Skip to main content
Default avatar image

Technology Bibliography

by DB-LINK on Jun 1, 2013
Print Screen Share

This is a partial list of materials on this topic available from the DB-LINK Catalog Database.  If you have additional questions, please contact us via email:

Updated 6/2013


AADB Conference 2006 Forum Responses: Technology --Fernandez-Trader, Marilyn. DEAF-BLIND AMERICAN, vol. 45, #4, October-December 2006, pp. 25-29. (2006) During the 2006 AADB conference, participants gave their comments, suggestions and feedback on important topics that impact the deaf-blind community. Responses from the Technology Forum are addressed in this article.


Access to Literacy: Books for All --Aitken, Stuart; Nisbet, Paul. DbI Review, Number 41, January - June 2008, pp. 8-11. (2008) The article addresses the range of issues around accessible formats and their usefulness for students who are deaf-blind. It describes the copyright issues, exemptions and national database of resources in accessible formats in the UK.


Aids and Accommodations for DeafBlind Students: Recommendations for High School Students Who Are Preparing for College and Work --Bhattacharyya, Anindya; Spears, Aaron. Knoxville, TN: PEPNet South. Transition Planning for Students who are Deafblind: Coaching from Students, Parents and Professionals, Ingraham, Cynthia L.(2007) (2007) This is Chapter Three of a larger text. It provides an overview of the population that may attend postsecondary programs; the types of equipment available for telephone access, face-to-face communication, print access, global positioning systems, computers, and accessing the internet. It also contains an extensive resource list.


Assistive Technology and Students Who are Deafblind: Bridging Gaps in School Participation --Parker, Amy; Gebre, Mussie; Zhou, Li. DVI QUARTERLY, vol. 54, #3, Spring 2011, pp. 21-25. (2011) The authors of this article discuss the heterogeneous population of students who are deafblind. The role of assistive technology (AT) has the potential to have a profound impact on individuals' ability to access the learning environment. Topics covered include: Access to computers and the Internet; AT devices as communication; travel and mobility, time and schedule management; the 21st Century Telecommunication and Video Description Act and teacher needs and conclusion.


Assistive Technology Competencies of Teachers of Students with Visual Impairments: A Comparison of Perceptions --Zhou, Li; Smith, Derrick W.; Parker, Amy T.; Griffin-Shirley, Nora. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS, vol. 105, #9, September 2011, pp. 533-547. (2011) This study surveyed teachers of students with visual impairments in Texas on their perceptions of a set of assistive technology competencies developed for teachers of students with visual impairments by Smith and colleagues (2009). Differences in opinion between practicing teachers of students with visual impairments and Smith's group of educational experts presented and discussed.


Assistive Technology for Students with Visual Impairments: Challenges and Needs in Teachers' Preparation Programs and Practice --Zhou, Li; Parker, Amy T.; Smith, Derrick W.; Griffin-Shirley, Nora. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS, vol. 105, #4, April 2011, pp. 197-210. (2011) This article reports on a survey of 165 teachers of students with visual impairments in Texas to examine their perceptions of their knowledge of assistive technology. The results showed that they had significant deficits in knowledge in 55 (74.32%) of the 74 assistive technology competencies that were examined and that 57.5% of them lacked adequate confidence about teaching assistive technology to students.


Assistive Technology Solutions in Minutes: Make a Difference Today --Willkomm, Dr. Therese. Concord, NH: ATECH Services. (2005) The goal of this publication is to enable individuals who experience vision impairments as well as other disabilities, to achieve their maximum independence at home, school, work, and play through the application of innovative fabrication tools, materials, and techniques that can be quickly used. Chapters include: Creative Problem Solving with Limited Resources; Acrylic and Lexan; Switch Making and Modifying; Switch Mounting and Adapting; Epoxy Putty; Pink/Blue Board; Fasteners; Padding Material; 50+ AT Solutions Using LOK-LIFT-Lift RG; More Quick Tips and Tricks; Rapid Prototyping in the Workplace; Resource People, Places, Databases and Timesaving Tips.


Computer as Little Room, Computer as Experience Book: Mouse Click Environments for Independent Learning and Leisure --Harris, Gerald. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is a brief summary of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. This presentation is on strategies for independent computer use for children with deafblindness in addition to physical and cognitive challenges.


Conference Navigation and Communication Assistant for the Deafblind based on Tactile and Acoustically Amplified Augmented Map Information --Hub, Andreas; Kombrink, Stefan; Bosse, Klaus; ErtI, Thomas. 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 a portable electronic navigation assistant for the deafblind that facilitates independent navigation even in new and complex environments, such as large conference sites. The device includes a keyboard, loudspeaker and small Braille display, allowing deafblind users to communicate with anyone capable of typing.


DeafBlind Communicator to Tap the Power and Simplicity of KeySoft --Halliday, Jim. HUMANWARE DEAFBLIND NEWSLETTER, December 2007. (2007) This issue describes the ease of use of the DeafBlind Communicator as well as its expanded capabilities. There also has been added a section on questions and answers. Publisher's website:


Deaf-Blind Tech Gadgets in Educational Settings --Bhattacharyya, Anindya. DVIQ, Spring 2009, pp.36-39. (2009) This article focuses on specific communication tools and adaptive technology gadgets for deafblind students in different types of education settings at elementary, middle and high schools as well as post-secondary institutions.The equipment listed is categorized by one of the two primary uses, telecommunications access and face-to-face communication.


Efficacy of the GoTalk Express 32 for Increasing Communication Attempts: 2010 Tech-in-the-Works Award Winner --Bashinski, Susan M. East Carolina Univeristy: (June 2011) This study examined the effect of Attainment Company's newly developed GoTalk Express 32 (a voice output communication device) on the communication rates of three individual learners who have multiple disabilities. This research was supports through a grant award from the Nation Center for Technology Innovation (NCTI), with matching funds from The Attainment Company.

Participants in the study each experienced a significant vision loss (i.e., educational/legal blindness) and additional disabilities. At the study's outset, participants demonstrated an insufficient intelligible spoken vocabulary to support successful communication and were candidates for an augmentative system for expressive communication. Participants ranged in age from 9 to 18 years of age; all were male.

Single-subject research methodology was employed. Initially, each participant's rate of communication attempts was measured with his current communication system. Following this baseline, the GoTalk Express 32 was introduced. Through the implementation of responsive education strategies (e.g., following the learner's lead in interactions, incorporating individual preferences, and taking into account the learner's unique cognitive and sensory skills), each learner was taught to use the GoTalk Express 32. Data were collected both classroom (group setting) and individual therapy sessions with each participant. Available on the web:


Enhancing Independence and Safety for Blind and Deaf-Blind Public Transit Riders --Azenkot, Shiri; Prasain, Sanjana; Borning, Alan; Fortuna, Emily; Ladner, Richard E.; Wobbrock, Jacob O. Seattle, WA: University of Washington. (2011) Blind and deaf-blind people often rely on public transit for everyday mobility, but using transit can be challenging for them. We conducted semi-structured interviews with 13 blind and deaf-blind people to understand how they use public transit and what human values were important to them in this domain. Two key values were identified: independence and safety. We developed GoBraille, two related Braille-based applications that provide information about buses and bus stops while supporting the key values. GoBraille is built on MoBraille, a novel framework that enables a Braille display to benefit from many features in a smartphone without knowledge of proprietary, device-specific protocols. Finally, we conducted user studies with blind people to demonstrate that GoBraille enables people to travel more independently and safely. We also conducted co-design with a deaf-blind person, finding that a minimalist interface, with short input and output messages, was most effective for this population. Available on the web:


FCC Acts to Ensure that Deaf-Blind Individuals have Access to 21st Century Communications Technologies --Kimball, Rosemary. Federal Communications Commission. (2011) This document is a press release from the Federal Communications Commission (FCC) announcing the establishment of a National Deaf-Blind Equipment Distribution Program to enable low-income individuals who are deaf-blind to access 21st Century communications services. The pilot program will help ensure that qualified individuals have access to the Internet, and advanced communications, including inter-exchange services and advanced telecommunications and information services. Available on the web:


Helping Three Persons with Multiple Disabilities Acquire Independent Dressing Through Assistive Technology: Research Report --Lancioni, Giulio E.; O'Reilly, Mark F.; Singh, Nirbhay N.; Sigafoos, Jeff; Oliva, Doretta; Campodonico, Francesca; Groeneweg, Jop. JOURNAL OF VISUAL IMPAIRMENT AND BLINDNESS, Vol. 101, #12, December 2007, pp. 768-773. (2007) This report describes a multiple baseline design study of the use of assistive technology (light display, mini-vibrator, tape players) to provide prompts to three adults (two were deaf-blind) in order to increase their independent dressing skills.


Impact of Assistive Technology on the Educational Performance of Students with Visual Impairments: A Synthesis of the Research --Kelly, Stacy M.; Smith, Derrick W. JOURNAL OF VISUAL IMPAIRMENT AND BLINDNESS, vol. 105, #2, February 2011, pp. 73-83. (2011) This review article examined the research literature from 1965 to 2009 on the assistive technology that is used by students (preschool through grade 12) with visual impairments including those with additional disabilities ("deaf blind," "deafblind," and "deaf-blind" were included as search terms). The authors located and reviewed 256 articles for evidence-based research on assistive technology that had a positive impact on educational performance. Of the 256 studies, only 2 provided promising evidence-based practices.


In the loop --Fletcher, Ben. Talking Sense, Autumn/Winter 2005, p. 26-28. (2005) The author who is deafblind and a software engineer at IBM Hursley, describes some of the amazing developments in technology that will have huge implications for deafblind people.


Internet Chat System for the Deaf-Blind Using Doubled Braille Display – DB4DB -- Kobayashi, Makoto. Berlin / Heidelberg: Springer. Lecture Notes in Computer Science, Computers Helping People with Special Needs, Volume 4061/2006. (2006) This paper reports on a proposition of a communication system for the blind and deaf-blind person. The system is composed of a terminal which is named “Doubled Braille display terminal for the Deaf-Blind person (DB4DB).” This terminal equipped with two-lined refreshable Braille displays and its software is based on an Internet chat program. The one line of the display is for confirmation of inputted sentence by the user and the other one is for reading all messages from members who take part in the chat space. The proposal system enables the blind and deaf-blind person to recognize message from another member at anytime, even he/she is inputting his/her message. Publisher's web site:


Introducing APH Products to Students Who Are Deafblind --Baker, Sandi. DVIQ, Spring 2009, pp.33-35. (2009) An overview and description of the various APH product for the students who are deafblind


It's about Time: Ensuring Access for Deaf-Blind People: A proposal for Deaf-Blind Relay Services HAWK Relay. (2007) Hawk Relay proposes to establish a nationwide network of Communication Facilitators for dispatch to deaf-blind consumers’ homes or places of business for on-site provision of Deaf Blind Relay Service (DBRS). In addition, Hawk Relay seeks to utilize the existing manpower of local deaf-service organizations in launching ten Deaf Blind Relay Service Centers (DBRSCs). Besides being sites to where deaf-blind people can travel to utilize the services of a CF, Hawk Relay also envisions these DBRSCs acting as liaisons between the FCC and their respective local communities of deaf-blind persons. Hawk Relay proudly submits this proposal for a Deaf-Blind Relay Service nationwide. Ultimately, this service will: * Ensure 24/7/365 telecommunications access for people who are deaf-blind as spelled out in Title 4 of the Americans with Disabilities Act of 1990; * Escalate the functional equivalency ideal for deaf-blind people as it pertains to telecommunications; * Equip people who are deaf-blind with telecommunications access to the general public at an exceptional value; and * Establish channels for official FCC communications with the deaf-blind population.


Language and Literacy: Connecting with Technology --Buckley, Wendy L., MEd., Ed.S. 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 children who are deafblind using computers to build language foundations, learn new concepts, develop literacy skills and make connections with each other and the world.


Let's Not Forget About Low Technology for Deaf-Blind People --Bohrman, Jeffrey. The Deaf-Blind American, Technology for People Who Are Deaf-Blind, October-December 2007, Volume 46, Number 4, pp. 5-8. (2007) Everyone needs low technology to survive in our daily lives. This is especially true for individuals who are deaf-blind as technology enables them to live independently and productively. This article describes the basics needed for everyday living including watches and clocks, alarms, communication and writing aids and household aids. Publisher's web site:


A Low Cost Adaptive Graphical User Interface for the Visually Handicapped with Multiple Conditions --Veal, D.; Maj, S.P. SCIENTIFIC RESEARCH AND ESSAYS, vol. 6, #1, January 2011, pp. 162-167. (2011) Limited trials have been demonstrated that a Graphical User Interface (GUI) for the visually handicapped called Dynamic Pattern System (DPS) can adaptively utilize residual vision by generating different patterns, colors, and shapes. Low vision simulators, used by normally sighted, have allowed researchers to clearly identify visual impairments that can be helped by DPS. However, it is not uncommon for people who are visually impaired to suffer from multiple conditions having a multiplicative degenerative effect on their sight. This paper demonstrates how DPS can be used to assist individuals with compound sight disorders. Includes some discussion of its relevance for people who are deaf-blind.


National Deaf-Blind Equipment Distribution Program --Federal Communications Commission - Consumer and Governmental Affairs Bureau. FCC. Consumer Guide. (2012) This is a consumer guide on the pilot program regarding the National Deaf-Blind Equipment Distribution Program issued by the Federal Communications Commission.


No Tech/Low Tech? [DVD] --Brown, David. San Francisco, CA: Department of Special Education, San Francisco State University. (2003) In this workshop David Brown, Educational Specialist at California Deaf-Blind Services, addresses the following key points: (1) What is "assistive technology" and whom does it "assist"? (2) The population identified as deaf-blind: the significant increase in the prevalence of children with profound and complex disabilities. (3) The crucial importance of individualization of assessment approaches and programming --- "knowing the child." (4) Multi-sensory issues, not just vision and hearing difficulties. (5) The need for multidisciplinary approaches and collaboration. This presentation was one of a series of workshops produced by a Matchmaker Grant to the California Deaf-Blind Services Project. The focus of the grant was on the use of assistive technology with children who are deafblind. The workshop was taped during the summer of 2003.


Technology for People Who Are Deaf-Blind --American Association of the Deaf-Blind. The Deaf-Blind American, October-December 2007, Volume 46, Number 4. (2007) Special issues on technology for people who are deaf-blind. Publisher's web site:


Telecommunications for Deaf-Blind People --Bohrman, Jeffrey. The Deaf-Blind American, Technology for People Who Are Deaf-Blind, October-December 2007, Volume 46, Number 4, pp. 17-20. (2007) This article reviews some of the early history of access to communication technology for people who are deaf-blind, describes current available options and areas where the deaf-blind community's access to technology needs to be improved. Publisher's web site:


Using the iPad and a Sequence of Apps for Young Children with Multiple Disabilities --Saylor, Cristi M.; Rodriguez-Gil, Gloria. RESOURCES, vol. 17, #2, Fall 2012, pp.1-10. (2012) The purpose of this article is to describe insights gleaned from the authors' experiences using the iPad as a tool for learning, engaging, and communicating with young children with multiple disabilities. The authors worked with children who were diagnosed as deaf-blind or deaf/ hard of hearing with cognitive disabilities and/or motor impairments. The areas of focus for this article includes (1) benefits of using the iPad; (2) challenges of using the iPad and solutions to these challenges; and (3) introducing the iPad to young children, with or without disabilities, using a sequential approach. Available on the web:


Using the iPad with Students with Deafblindness or My Adventure with the Shiny New Toy! --Wheeler, Jamie. TX SENSEABILITIES, vol. 6, #3, Summer 2012, pp. 22-25. (2012) The author describes many iPad apps useful for students with deafblindness, or visual impairment and additional disabilities. 


Video Relay Services for People Who Are Deaf-Blind --Gasaway, Mark A. THE DEAF-BLIND AMERICAN, April-June 2007, vol. 46, # 2, pp. 22-26. (2007) This article discusses the results of a survey sent to the AADB-L listserv and other major listsevs for deaf-blind people. It asked 5 questions pertaining to the use of the video relay service interpreting service. Publisher's web site:

NCDB : The Research Institute : Western Oregon University : 345 N. Monmouth Ave. : Monmouth, OR 97361
Contact Us: 800-438-9376 |

Tour This Page Website Help
Help for this page

Help Guides & Tutorials