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Other Resources on Identifying Children Who Are Deaf-Blind

by DB-LINK on May 1, 2008
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Many excellent resources on Identifying Children Who Are Deaf-Blind are not available online. The following is a list of some key resources. If you would like help locating items on the list or getting additional information, contact us via email at info@nationaldb.org

Understanding Deafblindness: Issues, Perspectives, and Strategies --Alsop, Linda, M.Ed. (Ed.) Logan, UT: SKI-HI Institute, Utah State University. (2002) A comprehensive 2-volume curriculum for parents, interveners, and service providers working with children and young adults who are deaf-blind. The first volume contains an opening chapter that provides an introduction to understanding children who are deaf-blind. The chapter covers causes, as well as groupings of individuals with deafblindness (congenitally deafblind; congenitally deaf, adventitously blind; congenitally blind, adventitously deaf; and adventitiously deafblind). Available from Hope Publishing, Inc. Phone/Fax: 435-245-2888 . E-mail: hope@hopepubl.com. Publisher's web site: http://www.hopepubl.com.

-- California Deaf-Blind Services: 2000, 3 hours.

IDENTIFICATION OF HEARING & VISION PROBLEMS: A Comprehensive Overview -- California Deaf-Blind Services: 2000, 3 hours.

This videotape from the California Deaf-Blind Services (CDBS) satellite training is a comprehensive overview of the identification of hearing and vision problems. The training content includes understanding the impact of a dual sensory loss; types of hearing and vision impairments; overview of clinical and functional assessments; family involvement in the assessment process; risk factors and risk indicators associated with sensory loss; the educational and social benefits of having current and accurate information on hearing and/or vision; and a functional approach to identification of hearing and vision problems. The three hour training was divided into three parts: 1) hearing assessment; 2) vision assessment; and 3) sensory assessment issues specifically related to deaf-blindness.

ESSENTIAL ELEMENTS IN EARLY INTERVENTION: Visual Impairment and Multiple Disabilities/ Chen, Deborah (Ed.) -- AFB Press: 1999, 503.

This book presents information about assessment and intervention strategies for infants and young children (birth to 36 months) who have visual impairment in addition to other disabilities, including deaf-blindness. Specific topics covered include: a description of early intervention services, including the rationale for early intervention based on recent research about brain development; current federal requirements; early developmental needs and the importance of caregiver interactions; early identification, including a discussion of conditions associated with multiple disabilities; functional vision assessment; hearing loss assessment, including functional hearing assessment; and interventions that focus on early communication. Available from AFB Press, Customer Service, P.O. Box 1020, Sewickley, PA 15143, 1-800-232-3044, (412) 741-0609 (fax). Information in this book is derived from The Model Demonstration Early Intervention Network Serving Infants Who are Deaf-Blind and Their Families, funded by the U.S. Department of Education from 1993 to 1997. An earlier manual, "Effective Practices in Early Intervention," was also produced as a result of the project. Publisher's web site:http://www.afb.org/

YOUNG CHILDREN WHO ARE DEAF-BLIND: Implications for Professionals in Deaf and Hard of Hearing Services/ Chen, Deborah. 2004.

Most professionals (e.g., teachers, speech and language therapists, audiologists) providing deaf and hard of hearing services may not be experienced in working with a child who has a visual impairment in addition to a hearing loss. However, these professionals play a critical role in facilitating early identification and providing early intervention services to infants and pre-schoolers who are deaf-blind. This article identifies high risk factors associated with deaf-blindness. It provides relevant definitions, basic information on types of visual impairment, ways to enhance a child's use of vision and touch, and considerations in working with a young child who is deaf-blind.

VOLTA REVIEW, vol. 104, #4, Winter 2004, pp. 273-284

 

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