- 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
Postsecondary Education 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: firstname.lastname@example.org
Addressing the Unique Service Needs of Deafblind Students in Higher Education: Respecting Student Experience and Choice --Jones, Megan. WORKSHOP, vol. 24, #7, 1999, pp. 1-3. Proceedings of the 12th Deafblind International World Conference, July 20-25, 1999, Lisbon, Portugal. (1999) This speaker discusses the unique service needs of a student who is deafblind and entering higher education. Describes the steps needed to enter higher educational institutions, financial assistance, living accommodations, orientation and mobility issues, registration and scheduling issues, communication issues, access to adaptive equipment, and adapting classrooms, examinations, and assignments to meet their needs. Also touches on the needs of advanced degree students.
College Students Who Are Deafblind: Perceptions of Adjustment and Academic Supports --Arndt, Katrina. AER JOURNAL: RESEARCH AND PRACTICE IN VISUAL IMPAIRMENT AND BLINDNESS, vol. 3, #1, Winter 2010, pp. 12-19. (2010) This descriptive qualitative interview study explored the perspectives of 11 college students who are deaf-blind in order to gain insight into their experiences. Results indicate that students have to manage both adjustments to visual impairment and academic supports as they navigate college life. Implications for service providers include being knowledgeable about deaf-blindness and supporting students self-determination skills.
Colleges Which Provide Support to Students Who Are Deaf-Blind --Bhattacharyya, Anindya Bapin. (1996) In response to a question posed by a DB-LINK information specialist regarding colleges which provide support to students who are deaf- blind, the author describes his college program at the University of Arkansas at Little Rock (UALR), which has been rated 90% accessible for students with disabilities. Information about UALR disability support services and the Postsecondary Education Consortium (PEC) downloaded from the UALR website is appended.
Deaf-Blind Students on Campus --Hammett, Richelle. HEATH, vol. 13, no. 3, September/October 1994, pp. 1-4. (1994) This article is designed to raise awareness about deaf-blind students so that appropriate services can be provided to members of this population at the college level as effectively as possible. Helpful hints, starting points, suggestions for students and disability support services providers, and a resource list are included.
Deaf-Blind Students Seek Educational Opportunities --Bhattacharyya, Anindya Bapin. Paper presented at The 1997 Hilton-Perkins Conference, Washington D.C., June 1997. (1997) This paper, presented at the Hilton-Perkins Conference in Washington, D.C., in June of 1997, discusses considerations for accommodations and adapted programming for students who are deaf-blind attending postsecondary institutions. Laws mandate that postsecondary institutions provide an array of services to facilitate equal access and communication between students who are deaf-blind and other parties. These services may include interpreters, notetakers, orientation and mobility training, technological supports, alternative formats, and communication issues. Disability support service (DSS) providers will focus on the individual nature of each student's accommodation needs when planning services. The paper also discusses political correctness and the author's preference for the term "deaf-blind student" to the more politically acceptable "student who is deaf-blind."
Effective Transition Planning for Successful Post secondary Outcomes for Students who are Deaf-blind --Ingraham, Cynthia L.; Belanich, James; Lascek, Susan. FL: 1998 CONFERENCE PROCEEDINGS, EMPOWERMENT THROUGH PARTNERSHIPS: PEPNET'98, pp. 282-289. Biennial Conference on Post secondary Education for Persons who are Deaf or Hard of Hearing. (1998) There are a number of considerations when determining whether a particular post secondary education program is suitable for a student who is deaf-blind. The authors discuss the need for early transition participation by the vocational rehabilitation counselor, the deaf-blindness representative and the coordinator of the student support services from the prospective university. This article discusses transition planning, special accommodations to consider for the university and case studies to explain the uniqueness of each student.
Enhancing Student Success: Meeting the Unique Needs of University Students with Deaf-Blindness --Chanock, Kate. OPEN REHABILITATION JOURNAL, vol. 3, pp. 9-15. (2010) This article, written by an advisor at a university in Australia, discusses challenges faced by college students who are deaf-blind and describes strategies that have been successful for one student. The strategies include regular dialog about the content of the student's assignments and a simple systematic method of offering feedback on her written work that meets her preference for reading electronic documents in Braille.
Heading to College? The Painless Approach --Enos, JoAnn; Jordon, Beth. Hilton Perkins Program. Workshop Proceedings of the 1997 National Conference on Deafblindness: The Individual in a Changing Society, Washington, DC, June 6-9, 1997. (1997) This article focuses on the publication, A Guide For Students Who Are Deaf-Blind Considering College. It offers a history behind the development of the guide; tips from high school students who have used the guide; feedback and advise from non-traditional students who have used the guide; and feedback and considerations from parents and VR counselors who have used the guide.
Postsecondary Education: Opportunities and Challenges for Students Who Are Deaf- Blind --HKNC-TAC. HKNC-TAC NEWS, Spring/Summer 1995, vol. 8, no. 1, pp. 1, 3-11. (1995)Information includes a transition checklist, ADA information, interviews with six deaf-blind persons who attended college, strategies for postsecondary students and their teachers, and an educational supports checklist.
Providing Support Services for a Deaf-Blind Student in a Mainstream University Environment --Bourquin, Eugene A. JOURNAL OF THE AMERICAN DEAFNESS AND REHABILITATION ASSOCIATION, vol.28, #1, 1994, pp.31-38. (1994) Today, deaf-blind individuals regularly pursue higher education. A deaf-blind student presents unique challenges for the traditional support facility, even when the facility may have a history of service to deaf or blind students. Additional considerations are presented for an academic institution when coordinating services, using technologies, and addressing special needs for a deaf-blind student. By examining the experience of New York University with a deaf-blind student, related issues can be explored. Coordination of dual services, early planning, and cross-departmental cooperation are necessary to succeed in providing the required support and allowing the student to fulfill educational requirements and goals. By adopting a proactive stance toward designing and providing services, and by following a philosophy of equal accesses within and beyond statutory requirements, qualified staff can accomplish the task to fruition.
Students Who Are Deaf-Blind on Campus --HEATH. Washington, D. C.: HEATH Resource Center. ()The purpose of this paper is to educate deaf-blind students in post-secondary education, campus disability support service coordinators, teachers, faculty, and administrators about the rights, responsibilities, and supports for deaf-blind students in postsecondary education. This resource paper explains the etiologies and backgrounds of four distinct groups of deaf- blind individuals, the types of services and accommodations they require in post- secondary education, and how a college or university can provide these services or modifications. It addition a list of available resources concludes the discussion.
Supporting Individuals with Disabilities in Postsecondary Education --Stodden, Robert A.; Conway, Megan, A. AMERICAN REHABILITATION, Autumn 2003, pp. 24-33. (2003)This article is composed of two strands: an overview of issues and research related to postsecondary education and students with disabilities and the personal perspective of the paper's co-author, Megan Conway, who is deaf- blind and recently earned her Ph.D. The personal perspective is provided to add to the reader's understanding of the relationship between the issues and research presented and the real-life experiences of postsecondary students with disabilities and vocational rehabilitation clients. Issues addressed include the nature of postsecondary educational support provision, aligning the type and level of disability with the type and intensity of support, the role of technology as a support, and the role of vocational rehabilitation as a support.
Supporting University Student Who is Deaf-blind in Writing for the Disciplines -- Chanock, Kate; Stevens, Michelle; Freeman, Sally. Australia: La Trobe University. JOURNAL OF POSTSECONDARY EDUCATION AND DISABILITY, vol. 23, #2, 2010, pp.155-157. (2010) This article documents one student's experience in Australia focusing on a supportive collaboration between an Academic Language and Learning (ALL) tutor, a B.A. student with Deaf-blindness, and her interpreter. Academic Language Learning tutors are available to any student in developing their academic skills and in particular, their writing.
Transition Planning for Students who are Deafblind: Coaching from Students, Parents and Professionals --Ingraham, Cynthia L. Knoxville, TN: PEPNet South. (2007)This book begins with chapters that provide background about the history of services for people who are deaf-blind in the United States and about the definition and meaning of deaf-blindness. Subsequent chapters address the following topics important for transition-age deaf-blind individuals (and their families and service providers): aids and devices, mental health counseling, orientation and mobility, independent living, effective transition practices, and emergency preparedness. A significant portion of the book is devoted to personal essays about transition experiences by students and adults who are deaf- blind and parents, and to commentaries by professionals. Available on the web: http://www.pepartnership.org/media/12908/transitionplanningfordeafblind.pdf
Transition to Post-Secondary Education and Employment for Students with Multisensory Impairment: An Examination of the STEP Program --Kirby, Patricia. 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 describes the Successful Transition to Employment Program (STEP) for students with disabilities by the Student Accessibility Centre at the University of New Brunswick.
Transitioning to Postsecondary Education Opportunities for Youths Who Are Deaf- Blind --Enos, JoAnn. HKNC-TAC. Transition Services for Youth Who Are Deaf-Blind: A "Best Practices" Guide for Educators. Jane M. Everson (Ed.) (1995)Chapter Eight provides guidance for young adults and their families to discuss future options for postsecondary education. Included are a planning checklist and a checklist for assessing postsecondary education supports.
Universal Design for Transition: A Roadmap for Planning and Instruction -- Thoma, Colleen A., Ph.D.; Bartholomew, Christina C., Ph.D.; Scott, LaRon A. (M.Ed.) Baltimore: Paul H. Brookes Publishing Co. (2009) Universal design for transition (UDT) is an application of the principles of universal design for learning (UDL) to support planning for transition from school to adult life for students with disabilities. The first part of the book includes an introduction to the concepts of UDL and UDT, how UDT relates to self-determination, the role of UDT in the assessment process, and how to use UDT to facilitate the development of an individualized education program for transition. Subsequent chapters provide directions about how to apply UDT in the following domains: employment, postsecondary education, community living, and recreation and leisure.