- 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
Program Planning 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
Academic Learners with Deafblindness: Providing Access to the General Curriculum --Blaha, Robbie; Cooper, Holly. Austin,TX: Texas Deafblind Project. 2009 Texas Symposium on Deafblindness. (2009) This paper presents instructional strategies and modifications for academic instruction for students with deafblindness. Concept development, communication, timing and pacing will be discussed. We will include issues relating to tactile learners and communicators, as well as students who access communication and literacy visually and auditorially. Educational strategies will be appropriate for students in special classes as well as those attending inclusion classes with support. Available on the web: http://www.tsbvi.edu/attachments/handouts/feb09/BlahaCooperAcademAccessGenEd_handout.doc
Colby’s Growth to Language and Literacy : The Achievements of a Child who is Congenitally Deafblind --Bruce, Susan; Randall, Amy; Birge, Barbara. TEACHING EXCEPTIONAL CHILDREN PLUS, vol. 5, #2, November 2008. (2008) This article tells the story of how Colby, a young boy who is congenitally deafblind, developed language and literacy. Narrative is coupled with video to illustrate how the following four instructional approaches and interventions supported his development: (1) daily schedule, (2)home-school journal, (3) experiential based literacy, and (4) child-guided instruction. Both Colby’s mother and his teachers developed individualized literacy lessons that were delivered with daily consistency. Repetition of highly interesting activities paired with consistent exposure to representations about those activities (expressed in objects, verbalizations, sign language, and braille) supported Colby to literacy. Available on the web: http://files.eric.ed.gov/fulltext/EJ967739.pdf
Educating Children with Multiple Disabilities : A Collaborative Approach --Orelove, Fred, P.; Sobsey, Dick; Silberman, Rosanne K. Baltimore: Paul H. Brookes. (2004) This is a new edition of a widely used textbook for undergraduate and graduate education in special education and related fields. It is also useful for practicing special and general educators. It emphasizes research-based guidance and covers a wide variety of topics such as sensory impairments (including deaf-blindness), developing curriculum and instruction, adaptations to promote participation in inclusive environments, children with special health care and physical management needs, and communication, mealtime, and self-care skills. Publisher's web site: www.brookespublishing.com
Emerging Evidence from Single-Subject Research in the Field of Deaf-Blindness --Parker, Amy T.; Davidson, Roseanna; Banda, Devender R. JVIB, November 2007, Volume 101, Number 11, pp. 690-700. (2007) Professionals in the field of deaf-blindness are challenged to use instructional practices that have been tested using experimental methodology. Single-subject design has been examined as a form of research that assists in substantiating practice. In a review of the literature, the authors identified 54 single-subject studies from 1969 to 2006 that provided emerging evidence for practitioners. Publisher's web site: http://www.afb.org.
Evidence-Based Practices for Students with Severe Disabilities and the Requirement for Accountability in "No Child Left Behind" --Browder, Diane M.; Cooper-Duffy, Karena. JOURNAL OF SPECIAL EDUCATION, vol. 37, #3, pp.157-163. (2003)This article is not specifically about deaf-blind children but is an extremely useful review of issues related to designing educational programs for students with multiple disabilities that are based on research and meet the requirements of No Child Left Behind (NCLB) that all students have access to the general curriculum and make progress within it. Two NCLB provisions with implications for special education are addressed: (a) the requirement to assess students in reading, math, and then later, science and (b) the expectation for yearly progress. It includes a review of research related to skills acquisition as well as the very limited research that is available regarding the acquisition of academic/cognitive skills. Research in the latter category has focused on functional reading (e.g., sight-word instruction with real-life application) and functional math (e.g., practical skills such as using money and telling time). It found critical limitations with the current literature including: (1) sparse literature about students with complex, multiple disabilities; (2) a limited range of functional academics and lack of reading comprehension measures; and (3) a lack of research about teaching a broader range of academics to this population (e.g., science). Research is needed to demonstrate ways students with severe disabilities can master more varied academic content to show progress on state standards. The concept of adequate yearly progress is addressed by reviewing the types of instructional strategies that would most likely yield progress. Information is also provided on the extent to which teachers use research-based strategies.
Guide to Learning to Learn Model and Instructional Materials --Rowland, Charity, Ph.D; Schwiegert, Philip, M.Ed. Portland: Design to Learn. (2005) The Learning to Learn model is an educational approach for children with severe and multiple disabilities including deafblindness and involves instruction in communication development and concept development that is integrated into typical classroom activities. The four components of the model are : Assessing the Child, Developing a Learning Plan, Teaching & Learning and Monitoring Performance to Promote Progress. This guide, in overview fashion, lists all of the materials and tools that have been developed and includes useful graphics that put the tools in relationhip to the model components. Available on the web: http://www.designtolearn.com
Independence Because of Intervention : Part 3 --LaFleur, Lynne. INTERVENTION, vol. 28, #2, Fall 2003, pp. 16-17. (2003)This is the final article in a 3-part series. It briefly addresses a number of issues pertaining to intervention with children who are deaf-blind including the importance of proper training for teachers, instructional assistants, and intervenors; the inappropriateness of continuous physical manipulation of a child; the importance of knowing when to "intervene;" expectations; and allowing children to make mistakes.
Learning to Learn: a Systematic Child-Centered Model Skill Development in Young Children Who are Deafblind : Final Report --Rowland, Charity, Ph.D.; Schweigert, Philip, M.Ed. Portland, OR: Oregon Health & Science University. (2005) This final report describes activities and accomplishments of a five-year federally supported project to develop a seamless model of skill development for young children (ages 3-8) who are deafblind. The instructional model addresses the fundemental skills necessary to understand and master the social environment (social interaction, pre-symbolic communication and symbolic communication) and the physical environment (manipulating objects and negotiating obstacles and barriers that arise at home, in class and in the community). The instructional content consists of the social, communicative and concept development skills needed to interact with the social and physical environments. The outcome is understanding of the social and physical environments such that the child can take in the new information, respond to it and act on it appropriately. The instructional approach is individualized so that intervention harnesses the instrinsic motivations of each child in the pursuit of learning. The instructional approach is systematic so that families and professionals understand how learning unfolds and how intervention plans relate to the child's current skills and support the development of new skills. Learners include not just the child, but family members, who need to understand the child's behavior and how the home environment influences learning; and professionals who need to understand how the social and physical make-up of a classroom influence the child's ability to learn. It involved sites in Oregon, Washington, Texas and California. Final products associated with the project are included in the appendix. Available on the web: http://www.designtolearn.com
Research to Practice: Linking Functional Vision and Hearing Assessments, Learning Modalities, and Instructional Strategies --NTAC. Portland, OR: National Technical Assistance Consortium for Children and Young Adults Who Are Deaf-Blind. NTAC Topical Workshop, April 26-27, 2005, Portland, OR. (2005)This workshop was held April 26-27,2005. Notebook includes the agenda, a list of participants, and collected handouts from the speakers.
Serving Students with Severe and Multiple Disabilities : A Guide to Strategies for Successful Learning --Sarathy, Padmaja. Horsham, PA: LRP Publications. (2005)Discusses major concepts associated with the curriculum and instruction for students with severe and multiple disabilities in the literature (ecologically based curriculum, partial participation, embedding IEP objectives in activities, choice-making, community-based instruction, etc.). It also identifies critical elements required to ensure a high quality of services, offers multi-faceted, field tested Instructional Organizers, provides Student-specific Instructional Plans (SIPs) to demonstrate practical applications, and includes sample forms, charts, and checklists for duplicating or adapting.
Some Things to Learn from "Learning Through Touch" --Moss, Kate. Austin: Texas School for the Blind and Visually Impaired. SEE HEAR, vol. 10, #2, Spring 2005, pp. 19-24. (2005) This article shares information about the book, "Learning Through Touch," by Mike McLinden and Stephen McCall. Developing the sense of touch and good hand use skills are important goals for a child who is blind or deafblind. The tactile sense is needed to confirm what the child is seeing or hearing, how the child experiences the world and needs to be enhanced. This book includes information the anatomy and physiology of touch, the functions of touch, assessing touch, and providing instruction through touch. Available in Spanish. Available on the web: http://www.tsbvi.edu/seehear/spring05/things.htm
Striking a Balance Between IDEA and NCLB for Students with Significant Disabilities : Techniques and Tools for Aligning Standards-Based Instruction, Alternate Assessments and IEPs --Saranthy, Padmaja. Horsham, PA: LRP Publications. (2008)This book is intended for administrators and teachers involved in educational planning and instructional programming for students with significant cognitive disabilities. It includes sections on the following topics: legal issues and compliance with the law relating to alternate assessment and accessing the general curriculum; transforming instruction to promote access to the general curriculum; and techniques, tools, and technology to support learners.
Technical Assistance checklist for Supporting Students with Deaf-Blindness Across Educational Settings --Beck, Maria; Dell, Susan; Eisenberg, John; King, Ruth Ann; Evans-Luiselli, Tracy; Scott, Eva. National Technical Assistance Consortium for Children and Young Adults who are Deaf-Blind (NTAC) (2005)Includes two parts. Part One is the Technical Assistance Checklist for Supporting Students with Deaf-blindness across Education Settings. Its purpose is to assist an observer of a student with deaf-blindness or an education placement serving students with deaf-blindness in identifying instructional support, communication, and access needs for a student with deaf-blindness in natural settings including the classroom, school building, community, or vocational setting. Part Two are the Probing Questions for Technical Assistance. They provide information that will supplement information gleaned from direct observation in the classroom, community, vocational setting, or other instructional environment where technical assistance has been requested for a specific student with deaf-blindness.
Using Tactile Strategies With Students Who Are Blind and Have Severe Disabilities --Downing, June E.; Chen, Deborah. TEACHING EXCEPTIONAL CHILDREN, vol. 36, #2, Nov/Dec 2003, pp56-60. (2003)Students who are blind and have severe disabilities need instructional materials that provide relevant tactile information. This article describes specific tactile strategies to support the instruction of students who have severe and multiple disabilities and who do not learn visually. It addresses issues for teachers to consider to help them become aware of how they can best interact with students through touch and describes tactile modeling, tactile mutual attention, characteristics of tactile learning, how to use tactile information to represent specific concepts, the importance of considering a student's degree of sensitivity to touch, and the need for a team approach to teaching.
Where is There Joy in This IEP? or What Did I Bring Away from the Deafblind International Conference? --Wiley, David; Moss, Kate. TX: Texas School for the Blind and Visually Impaired. SEE/HEAR vol. 9, #4, Fall 2004, pp. 17-21. (2004) Discusses the importance of building highly motivating instructional elements into daily programming in order to improve the students openness to instruction. Has suggestions for collecting information about what is motivating for a student and the importance of being a good observer. Available on the web: http://www.tsbvi.edu/seehear/fall04/joy.htm