Referencias

Bruce, S. M. (2005). The impact of congenital deafblindness on the struggle to symbolism. International Journal of Disability, Development, and Education, 52(3), 233-251.

Buchanan, L. (August 2011, rev.). Operational definitions of best practice. Utah Schools for the Deaf and the Blind.

Crook, C., & Miles, B. (1999). Developing basic language forms. In B. Miles & M. Riggio (Eds.), Remarkable conversations: A guide to developing meaningful communication with children and young adults who are deafblind, p. 124-145. Watertown, MA: Perkins School for the Blind.

Crook, C., Miles, B., & Riggio, M. (1999a). Selection of communication modes. In B. Miles & M. Riggio (Eds.), Remarkable conversations: A guide to developing meaningful communication with children and young adults who are deafblind, p. 124-145. Watertown, MA: Perkins School for the Blind.

Crook, C., Miles, B., & Riggio, M. (1999b). Developing early communication and language. In B. Miles & M. Riggio (Eds.), Remarkable conversations: A guide to developing meaningful communication with children and young adults who are deafblind, p. 146-179. Watertown, MA: Perkins School for the Blind.

Miles, B., & McLetchie, B. (2008). Developing concepts with children who are deaf-blind. Monmouth, OR: Western Oregon University, Teaching Research Institute, National Consortium on Deaf-Blindness. Extraído de http://nationaldb.org/library/page/1939

National Consortium on Deaf-Blindness. (2008). Practice perspectives: Path to Symbolism. Monmouth, OR: National Consortium on Deaf-Blindness. Extraído de http://nationaldb.org/library/page/1924

Rowland, C. (2013). Handbook: Online communication matrix. Oregon Health and Science University. Retrieved from http://communicationmatrix.org