctoral dissertation project “Deafblindness, Technology, and Participation” aims to contribute to an in-depth understanding of the experiences of adults with acquired deafblindness regarding their use of technical devices. For three years, she supported adults with acquired deafblindness as part of an assisted living service. Since the beginning of 2023, Carolin has been working as a researcher in the project “Hearing and Communication in Care Facilities” at the University of Cologne. She is also the administrator of the DbI Aquired Deafblindness Network Facebook group and a member of the Wittich Vision Impairment Research Laboratory.
Breakout Session 1E: Research Lightning Talks (3)
Carolin Gravel (she/her) is a rehabilitation scientist for hearing impairments and PhD student at the University of Cologne, Germany. She is also currently taking further training to become a Low Vision consultant. Her research focuses on deafblindness, assistive technology, accessibility, and the digital disability divide. Her doctoral dissertation project “Deafblindness, Technology, and Participation” aims to contribute to an in-depth understanding of the experiences of adults with acquired deafblindness regarding their use of technical devices. For three years, she supported adults with acquired deafblindness as part of an assisted living service. Since the beginning of 2023, Carolin has been working as a researcher in the project “Hearing and Communication in Care Facilities” at the University of Cologne. She is also the administrator of the DbI Aquired Deafblindness Network Facebook group and a member of the Wittich Vision Impairment Research Laboratory.
Breakout Session 1E: Research Lightning Talks (3)
Priya Gupta
Priya Gupta trained as a psychologist and expertise in the field of mental health, counselling, behavioural science, and research. She is working full time at Sense International India on a Mental health project. She has done her master’s in psychology and diploma in guidance and counselling. Past two years, she has been working with children and young adults with deafblindness and multiple disabilities and their families on mental health across the regions of India.
Breakout Session 1F: Psychological Interventions to Improve Mental Health among Persons with DB
Priya Gupta trained as a psychologist and expertise in the field of mental health, counselling, behavioural science, and research. She is working full time at Sense International India on a Mental health project. She has done her master’s in psychology and diploma in guidance and counselling. Past two years, she has been working with children and young adults with deafblindness and multiple disabilities and their families on mental health across the regions of India.
Breakout Session 1F: Psychological Interventions to Improve Mental Health among Persons with DB
Ane Marte Halkjelsvik
Ane Marte Halkjelsvik is an adviser for people with acquired deafblindness employed at Statped center for deafblindness in Bergen, Norway. Her professional background is linguistics, and she is a sign language interpreter. She has been working with deafblindness since 2006, first through interpreting and from 2014 as an adviser. She is currently doing a master’s degree in health and social science, focusing on empowerment and the transition from visual to tactile sign language.
Breakout Session 4D: Exploring Tactile Transitions
Ane Marte Halkjelsvik is an adviser for people with acquired deafblindness employed at Statped center for deafblindness in Bergen, Norway. Her professional background is linguistics, and she is a sign language interpreter. She has been working with deafblindness since 2006, first through interpreting and from 2014 as an adviser. She is currently doing a master’s degree in health and social science, focusing on empowerment and the transition from visual to tactile sign language.
Breakout Session 4D: Exploring Tactile Transitions
Ulrik Skov Hansen
Ulrik Skov Hansen is a psychologist working in the Special Counseling Service for the Deafblind in Denmark for the past 3,5 years. I have a variation of different tasks. For example, assessment, counseling, and teaching in relation to the target group of children, young people, and adults with deafblindness. I am a member of the Cognition network and the network regarding Self-regulation under the Nordic Welfare Center. Prior to me working in the field of deafblindness I have been working as a school psychologist for 2 years.
Breakout Session 3F: Cognitive Assessment of People with Congenital Deafblindness: Use of Dynamic Assessment
Ulrik Skov Hansen is a psychologist working in the Special Counseling Service for the Deafblind in Denmark for the past 3,5 years. I have a variation of different tasks. For example, assessment, counseling, and teaching in relation to the target group of children, young people, and adults with deafblindness. I am a member of the Cognition network and the network regarding Self-regulation under the Nordic Welfare Center. Prior to me working in the field of deafblindness I have been working as a school psychologist for 2 years.
Breakout Session 3F: Cognitive Assessment of People with Congenital Deafblindness: Use of Dynamic Assessment
Laura Haydon
Laura Haydon began working with Canadian Helen Keller Centre as a placement student at the Training Centre in 2008. When she graduated from the George Brown College Intervenor for Deafblind Persons Program in 2009 where she received the Joan Mactavish Award in Memory of Mae Brown, she began working with the organization full time. Since then, Laura has held various roles within the DeafBlind community including Intervenor at Rotary Cheshire Apartments and CHKC Training Centre. She is an active participant within the organization, sitting on various committees. As of 2018, she holds the role of Consumer Programs Coordinator at the Training Centre.
Breakout Session 7C: Moving Online During COVID-19: How it Affected Programming at Canadian Helen Keller Centre
Laura Haydon began working with Canadian Helen Keller Centre as a placement student at the Training Centre in 2008. When she graduated from the George Brown College Intervenor for Deafblind Persons Program in 2009 where she received the Joan Mactavish Award in Memory of Mae Brown, she began working with the organization full time. Since then, Laura has held various roles within the DeafBlind community including Intervenor at Rotary Cheshire Apartments and CHKC Training Centre. She is an active participant within the organization, sitting on various committees. As of 2018, she holds the role of Consumer Programs Coordinator at the Training Centre.
Breakout Session 7C: Moving Online During COVID-19: How it Affected Programming at Canadian Helen Keller Centre
Eline Heppe
Dr. Eline Heppe has gained extensive experience studying people with sensory impairments. She is a senior researcher at the Royal Kentalis Academy and the Vrije Universiteit in Amsterdam and program leader of deafblind research studies in the Dutch expertise program Deelkracht [“Shared Force”]. Eline supervises multiple research projects focusing on people with deafblindness. In all of these projects she is working closely together with people with lived-experience and care professionals. She is the project leader of a project in which the Dutch functional definition of deafblindness is developed and a project in which a psychosocial support program for families with Usher is studied. She also leads multiple research projects focusing on the labour participation of people with hearing and/or visual impairments. Her work has resulted in many national and international publications, presentations, and collaborations.
Breakout Session 3E: Research Lightning Talks (2)
Breakout Session 10D: Research Lightning Talks (3)
Dr. Eline Heppe has gained extensive experience studying people with sensory impairments. She is a senior researcher at the Royal Kentalis Academy and the Vrije Universiteit in Amsterdam and program leader of deafblind research studies in the Dutch expertise program Deelkracht [“Shared Force”]. Eline supervises multiple research projects focusing on people with deafblindness. In all of these projects she is working closely together with people with lived-experience and care professionals. She is the project leader of a project in which the Dutch functional definition of deafblindness is developed and a project in which a psychosocial support program for families with Usher is studied. She also leads multiple research projects focusing on the labour participation of people with hearing and/or visual impairments. Her work has resulted in many national and international publications, presentations, and collaborations.
Breakout Session 3E: Research Lightning Talks (2)
Breakout Session 10D: Research Lightning Talks (3)
Namita Jacob
Dr. Namita Jacob works around the world as an adviser with several national & international organisations and universities in the areas of sensory impairments, multiple disabilities & early childhood development. She is Program Director of Chetana Trust, Chennai which pioneers unique evidence-based solutions to issues in access to learning among people with disabilities in India. She has authored several books and book chapters used by universities and professionals around the world. Dr. Jacob designs and develops services at the community level, within hospitals, schools and orphanages across the world and helped establish some of the earliest comprehensive services for children with complex sensory impairment in India. As the Senior Education Specialist for Perkins, she supports the development of services for infants and children who are deafblind or have vision impairment and additional disabilities in the Asia Pacific Region.
Breakout Session 2F: How Smartphones Can Enhance the Quality of Life for the Deafblind
Dr. Namita Jacob works around the world as an adviser with several national & international organisations and universities in the areas of sensory impairments, multiple disabilities & early childhood development. She is Program Director of Chetana Trust, Chennai which pioneers unique evidence-based solutions to issues in access to learning among people with disabilities in India. She has authored several books and book chapters used by universities and professionals around the world. Dr. Jacob designs and develops services at the community level, within hospitals, schools and orphanages across the world and helped establish some of the earliest comprehensive services for children with complex sensory impairment in India. As the Senior Education Specialist for Perkins, she supports the development of services for infants and children who are deafblind or have vision impairment and additional disabilities in the Asia Pacific Region.
Breakout Session 2F: How Smartphones Can Enhance the Quality of Life for the Deafblind
Atul Jaiswal
Atul Jaiswal is a trained occupational therapist as well as a rehabilitation social worker with experience of more than a decade in the field of disability rehabilitation. He obtained his Ph.D. in Rehabilitation Science from Queen’s University. While his doctoral thesis focused on identifying ways to enhance the social participation of individuals with deafblindness in society, his postdoctoral research explored the impact of COVID-19 on access to healthcare for older Canadians with dual sensory loss. His research scholarship aims to advance the knowledge in the field of rehabilitation to promote equity, occupational justice, and social participation for individuals with deafblindness.
Breakout Session 5E: Research Lightning Talks (3)
Breakout Session 8F/9F: Combined Vison and Hearing Loss in Long-Term Care: Interprofessional Contributions to Integrated Care to Address Sensory-based Communication Barriers
Atul Jaiswal is a trained occupational therapist as well as a rehabilitation social worker with experience of more than a decade in the field of disability rehabilitation. He obtained his Ph.D. in Rehabilitation Science from Queen’s University. While his doctoral thesis focused on identifying ways to enhance the social participation of individuals with deafblindness in society, his postdoctoral research explored the impact of COVID-19 on access to healthcare for older Canadians with dual sensory loss. His research scholarship aims to advance the knowledge in the field of rehabilitation to promote equity, occupational justice, and social participation for individuals with deafblindness.
Breakout Session 5E: Research Lightning Talks (3)
Breakout Session 8F/9F: Combined Vison and Hearing Loss in Long-Term Care: Interprofessional Contributions to Integrated Care to Address Sensory-based Communication Barriers
Annika Maria Johannessen
Annika Maria Johannessen, (Cand. Ed.) has also a Master of Science in Communication and Congenital Deafblindness. She works as a senior advisor at Statped, Centre of Special Education in the Department of Deafblindness and Dual Visual and Hearing Impairment, situated in Bergen, Norway. She has about 25 years of clinical experience within the field of Special Education, and about 16 of those towards people with Deafblindness. Annika has a special interest in how to understand the bodily-tactile modalities impact on learning and development.
Breakout Session 6D: Identification of Deafblindness: The Nordic Way - An Assessment Material in Progress
Annika Maria Johannessen, (Cand. Ed.) has also a Master of Science in Communication and Congenital Deafblindness. She works as a senior advisor at Statped, Centre of Special Education in the Department of Deafblindness and Dual Visual and Hearing Impairment, situated in Bergen, Norway. She has about 25 years of clinical experience within the field of Special Education, and about 16 of those towards people with Deafblindness. Annika has a special interest in how to understand the bodily-tactile modalities impact on learning and development.
Breakout Session 6D: Identification of Deafblindness: The Nordic Way - An Assessment Material in Progress
Beth Kennedy
Beth Kennedy currently works as the Director of DeafBlind Central: Michigan’s Training & Resource Project and the Director and instructor for the online Deafblind Intervener Training Program through Central Michigan University. She has worked in the field of deafblindness since 1991, having held positions at Perkins School for the Blind in the Deafblind Department, and the Florida DeafBlind project prior to returning to Michigan, her home state. She earned her bachelor’s degree in Psychology from the University of Massachusetts at Boston and her master’s degree in Special Education, with a specialization in deafblindness, from Boston College. She led teams to develop four of the Open Hands Open Access (OHOA) training modules available on the National Center on Deaf-Blindness (NCDB). She completed the Educational Leadership PhD Program at Central Michigan University studying the process of how interveners learn to support students who are deafblind in school settings for her dissertation. Dr. Kennedy is currently engaged in writing projects on the topic of interveners and intervener training and hopes to find ways to continue her research in these areas.
Breakout Session 10D: Research Lightning Talks (3)
Beth Kennedy currently works as the Director of DeafBlind Central: Michigan’s Training & Resource Project and the Director and instructor for the online Deafblind Intervener Training Program through Central Michigan University. She has worked in the field of deafblindness since 1991, having held positions at Perkins School for the Blind in the Deafblind Department, and the Florida DeafBlind project prior to returning to Michigan, her home state. She earned her bachelor’s degree in Psychology from the University of Massachusetts at Boston and her master’s degree in Special Education, with a specialization in deafblindness, from Boston College. She led teams to develop four of the Open Hands Open Access (OHOA) training modules available on the National Center on Deaf-Blindness (NCDB). She completed the Educational Leadership PhD Program at Central Michigan University studying the process of how interveners learn to support students who are deafblind in school settings for her dissertation. Dr. Kennedy is currently engaged in writing projects on the topic of interveners and intervener training and hopes to find ways to continue her research in these areas.
Breakout Session 10D: Research Lightning Talks (3)
Alina Khokhlova
Alina Khokhlova, psychologist, PhD in psychology, associated researcher at Grhapes (France). She worked (1) at the Resourse Center supporting persons with deafblindness and their families"Yaseneva Polyana" created by the the foundation "Con-nection" (Russia), (2) at the Moscow State University of Psychology and Education where she was involved in the supervision of students and trainings on sensory impairments, multiple disabilities and alternative communication.
Breakout Session 10A: Identification of the Perceptual Characteristics and Personalized Educational Progressions for Children with Deafblindness and Other Severe complex Disabilities
Alina Khokhlova, psychologist, PhD in psychology, associated researcher at Grhapes (France). She worked (1) at the Resourse Center supporting persons with deafblindness and their families"Yaseneva Polyana" created by the the foundation "Con-nection" (Russia), (2) at the Moscow State University of Psychology and Education where she was involved in the supervision of students and trainings on sensory impairments, multiple disabilities and alternative communication.
Breakout Session 10A: Identification of the Perceptual Characteristics and Personalized Educational Progressions for Children with Deafblindness and Other Severe complex Disabilities
Ingrid Korenstra
Ingrid Korenstra is a care specialist on deafblindness and works at Bartiméus, an organization in The Netherlands for people with visual and intellectual disabilities, including 8 group homes for people with congenital deafblindness. She has over 33 years of working experience, mainly with people with congenital deafblindness. She started as a caregiver on one of these Bartiméus group homes. The last 17 years she is the coordinator of the Bartiméus Expertise Center for Deafblindness and also working as a consultant in supporting people with CDB. Ingrid is also involved in the international DBI Outdoor Network.
Breakout Session 9D: The Heartbeat 2.0: A Technological Solution to Overcome Distance
Ingrid Korenstra is a care specialist on deafblindness and works at Bartiméus, an organization in The Netherlands for people with visual and intellectual disabilities, including 8 group homes for people with congenital deafblindness. She has over 33 years of working experience, mainly with people with congenital deafblindness. She started as a caregiver on one of these Bartiméus group homes. The last 17 years she is the coordinator of the Bartiméus Expertise Center for Deafblindness and also working as a consultant in supporting people with CDB. Ingrid is also involved in the international DBI Outdoor Network.
Breakout Session 9D: The Heartbeat 2.0: A Technological Solution to Overcome Distance
Femke Krijger
Femke Krijger is combining lived experience with acquired dbness with professional expertise, specialized in the rich potential of the tactile sense. As a holistic ( shiatsu) massage therapist and researcher she connects knowledge with practical use to grow awareness. Het main focus is balancing loss and potential.
Breakout Session 2A: Can You Observe the Future in Your Hands? Yes! Tactual Profile for Acquired Deafblindness, Uniquely Designed Observatory Instrument
Breakout Session 4D: Exploring Tactile Transitions
Femke Krijger is combining lived experience with acquired dbness with professional expertise, specialized in the rich potential of the tactile sense. As a holistic ( shiatsu) massage therapist and researcher she connects knowledge with practical use to grow awareness. Het main focus is balancing loss and potential.
Breakout Session 2A: Can You Observe the Future in Your Hands? Yes! Tactual Profile for Acquired Deafblindness, Uniquely Designed Observatory Instrument
Breakout Session 4D: Exploring Tactile Transitions
Pascal Lafrance
Pascal Lafrance discovered deafblindness over 12 years ago when his daughter Ariane was born with CHARGE syndrome. He and his family moved to Ottawa so their daughter could attend a specialized classroom at Centre Jules-Léger. Already a qualified teacher, Pascal then completed his specialist courses in deafblindness at the Faculty of Education at U Ottawa. He has worked in a deafblind classroom for several years before shifting to a consulting position at Consortium Centre Jules-Léger (Ottawa). Over the years, he has acquired valuable experience and attended many conferences as a parent and as a professional, with a special interest in sensory rooms, Cortical Visual Impairment and CHARGE syndrome.
Breakout Session 1C: Bridging the Gap-Finding the link Between Central Hearing Loss and Cortical/Cerebral Visual Impairment
Breakout Session 8E: Assessing in the Age of Zoom: Virtual vs. In-Person in Deafblind Assessments
Pascal Lafrance discovered deafblindness over 12 years ago when his daughter Ariane was born with CHARGE syndrome. He and his family moved to Ottawa so their daughter could attend a specialized classroom at Centre Jules-Léger. Already a qualified teacher, Pascal then completed his specialist courses in deafblindness at the Faculty of Education at U Ottawa. He has worked in a deafblind classroom for several years before shifting to a consulting position at Consortium Centre Jules-Léger (Ottawa). Over the years, he has acquired valuable experience and attended many conferences as a parent and as a professional, with a special interest in sensory rooms, Cortical Visual Impairment and CHARGE syndrome.
Breakout Session 1C: Bridging the Gap-Finding the link Between Central Hearing Loss and Cortical/Cerebral Visual Impairment
Breakout Session 8E: Assessing in the Age of Zoom: Virtual vs. In-Person in Deafblind Assessments
Deirdre Leech
Deirdre is a Deafblind Consultant for the Anne Sullivan Foundation’s Outreach Services in Ireland for the past 12 years, working with infants, children and adults who are deafblind in a variety of settings. Prior to that, Deirdre was a teacher of Deafblind at Perkins School for the Blind for 14 years after getting her M.Ed degree at Boston College’s Low Incidence Disabilities and Deafblindness program. Deirdre is involved in DBI through the CHARGE and Youth Networks and is the Communication Ambassador for Ireland. Deirdre has a passion for training/awareness of deafblindness, developing communication strategies for all, and enhancing literacy materials for students who are deafblind.
Breakout Session 9B: Sharing Deafblind Knowledge and Practice with Service Providers and Families Through Online Learning: A Pilot Program in Ireland
Deirdre is a Deafblind Consultant for the Anne Sullivan Foundation’s Outreach Services in Ireland for the past 12 years, working with infants, children and adults who are deafblind in a variety of settings. Prior to that, Deirdre was a teacher of Deafblind at Perkins School for the Blind for 14 years after getting her M.Ed degree at Boston College’s Low Incidence Disabilities and Deafblindness program. Deirdre is involved in DBI through the CHARGE and Youth Networks and is the Communication Ambassador for Ireland. Deirdre has a passion for training/awareness of deafblindness, developing communication strategies for all, and enhancing literacy materials for students who are deafblind.
Breakout Session 9B: Sharing Deafblind Knowledge and Practice with Service Providers and Families Through Online Learning: A Pilot Program in Ireland
Marion Le Tohic
Marion Le Tohic has been working for the CRESAM as a deafblind counsellor for 4 years and she is also a french sign language interpreter. Marion has been working with and for deafblind people for 20 years and is passionate about communication and specific needs in term of communication.
Breakout Session 2B: Parenthood and Dual Sensory Loss
Marion Le Tohic has been working for the CRESAM as a deafblind counsellor for 4 years and she is also a french sign language interpreter. Marion has been working with and for deafblind people for 20 years and is passionate about communication and specific needs in term of communication.
Breakout Session 2B: Parenthood and Dual Sensory Loss
Lauren Lieberman
Lauren Lieberman is a Distinguished Service Professor in the Kinesiology Department at The State University of New York at Brockport, (SUNY) in adapted physical education. She started her career teaching at The Perkins School for the Blind in the Deafblind program. She is co-director of The Institute on Movement Studies for Individuals with Visual Impairments or Deafblindness (IMSVI). She is the founder and director of Camp Abilities: An educational sports camp for children with visual impairments. Camp Abilities has been replicated in 20 states and eight countries. She has published over 193 peer-reviewed articles and 23 books. She has delivered Keynote presentations and was an invited guest speaker all over the US and in over 20 countries. She won an Access Award from AFB for starting Camp Abilities and helping to start camps all over the world. In 2017 she won a Points of Light Award for her work with Camp Abilities from the US Government. Camp Abilities has been featured on CNN, HBO Real Sports, and on NBC. In the Fall of 2019, she was awarded a Global Fulbright Scholarship to promote Camp Abilities world-wide.
Breakout Session 4A: What is New with the Institute on Movement Studies for Individuals who are Visually Impaired or Deafblind
Lauren Lieberman is a Distinguished Service Professor in the Kinesiology Department at The State University of New York at Brockport, (SUNY) in adapted physical education. She started her career teaching at The Perkins School for the Blind in the Deafblind program. She is co-director of The Institute on Movement Studies for Individuals with Visual Impairments or Deafblindness (IMSVI). She is the founder and director of Camp Abilities: An educational sports camp for children with visual impairments. Camp Abilities has been replicated in 20 states and eight countries. She has published over 193 peer-reviewed articles and 23 books. She has delivered Keynote presentations and was an invited guest speaker all over the US and in over 20 countries. She won an Access Award from AFB for starting Camp Abilities and helping to start camps all over the world. In 2017 she won a Points of Light Award for her work with Camp Abilities from the US Government. Camp Abilities has been featured on CNN, HBO Real Sports, and on NBC. In the Fall of 2019, she was awarded a Global Fulbright Scholarship to promote Camp Abilities world-wide.
Breakout Session 4A: What is New with the Institute on Movement Studies for Individuals who are Visually Impaired or Deafblind
Caroline Lindström
Caroline Lindström works as an advisor at the National resource center for deafblindness in Sweden. She has worked in the field of deafblindness for twenty years, focused on communication and congenital deafblindness. She has a M.A in upper secondary education, A M.A in Special Education Needs and a MSc in Communication and Deafblindness. Caroline is a member of the Nordic network on tactile language.
Breakout Session 7E: If You Can See It, You Can Support It: A Contribution to Recognise Tactile Language
Caroline Lindström works as an advisor at the National resource center for deafblindness in Sweden. She has worked in the field of deafblindness for twenty years, focused on communication and congenital deafblindness. She has a M.A in upper secondary education, A M.A in Special Education Needs and a MSc in Communication and Deafblindness. Caroline is a member of the Nordic network on tactile language.
Breakout Session 7E: If You Can See It, You Can Support It: A Contribution to Recognise Tactile Language
Mike Lipkin
Mike Lipkin is an international strategic coach who works with many of the world’s best business and professional leaders. He is the founder and CEO of Environics/Lipkin, a highly successful training and motivation company based in Toronto. He is also a bestselling author who has just launched his eighth book. Mike is renowned for this ability to blend humour with content so that you laugh while you learn.
Opening Keynote Session: The Potentiator – The Future in Your Hands
Mike Lipkin is an international strategic coach who works with many of the world’s best business and professional leaders. He is the founder and CEO of Environics/Lipkin, a highly successful training and motivation company based in Toronto. He is also a bestselling author who has just launched his eighth book. Mike is renowned for this ability to blend humour with content so that you laugh while you learn.
Opening Keynote Session: The Potentiator – The Future in Your Hands
Lilias Liston
Lilias Liston is British and lives in Scotland. I was originally a French teacher and later taught English to Speakers of Other Languages in France, Malaysia and the UK. I stopped teaching when I my three sons were born, the youngest of whom has congenital deafblindness. His name is Fearghas and he is now 25. When Fearghas was born, I knew nothing about deafblindness; in fact, I had never even heard the word. As Fearghas progressed through school, it became more and more evident that the support he was receiving was not appropriate for a person with deafblindness. And I too was at a loss as to how help my son. Then, in 2015, I was fortunate enough to go to the DbI World Conference in Romania where I discovered a world of knowledge, research, experience and expertise in Deafblindness. And, most importantly, I discovered there were others like my son. On returning to the UK, I was determined to learn more. I did an Intervenor course; I went to the Masters in Deafblindness 10th Anniversary Conference at Groningen University and then, eventually joined the master’s programme myself, graduating with an MSc in Communication and Deafblindness in 2020. My strongest motivation has always been to do my utmost to ensure that my son has a rich, fulfilling life, filled with laughter, love and friendships. Hence the subject I chose for my research project which I am honoured to share with you at this conference.
Breakout Session 5A: How to Become a Bridge, not a Barrier: Building Peer Relationships for a Young Man with Congenital Deafblindness Using Multiparty Interactions in the Tactile Modality
Breakout Session 6A: Family Knowledge in Deafblind Research: A Changing Institutional and Epistemic Landscape
Lilias Liston is British and lives in Scotland. I was originally a French teacher and later taught English to Speakers of Other Languages in France, Malaysia and the UK. I stopped teaching when I my three sons were born, the youngest of whom has congenital deafblindness. His name is Fearghas and he is now 25. When Fearghas was born, I knew nothing about deafblindness; in fact, I had never even heard the word. As Fearghas progressed through school, it became more and more evident that the support he was receiving was not appropriate for a person with deafblindness. And I too was at a loss as to how help my son. Then, in 2015, I was fortunate enough to go to the DbI World Conference in Romania where I discovered a world of knowledge, research, experience and expertise in Deafblindness. And, most importantly, I discovered there were others like my son. On returning to the UK, I was determined to learn more. I did an Intervenor course; I went to the Masters in Deafblindness 10th Anniversary Conference at Groningen University and then, eventually joined the master’s programme myself, graduating with an MSc in Communication and Deafblindness in 2020. My strongest motivation has always been to do my utmost to ensure that my son has a rich, fulfilling life, filled with laughter, love and friendships. Hence the subject I chose for my research project which I am honoured to share with you at this conference.
Breakout Session 5A: How to Become a Bridge, not a Barrier: Building Peer Relationships for a Young Man with Congenital Deafblindness Using Multiparty Interactions in the Tactile Modality
Breakout Session 6A: Family Knowledge in Deafblind Research: A Changing Institutional and Epistemic Landscape
Paula MacLean
Paula has been a life-long learner and leader in the nonprofit sector in Canada. She is a former executive director of a mid-sized nonprofit organization in Edmonton and has served on several nonprofit boards. She now makes her home in Chatham, Ontario.
Paula has supported the nonprofit sector through in-person and online leadership training, facilitation, organizational consulting and executive and board leadership coaching for more than three decades.
She holds an undergraduate degree (Psych & English) from the University of Manitoba and did her graduate studies (Ed. Psych) at the University of Alberta.
Paula is the author of six books related to nonprofit management and board governance. Her book, Great Boards Plain & Simple (7th printing) is Canada’s #1 best-selling book on governance for volunteer boards and senior managers. In 2017, she released “Great Boards – The Video Course”. In the past five years, close to 1000 paid and volunteer nonprofit leaders people have completed self-paced online training program. Her most recent book is, “Following the Leader – Executive Succession for Your Nonprofit”. (All books and free resources are available at: learningforleaders.ca)
Breakout Session 5F: Developing Our Future Leaders
Paula has been a life-long learner and leader in the nonprofit sector in Canada. She is a former executive director of a mid-sized nonprofit organization in Edmonton and has served on several nonprofit boards. She now makes her home in Chatham, Ontario.
Paula has supported the nonprofit sector through in-person and online leadership training, facilitation, organizational consulting and executive and board leadership coaching for more than three decades.
She holds an undergraduate degree (Psych & English) from the University of Manitoba and did her graduate studies (Ed. Psych) at the University of Alberta.
Paula is the author of six books related to nonprofit management and board governance. Her book, Great Boards Plain & Simple (7th printing) is Canada’s #1 best-selling book on governance for volunteer boards and senior managers. In 2017, she released “Great Boards – The Video Course”. In the past five years, close to 1000 paid and volunteer nonprofit leaders people have completed self-paced online training program. Her most recent book is, “Following the Leader – Executive Succession for Your Nonprofit”. (All books and free resources are available at: learningforleaders.ca)
Breakout Session 5F: Developing Our Future Leaders
Jana Martin
Jana Martin is trained to be a teacher for students with visual and hearing impairments. After her studies she started to work in the field of vocational rehabilitation services and is now project manager of “Wege in den Beruf” (Paths to Employment), a project that aims to develop and implement specialized vocational training and rehabilitation services for individuals living with deafblindness in Germany. Alongside the project she is doing her doctorate at the Heidelberg University of Education under supervision of Prof Dr. Andrea Wanka (Heidelberg University of Education, Germany) and Prof. Dr. Walter Wittich (Université de Montréal, Canada). Her research explores the current practice of rehabilitation services for individuals living with deafblindness in an international perspective.
Breakout Session 3E: Research Lightning Talks (2)
Jana Martin is trained to be a teacher for students with visual and hearing impairments. After her studies she started to work in the field of vocational rehabilitation services and is now project manager of “Wege in den Beruf” (Paths to Employment), a project that aims to develop and implement specialized vocational training and rehabilitation services for individuals living with deafblindness in Germany. Alongside the project she is doing her doctorate at the Heidelberg University of Education under supervision of Prof Dr. Andrea Wanka (Heidelberg University of Education, Germany) and Prof. Dr. Walter Wittich (Université de Montréal, Canada). Her research explores the current practice of rehabilitation services for individuals living with deafblindness in an international perspective.
Breakout Session 3E: Research Lightning Talks (2)