[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-585697-105":59,"doc-detail-585697-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","optimizing-availability-for-learning-ncdb-practice-guide","Optimizing Availability for Learning - NCDB Practice Guide","","Optimizing Availability for Learning provides an NCDB practice guide for supporting children and youth who are deafblind, especially those with additional disabilities or health challenges. It explains how learning availability differs by child, fluctuates through the day, and is shaped by internal and external biobehavioral factors. The guide details assessment procedures, intervention planning, ongoing observation, and collaboration with families and educational teams to promote quiet awake or active awake states and responsive engagement in learning.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/optimizing-availability-for-learning-ncdb-practice-guide/585697/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/optimizing-availability-for-learning-ncdb-practice-guide/585697.png","ImageObject",300,407,{"name":92,"@type":93},"Riley West","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What does “availability for learning” mean in this guide?","Question",{"text":111,"@type":112},"It refers to a child’s readiness to engage, absorb information, and pay attention, shaped by internal and external biobehavioral state factors such as alert/active alert or agitated conditions.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What information is collected during assessment?",{"text":116,"@type":112},"The guide reviews prior assessment results, gathers family input on physical needs and conditions, identifies internal factors (including sensory/physical impacts and medication effects), and identifies external factors (lighting, noise, smells, clutter, and positioning supports).",{"name":118,"@type":109,"acceptedAnswer":119},"How do practitioners know the intervention plan is working?",{"text":120,"@type":112},"Practitioners collaborate to optimize the environment and sensory inputs, and observable outcomes include more time in quiet awake or active awake states, increased responsiveness and engagement, and progress on learning goals.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},585697,1792106909,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":142,"read_time":143},1099523885074,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Optimizing Availability for Learning  \nNCDB Practice Guide  \nChildren and youth are available to learn when they are ready to engage with people, absorb information, and pay attention to what is occurring around them. They are alert, attentive, and interested but not overstimulated. Optimizing availability for learning involves a systematic analysis and understanding of the internal and external factors that affect a child’s biobehavioral state (e.g., asleep/awake, quiet alert/active alert, agitated). Note  \nNCDB Practice Guides outline the essential components of instructional practices commonly used with children who are deafblind. For more information on availability to learn, go to [nationaldb.org](nationaldb.org).  \nthat availability for learning is different for every child, typically fluctuates throughout the day, and is influenced by a variety of factors.  \nRationale  \nStrategies to support availability for learning are often essential for children who are deaf-blind, particularly those with additional disabilities or health challenges. Because many have limited control over their surroundings and may also have complex communication needs, they rely on others to be observant and responsive communication partners, as well as to adapt the environment and provide appropriate sensory input.  \nEssential Components  \nEach bolded item below is an essential component of optimizing availability for learning. The bullets are the skills a teacher or other adult working with a child who is deaf-blind would display if implementing the components correctly. The elements refer to a “child”but are applicable to individuals of all ages.  \nAssessment  \nThe teacher or other practitioner  \n• Reviews prior assessment results for information about factors that influence the child’s availability to learn (e.g., preferences and interests, preferred sensory learning channels, current levels of expressive communication, best environmental/ambient conditions)  \n• Identifies areas where additional assessment is needed  \n• Obtains information from the family about the child’s physical needs and conditions (e.g., liquids, food, elimination, medications, sleep, seizure history)  \n• If the child is frequently not in a biobehavioral state that allows for learning or it’s difficult to tell if they are available, conducts a biobehavioral state assessment (e.g., range of states, most common states, typical length of time in an alert state, ability to manage level of alertness)  \n• Identifies internal factors that affect the child’s availability to learn (e.g., etiology of deaf-blindness, specific impact of sensory and physical conditions, impact of or side effects of medications, sleep amount and quality, food and liquid intake)  \n• Identifies external factors that affect the child’s availability to learn (e.g., lighting, background noise, smells, visual and auditory clutter, physical supports and positioning, type and quality of interactions with others)  \nPlan for Individualized Intervention  \nThe teacher or other practitioner  \n• Uses knowledge gained from assessment to develop an intervention plan that addresses the following:  \no Modification of internal factors that influence alertness (e.g., food, sleep, medication, elimination schedule), where feasible  \no Scheduling to minimize the child’s fatigue (e.g., scheduled breaks after taxing activities, scheduling taxing activities for optimal times of day, considering the impact of multisensory complexity for children with CVI)  \no Best positions and adaptive equipment for specific learning activities  \no Environmental modifications and supports that promote alertness and minimize fatigue or overstimulation  \no Ways of interacting with the child that align with their preferences for such things as types of touch, sensory channels, proximity of other people, group size, and communication modes  \no Ways to adapt materials and how they are presented to increase alertness, minimize fatigue, and reduce over","cbCaiakUYir3AvXW","https://ap.wps.com/l/cbCaiakUYir3AvXW","pdf",239186,"English","# Assessment\n## Plan for Individualized Intervention\n## Ongoing Observation and Support\n## You’ll know the practice is working if","[{\"question\":\"What does “availability for learning” mean in this guide?\",\"answer\":\"It refers to a child’s readiness to engage, absorb information, and pay attention, shaped by internal and external biobehavioral state factors such as alert/active alert or agitated conditions.\"},{\"question\":\"What information is collected during assessment?\",\"answer\":\"The guide reviews prior assessment results, gathers family input on physical needs and conditions, identifies internal factors (including sensory/physical impacts and medication effects), and identifies external factors (lighting, noise, smells, clutter, and positioning supports).\"},{\"question\":\"How do practitioners know the intervention plan is working?\",\"answer\":\"Practitioners collaborate to optimize the environment and sensory inputs, and observable outcomes include more time in quiet awake or active awake states, increased responsiveness and engagement, and progress on learning goals.\"}]","Optimizing Availability for Learning - NCDB Practice Guide | PDF",1792055571,13]