Best Educational Practices
This publication presents, in the context of deaf-blindness, seven components of educational programming that have been shown by research to improve an individual's ability to become an active and accepted member of society.

Gloria: The importance of having the disability of deaf-blindness "checked" in the IEP
Gloria Rodriguez-Gil from CADBS discusses how best to insure that a child's combined hearing and vision issues are addressed in the IEP.

Teaching Strategies and Content Modifications
Children with deaf-blindness have unique educational needs. Although they are deaf the adaptations needed for their learning style will differ from the child who only has deafness. Although they are blind the adaptations needed for their learning style will differ from the child who only has blindness.

What Curricula and Instructional Practices are Currently Used with Students with Low-Incidence Disabilities?
Specialized curriculum and teaching practices for facilitating access to the general curriculum are discussed for students who are blind, deaf, deaf-blind, and multiple-disabled, followed by more generic curriculum and instructional practices that cut across the needs of students with more intensive special needs.

Services and Placement Options - Deafblindness Educational Service Guidelines Chapter 4
Details issues and practices related to the development of an educational program and what it means to deliver those services in the least restrictive environment.

Who's On the DB Team…It Takes a BIG Village
Details roles and responsibilities of the range of service providers who could participate on the team of a student who is deaf-blind

Roles and Responsibilities of Team Members
Provides information about team members who are most likely to work directly and/or on a consultation basis with the student who is deaf-blind. Details the main contributions of each.

Educational Personnel- Deafblindness Educational Service Guidelines Chapter 2
Presents information from the perspective that students who are deaf-blind are served by a large and diverse educational team. Presents the issues that should be considered by the educational personnel.

Who's Who on My Child's Team and What Are They For?
California Deaf-Blind Services is building a series of interviews with various personnel who might serve on a child's team.

Online Introduction to Interveners
This learning module presents basic information about Interveners, their role and function.

Definition of Family Support from the Beach Center
A position paper describing the What and Why of Family Support.

Family Support Center on Disabilities
Offers a centralized resource on the full range of options available to individuals with disabilities and their families.

Families and Support Networks
An earlier piece of literature but nicely describes the support needs of families with a child who is deaf-blind.

Supporting Families - Training Family Support Specialists
As initiatives for Family Support have increased, there has been a trend towards hiring parents to assist in designing support services for specific populations. This article describes those efforts within the community of deaf-blindness.

Family Support 360 Public Resource Library
Family Support 360 is an initiative from the U.S. Department of Health and Human Services' (HHS) Administration for Children and Families (ACF. The resource library contains information related to Family Support.

Resources to Support Parents As Advocates
Parent friendly publications that offer a framework from which meaningful, appropriate programming for students who are deafblind can be developed.