- Selected Topics
- 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
Overview of Deaf-Blindness 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: email@example.com
But What Do I Do With This Student? : Developing a Meaningful Curriculum for Learners with Severe Disabilities, Including Deafblindness KEEPING IN TOUCH, Winter 2003, pp. 3-6. Alaska Statewide Special Education Conference (ASSEC), Two-Day Pre-Conference Workshop, February 21-22, 2004. (2003) This pair of articles deal with the issue of curriculum development for deafblind students. The first, from the Alaska Statewide Special Education Conference in February 2004, gives an overview of the current challenges. It includes a brief resource list. The second outlines the definitions of curriculum, types of curricula, and components of a functional curriculum. It also includes a section in developing curriculum priorities and a list of what a good curriculum should include.
Characteristics of Individuals with Congenital and Acquired Deaf-Blindnesss --Dalby Dawn M; Hirdes, John P; Stolee, Paul; Strong, Graham J; Poss, Jeff; Tjam, Erin Y; Bowman, Lindsay; Ashworth, Melody. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS, February 2009, vol.103, #2, pp.93-102. (2009) Using a standardized assessment instrument, the authors compared 182 adults with congenital deaf-blindness and those with acquired deaf-blindness. They found that those with congenital deaf-blindness were more likely to have impairments in cognition, activities of daily living, and social interactions and were less likely to use speech for communication. This analysis has revealed that persons with acquired deaf-blindness have different needs from those with congenital deaf-blindness. Many of these individuals have acquired both hearing and vision loss as a result of aging. With the aging of the Canadian population, there will be an associated increase in the prevalence of acquired deaf-blindness.
Deaf-blindness and combined impairments of hearing and vision --Rosenhall, Ulf. Audiological Medicine. 2006; 4; 109-116. (2006) The combination of sensory dysfunction of both hearing and vision causes extremely pronounced functional deficit and handicap. Two distinct patient groups are discussed; those who are congenitally impaired often associated with specific syndromes and; elderly individuals with both age-related hearing loss and visual impairments. This article offers an overview of syndromes associated with deaf-blindness. It also briefly discusses the needs of elders with acquired hearing and vision loss.
Deafblind Children and the Schooling Situation for Young People in Sweden --Sandelius, Inger. 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 gives an overview of the structure of schools in Sweden and how deafblind children are educated.
Deafblind Culture in the UK DBI REVIEW, #29, January-June 2002, pp. 7-11. (2002) This article was developed from a presentation given by Susannah Barnett at the national conference of Lega de Filo D'oro in Rome, November 2001. Susannah is a Research and Practice Development Officer for Sense, and is involved in researching the idea of Deafblind culture in Britain. Describes her work so far, defines culture and the problems with defining a culture based on the state of being Deafblind. A summary of her research findings are included.
Deafblind Guidelines on Service Provision --Matthews, Malcolm. DBI REVIEW, #40, July-December 2007, pp. 50-52. (2007) Malcolm Matthews reports on how the guidelines are being used and advises on how to use the DbI Guidelines to bring about change in your state or country. Available on the web: http://www.deafblindinternational.org/servguidelines.html
Deafblindness: Living with Sensory Deprivation --Moller, Claes. THE LANCET, vol. 362, #1, 2003, pp. 1-3. (2003) This article gives information on deafblindness from the perspective of a Swedish professor who experiences vision and hearing problems. It provides a broad overview of current knowledge as well as information on treatment and future directions in research in deafblindness. Publisher's web site: http://www.thelancet.com
Deafblindness: Educational Service Guidelines: : A Product of Our Strengthening Field --Riggio, Marianne. DEAF-BLIND PERSPECTIVES, vol. 16, #2, Spring 2009, pp. 1-3.. (2009) Deafblindness: Educational Service Guidelines (Riggio & McLetchie, 2008) was developed collaboratively by leaders in the field of deafblindness who represented state deafblind projects, university training programs in deafblindness, the National Family Association for the Deaf-Blind (NFADB), the National Consortium on Deaf-Blindness (NCDB), and the National Association of State Directors of Special Education (NASDSE). Its purpose is to serve as a best-practice guide that educational administrators at state, local, and program levels can use to better understand the impact of combined vision and hearing losses on learning and to respond to the need for specialized assessment, program planning, and service delivery. Available on the web: http://www.nationaldb.org/dbp/apr2009.htm#riggio
Deafblindness: Educational Service Guidelines(Article) --Riggio, Marianne. DVIQ, Spring 2009, pp.13-14. (2009) The purpose of this document is to provide a best practice guide that educational administrators at the state, local and program levels can use to understand the implications of combined vision and hearing loss on learning for this group of students.
A Different World --Farley, Sarah. Times Out, Times Educational Supplement, Jan.6, 2006, No. 4667, p. 30. (2006) A report about the National Centre for Deafblindness in Peterborough, England. The centre offers a carefully designed programme that allows school children to imagine the world from a deafblind perspective.
Dual Sensory Loss: Overview of Problems, Visual Assessment, and Rehabilitation --Brabyn, John A., PhD Schneck, Marilyn E., PhD Haegerstrom-Portnoy, Gunilla, OD, PhD Lott, Lori A., PhD. TRENDS IN AMPLIFICATION, December 2007,Vol. 11, No. 4, pp. 219-226. (2007) This article provides an overview of some of the problems and possible solutions surrounding the neglected issue of combined vision and hearing deficits. The subject is treated by considering each subpopulation, ranging from those who have no residual vision or hearing to those with mild coexisting vision and hearing losses. An attempt is made to relate the different types of visual deficit to the likely problems encountered in real-life activities, such as communication and travel, among individuals who also have a hearing impairment. The assessment and appropriate referral of patients with these combined deficits is discussed, including the interpretation of visual test results and the importance of factors other than standard visual acuity. Speculation is offered on potential strategies and solutions for rehabilitation as well as the need for future research and improvements in service delivery.
Experiences from People With Deafblindness: Nordic Project: Theory and Methods --Olesen, Birgitte Ravn; Jansbol, Kirsten. Information Center for Acquired Deafblindness. (2005) This booklet describes a five year Nordic project foncusing on the personal experiences of persons with acquired deafblindness. The project objectives are explained and the theoretical and methodological reflections carried out both before and during the execution of the project are included. This is a collection of the most important points from the five booklets that cover the main issues in a deafblind person’s life. The aim was to let a group of deafblind persons talk about the consequences the progressive hearing and sight loss has on living the life that they wish to live. The five year project was designed to gather insight on the possibilities of creating and maintaining realtionships and of participating in society and to build up knowledge that can guide professionals.
Guidelines: Practical Tips for Working and Socializing with Deaf-Blind People --Smith, Theresa B. Burtonsville, MD: Sign Media, Inc. (2002) This second edition of Guidelines includes expanded chapters on topics such as tactile sign language, interpreting, conversation and physical environment. New information and more examples are included. Three new chapters include: Support Service Providers; Authority, Power and Control; and Meetings. The book is intended for people who know Sign Language, who are already experienced in "deafness" and in interacting with Deaf people, and who want to know more about "deaf-blindness" and interpreting for Deaf-Blind people. Professional interpreters, student interpreters, and anyone who wants to communicate and/or work more effectively with Deaf-Blind people will benefit from reading this book. May be ordered from Sign Media, Inc., 4020 Blackburn Lane, Burtonsville, MD 20866. Phone: (800) 475-4756. Cost: $24.95 Publisher's web site: http://www.signmedia.com
Michigan Institute on Deafblindness: Part I - July 30, 2003 Michigan Services for Children and Youth Who Are Deaf-Blind. Kellogg Center, Michigan State University. (2003) This video is part one of a two part series. This conference features six key speakers in the deafblind field. Each presenter features different key areas of concern to people with deafblindness or people working with children with deafblindness. Beth Kennedy, director of DB Central, provides an overview of deafblindness, including a definition and the various ways of communicating with someone who is deafblind. She also describes the services that DB Central provide. David Brown, of California Deaf-Blind Services provides a presentation on vision assessment of children with multi-sensory impairments. He includes video clips of six children with deafblindness using resonance boards and other methods to determine functional vision. Jacques Souriau, head of the deafblind program in France, talks about sensation, perception, communication, and the formation of meaning. He provides short video clips of various methods of communication being used effectively.
Observational Overview for Programs with Students with Deaf-Blindness Rhode Island Services to Students with Dual Sensory Impairments, Sherlock Center, Rhode Island College in Conjunction with National Technical Assistance Consortium for Children and Young Adults Who are Deaf-Blind (NTAC) (2003) This packet provides a table that outlines observations of programs for students with deaf-blindness. Categories include environmental analysis in classroom and school settings, instructional strategies, preservation of dignity, positive behavioral support, communication, and educational programs. Each category provides information on how the objectives would look from the emerging phase through making progress and eventually achievement stage. Available on the web: http://www.ric.edu/sherlockcenter/publications/OCR.pdf
Out of Sight, Out of Sound -- Grossman, Anna Jane. MarieClaire.com: (2009) When she learned she would go blind and deaf before her 30th birthday, Rebecca Alexander didn't have time to be afraid. Available on the web: http://www.marieclaire.com/health-fitness/news/a859/deaf-blind-disease/
Overview of Dual Sensory Impairment in Older Adults: Perspectives for Rehabilitation --Saunders, Gabrielle H., PhD; Echt, Katharina V., PhD. Sage Publications. TRENDS IN AMPLIFICATION, 12, 2007; vol. 11: pp. 243 - 258. (2007) Dual sensory impairment (DSI) refers to the presence of both hearing loss and vision loss. The occurrence of DSI is particularly prevalent among the aging population, with studies showing between 9% and 21% of adults older than 70 years having some degree of DSI. Despite this, there is little direction regarding recommended clinical practice and rehabilitation of individuals with DSI. It is assumed that the problems encountered by individuals with DSI are considerably greater than the effects of vision impairment or hearing impairment alone, because when these two sensory impairments are combined, the individual is seriously deprived of compensiatory strategies that make use of the nonimpaired sense. In this article, the literature available on DSI is summarized, and research needs regarding rehabilitation strategies are outlined and discussed. Simple suggestions for addressing DSI are provided that use available tools and technology. Available on the web: http://tia.sagepub.com/cgi/reprint/11/4/243 Publisher's web site: http://online.sagepub.com
Purpose, Satisfaction and Joy in the Lives of Students who are Deafblind & the People who Care --Mamer, Linda. Austin,TX: Texas Deafblind Project. 2009 Texas Symposium on Deafblindness. (2009) People who are deafblind and the people who live and/or work with individuals who are deafblind can have great purpose and joy in their lives. We are privileged to know people who are deafblind and to share in their lives. Finding purpose and satisfaction in our lives and in their lives is critical to sustaining good relationships. Inspiring examples were shared. Brief handout. The complete speech not available. Available on the web:http://www.tsbvi.edu/resources/2663-purpose-satisfaction-and-joy-in-the-lives-of-students-with-deafblindness-and-the-people-who-care-
Residential Services Best Practices : For Deaf-Blind Youth and Adults --West, Julie. --Helen Keller National Center. HKNC document, 2002, 18 pp. (2002) The HKNC is a unique training site and has developed this document to discuss the best practices that can be utilized at home, work or in other residential settings for deafblind individuals. This document covers the following topics, staffing, staff recruitment and communication, student orientation, environmental adaptations, recreation and self determination.
Social Construction of Deafblindness --Dammeyer, Jesper. NUD NEWS BULLETIN, 1/2007, pp. 12-15. (2007) This article describes how deafblindness can be understood as a social construction, or rather social practice or a special culture.
Special Education, Related Services, and Supports for Children Who Are Deaf-Blind --Smith, Anne; Gense, D. Jay. AER JOURNAL: RESEARCH AND PRACTICE IN VISUAL IMPAIRMENT AND BLINDNESS, Summer 2010, vol. 3, #3, pp. 115-122. (2010)This article provides an overview of the history and evolution of service delivery for children who are deaf-blind, demographic data describing the population of children who are deaf-blind, and highlights considerations of future directions for the design and applications of policy, practice, and research.
Successful Adaptations for Learning to Use Touch Effectively : Interacting with Children who are Deaf-Blind or Visually Impaired and have Additional Disabilities --Chen, Deborah; Downing, June; Minor, Lavada; Rodriguez-Gil, Gloria. Northridge: Department of Special Education, California State University, Northridge. (2005) This manual was created to help service providers and family members learn to interact through touch with children who need tactile information to support their learning, particularly children who do not clearly demonstrate understanding or use of symbolic communication. The contents of the manual reflect the activities of Project SALUTE, a model demonstration project funded by the U.S. Department of Education. The introduction to the manual includes a report of focus group findings and the results of research performed with four children. The bulk of the manual provides practical information on the following topics: the sense of touch, supporting interactions though touch, assessing tactile skills and planning interventions, tactile interaction strategies, making communication accessible, adaptations to manual signs, emergent literacy, and selecting tactile strategies and problem solving.