Advocacy and Rights

1993-2759

COMMUNICATION: REACTION, Collins, Steven. 1992.  Discusses the need for deaf-blind people to be exposed to their natural language, American Sign Language.  Also talks about his belief that parents and family members of people who are deaf-blind must build a rapport with, and interact with, members of the deaf-blind community.  Proceedings of the National Symposium on Children and Youth who are Deaf-Blind, Tysons Corner, VA, December 1992.  J. Reiman and P. Johnson (Eds.)

1997-0006

FURTHER AND HIGHER EDUCATION FOR PEOPLE WITH USHER SYNDROME: Interview with Emma Hancock, Talbot-Williams, Sarah; Hancock, Emma. 3. The author interviews a young woman, Emma Hancock, who has Usher Type 1 and who is a college student in London.  The student discusses her difficulties in choosing the right school for her needs and finding financial support for the special services she requires, such as tutoring, interpreting, and note taking.  Her difficulties in dealing with the attitudes of her fellow students and instructors and in coping with communication issues are included.  The article ends with 11 tips that Ms. Hancock offers others in her situation.  This document is available on the web at:  http://www.sense.org.uk/publications/allpubs/magazine/tsarticles/1996/usherfured.htm  TALKING SENSE, vol. 42, #3, Autumn 1996, pp.24-26

2002-0327

GUIDELINES: Practical Tips for Working and Socializing with Deaf-Blind People, Smith, Theresa B. -- Sign Media, Inc: 2002, 288.  This second edition of Guidelines includes expanded chapters on topics such as tactile sign language, interpreting, conversation and physical environment.  New information and more examples are included.  Three new chapters include: Support Service Providers; Authority, Power and Control; and Meetings.  The book is intended for people who know Sign Language, who are already experienced in "deafness" and in interacting with Deaf people, and who want to know more about "deaf-blindness" and interpreting for Deaf-Blind people.  Professional interpreters, student interpreters, and anyone who wants to communicate and/or work more effectively with Deaf-Blind people will benefit from reading this book.   May be ordered from Sign Media, Inc., 4020 Blackburn Lane, Burtonsville, MD 20866.  Phone:  (800) 475-4756.  Cost: $24.95  Publisher's web site:  http://www.signmedia.com  

1996-0810

IMPROVING ACCESS FOR DEAF-BLIND PEOPLE. Deaf-Blind Service Center. -- Northlight Productions: 1995, 17.30 mins. This video is intended for hearing and sighted people who work in recreational facilities, such as zoos and museums.  It explains how to provide service and improve access to facilities for deaf-blind consumers. Communication methods, use of a tty, how to tell when a deaf-blind person needs help and how to provide it, and deaf-blind culture are discussed.  Ways of improving access, such as how to get printed materials made into Braille or large print, provision of good lighting, easy-to-read signage, interpreters and guides, are offered.  

1993-1366

THE INTERPRETER, OUR BEST AND MOST IMPORTANT AID FOR COMMUNICATION, Johansson, Katarina. (Spring 1991) 15-17.  Author is Swedish. She describes the need for adequate interpreters internationally.  Then she goes on to describe the way interpreters are used in Sweden to help the deaf-blind.  The article concludes with the idea that there are still not enough interpreters for all those deaf-blind who could use them.  THE INTERNATIONAL NEWSLETTER FOR THE DEAF-BLIND, 1

2004-0253

NATURAL MORAL LAW AND THE RIGHT OF DEAFBLIND PEOPLE TO THE SERVICE OF GUIDE-INTERPRETERS, Jakes, Jan. 2003, 2.  In this article the author answers the question, "why do deafblind people need the services of guide-interpreters?".  The author gives information on guide-interpreters, discusses a person's environment, and addresses the rights of people who are deafblind.  Also outlines how legislation should address the issues of deaf-blind people.   DBI REVIEW, #32, July-December 2003, pp. 26-27.

1996-0782

AN OPEN LETTER TO OUR PARENTS: What We Wish You Had Known, Collins, Myra; Delgadillo, David; Frawley, Matt; Kinney, Ginger; Lugo, Joey; Lundgren, Jean; Price, Kathy; Rybarski, Shirley. September 1, 1994, 3pp. This letter composed by a group of people with Usher Syndrome who meet weekly at the Helen Keller National Center advises parents to inform their Usher children about their disability, what it is called, that it is genetic, and that it can get progressively worse.  The stress and embarrassment produced by symptoms of their condition in the teenage years (night blindness, clumsiness, difficulty in poor lighting) and the insensitivity of teachers unknowledgeable about the condition is discussed.  None of the contributors received special services before age 17 and they feel that orientation and mobility training should start earlier with parents' support.  They advise parents of deafblind children to learn and use sign language and to insure that their children learn tactual sign, sign tracking techniques, and Braille while they are still in school and before they actually need it.  They also discuss the emotional ramifications of diagnosis and worsening vision: anger, frustration, and depression, sometimes suicidal, and stress that it is important that parents learn how their children feel and earn their trust by being honest with them about their condition.  Available in Spanish.  USHER FAMILY SUPPORT

2001-0042

TEAM STRUCTURE FOR A DEAF-BLIND STUDENT, Dunn, Betsy J., CSC. 2000, 2.  This article provides examples and role definitions for support team members for a deafblind student.  Roles of the student, parent, administrator/case manager, primary support teacher, interpreters, vision teacher, and mobility instructor are defined in detail.  Various methods to define, establish and communicate the role of each team member to general educators are provided.  Sample topics to address in a guidebook for inclusion of a deafblind student are included.  VIEWS, vol. 17, #3, March 2000, pp. 16-17.

1999-0606

TIPS FOR STUDENTS WITH USHER SYNDROME: Information Sheet, Baumgarner, Juli. 1.  Lists accommodations and adaptations that can be made in a classroom for students with Usher Syndrome. Includes suggestions for lighting, seating, classroom environment, materials, sign language techniques, orientation and mobility, and self advocacy.  

1996-0395

USING INTERPRETERS WITH DEAF-BLIND CLIENTS: WHAT PROFESSIONAL SERVICE PROVIDERS SHOULD KNOW, Bourquin, Eugene A. 1996.  This article provides recommendations for using interpreters with deaf-blind clients.  It describes the importance of using professional interpreters and not accepting an unqualified "signer" with good intentions. The communication process suffers without professional interpreters.  RE:VIEW, Vol. XXVII, #4, Winter 1996, pp.149-154