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The Impact of Deafblindness on Learning and Development
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Module Sources and References

Aitken, S., Buultjens, M., Clark, C., Eyre, J. T., & Pease, L. (2000). Teaching children who are deafblind. David Fulton Publishers.

Bruce, S. M., Bashinski, S. M., Covelli, R. J., Bernstein, V., Zatta, M. C, & Briggs, S. (2018). Positive behavior supports for individuals who are deafblind with CHARGE syndrome. Journal of Visual Impairment & Blindness, 112(5), 1-9. https://files.eric.ed.gov/fulltext/EJ1192226.pdf

CHARGE Syndrome Foundation. (n.d.). Overview. https://www.chargesyndrome.org/about-charge/overview/

Chen, D. (1999). Learning to communicate: Strategies for developing communication with infants whose multiple disabilities include visual impairment and hearing loss. reSources 10(5). California Deaf-Blind Services. https://www.sfsu.edu/~cadbs/Summer99.pdf

Chen, D., & Downing, J. E. (2006). Tactile strategies for children who have visual impairments and multiple disabilities: Promoting communication and learning skills. AFB Press.

Clyne, M., Wolfe, J., Blaha, R., Hertzog, T. (2015, September). Maximizing vision and hearing. In Open Hands, Open Access: Deaf-Blind Intervener Learning Modules. National Center on Deaf-Blindness. https://www.nationaldb.org/products/modules/ohoa/maximizing-vision-hearing/

Downing, J. & Eichinger, J. (2011). Instructional strategies for learners with dual sensory impairments in integrated settings. Research & Practice for Persons with Severe Disabilities, 36(3-4), 150–157.

Fields, C. J. (2020). Hand-under-hand prompting. Nevada Dual Sensory Impairment Project. University of Nevada, Reno. https://www.unr.edu/ndsip/english/resources/tips/hand-under-hand-prompting

Gracy, D., Fabian, A., Basch, C. H., Scigliano, M., MacLean, S. A., MacKenzie, R. K., & Redlener, I. E. (2018). Missed opportunities: Do states require screening of children for health conditions that interfere with learning? PLoS One, 13(1), e0190254.

Greenfield, R. (Host). (n.d.). David Brown (Episode 1) [Audio podcast episode]. Idaho Project for Children and Youth with Deaf-Blindness. https://idahocdhd.org/cydb/resources/podcast-series

Idaho Project for Children and Youth with Deaf-Blindness (2019). Video fact sheet on using hand-under-hand. https://idahocdhd.org/cydb/resources/videos

Idaho Project for Children and Youth with Deaf-Blindness (2021). Video fact sheet on using the pause strategy. https://idahocdhd.org/cydb/resources/videos

Karvonen, M., Beitling, B., Erickson, K., Morgan, S., & Bull, R. (2021). Students with significant cognitive disabilities and dual sensory loss. Co-published by Accessible Teaching, Learning, and Assessment Systems and the National Center on Deaf-Blindness. https://www.nationaldb.org/info-center/students-significant-cognitive-disabilities-dual-sensory-loss/

McInnes, J. M., & Treffry, J. A. (1982). Deaf-blind infants and children: A developmental guide. University of Toronto Press.

Miles, B. (1999). Conversation: The essence of communication. In Miles and Riggio, eds., Remarkable conversations: A guide to developing meaningful communication with children and young adults who are deafblind (pp 56-75). Perkins School for the Blind.

Miles, B. (2003). Talking the language of the hands to the hands. DB-LINK, The National Information Clearinghouse on Children Who Are Deaf-Blind. https://documents.nationaldb.org/products/hands.pdf

Miles, B. (rev. 2008). Overview on deaf-blindness. DB-LINK. The National Information Clearinghouse on Children Who Are Deaf-Blind.  file:///Users/annbiswas/Downloads/Overview- Deaf-Blindness_a.pdf

Miles, B., & Riggio, M. (1999). Understanding deafblindness. In B. Miles, & M. Riggio (Eds.), Remarkable conversations: A guide to developing meaningful communication with children and young adults who are deafblind (pp. 21-37). Perkins School for the Blind.

National Center on Deaf-Blindness. (2018). 2017 National deaf-blind child count. Etiologies. https://www.nationaldb.org/products/national-child-count/report-2017/etiologies/

National Center on Deaf-Blindness. (2020). 2019 National deaf-blind child count. https://www.nationaldb.org/products/national-child-count/report-2019/introduction/

National Center on Deaf-Blindness. (2021). Causes of deaf-blindness. https://www.nationaldb.org/info-center/overview/causes/

National Institute on Deafness and Other Communication Disorders. (2018). Auditory neuropathy. https://www.nidcd.nih.gov/health/auditory-neuropathy

National Institute on Deafness and Other Communication Disorders. (2010). Auditory processing disorder. https://www.nidcd.nih.gov/health/auditory-processing-disorder

National Research Council (US) Committee on Disability Determination for Individuals with Visual Impairments; Lennie P, Van Hemel SB, editors. Visual impairments: Determining eligibility for Social Security benefits. Washington (DC): National Academies Press (US); 2002. Chapter 4, Assessment of vision in infants and children. https://www.ncbi.nlm.nih.gov/books/NBK207548/

Ohio Center for Deafblind Education (n.d.). Decision tree: Risk factors and behaviors suggesting a possible vision and/or hearing concerns in young and school-aged children. https://ohiodeafblind.com/images/pdfs/Decision-Tree-2017.pdf

Perkins School for the Blind. (n.d.). Helen Keller. https://www.perkins.org/resources-stories/helen-keller/

Perkins School for the Blind. (n.d.). What is CVI: The parents' guide to Cortical Visual Impairment/Cerebral Visual Impairment (CVI).  https://www.perkins.org/what-is-cvi/

Prickett, J. G., & Welch, T. R. (1995). Deaf-blindness: Implications for learning, In K. M. Huebner, J. G. Prickett, T. R. Welch, & E. Joffee (Eds.), Hand in hand: Essentials of communication and orientation and mobility for your students who are deaf-blind (pp. 25-60). AFB Press.

Reilly, C. (2001). Transdisciplinary approach: An atypical strategy for improving outcomes in rehabilitative and long-term acute care settings. Rehabilitation Nursing, 26(6). 216-244.

Riggio, M. & McLetchie (Eds.) (2008). Deafblindness: Educational Service Guidelines. Perkins School for the Blind.

Robbins, Nan. (1960). Educational beginnings with deaf blind children. Perkins School for the Blind.

Scoggin, K., Authenmen, G., Mogan, M., Medina, M., Miles, B., Russell, C. (2016, September). Touch for connecting and learning. In Open Hands, Open Access: Deaf-Blind Intervener Learning Modules. National Center on Deaf-Blindness. https://www.nationaldb.org/products/modules/ohoa/touch-learning/

Scoggin, K., Withrow, H., Skiles, C., Borg, J., Lyle, C., Mogan, M., & Robinson, C. (2015). Hand-under-hand [slideshow]. In Open Hands, Open Access: Deaf-Blind Intervener Learning Module: Intervener strategies. National Center on Deaf-Blindness. https://www.nationaldb.org/products/modules/ohoa/intervener-strategies/LA2/  

Usher Syndrome Coalition. (n.d.). What is Usher Syndrome? https://www.usher-syndrome.org/what-is-usher-syndrome/

Van Den Tillaart, B., & Hertzog, T. (2014). Reciprocal interactions [slideshow]. In Open Hands, Open Access: Deaf-Blind Intervener Learning Module: Building Trusted Relationships and Positive Self-Image. National Center on Deaf-Blindness. https://www.nationaldb.org/products/modules/ohoa/building-trust/LA2/

Van Den Tillaart, B., & Hertzog, T. (2014). Greeting rituals [slideshow]. In Open Hands, Open Access: Deaf-Blind Intervener Learning Module: Building Trusted Relationships and Positive Self-Image. National Center on Deaf-Blindness. https://www.nationaldb.org/products/modules/ohoa/building-trust/LA2/

Wiley, S., Parnell, L., & Belhorn T. (2016). Promoting early identification and intervention for children who are deaf or hard of hearing, children with vision impairment, and children with deafblind conditions. Journal of Hearing Detection and Intervention 1(1). 26-33. https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1010&context=jehdi