- 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
Literacy Materials 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: firstname.lastname@example.org
Access to Literacy: Books for All --Aitken, Stuart; Nisbet, Paul. DbI Review, Number 41, January - June 2008, pp. 8-11. (2008)The article addresses the range of issues around accessible formats and their usefulness for students who are deaf-blind. It describes the copyright issues, exemptions and national database of resources in accessible formats in the UK. Publisher's web site: http://www.deafblindinternational.org.
All Children Are Ready to Learn: An Emergent Versus Readiness Perspective in Early Literacy Assessment --Erickson, Karen A. , Ph.D. NH: Seminars in Speech and Language, Volume 21, Number 3, 2000, pp. 193-203. (2000)Traditional approaches to reading assessment evaluated mastery of reading readiness, emergent literacy assessment evaluates the increase awareness and understanding of print that starts early in development. This article distinguishes emergent literacy from reading readiness and provides some guidance in using Marie M. Clay's assessment techniques with children with significant disabilities.
Ask DB-Link: About Literacy --Leslie, Gail. NEWS FROM ADVOCATES FOR DEAF-BLIND, vol. 6, #2, Summer 2000, pp. 7-8. (2000)A list of recent additions to the DB-LINK library as well as a compilation of resources that staff have found useful in providing information on literacy practices and policy for students who are deaf-blind. Includes on-line resources and reference information.
Blue Listerine, Parochialism, and ASL Literacy --Czubek, Todd A. Journal of Deaf Studies and Deaf Education, 11:3, Summer 2006, p373-381. (2006)There are not many elements of human life that have had as significant an impact on our development as literacy. Literacy has certainly been, and remains, a crucial issue especially in Deaf Education and in the Deaf World. The traditional definition of literacy has been exclusively understood as reading and writing. However, this article is intended to provide a thoughtful and provocative commentary that supports adopting new directions and comprehensive definitions for understanding literacy, which includes both written and signed languages. By applying ideas from Deaf Studies and New Literacy Studies we will conduct a thorough exploration of the fundamental components of literacy and illuminate important political and practical applications related to Deaf Education.
Braille Literacy: A Functional Approach --Wormsley, Diane P. New York: AFB Press. (2004)This book outlines how to develop a functional braille literacy program for at-risk learners and is divided into two parts. For the purpose of this book, the term "functional" refers to using literacy for functional tasks and also refers to the vocabulary used in teaching reading. The vocabulary used in a functional approach must be meaningful as well as useful to the at-risk learner. Part I of this book, Creating an Individualized Functional Braille Literacy Program, provides general guidelines for a functional braille literacy approach that can be followed with learners for whom a traditional approach is not appropriate or not successful. The twelve steps that make up the approach are discussed for both children and adults. Forms for helping to individualize the approach are provided. Part 2, Using the Functional Braille Literacy Approach with Different Kinds of Learners, provides examples of how the approach can be modified for different types of at-risk learners through a number of case studies. One case study addresses issues specifically related to a deaf-blind learner. Also included are resources for additional information, products, and services that will help in implementing the functional braille literacy program outlined are included.
Braille Literacy and the Student with Congenital Deaf-Blindness: A Team Approach --Wechman, Pamela; Wexler, Sheila. Hilton Perkins Program. Workshop Proceedings of the 1997 National Conference on Deafblindness: The Individual in a Changing Society, Washington, DC June 6-9, 1997. (1997)Braille is an important literacy tool for a student who has significant visual impairment. This article discusses the teaching strategies that were used to teach braille reading and writing skills to a student who is congenitally deaf-blind. The importance of a coordinated team approach and perserverance are emphasized. Considerations related to the teaching of Grade 1 or Grade 2 braille are explored. The difficulties encountered in utilizing braille as a reading and communication medium for a student who uses sign language as a primary communication mode are addressed.
Building Literacy for Students at the Presymbolic and early Symbolic Levels --Downing, June E. Baltimore: Paul H. Brookes Publishing Co. Teaching Language Arts, Math, and Science to Students with Significant Cognitive Disabilities, Diane M. Browder and Fred Spooner (Eds.) (2006)This book chapter looks at literacy from a broad perspective as "ways of learning about and sharing information with others," a view that includes learners of all ability levels. It addresses recommended approaches for introducing literacy activities to students with significant disabilities who may just be beginning to learn about the use of symbols. Topics addressed include life experiences as a basis for literacy, the link between communication and literacy, augmentative communication systems, the importance of high expectations for literacy, making literacy accessible (adapting materials, following a student's interests, offering choices, identifying preferences), making use of natural opportunities for literacy instruction, creating meaningful literacy opportunities, the use of specific instructional strategies, prompt fading procedures, measuring effectiveness, data collection, and the use of a team approach. Publisher's web site: http://www.brookespublishing.com.
A Case Study of the Emergent Literacy Supports in a Center-Based Education Program for Students Who Are Deafblind --McKenzie, Amy R., B.S., M.Ed. Lubbock, TX: Texas Tech University. A Dissertation in Special Education - Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of Doctor of Education May 2005. (2005)This research implemented a case study design to investigate the emergent literacy environments, teaching strategies and classroom activities used in a preschool classroom for students who are deafblind, located at a school for the blind. The case study data was collected through the use of direct observation, interviews and document review. Three data collection methods were used to ensure reliability, validity and triangulation of the data. Data analysis methods included coding, pattern coding and comparison of the data within the case to existing research in emergent literacy promising practices. The results of this study indicate that while many of the characteristics of promising practice emergent literacy environments were observed, some components were observed, some components were not present while others were unique to the deafblind preschool classroom. The unique aspects observed, such as activity schedules and tactile object symbols, were consistent with techniques recommended to foster communication and literacy development in students who are deafblind.
Comparison of Annie Sullivan's Teaching Strategies for Literacy and Communication to the Current Outcome Performance Indicators in Deaf-Blindness: An Exploratory Mixed-Methods Study [Doctoral Dissertation] --Pevsner, Diane. Ann Arbor, MI: ProQuest LLC. (2010)This study explored teaching strategies for communication and literacy development in deaf-blind students by determining if there was a significant relationship between the instructional strategies practiced by Annie Sullivan in the early 1900s and outcome and performance indicators (OPIs) developed by the National Technical Assistance Consortium for Children and Young Adults Who Are Deaf-Blind (NTAC). The first phase of the study was a qualitative exploration of teaching strategies for communication and literacy instruction used by Sullivan. Identified strategies were then developed into a checklist and state deaf-blind project personnel were asked to use the checklist to evaluate the extent to which Sullivan’s teaching strategies align with the OPIs. The findings of the study identified 11 Sullivan teaching strategies that were found similar to the OPIs.
Computer Activites to Support Language and Literacy for Children Who Are Deafblind --Buckley, Wendy L, MEd., Ed.S. Perkins School for the Blind. Topical Workshop April 26-27, 2006, St. Louis-Clayton, MO. (2006) This article provides outlines of computer, language and literacy activities that can help support language development in children who are deafblind. Also included are large group session abstracts and an extensive list of resources with contact information.
Computer Activities to Support Communication and Language Development in Children Who Are Deafblind --Buckley, Wendy L., M.Ed., Ed. S. DEAF-BLIND PERSPECTIVES, vol. 11, #1, Fall 2003, pp. 7-12. This article provides descriptions of how computer activities can help support language development in children who are deafblind. It includes information about teaching cause and effect relationships, early language development activities, and the uses of computers for continuing language development such as storytelling and teaching reading and writing. Also included are descriptions of helpful hardware and software modifications and an extensive list of resources with contact information. Publisher's web site: http://documents.nationaldb.org/dbp/sep2003.htm#computer
Computer Activities to Support Language and Literacy for Children Who Are Deafblind --Bukley, Wendy M.ED, Ed.S. Perkins School for the Blind. (April 2006)Contains outlines of child's language and literacy activities, also includes resources, organizations and abstracts.
Deaf-Blind Literacy Curriculum --Reid, Julie. Toronto, Ontario: CNIB, Deaf-Blind Servces. (1996)Provides instructional guidelines and learning activities in the areas of reading, writing, communication through conversation, and creative thinking skills for deaf-blind learners. The curriculum is divided into three sections: Backround Information; Instructional Considerations for Deaf-Blind Learners; and Areas of Development. Techniques for adapting and creating materials for deaf-blind learners are included. Contains instructor resource lists and a bibliography. For further information or to order publication contact: Deaf-Blind Literacy Program, CNIB, Deaf-Blind Services, 1929 Bayview Ave., Toronto, Ontario, M4G IE8. Phone numbers: 416-480-7404, 416-480-8645 (TTY), 416-480-7699 (fax).
Developing Basic Language Forms --Crook, Carol; Miles, Barbara. Watertown, MA: Perkins School for the Blind. Remarkable Conversations: A Guide to Developing Meaningful Communication with Children and Young Adults Who Are Deafblind. Barbara Miles & Marianne Riggio (Eds.), pp. 180-213. (1999)This chapter includes information about special considerations in developing language with students who are deafblind, increasing vocabulary, language activities, integrating language learning into other subject areas, specific language lessons, literacy as part of language learning, writing and language learning (for learners with useful vision), and learning Braille.
Emergent Literacy for Children Who Are Deaf-Blind --Project SALUTE (Successful Adaptations for Learning to Use Touch Effectively) Northridge, CA: Project SALUTE, California State University. This fact sheet defines emergent literacy and its purpose for children who are deaf-blind. It provides examples of integrating literacy activities and symbolic language skills. Provides special considerations to take when using this type of learning experience as well as advantages and disadvantages of it. Available on the web: http://www.projectsalute.net/Learned/Learnedhtml/EmergentLit.html.
The Emergent Literacy of Preschool Students Who Are Deaf-Blind: A Case Study --McKenzie, Amy R.; Davidson, Roseanna. JVIB, November 2007, Volume 101, Number 11, pp. 720-725. (2007)This article reports on the results of a case study that demonstrated that preschool students who are deaf-blind are receiving emergent literacy supports similar to the those of preschool students without disabilities. The use of research-based emergent literacy supports for all students is reinforced by the requirements of Reading First by providing access to equal educational opportunities, specifically those that address literacy. However, the lack of assessment in the area of literacy media is alarming. The results indicate that the field of deaf-blindness endorses the use of research-based practices in emergent literacy. However, the field does not refer to these practices with the same terminology as the field of emergent literacy, which creates the illusion that research-based practices are not used. Although modifications and accommodations are needed, the basic principles remain the same. Thus, teachers of students who are deaf-blind need to be familiar with current research on literacy.
Emergent Literacy Supports for Students Who Are Deaf-Blind or Have Visual and Multiple Impairments: A Multiple-case Study --McKenzie, Amy R. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS, vol.103, #5, May 2009, pp.291-302. (2009) In this study, seven classrooms of students with deaf-blindness or visual and multiple impairments were observed to document the emergent literacy supports that were present including environmental characteristics, strategies, or activities. The findings revealed that the majority of classrooms used emergent literacy supports that were previously documented for students without disabilities. Implications for practice and suggestions for future research are discussed.
Role of the TVI in Literacy Instruction for Students who are Deafblind --McKenzie, Amy R. DVIQ, Spring 2009, pp.20-22. (2009) This article presents the four major roles of the TVI in the literacy skills instruction of students who are deafblind, including 1) Assessment, 2) IEP Development, 3) Direct Instruction, and 4) Consultation to Team Members. Available on the web: http://www.nationaldb.org/documents/products/dviqmckenzie.pdf.
Sample Emergent Literacy IEP Goals --Center for Literacy and Disability Studies. Chapel Hill, NC: Department of Allied Health Sciences, University of North Carolina at Chapel Hill. (2009) Students who are just getting started with literacy may engage in activities in a random and inconsistent manner. This poses serious challenges to educators who are trying to write meaningful IEP goals. This list of sample emergent literacy goals has been designed for students with the most significant disabilities, including deaf-blindness. The goals address communication, shared reading, self-selected reading, self-selected writing, and sound awareness. Available on the web: http://www.med.unc.edu/ahs/clds/resources/deaf-blind-model-classroom-resources/EmergentLiteracyGoals2009.pdf/view.
Students Who Are Deafblind Using APH Products Louisville, KY: American Printing House for the Blind, Inc. (2007) This DVD (or video) features four students who are deaf-blind, ages 2 to 15 years, using various APH products in home and school settings. The products include On the Way to Literacy books, Web Chase game, Rib-It-Balls, and the Perkins Braille Writer. A number of literacy activities are demonstrated. Parents and teachers also talk about their children’s vision and hearing loss and some of their educational goals. The cost is $10.00 for either the DVD or video. Available from the American Printing House for the Blind. Phone: 800-223-1839. E-mail: email@example.com. Publisher's web site: http://www.aph.org.
Supporting the Development of Literacy in Deafblind Children Through Interactive Dedicated Software: A Pilot Project --Elsendoorn, Ben A.G.; Brouwers, Peter; Luiken, Hans. DBI REVIEW, #45, January - June 2010, pp. 34-39. (2010) Describes a project that investigated whether the introduction of computer-controlled interactive activities and exercises could contribute to the development of literacy in a 9-year-old student with deaf-blindness and additional spasmodic motor problems. Special exercises were developed using dedicated software. All exercises were gradually introduced to the child who learned to work independently.
The Use of Learning Media Assessments with Students Who Are Deaf-Blind --McKenzie, Amy R. JVIB, October 2007, Volume 101, Number 10, pp. 587-600. (2007) This study investigated the decision-making process used by teachers of students with visual impairments in determining the literacy media of students who are deaf-blind. Data were collected using an online survey. The findings included the sporadic use of learning media assessments.
Using a Functional Approach to Teaching Literacy to Children with Deafblindness --Brennan, Jackie. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is text of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. This presentation describes using a functional approach to literacy that involves selecting vocabulary and story content that is relevant to the learner's experience and interest.