- 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
Inclusion Materials Bibliography
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: firstname.lastname@example.org
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..
Access Is More Than a Ramp: Two Articles About Special Supports for Children with Deafblindness --Blaha, Robbie; Moss, Kate. P.S. NEWS!!!, vol. v, no. 2, April 1993, pp. 5-10, 15. (1993) These articles define the pivotal issue of inclusion of children who are deafblind as access. The first article makes the point that children with dual sensory impairments must have particular support services to access the full amount of information they are capable of utilizing. This requires specific support services so that they may acquire background information through their dominant language. The second article discusses the advantages of using an intervenor as a support service for the deafblind child who is just learning basic language skills.
Communication Opportunities for Students With Deafblindness in Specialized and Inclusive Settings: A Pilot Study --Correa-Torres, Silvia Maria. RE:VIEW, vol. 39, #4, Winter 2008, pp. 197-205. (2008)Many students with deafblindness now are educated in less restricted educational environments with their hearing and sighted peers. However, that less restricted education setting does not guarantee deafblind students opportunities for communication and social interactions. The author observed 4 students with deafblindness and gathered information related to their opportunities for communication and social interactions in their educational settings. Results of this pilot study offer insights into the frequency of social interactions among students with deafblindness, their hearing and sighted peers, and adults in different education settings.
Functional Communication in Inclusive Settings for Students Who Are Deaf-Blind --Stremel, Kathleen; Schutz, Richard. Baltimore: Paul H. Brookes Publishing Co. Welcoming Students Who Are Deaf-Blind into Typical Classrooms - Facilitating School Participation, Learning, and Friendships. Norris G. Haring and Lyle T. Romer (Eds.). (1995) Chapter 10 provides some perspectives on and strategies for considering factors of an individual's social and physical environments to achieve a shared communication system. This chapter also emphasizes a person-centered approach to the development and implementation of a functional communication system for students who are deaf-blind.
Generating Positive Interactions in Regular School Settings: For Australian Students who are Deafblind or Have Multiple Disabilities --Moore, Robyn Cantle; Steer, Mike. DBI REVIEW, vol. 49, July 2012, pp. 9-12. (2012) The social participation of students who are deafblind or have multiple disabilities in regular school classrooms and playgrounds is powerfully affected by student behavior, teacher behavior, the curriculum, teaching strategies, characteristics of the classroom or playground and school community, as well as the ways these elements combine to produce positive learning environments. Social skills, in addition to academic skills and a student health-related focus provide the three great challenges to successful regular school placement for students who have traditionally been considered too difficult to serve. Some classroom teachers perceive skills to be associated with difficulties in peer acceptance and work-related behaviors such as keeping on task or completing tasks with minimal assistance. This paper examines approaches that have proven effective in increasing positive classroom and playground interactions.
How to Prepare a Public School to Include a Child Who is Deafblind or Visually and Hearing Impaired --Kaisla, Tytti; Stjernvall, Paulina. Brantford, Ontario: Canadian Deafblind and Rubella Association. 13th DbI World Conference on Deafblindness Conference Proceedings, August 5-10, 2003, Mississauga, Ontario, Canada. (2003) This is the text of a workshop presentation given at the 13th DbI World Conference on Deaf-Blindness. The paper describes a three year project to spread information about deafblindness to the school community in Finland.
In the Community of a Classroom: Inclusive Education of a Student with Deaf-Blindness --Sall, Nancy; Mar, Harvey H. Journal of Visual Impairment & Blindness, vol.93, #4, April 1999, pp.197-210. (1999) This case study describes the inclusive education program of a student with deaf-blindness on the basis of extensive classroom observations and interviews with parents, teachers, administrators, and peers. Critical factors associated with the program's success included direct administrative involvement, teachers' and peers' problem-solving skills, adaptation of materials and school activities, effective teaming, consideration of the physical environment, and adoption of attitudes that support inclusion.
Including Deafblind Students: Report from a National Task Force --Goetz, Lori, Ph.D. San Francisco: California Research Institute. (1997) This work is the report of a federally funded, model demonstration project, "Full Inclusion Project for Students who are Deafblind." A focus of the project was development of a national Task Force, including parents, educators, technical assistance providers, and researchers, to address the concerns, challenges, and successes of including deafblind students full-time in general education classrooms. Each of 13 Task Force members developed a case study about a student with deafblindness, with data collected from a series of questionnaires and activities developed by the project. These 13 case study narratives and the results of task force activities are collected here. Two short technical essays, one addressing the meaning and current status of inclusive schooling, and one addressing the implications of deafblindness for learning, are included. The manual can be ordered from California Research Institute, 612 Font Blvd., San Francisco, CA 94132, for $15.00, postage included. Checks should be made payable to San Francisco State University Foundation, Inc.
Including Students with Deaf-Blindness in Large Scale Assessment Systems --Grisham-Brown, Jennifer, Ed.D.; Garrett, Brent, Ph.D.; Norman, Jaci, M.Ed.; Russo, Joyce, M.Ed. These powerpoint slides are from a presentation on including students with deaf-blindness in large-scale assessment systems. Describes a multi-state investigation to study how students with dual sensory impairments fare in large-scale assessment systems. Describes the difference between general and alternative assessment. Describes an alternate assessment study in three states, and a deaf-blind coordinator study. Describes an intervention study whose purpose was to increase the knowledge and performance skills of teachers of students with deafblindness. Provides information on the intervention process. Provides information on how to connect students with deafblindness to the assessment process. Describes implications of the data for state deafblind projects.
Inclusion of a deafblind student in a primary classroom at his neighbourhood school: A case study --Lahaye, Lesley. DEAFBLIND EDUCATION, #19, January-June 1997, p.12. (1997) This article is about an eight year old boy, Coyne, who has attended a public elementary school for three years and who is deafblind. Coyne's program includes a support team and a planned transition process. Examples of adaptations and modifications in activities and materials developed with the help of the Deafblind Outreach Consultant are discussed.
Inclusion of Young Children with Deaf-Blindness in Early Childhood Settings: Issues of Philosophy, Collaboration and Service Delivery --Giangreco, Michael F., Ph.D. Watertown: Perkins School for the Blind. New England Center Pilot Project Reference Materials. Tracy Evans Luiselli and Susan DeCaluwe (Eds.) (1994) This is an outline of Dr. Giangreco's presentation on inclusion given on March 15, 1994. The presentation is divided into five segments: (1) characteristics of inclusive education; (2) challenges facing educators regarding inclusive education; (3) distinctions between traditional and inclusion-oriented approaches; (4) key lessons learned in Vermont schools to facilitate inclusive education; and (5) key concepts related to collaboration and service delivery.
Inclusion Will Promote Overcoming Barriers for Participation and Learning - Collaborative Team Work Can Help Changing Attitudes? --Zoppi, Beatriz. 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 is on inclusion as a basic human right and that collaborative teams can make it happen.
Inclusive education: Meeting the Needs of a Child Who is Deafblind --Hartshorne, Nancy. DEAFBLIND EDUCATION, #19, January-June 1997, p.9. (1997) This article is authored by the mother of an eight year old boy who is deafblind, and relates her experiences with including her son in the local public school. The curriculum has been adapted to meet Jacob's specific educational needs teaching; communication skills; orientation and mobility skills; and using a functional curriculum. He receives these supports and services in the regular classroom, alongside his peers without disabilities. To help ensure success two important factors are: having an educational team of people that share a philosophy, are enthusiastic, and willing to meet on a frequent basis to plan; and a Circle of Friends.
Inclusive Education of Young Children with Deaf-Blindness: Technical Assistance Model --Luiselli, T. Evans; Luiselli, J. K.; DeCaluwe, S. M.; Jacobs, L. A. JOURNAL OF VISUAL IMPAIRMENT AND BLINDNESS, May-June 1995, pp. 249-256. (1995) This article describes the New England Center Pilot Project (NECPP), a three-year, federally funded program in Watertown, Massachusetts, that fosters the inclusion of young children with deaf-blindness in early childhood and regular education settings. The primary focus of NECPP is to provide technical assistance and training to inclusive education settings---preschool, kindergarten, and first grade. The project, running from 1992 to 1995, also assesses classroom environments, evaluates a consultant feedback program, and identifies the major topics that are addressed by the educational teams. The model's four major components, salient issues, and recommendations to enhance inclusive education are discussed.
Inclusive Instructional Design: Facilitating Informed and Active Learning for Individuals Who Are Deaf-Blind in Inclusive Schools --Gee, Kathleen; Alwell, Morgen; Graham, Nan; Goetz, Lori. San Francisco: California Research Institute. (1994) This manual is the product of a 3-year, federally sponsored project to validate effective social and communication skills instruction for students who are deaf-blind. This manual reflects suggested initial practices for ensuring that deaf-blind students are full participants in both the learning and social communities of general education classrooms. Topics include inclusion and issues in service delivery, description of the deaf-blind learner, team planning for individualized instruction, and creating community. Blank forms are also included. The manual may be ordered by contacting Dr. Lori Goetz, Principal Investigator, Active Interactions Project, California Research Institute, San Francisco State University, 612 Font Blvd., San Francisco, CA 94132.
Integration of deafblind children: The need for a thoughtful process --Collins, Michael T. DEAFBLIND EDUCATION, #19, January-June 1997, pp.17-19. (1997) The author of this article believes that Western countries have bought into a philosophy of integration without any attempt to build an infrastructure and support system to make it work for deafblind children in schools in a quality way. He feels the focus has been on inclusion and where deafblind children are served instead of what they should be receiving. Integration includes appropriate instruction by educators with expertise in deafblindness. Integrated environments and specialized knowledge and methods are needed to assure that deafblind children receive full and maximum integration.
Jack Mixes it at School --Mars, Beverly. TALKING SENSE, vol. 47, #1, Spring 2001, pp. 14-15. (2001) This article highlights a young boy with deafblindness and his inclusion into mainstream schooling in England. Describes the specialized services that he receives that assists him in being successful in mainstream classes. Provides tips on the keys to his success and how each success has been possible.
The Kansas Checklist for Identifying Characteristics of Effective Inclusive Programs --Rafalowski-Welch, Terry; Bueltel, Michele; Mohesky-Darby, Julie. Topeka, KS: Promoting Access for Children with Exceptionalities: Dual Sensory Impairments Pilot Project (PACE) Supported Education in Kansas: Statewide Systems Change Project (SEIK) Kansas State Board of Education. (1993) The checklist was developed utilizing a group process. Parents, teachers, administrators, related service providers, teacher trainers and Federal project staff were selected to participate based upon their commitment to inclusive education. Statements about inclusive educational programs for students with severe disabilities, including deaf-blindness, were generated. Effective practices are listed with a rating grid. The form is designed to identify areas where technical assistance may be required. Program quality indicators are identified.
Learning of Students With Multisensory Impairments and Additional Disabilities From Inclusion to Zero Exclusion --Ferioli, Graciela. Brantford, Ontario: Canadian Deafblind and Rubella Association. 13th DbI World Conference on Deafblindness Conference Proceedings, August 5-10, 2003, Mississauga, Ontario, Canada. (2003) This is the text of a workshop presentation given at the 13th DbI World Conference on Deaf-Blindness. The paper describes inclusion of children in Latin America.
The Nature of the Social Experiences of Students with Deaf-Blindness Who Are Educated in Inclusive Settings --Correa-Torres, Silvia M. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS, vol. 102, #5, May 2008, pp. 272-283. (2008) This qualitative case study investigated the nature of social experiences and opportunities for communication among 3 students (ages 7, 7, and 9) who are deaf-blind, their sighted peers with no hearing loss, and adults in inclusive settings. Strategies used by adults to promote interaction were also observed. Implications and suggestions for future research are provided.
Overcoming the Barriers to Including Students With Visual Impairments and Deaf-Blindness in Physical Education --Leiberman, Lauren J.; Houston-Wilson, Cathy. Re:View, vol. 31, #3, Fall 1999, pp. 129-138. (1999) This article highlights the major barriers that impede the inclusion of students with visual impairments in physical education classes and provides strategies for overcoming those barriers. Although the article primarily addresses needs for students with visual impairments, it is also applicable to students who are deaf-blind. The article reviews the results of a survey given to physical education teachers across NY state.
Person Centered Consultation Model --Granger, Sue; Rose, Steve. Brantford, Ontario: Canadian Deafblind and Rubella Association. 13th DbI World Conference on Deafblindness Conference Proceedings, August 5-10, 2003, Mississauga, Ontario, Canada. (2003) This is the text of a workshop presentation given at the 13th DbI World Conference on Deaf-Blindness. The paper describes how the authors have developed consultation methods that seek the views of individuals who have a range of formal and informal communication methods and all levels of linguistic ability. It also provides practical tips on developing a person-centered approach that seeks the views of deafblind and MSI people.
School's Out! Social Inclusion and Integration --Mackie, Lorna. 14th DbI World Conference on Deafblindness Conference Proceedings, September 25-30, 2007, Perth, Australia. (2007) This is the text of a workshop presentation given at the 14th DbI World Conference on Deaf-Blindness. The presentation describes three case studies and the challenges of integrating individuals who are deafblind in a meaningful way in society.
Social Inclusion of Deafblind People in Europe: Final Narrative Report, October 2002 Sense International. (2002) This report describes the progress that has been made over an 18 month period in improving the social inclusion of deafblind people in Europe. Describes how the voice of deafblind people in Europe is stronger due to this project. Provides information on the seminar on the Social Inclusion of Deafblind People in Europe, held at the end of the project. Describes publications that have been generated as a part of this project and how they were disseminated across the European Union. Describes future goals and recommendations. Includes the closing speech by Lex Grandia, chair of the World Federation of Deafblind People given at the end of the seminar.
Strategies for Inclusion: A Handbook for Physical Educators --Lieberman, Lauren J.; Houston-Wilson, Cathy. Champaign, IL: Human Kinetics. (2009) This book offers teachers the tools they need to include children with disabilities in physical education programs. It covers a variety of topics including student placement, assessment, individualized education plans, planning for successful inclusion, creating atmospheres that promote achievement, adapting curricula to fit special needs, positive behavior support, and working with support personnel. Four chapters cover adapting sport and recreation activities to meet the unique needs of students. The book contains examples and suggestions for children with sensory loss as well as other types of disabilities. The book includes a CD-ROM containing ready-to-use forms, checklists, assessments, and lesson plans. Available from Human Kinetics (800-747-4457). Publisher's web site: http://www.humankinetics.com.
A Study on the Inclusion of Deafblind Young People in Mainstream Schools: Key Findings and Implications for Research and Practice --Kamenopoulou, Leda. BRITISH JOURNAL OF SPECIAL EDUCATION, vol. 39, #3, September 2012, pp. 137-145. (September 2012) This article, written by Leda Kamenopoulou of Roehampton University, reports a research project on deafblindness and inclusion in education. Deafblindness is a rare and therefore significantly under-explored disability. Even less systematic research has focused on deafblind young people enrolled in mainstream schools. The study presented here used a multiple case study and mixed methods design to explore the social inclusion and participation of four deafblind pupils in mainstream placements. Interviews were conducted with the pupils, their parents and selected teachers regarding their peer interactions and relationships. Semi-structured observations of peer interactions during school breaks were also conducted to complement interview data, but due to space constraints, these are not discussed here. Findings from the interviews suggest that the young people were socially present in their schools, but all faced certain issues in terms of being fully included. Both barriers to and facilitators of social inclusion and participation are discussed with reference to implications for research and practice.
Systematic Inclusion Process for Students who are Deafblind in Latin America: "The Puerto Rican Experience" --Rodriguez, Juanita; Bove, Maria; Sanabria, Marta; Soto, Carmen Iris,; Martinez, Jaime. 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 panel presentation addresses the topic of Diagnostic/Evaluation and programming for school-age students who are deaf-blind. Through a systematic technical assistance process the best inclusionary practices were implemented to include a student with deafblindness in a general education classroom in Puerto Rico.
Systems Change Primer: Closer Look at Inclusion --South Dakota Statewide Systems Change Project Staff South Dakota Deaf Blind Project. n.p.: South Dakota Deaf Blind Project. (n.d.) This guide is intended to be used by educators, administrators, and parents as they plan inclusive educational programs for children and youth with disabilities and deaf-blindness. This primer is designed as starting point to meet the individual needs of children. Among the strategies discussed are collaboration, teamwork, MAPS, and peer tutors.
Welcome to School --Jones, Patti V. DBI REVIEW, #38, July-December 2006, p. 16-18. (2006) The article describes how the Filadelfia School for the Deaf in Bogota, Columbia was able to receive three students who are deafblind with the understanding they would receive technical support and assistance with the process.
Welcoming Students Who Are Deaf-Blind into Typical Classrooms: Facilitating School Participation, Learning, and Friendships --Haring, Norris G. (Ed.); Romer, Lyle T. (Ed.) Baltimore: Paul H. Brookes Publishing Co. (1995) This text combines some introductory materials, a historical perspective of services for students with deaf-blindness, and a selection of strategies for preparing teachers and students without disabilities to include students with deaf-blindness. Procedures for building social and communicative skills are discussed as well as broad guidelines for implementing behavioral support strategies, adapting environments, and providing instruction in natural settings. Current issues relevant to inclusion are considered and essential values are highlighted that serve as the fundamental basis for bringing all students into the classrooms and communities where they reside. Order from Paul H. Brookes Publishing, (800) 638-3775. Publisher's web site: http://www.brookespublishing.com/