- Selected Topics
- What is Deaf-Blindness
- Definitions of Deaf-Blindness
- Causes of Deaf-Blindness
- National Child Count & Demographics
- Communication Overview
- Early Communication
- Prelinguistic Communication
- Object Communication
- Symbolic Communication
- Sign Language
- 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
- Identification & Referral
- Early Intervention
- Assessment Overview
- Assessment Tools and Instruments
- Alternate Assessment
- Program Planning
- IEP Development
- IDEA (Individuals with Disabilities Education Act)
- Assistive Technology
- History of Deaf-Blind Education
- Self Determination
- Person Centered Planning
- Postsecondary Education
- Independent Living
- Customized Employment
- Sex Education
- Adult Services
- Intervener Services
- Support Service Provider
- Personnel Development & Training
- Interpreting for Deaf-Blind Individuals
- Interpreting for Deaf-Blind Individuals - Annotated Bibliography
- Training Resources
- Family Resources
- Personal Narratives - Family Stories
- Personal Narratives
- Art & Writing
- Cochlear Implants
- Functional Hearing
- Functional Vision
- Sensory Integration
- Central Auditory Processing Disorder/Auditory Neuropathy
- CHARGE Syndrome Webcasts and Presentations
- CHARGE Syndrome
- Congenital Rubella Syndrome (CRS)
- Cortical Visual Impairment
- Retinal Degenerative Disease
- Usher Syndrome
- Applications of Technology
- Research to Practice
- Topical Overviews
- Practice Perspectives
- Tools For TA
- Information Packets
- Deaf-Blind Perspectives
- Webinar Recordings
- NCDB eNews
- Archived Webinars
Family 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: email@example.com
2009-0298 Alphabet Kids From ADD to Zellweger Syndrome : A Guide to Developmental, Neurobiological, and Psychological Disorders for Parents and Professionals --Woliver, Robbie. Philadelphia: Jessica Kingsley Publishers. (2009) The purpose of this book is to serve as a resource and guide for parents when they suspect something is wrong with their child and as they attempt to understand their child and fight for the proper diagnosis and treatment. It cannot provide an official diagnosis, but can serve as a road map to help parents become as well-informed as possible when visiting medical specialists. The following information is provided for each disorder: a "story" of a child with the condition, background information, manifestations, signs and symptoms, "numbers" (e.g., data about how common the disorder is), diagnosis, treatment, prognosis, and resources. Publisher's web site: www.jkp.com.
2008-0556 Answers to Questions Teachers Ask about Sensory Integration (Including Sensory Processing Disorder) : Forms, Checklists, and Practical Tools for Teachers and Parents --Koomar, Jane; Kranowitz, Carol; Szklut, Stacey; Balzer-Martin, Lynn; Haber, Elizabeth; Sava, Deanna Iris. Arlington, TX: Future Horizons, Inc. (2007) This short manual contains a series of brief information sheets and checklists on the following topics: sensory integration; occupational therapy; comparison of sensory integration and sensory processing disorder; classroom accommodations; forms to evaluate sensory integration issues for children of various ages (infants and toddlers, preschool, school-age, adult/adolescent); and characteristics of tactile, vestibular, proprioceptive, visual, and auditory dysfunction. Publisher's web site: http://fhautism.com/
2009-0142 Assessing Communication and Learning in Young Children Who are Deafblind or Who Have Multiple Disabilities --Rowland, Charity. Monmouth, OR: Oregon Health & Sciences University. (2009) Assessing Communication and Learning in Young Children Who Are Deafblind or Who Have Multiple Disabilities. Charity Rowland (Ed). Portland, OR: Oregon Health & Science University, 2009. This 59-page guide is designed to help professionals conduct meaningful assessments of young children who are deafblind and have additional impairments. Parents may also find it helpful. The emphasis is on assessing communication as the foundation for learning. Available on the web: http://www.designtolearn.com/uploaded/pdf/DeafBlindAssessmentGuide.pdf
2008-0265 Better Together : Building Relationships With People Who Have Visual Impairment and Autism Spectrum Disorder (or Atypical Social Development) --Hagood, Linda. Austin: Texas School for the Blind and Visually Impaired. (2008) This manual is intended to provide teachers, parents, paraprofessionals, and therapists with a relationship-based approach to teaching social skills to individuals who have dual diagnoses that include visual impairment and autism or Asperger's disorder. The ideas may also be helpful for teaching visually impaired people who have other types of atypical social development such as anxiety disorders, oppositional defiant disorders, or obsessive compulsive behaviors. The book provides a systematic scope and sequence of relationship-based goals and objectives, as well as examples of activities and strategies for teaching the objectives. It includes an introduction to autism spectrum disorders in individuals with visual impairments; specific curricular suggestions and instructional units; and a section addressing common problems including echoed speech, tolerating change, isolation, and mannerisms and self-stimulation. Available from Texas School for the Blind and Visually Impaired, 1100 W. 45th St.,Austin, TX 78756. Phone: 512-206-9427. Publisher's web site: www.tsbvi.edu.
2010-0229 CHARGE Syndrome --Hartshorne, Timothy S.; Hefner, Margaret A.; Davenport, Sandra L. H.; Thelin, James, W. San Diego: Plural Publishing, Inc. (2010) The purpose of this book is to provide health professionals, families, and educators with a comprehensive view of the sensory, physical, and psychological challenges faced by children with CHARGE syndrome and to explore a variety of ways to overcome these challenges. It covers sensory issues, medical issues (during teenage and adult years as well as childhood), developmental issues (cognitive, social/emotional, toileting, sleep, changes over the life cycle), communication systems and language development (includes a chapter on the assessment of prelinguistic communication) , psychological issues (e.g., behavioral phenotype, psychiatric issues, experiencing pain, experiencing stress, parenting), and conclusions and questions for future research. Publisher's web site: www.pluralpublishing.com.
2010-0127 Child-Guided Strategies : The van Dijk Approach to Assessment --Nelson, Catherine; van Dijk, Jan; Oster, Teresa; McDonnell, Andrea. Louisville, KY: American Printing House for the Blind, Inc. (2009) This guidebook describes the assessment of children who are deaf-blind using an approach developed by Dr. Jan van Dijk. Assessment techniques and general intervention strategies are provided for the following eight characteristics: behavioral state (state of arousal or alertness), orienting response (direction of attention to a stimulus), learning channels (sensory avenues children use to take in information), approach-withdrawal (what a child likes and dislikes), memory (processes that involve habituation, anticipation, and routine learning), social interactions, communication, and problem-solving. Videoclips of two children (ages 7 and 25 months) demonstrating the concepts described in the book are provided on a DVD. The book also describes how to write a summary of assessment findings and includes a sample assessment of an 18-year-old with multiple disabilities. Appendices contain parent interview questions, observation worksheets, and an assessment summary form. The forms are also provided on a CD. Publisher's web site: http://www.aph.org/
2007-0461 Children with Hearing Loss : Developing Listening and Talking Birth to Six --Cole, Elizabeth; Flexer, Carol. San Diego: Plural Publishing. (2007) This book provides information about hearing, listening, spoken language development, and intervention for young children with hearing loss whose parents have chosen to have them learn to listen and talk. Numerous illustrations, charts, and graphs illuminate key ideas. The book is intended for graduate level training programs for teachers of children who have hearing loss, audiologists, and speech-language pathologists, but it may also be of interest to undergraduate speech-language-hearing programs, early childhood education and intervention programs, and parents of children who have hearing loss.
2008-0065 Choices in Deafness : A Parents' Guide to Communication Options --Schwartz, Sue, Ph.D. (Ed.) Bethesda, MD: Woodbine House. (2007) This book provides comprehensive information about technologies and communication methods to assist parents of children who are deaf to make medical and and educational decisions for their children. There are four parts. Part 1--medical issues--includes chapters on audiological assessment, universal newborn hearing screening, auditory neuropathy/dys-synchrony, genetic causes of deafness, and technology. Part 2--technology--covers amplification options, cochlear implants, and communication technology. Part 3--communication options--has chapters on the following methods: auditory-oral approach, auditory-verbal therapy, ASL and English Bilingual, cued speech, and total communication. Part 4--life stages--includes chapters on going to college and perspectives of adults who are deaf.
2009-0225 Everyday Activities to Promote Visual Efficiency : A Handbook for Working with Young Children with Visual Impairments --Trief, Ellen; Shaw, Rona. New York: AFB Press. (2009) The purpose of this book is to provide teachers; occupational, physical, and speech therapists; other early interventionists; and parents, with a set of activities to use to encourage young children who have visual impairments to use their residual vision. Chapter 1 provides an overview of early intervention for children with visual impairments by Deborah Chen. Chapter 2 provides an overview of the influence of vision on development, describes types of visual skills (awareness/attending/fixating, tracking, shifting gaze and scanning, visual discrimination and recognition, depth perception, use of distance vision, visual sequencing and memory, and visual closure/part to whole), and includes a list of assessment tools and resources about assessment for this population. Chapter 3 covers adaptations to improve the visual presentation of materials and the use of physical and verbal prompts. The remainder of the book provides detailed descriptions of activities for promoting visual skills arranged by age (birth to 6 weeks, 6 weeks to 4 months, 4 to 8 months, 8 to 12 months, 12 to 18 months, 18 to 24 months, and 2 to 3 years).
2010-0027 Exceptional Lives : Special Education in Today's Schools --Turnbull, Ann; Turnbull, Rud; Wehmeyer, Michael L. Upper Saddle River, NJ: Merrill. (2010) The first four chapters of this book cover general issues including an overview of special education, the general education curriculum and universal design for learning, culturally diverse schools, and partnerships with families. The remaining chapters describe research-based techniques for evaluating and teaching students with different types of disabilities including learning disabilities, communication disorders, emotional or behavioral disorders, attention-deficit/hyperactivity, intellectual disability, multiple disabilities, autism, physical disabilities and other health impairments, traumatic brain injury, hearing loss, and visual impairments. The final chapter is about students who are gifted and talented.
2008-0239 Including Students with Severe and Multiple Disabilities in Typical Classrooms : Practical Strategies for Teachers --Downing, June E. Baltimore: Paul H. Brookes Publishing Company. (2008) This text offers practical strategies for including students with cognitive, sensory, behavioral, and physical disabilities in regular classrooms. The book has information for parents and teachers about how to ensure access to core content areas, measure student progress toward state and national standards, ease transitions between grades and between school and adult life, write measurable IEP goals and objectives, and encourage peer-to-peer learning and support. The book also includes specific chapters on assessment and on preschool, and elementary, middle, and high school students. Publisher's web site: http://www.brookespublishing.com
2007-0434 The Job Developer's Handbook : Practical Tactics for Customized Employment --Griffin, Cary; Hammis, David; Geary, Tammara. Baltimore: Paul H. Brookes. (2007) This guide walks employment specialists step by step through customized job development for people with disabilities, revealing the best ways to build a satisfying, meaningful job around a person's preferences, skills, and goals. It offers tips and ideas for every aspect of job development for youth and adults with significant support needs including: discovering who the person is and what he or she really wants; ensuring goodness of fit between employer and employee; finding—or creating—"hidden jobs" in smaller companies; empowering people through resource ownership (investing in resources that employers need); skillfully negotiating job duties while managing conflicts that might arise; creatively maximizing benefits using social security work incentives; and encouraging family support while respecting the individual as an adult. Publisher's web site: http://www.brookespublishing.com.
2007-0315 A Parents' Guide to Special Education for Children with Visual Impairments --LaVenture, Susan (Ed.) New York: AFB Press. (2007) This handbook for parents, family members, and caregivers of children with visual impairments explains special education services that children are likely to need and to which they are entitled. It addresses the effect of visual impairment on a child's ability to learn and the services and educational programming that are essential for optimal learning. It includes a chapter on considerations for children with disabilities in addition to visual impairment. It is intended to help parents ensure that their children receive the best education possible. Suggestions for transitioning to adult settings following school are included.
2010-0165 Routines-Based Early Intervention : Supporting Young Children and Their Families --McWilliam, R.A. Baltimore : Paul H. Brookes Publishing Co. (2010) This book describes a specific approach to early intervention that is focused on the family, on functioning in everyday routines, and on a team approach to intervention. Topics include understanding the family environment, needs assessment and intervention planning, service delivery, and natural environments. Available from Paul H. Brookes Publishing Co. Phone: 800-638-3775. Publisher's web site: http://www.brookespublishing.com.
2009-0257 Run, Play, Move: A Planning Model to Create Physical Education Ativities for Individuals with Disabilities --LaCortiglia, Matt, M.Ed. Watertown, MA: Perkins School for the Blind. (2009) This publication focuses on the process of developing physical activities for individuals with disabilities using the Foundation, Awareness, Implementation, Evaluation, Refinement (FAIER) model. The FAIER model is a planning tool designed to systematically organize commonly used adapted physical education concepts and methods. Included in this text is a step-by-step outline of the model, worksheets, and example lists to help apply the model.in a variety of settings including school, home and community. A DVD is included in the back of the publication. Publisher's web site: http://www.perkins.org/
2008-0196 The Special Needs Planning Guide : How to Prepare for Every Stage of Your Child's Life --Nadworny, John W.; Haddad, Cynthia R. Baltimore: Paul H. Brookes Publishing Co. (2007) This book, by two financial planning experts who also have family members with special needs, provides information about the following components of planning for families of children with special needs: family and support factors, emotional factors, financial factors, legal factors, and government benefit factors. Following introductory chapters on special needs planning, the chapters are arranged chronologically to address issues critical at each stage of a child's life from birth to adulthood. The book includes information about estate planning, guardianship, special needs trusts, social security benefits, and Medicaid. It also contains checklists and forms to create financial plans, a glossary of financial terms, and case studies of situations faced by families. Publisher's web site: www.brookespublishing.com.
2009-0022 Transdisciplinary Play-Based Assessment 2 (TPBA2) --Linder, Toni. Baltimore: Paul H. Brookes Publishing. (2008) Provides a process for assessing four critical developmental domains--sensorimotor, emotional and social, communication, and cognitive--through observation of a child's play with family members, peers, and professionals. Related volumes are "Transdisciplinary Play-Based Intervention 2 (TBPI2)" and "Administration Guide for TPBA2 and TBPI2." Publisher's web site: www.brookespublishing.com.
2007-0343 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: https://www.pepartnership.org/media/12908/transitionplanningfordeafblind.pdf
2009-0141 The Way to Work : How to Facilitate Work Experiences for Youth in Transition --Luecking, Richard G. Baltimore: Paul H. Brookes Publishing Co. (2009) This book is designed to be a practical guide to help educators, transition specialists, and employment specialists facilitate satisfying work experiences and jobs for high school students and young adults with disabilities. It includes chapters on the benefits and types of of work-based learning experiences, how to plan for work experiences, when and how to disclose a disability and the need for accommodations, supporting families to support work experiences, finding and recruiting employers to be effective workplace partners, supporting youth in the workplace, workplace mentors, and forming connections with professional and agency partners.