Open Hands, Open Access (OHOA): Deaf-Blind Intervener Learning Modules

OHOA online modules are a national resource designed to increase awareness, knowledge, and skills related to intervention for students (ages 3 through 22) who are deafblind and being served in educational settings. Come join the Washington Cohort series which is tailored specifically for our State’s unique needs. Training modules are free, self-paced, and offer clock hours.

Teams or individuals are encouraged to register:

  • Paraeducators
  • 干预者
  • Teachers, TVIs and TODs
  • OTs, PTs, SLPs
  • Administrators responsible for paraeducator training for children with complex needs
  • IEP teams of children with significant support needs

Note: as with any educational resource, the modules alone do not constitute a formal training program. Completion of the modules in isolation from a training program does not result in one becoming a trained intervener.

Learn more about steps to become an intervener >

Modules available this session:

September 20th – 27th:
Welcome and Orientation for WA Cohort

September 28th – October 18th: 
Module 1: An Overview of Deaf-Blindness and Instructional Strategies

October 19th – November 8th:
Module 2: The Sensory System, the Brain, and Learning

November 9th – December 6th:
Module 3: The Role of Interveners in Educational Settings
Module 23: Behavior and Environmental Supports

Each module is available 24/7 for three weeks, and then closes, as listed above.

Registration will close September 27, 2026.

Winter Modules

The OHOA series will again be available for clock hours in Winter/Spring. Please check for registration link in December 2026. Thank you!

Participant Quote:

“I’ve been thinking about my student since I started this module. I realize that she has been left alone without the support she needs. Because of her physical limitations, it has been difficult for us to find activities to keep her engaged. Her limited vision, profound deafness, and adverse reaction to tactile information…we have had many unsuccessful engagements.

I have started working with her by incorporating activities using some and/or all her senses. She particularly responds well to “touch” which is something that she refused in the past. I have learned to build my relationship with her and to know when a situation or lesson is becoming stressful for her, which in the past, I’ve failed to notice. Our time together is becoming more productive and she has been more engaged than she ever was before.”

– Teacher of Blind and Low Vision Learners/O&M Specialist