Provides details about the population of children who are deaf-blind, including the classification of vision and hearing loss, the types of additional disabilities that may be present, and the causes of deafblindness.
Describes the importance of teaching families and educators the techniques to create and maintain high-quality interactions with children who are deaf-blind. Based on research and training activities conducted by Marleen Janssen, Marianne Riksen-Walraven, Jan van Dijk, and Bernadette van den Tillaart.
This publication describes the importance of early communication experiences for the development of symbolic communication in children who are deaf-blind. The publication is based on research and review articles by Susan Bruce (Boston College) and colleagues.
This publication describes the importance of in-depth transition planning to meet the unique needs of children and youth who are deaf-blind and the requirements of the Individuals with Disabilities Education Act as measured by Indicator 13.
This publication describes the findings of a study on the use of adapted prelinguistic milieu teaching (PMT) for children who are deaf-blind. In adapted PMT, an instructor, working one-on-one with a child, uses a variety of strategies to teach and encourage children to use gestures and vocalizations to communicate intentionally.
This publication describes a comprehensive approach to assessment called authentic assessment, which emphasizes gathering information about children in their everyday environments during normal activities. It is adapted from a manual called Assessing Communication and Learning in Young Children Who Are Deafblind or Who Have Multiple Disabilities.
This publication summarizes a research study on the experiences of 11 college students who are deaf-blind and provides suggestions for ways to support college students with deaf-blindness.
This issue of Practice Perspectives describes the basics of Universal Design for Learning (UDL) and how it applies to students who are deaf-blind. The information is intended to help teachers, parents, interveners, and individuals with deaf-blindness better understand UDL so that they can actively participate in the development of UDL practices.