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More on Play and Recreation

by National Center on Deaf-Blindness on Aug 30, 2014
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Many excellent publications on Play and Recreation are not available online.The following is a list of some key resources. If you would like help in locating items on the list or getting additional information, contact us via email at info@nationaldb.org

Games for People with Sensory Impairments: Strategies for Including Individuals of All Ages/ Lieberman, Lauren J.; Cowart, Jim F. -- American Printing House for the Blind, Inc. 2011, 308. This book describes a variety of games for people who are visually impaired, deaf, deaf-blind, or visually impaired with other disabilities. It is designed to be used by physical education teachers and activity/recreation directors. Techniques for adapting games and instructional strategies are included. It includes a "game finder" to locate appropriate games that can be modified for all ages and ability levels. Appendices include classifications of blindness and deafness, tips for teaching visually impaired students, resources, and equipment lists. This book is a new version of one with very similar content that was published in 1996 by Human Kinetics. This version has an easier-to-read large print layout and formatting and has loose-leaf pages in a binder that allows game pages to be removed for easy use in the gym, on the field, or poolside.  Publisher's web site:  http://www.aph.org  

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. May be ordered from Deaf-Blind Service Center, Seattle, WA, (206) 323-9178. Price is $6.50 plus tax and postage.

Language and Play in Students with Multiple Disabilities and Visual Impairments or Deaf-Blindness/ Pizzo, Lianna; Bruce, Susan M. 2010, This study explored the relationships between play and the development of communication in 11 students (aged 3 to 10 years) with multiple disabilities and visual impairments (5 children) or deaf-blindness (6 children). The parents and teachers of the students were asked to complete the Play Assessment Questionnaire, an observational measure designed to assess play behaviors. The Communication Matrix was used to assess the children's communication skills. The findings indicate that students with higher levels of communication demonstrate more advanced play skills and that the use of play-based assessment and exposure to symbolic play are important instructional considerations.  JOURNAL OF VISUAL IMPAIRMENT AND BLINDNESS, vol. 104, #5, May 2010, pp. 287-297

Physical Education and Sports for People with Visual Impairments and Deafblindness: Foundations of Instruction/ Lieberman, Lauren J.; Ponchillia, Paul E.; Ponchillia, Susan V. -- AFB Press: 2013, 418.  Gives teachers and families the tools to promote physical activity for people with visual impairments or deaf-blindness:  "... a hands-on instruction manual demonstrating with specific examples and illustrations how individuals ... can participate and be included in the widest possible range of activities."--p.xv

Promoting Leadership for Individuals Who Are Deaf-Blind Through a Summer Camp Experience/ Lieberman, Lauren; Arndt, Katrina; Grassick, Sharon Barry. 2010,  For people who are deaf-blind, there is often a dynamic of leader and follower, and the person who is deaf-blind typically follows. Camp Abilities, a 1-week developmental sports camp for youth who are visually impaired, blind, and deaf-blind, provides leadership opportunities for young adults who are deaf-blind. In 2007 and 2008, young adults who were deaf-blind took on leadership roles and responsibilities. Five leadership opportunities are described, and the role of counselor in training is reviewed in detail.  AER JOURNAL: RESEARCH AND PRACTICE IN VISUAL IMPAIRMENT AND BLINDNESS, vol. 3, #4, Fall 2010, pp. 153-159

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