- Selected Topics
- What is Deaf-Blindness
- Definitions of Deaf-Blindness
- Causes of Deaf-Blindness
- National Child Count & Demographics
- Communication Overview
- Early Communication
- Prelinguistic Communication
- Object Communication
- Symbolic Communication
- Sign Language
- Accessing the General Curriculum
- Auditory Training
- Calendar Systems
- Concept Development
- Daily Living Skills
- Environmental Considerations
- Harmonious Interactions
- Lilli Nielsen and Active Learning
- Orientation & Mobility
- Play & Recreation
- Social Interactions
- Tactile Strategies
- Universal Design for Learning
- van Dijk Approach
- Identification & Referral
- Early Intervention
- Assessment Overview
- Assessment Tools and Instruments
- Alternate Assessment
- Program Planning
- IEP Development
- IDEA (Individuals with Disabilities Education Act)
- Assistive Technology
- History of Deaf-Blind Education
- Self Determination
- Person Centered Planning
- Postsecondary Education
- Independent Living
- Customized Employment
- Sex Education
- Adult Services
- Intervener Services
- Support Service Provider
- Personnel Development & Training
- Interpreting for Deaf-Blind Individuals
- Interpreting for Deaf-Blind Individuals - Annotated Bibliography
- Training Resources
- Family Resources
- Personal Narratives - Family Stories
- Personal Narratives
- Art & Writing
- Cochlear Implants
- Functional Hearing
- Functional Vision
- Sensory Integration
- Central Auditory Processing Disorder/Auditory Neuropathy
- CHARGE Syndrome Webcasts and Presentations
- CHARGE Syndrome
- Congenital Rubella Syndrome (CRS)
- Cortical Visual Impairment
- Retinal Degenerative Disease
- Usher Syndrome
- Applications of Technology
- Research to Practice
- Topical Overviews
- Practice Perspectives
- Tools For TA
- Information Packets
- Deaf-Blind Perspectives
- Webinar Recordings
- NCDB eNews
- Archived Webinars
Transition - Friendship and Social Networks Bibliography
This is a partial list of materials on this topic available from the NCDB Catalog Database. If you have additional questions, please contact us via email: email@example.com
Deafblind Employees in the Workplace --Segal, Barry. New York, NY: (2000) This research paper addresses the topic of deafblind employees in the workplace. The author surveyed 53 deafblind individuals across the United States regarding their education level, independent living, limitations at work, communication at work, discrimination, accommodations and social interactions outside of work. The results describe the 25 respondents experiences in the above areas. Basic information on deafblindness is also provided and described.
The Development of Social/Sexual Skills: Preparing Students to Succeed in School and Beyond --Belote, Maurice. Austin, TX: Texas Deafblind Project. 2005 Texas Symposium on Deafblindness. (2005) This article describes the importance of sex education for all students. It is especially important for those with hearing and vision impairment who who do not have access to information through incidental learning. Barriers that impede the development of sex education programs, and solutions are identified. A skeletal outline for a sex education program for all students is provided. A list of resources is also included. Also includes a reprint an article from See/Hear that describes strategies for minimizing the risk of sexual abuse among persons with disabilities. Strategies include starting to discuss issues of sexuality at a young age, knowing people who interact with your child, teaching abuse prevention skills in a generalized manner, teach terminology including slang and respect privacy and insist that others do so too. Also suggest teaching appropriate behaviors and putting relevant goals in the IEP.
Forming Friendships: Ideas to Help Students With Disabilities LRP Publications. INCLUSIVE EDUCATION PROGRAMS BONUS REPORT, March 2002, pp. 1-4. (2002) This report looks at ways in which various school districts have sought to encourage friendships among disabled and non-disabled students. One school launched a social program in which general education students volunteered to spend time with special education students outside of school. The results were positive on both sides, many students learned positive things about each other. Another school developed a lunch program in which several students with autism met with mainstreamed students in a quiet classroom to socialize once a week. The students play games together and learn social skills.
Friendship: What's the Real Problem? --Tashie, Carol; Rossetti, Zach. TASH CONNECTIONS, vol. 30, #1/2, January/February 2004, pp. 35-37. (2003) This article describes the importance of developing friendships among children with and without disabilities. Describes how sometimes the system of inclusion can isolate and separate children from forming friendships. Discusses how true friendships form, the advantages and disadvantages of friendship clubs. Describes ways in which a parent or teacher may help facilitate true friendships among peers.
Hands-On Learning at Home: A tool for examining cognitive and social skills through interactions with objects --Rowland, Charity, Ph.D.; Schweigert, Philip, M.Ed. Portland, OR: Design to Learn Products. (2003) Designed to assess the cognitive skills of nonverbal children as demonstrated through their interactions with the physical environment to promote cognitive and social skill development. The instrument contains 39 skills organized into four strands: Obtaining Objects, Practical Uses, Representational Uses, and Social Uses. Available from Design to Learn, OHSU, Oregon Institute on Disability & Development, 1600 SE Ankeny St., Portland, OR 97214. Phone: 888-909-4030 (Voice/TTY). Publisher's web site: http://www.designtolearn.com
How to Encourage Friendships for Children With Disabilities Lawrence, KS: BEACH CENTER ON DISABILITY. (2001) This article from the University of Kansas describes strategies for parents to help their children with disabilities develop friendships. The article is geared towards parents to help give them ideas on how to help their children build relationships. Includes tips on getting started, group activities, one to one matching, community activities, MAPS, and winning strategies.
IEP Quality Indicators for Students with Deafblindness --Texas Deafblind Outreach. Austin, TX: Texas School for the Blind and Visually Impaired. (2009) This document is designed to help educational teams develop appropriate individualized education programs (IEPs) for students with deafblindness. It contains ten content areas, a short explanation of why each area is significant for students who are deafblind, and indicator statements. The presence of indicators demonstrate a well-designed IEP in areas related specifically to the needs of children with deafblindness. Indicators not present may indicate a training need for the team. The content areas included are etiology, access to information, social issues, communication, calendar system, behavior, orientation and mobility, related and supplemental services, transition planning, and a teaming process plan. This is a revised edition of a document originally published in 2009. This updated version includes teaming process plan indicators and new indicators highlighting considerations for an intervener and a teacher of the deafblind. Available on the web:http://www.tsbvi.edu/attachments/1800_IEP_Indicators.pdf
If Everyone Agrees Friendship is So Important Then Why Do So Many Students With Disabilities Still Not Have Any Friends? --Tashie, Carol; Rossetti, Zach. The Communicator (Special Edition on Inclusive Education), Spring 2002, 2 pp. (2004) This two page article is from a publication of the Autism National Committe, founded in 1990 to advance and protect the civil rights of people with autism/PDD and related disorders of communication and behavior. Discussion within the article is about attitudinal and educational barriers of friendship, push in supports not pull out services, high expectation, celebration of diversity, natural supports and communication.
Include Peer Interaction Goals for Your Students with Disabilities FUTURE REFLECTIONS, vol. 20, #3, Fall 2001, pp. 18-19. (2001) This article describes a study that evaluated how well instruction in inclusive classrooms fostered the peer interaction skills of students with disabilities. It describes the goals of the study and the three main conclusions: minimizing the presence of one-to-one aids, reviewing student IEPs for social interaction goals, and participating activities.
Interaction Training at Texas School for the Blind & Visually Impaired --Axelrod, Craig; Conline, Kim; Smith, Tish. Austin, TX: Texas Deafblind Project. 2005 Texas Symposium on Deafblindness. (2005) The paper contains: a comparison of typical social development of an infant to the development of child who is deafblind; summary of recent research about interactions with students who are deafblind; statements about relationships, interactions and routines; identifies components of the interactive context with charts; a case study; analysis of interaction problems and possibilities and references.
Lessons Learned About Promoting Friendship --Amado, Angela. TASH CONNECTIONS, vol. 30, #1/2, January/February 2004, pp. 8-12. (2004) This article describes the lessons that one teacher has learned about promoting friendships between students with and without disabilities. Describes three myths that commonly interfere with realizing true inclusion and development of social relationships. Provides eight tips learned to help bring people together to develop true friendships. Provides different ideas for school personnel, community programs and families to promote closer relationships and more friendships between people with and without disabilities.
Look to Strategies to Facilitate Friendships in School --Tashie, Carol; Rossetti, Zach. INCLUSIVE EDUCATION PROGRAMS, vol. 8, #12, December 2001, pp. 4-5. (2001) This article gives teachers information on helping to facilitate relationships between students with and without disabilities. Seven strategies are given and described. They include getting to know people, talking and listening, joining clubs and groups, supporting natural opportunities, paying attention, get-acquainted activities, and planning cooperative experiences. An example of each is given.
Making It! : Successful Transition Competencies for Youth with Visual Disabilities --Wolffe, Karen. Austin, TX: SEE/HEAR, vol. 5, #2, Spring 2000, pp. 19-24. (2000) This article is based on a presentation given at the 1999 Texas AER conference. It focuses on the essential elements of successful programming for preparing children and youth with visual disabilities for life and adult responsibilities. This article provides the top ten transition competencies and ideas for assisting the student in developing a concept of these as well as gain experiences in each of the areas. The competencies include: an understanding of work based on real life experiences, well developed social skills, problem solving, and self-advocacy skills. Also, how to develop and apply compensatory skills such as reading and writing with braille in order to participate in life activities. How to gain knowledge of career options, employers' concerns and job search skills are a necessary component to a successful transition, as well as an understanding of one's level of ability and how to arrange needed advocates, supports and living arrangements. Available in Spanish. Available on the web: http://www.tsbvi.edu/seehear/spring00/makingit.htm
Making Social Relationships and Integral Part of Sex Education --Dukes, Charles. TASH. TASH Connections, vol. 30, #7/8, July/August 2004. (2004) Advocates for sex education for persons with significant disabilities to include more than basic information on the mechanics of sex. A complete program should focus on elements that help individuals to develop concepts around relationships, communication and respect. Components of training should include social interactions, environments and cross-environmental supports.
Place Called Home: Creative Living Options for Individuals who are Deaf-Blind and/or Have Severe Disabilities San Francisco: California Deaf-Blind Services. (2000) This video presented by two mothers of deaf-blind sons, describes supportive living and housing and new ways to think about making it an option for anyone who desires it, no matter how severe the disability. The training presented by California Deaf-Blind Services, provides information and shares personal experiences of how these parents navigated through the social service systems to make supported living a reality. Presentation was to a variety of service providers including teachers, community living specialists, parents and administrators of social service agencies. Publisher's web site: http://www.cadbs.org/
Road Ahead: Transition to Adult Life for Persons with Disabilities --Storey, Keith (ed.); Bates, Paul (ed.); Hunter, Dawn (ed.) St. Augustine, FL: Training Resource Network, Inc. (2002) This book provides strategies and ideas for improving the lives of people with disabilities as they transition into adulthood and employment. It covers key areas in the transition from school to adult life. It features twenty experts from the field of transition in ten broad ranging chapters. It explores transition planning, assessment, instructional strategies, career development and support, social life, quality of life, supported living, and post-secondary education. Each chapter begins with a set of questions that are addressed in the text.
Social Inclusion of Deafblind People in Europe: Final Narrative Report, October 2002 Sense International. (2002) This report describes the progress that has been made over an 18 month period in improving the social inclusion of deafblind people in Europe. Describes how the voice of deafblind people in Europe is stronger due to this project. Provides information on the seminar on the Social Inclusion of Deafblind People in Europe, held at the end of the project. Describes publications that have been generated as a part of this project and how they were disseminated across the European Union. Describes future goals and recommendations. Includes the closing speech by Lex Grandia, chair of the World Federation of Deafblind People given at the end of the seminar.
Social Relationships and Peer Support --Snell, Martha E., Ph.D.; Janney, Rachel. Ph.D. Baltimore: Paul H. Brookes Publishing Co. Teachers' Guides to Inclusive Practices. (2000) This book is designed for teachers and other individuals who work in schools with students whose social relationships are lacking, non-supportive, or troublesome. Its goal is to describe proven, practical ideas for individualizing support to students who have social limitations with their peers. Chapters 1 and 2 lay the foundations for understanding children's social interactions and connections with their peers. Chapters 3-5 discuss strategies to make school environments conducive to the development of social relationships, as well as strategies to assess, plan for, and teach skills that bolster ties among peers. Chapter 6 provides guidelines for initiating programs that encourage positive social interactions in schools and classrooms. Publisher's web site: http://www.brookespublishing.com
Strategies to Facilitate Friendship: Part 2 --Rossetti, Zach; Tashie, Carol. INCLUSIVE EDUCATION PROGRAMS, vol. 9, #1, January 2002, pp. 4-5. (2002) This article gives six more strategies for teachers to help facilitate relationships between students with and without disabilities. Each strategy is discussed and examples are given. Strategies include supporting effective communication systems, communicating with families, challenging prejudice and inaccessibility, friendships as an IEP goal, student advisory boards, and community visibility.
Supporting Deaf-Blind Students to Develop Social Relationships: Listening to Deaf-Blind Communities --Romer, Lyle T.; Faus, LeVaughn Lowrie; Fredericks, Bud; Reiman, John W.; Neal, Janie D.; White, Jennifer L. Baltimore, MD: Paul H. Brookes Publishing Co. Making Friends: The Influences of Culture and Development. Meyer, Luanna H. et. al. (Eds.). Baltimore: Paul H. Brookes, 1998, pp. 299-316. (1998) This chapter presents issues related to social relationships among students who are deaf-blind. First is a review, in a general sense, of issues related to the value and importance of social relationships with family, friends, and community in the lives of everyone, including people with disabilities and deaf-blindness. Second a picture is presented of the type, extent, and use of social relationships in Deaf-Blind communities, along with a general description of Deaf-Blind community and discussion of The Seattle Deaf-Blind community in particular. Finally practical suggestions are made for educators, family members, and students with deaf-blindness in supporting the development of viable and effective social networks through curriculum and instructional practices, school and family partnerships, and educational placement.
Supporting High Quality Interactions with Students Who are Deafblind --Axelrod, Craig. Austin, TX: Texas School for the Blind and Visually Impaired. (2006) This paper begins with a summary of current research on interactions with children who are deaf-blind, focusing primarily on research conducted by Janssen, Riksen-Walraven, and van Dijk. Topics include interactive challenges, the impact of adult-dominated interactions, consequences of disharmonious interactions, and an educator-oriented intervention. The second part of the paper describes an interaction training program developed at the Texas School for the Blind and Visually Impaired developed to help educational staff improve their interactions with children who are deaf-blind. This paper updates and combines two articles previously published in See/Hear. Available in Spanish. Available on the web: http://www.tsbvi.edu/project-services/2125-supporting-high-quality-interactions-with-students-who-are-deafblind