Tag » blind

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  Children who are deaf-blind

  1/3/09 - National Consortium on Deaf-Blindness,

  Provides details about the population of children who are deaf-blind, including the classification of vision and hearing loss, the types of additional disabilities that may be present, and the causes of deafblindness. Vignettes and photos of four children who are deaf-blind illustrate the diversity of this unique group of children. Information from the population is drawn from annual child count data reported in The National Deaf-Blind Child Count: 1998–2005 in Review.

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  Classroom observation instrument for educational environments serving students with deaf-blindness

  1/14/09 - Ella Taylor, Kathleen Stremel, Nancy Steele

  Designed to identify characteristics of model classrooms for students who are deaf-blind. The COI is comprised of three main components: (1) teacher interview; (2) student cumalative folder review; and (3) observation rubric. A final section allows the observer to note any special circumstances or additional information that should be noted about the classroom. A scoring guide is provided so that each individual section can be assessed as well as the total instrument.

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  Harmonious interactions

  1/3/09 - National Consortium on Deaf-Blindness,

  Describes the importance of teaching families and educators the techniques to create and maintain high-quality interactions with children who are deaf-blind. Based on research and training activities conducted by Marleen Janssen, Marianne Riksen-Walraven, Jan van Dijk, and Bernadette van den Tillaart.

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  Overview on deaf-blindness

  1/3/09 - Barbara Miles

  This overview provides fundamental information on deaf-blindness. Topics include causes, challenges, communication, orientation and mobility, education, transition, and family issues. The fact sheet is written for all audiences, especially parents, and professionals new to the field. Agency resources are listed and selected readings are referenced. Also available in Spanish.

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  Research to real life 2006: Innovations in deaf-blindness

  1/3/09 - Gail Leslie, Peggy Malloy, Betsy McGlinnity, John Reiman

  Produced by DB-LINK, this publiction highlights six federally funded research projects and the practices and findings relevant to the education of children who are deaf-blind. Also available on CD-Rom

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  The National deaf-blind count: 1998-2005 in review

  1/3/09 - John Killoran

  This report details characteristics of the population of children who are deaf-blind in the United States from the years 1998 to 2005. It includes the total number of children reported annually to state/multi-state deaf-blind projects, race/ethnicity, classification of visual and hearing impairments, number of children with additional impairments or conditions (physical, cognitive, behavioral, health), etiology of deaf-blindness, early intervention and educational settings, and living...

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  The NTAC outcomes and performance indicators: A system for documenting outcomes for children and youth with deaf-blindness, their families, and the service providers and systems that serve them

  1/3/09 - John Killoran, Paddi Davies

  Developed as a means of summarizing technical assistance planning, implementation, evaluation, and outcome data. Outcomes and performance indicators (OPIs) have been developed across four domains: Service Providers, Families, Systems and Children.

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  The path to symbolism

  1/3/09 - National Consortium on Deaf-Blindness,

  This publication describes the importance of early communication experiences for the development of symbolic communication in children who are deaf-blind. The publication is based on research and review articles by Susan Bruce (Boston College) and colleagues. Two recent studies by these researchers are highlighted. The first is on the use of gestures in children who are deaf-blind and the second is on the rate of intentional communication acts in children with severe disabilities, including...

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  Transition

  1/3/09 - National Consortium on Deaf-Blindness,

  This publication describes the importance of in-depth transition planning to meet the unique needs of children and youth who are deaf-blind and the requirements of the Individuals with Disabilities Education Act as measured by Indicator 13.

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  Assessment of Deafblind Access to Manual Language Systems (ADAMLS)

  1/5/09 - Robbie Blaha, Brad Carlson

  The Assessment of Deafblind Access to Manual Language Systems (ADAMLS) is a resource for educational teams who are responsible for developing appropriate adaptations and strategies for children who are deafblind and who are candidates for learning manual language systems. Includes strategies for organizing the assessment process, assessment questions with considerations for adaptations, and summary results.

• Color blindness and basket making are not the answers: Confronting the dilemmas of race, culture, and language diversity in teacher education.

  1/1/95 - Cochran Smith
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  Communication interactions: It takes two

  1/14/09 - Kathleen Stremel

  This fact sheet provides an overview of how to interact with children who are deaf-blind. Examples of different communication opportunities are provided. Additional resources are listed. Translations of this document are available in Spanish and Chinese.

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  Demystifying hearing assistance technology: A guide for service providers and consumers

  1/5/09 - Davis, C., Atcherson, S., Johnson, M.

  This book focuses on the access needs of individuals who are hard of hearing or deaf who rely on aural/oral and/or print communication and not sign language. It covers information on hearing aids, audiograms, cochlear implants and other auditory implantable devices, the definition of communication access, assistive listening devices, speech-to-text accommodations, alerting devices, and telecommunication options. In addition, there is an extensive resource section with additional information...

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  Early interactions with children who are deaf-blind

  1/5/09 - Deborah Gleason

  This fact sheet presents numerous ways you can interact with your young child and offers practical suggestions for giving your child consistent sensory cues. This fact sheet suggests ways you can recognize and then respond to your child's responses and also includes techniques that encourage exploration of the environment.

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  Equity, Access, Participation and Progress: Use of Systemic Change Frameworks to Guide Federal, State and Local education improvement efforts for INDIVIDUALS Who are Deaf-Blind

  1/6/09 - Anne Smith, Elizabeth B. Kozleski

  This presentation address issues of LRE and state progress as well as improving equity in education and rethinking special education.

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  Full set of National Task Force reports on quality of services in postsecondary education of deaf and hard of hearing students

  1/14/09 - Struckless, R., Ashmore, D., Schroedel, J., Simon, J.A.

  A full set of reports to assist postsecondary institutions in developing and maintaining special services of quality as needed by their deaf and hard of hearing students. Each report has been prepared with postsecondary administrators, faculty, and staff in mind. These reports may be useful also to deaf and hard of hearing students in gaining more information about services for which they may be eligible.