Fundamental Classroom Conditions to Enhance Learning Experiences for Students Who Are Deaf-Blind
Relationships and safety, structured support and team collaboration are featured classroom conditions for the student who is deaf-blind. Strategies that can be implemented to create these conditions are discussed.

Creating Communication Rich Environments, California Deaf-Blind Services
Giving appropriate attention to s pace, people, and time is critical to making environments more conducive to meaningful communication for children with deaf-blindness.

Academic Learners with Deafblindness: Providing Access to the General Curriculum
Students with deaf-blindness participating in the general education curriculum face unique challenges.  This article discusses the issues and proposes strategies and modifications. C oncept development, communication, timing and pacing are discussed.

Documenting Modifications in the IEP for the Student with Deaf-Blindness
Modifications in the instructional environment must be made to insure that the student who is deaf-blind will be able to access information.

10 Issues to Always Consider When Intervening for Students with Deafblindness
This article provides a framework to help guide a team in planning the best sensory access for the student in all environments. Considerations of physical space, positioning, materials, communication are four of the ten areas covered.

Design to learn
Good education focuses on improving the quality of the learning environment as well as the skills of the learner. The Design to Learn products, the inventory, instructor's book and DVD, focus on the how-to of creating a rich environment for learning.

Assessing the Instructional Environment to Meet the Needs of Learners With Multiple Disabilities Including Students who are Deaf-Blind
This article includes an environmental checklist, with sections on therapeutic positioning and lighting.

Classroom Observation Instrument
The COI is designed to identify characteristics of model classrooms for students who are deaf-blind.

Observational Overview for Programs with Students with Deaf-blindness
This table provides a breakdown of classroom characteristics for students with deaf-blindness. Description of the particular environmental qualities as they move from the emerging phase through making progress and eventually achievement stage are outlined.

Assessment of Deafblind Access to Manual Language Systems (ADAMLS)
ADAMLS is a resource for educational teams responsible for developing appropriate environmental adaptations and strategies for children who are deafblind and who are candidates for learning manual language systems.