Other Resources on Routines

by DB-LINK on Nov 30, 2008
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Many excellent resources on Routines 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

Communication: A Guide to Teaching Students with Visual and Multiple Impairments/Hagood, Linda. -- Texas School for the Blind and Visually Impaired (TSBVI) 1997, xiv, 382.

In this resource guide for teachers, a model for teaching communication skills to students with visual and multiple impairments is set forth. Ways in which deafblindness and visual impairment in children with severe disabilities can affect development of communication are discussed. Assessment of communication skills, the planning of instruction, selection of communication methods and contexts, sample activity routines, and strategies for solving problems are discussed. A description of the standard tactual symbol system and reproducible forms are provided. Order from the Texas School for the Blind and Visually Impaired, 1100 W. 45th St., Austin, TX 78756, (512) 206-9240. Publisher's web site:

Foundations of Education: Volume Two - Instructional Strategies for Teaching Children and Youths with Visual Impairments/ Holbrook, M. Cay (Ed.); Koenig, Alan J. (Ed.) -- American Foundation for the Blind Press: 2000, 852.

This is part two of a two volume set on the foundations of education of visually impaired students. Volume two provides a clear guide to essential, important, and practical instructional strategies and practices for promoting effective student learning by clarifying the role of each educational participant, including the student. The first section focuses on the topics of teaming, assessment, and basic instructional strategies including modifications in instruction and strategies for designing instruction in the expanded core curriculum. The second section of the book focuses on specific instructional strategies in various areas or for specific groups of students. It begins by addressing the needs of infants, toddlers, and preschoolers with visual impairments. Subsequent chapters focus on academic subject matter areas - literacy skills, social studies and science, mathematics, fine arts, and physical education and health - with special emphasis given to teaching the unique skills in each of these areas. Specific components of the expanded core curriculum including visual efficiency, assistive technology, orientation and mobility, independent living skills, social skills, recreation and leisure skills, and career education. General strategies for teaching students with additional disabilities is provided including a section within this chapter on the importance of routines.  

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