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Module 2: Early Intervention for Children Who Are Deafblind

Module Sources and References

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

American Speech-Language-Hearing Association. (n.d.). IDEA Part C: Transitions (Including Part C to Part B/Exiting Part C).  

Anthony, T. L. (2016). Early identification of infants and toddlers with deafblindness. American Annals of the Deaf, 161(4), 412–423.

Anthony, T. L., Bleier, H., Fazzi, D. L., Kish, D., & Pogrund, R. L. (2002). Mobility focus: Developing early skills for orientation and mobility. In R. L. Pogrund & D. L. Fazzi (Eds.), Early focus: Working with children who are blind or visually impaired and their families (pp.326-404). AFB Press.

Belote, M. (n.d.). Successful transition between programs. California Deaf-Blind Services. 

Brown, D. (2006, July–Dec). The forgotten sense: Proprioception. Dbl Review, 20–24.

Buchanan, L., Hayes, J., Montgomery, C., Peterson, L., Stagg, S. (2015, September). Concept development and responsive environments [Online module]. Open Hands, Open Access: Deaf-Blind Intervener Learning Modules. National Center on Deaf-Blindness, The Research Institute, Western Oregon University. 

Chen, D. (2014). Essential elements in early intervention: Visual impairment and multiple disabilities. AFB Press.

Clarke, K. (2004). Hold Everything! Twenty “stay-put” play spaces for infants and preschoolers with sensory impairments and other special needs. Ohio Center for Deafblind Education. 

Coleman, E. (2013, December 10). Conquering the fairy godmother. Family Connect and American Printing House for the Blind. 

The Communication Matrix Team. (2015, February 15). The 7 levels of the communication matrix explained [video]. Communication Matrix, Community.

Crook, C., Miles, B., & Riggio, M. (1999). Developing early communication and language. In B. Miles & M. Riggio (Eds.), Remarkable conversations: A guide to developing meaningful communication with children and young adults who are deafblind (pp. 146-179). Perkins School for the Blind.

Downing, J. E., & Chen, D. (2014). Critical transitions: Educating young children in general education preschools. In D. Chen (Ed.), Essential elements in early intervention: Visual impairment and multiple disabilities (pp. 463–519). AFB Press.

Gense, D. J., & Gense, M. (rev. 2004, August). The importance of orientation and mobility skills for students who are deaf-blind. The National Information Clearinghouse on Children Who Are Deaf-Blind, Helen Keller National Center, Perkins School for the Blind, Teaching Research. 

Hagood, L., & Moss. K. (n.d.). Conversations without language: Building quality interactions with children who are deaf-blind. 

Illinois Early Learning Project (2012). Domain 4: Symbolic thought. 

Jones, C., & Baesler, K. (n.d.). Understanding early childhood transition: A guide for families and professionals. North Dakota Early Childhood Transition. Childhood/ND DHS  DPI Transition Guide-Final-4.18.17.pdf     

Maier, J., & Medina, M. (2016). Moving forward with the transition to preschool through collaborative planning.      

Miles, B., & McLetchie, B. (2008). Developing concepts with children who are deaf-blind. The National Consortium on Deaf-Blindness. 

National Center on Deaf-Blindness. (n.d.). Transitioning from early intervention to preschool.

National Center on Deaf-Blindness. (2021). Preschool transition planning checklist. 

National Center on Deaf-Blindness. (2021). Transition to preschool: Helpful tips for families. 

National Consortium on Deaf-Blindness. (2009, September). Practice perspectives: Teaching prelinguistic communication. 

Nelson, C., Bruce, S. M., & Barnhill, B. A. (2022). Future directions in the field of deafblindness. In C. Guardino, J. E. Cannon, & P. V. Paul (Eds.), Deaf and hard of hearing learners with disabilities: Foundations, strategies, and resources (pp 162–192). Routledge.

Parent Companion First Five Years. (n.d.). Create a portfolio to help others understand your child.

Pease, L. (2000). Creating a communicating environment. In S. Aitken, M. Buultjens, C. Clark, J.T. Eyre, & L. Pease (Eds.), Teaching children who are deafblind: Contact, communication and learning (pp.35–82). David Fulton Publishers.

Perkins School for the Blind. (n.d.). Transitioning to pre-school [Video]. 

Perkins School for the Blind. (2011). Developing an effective IEP for children with deaf-blindness: A parent mini-guide. 

Rowland, C. (Ed). (2009). Assessing communication and learning in young children who are deafblind or who have multiple disabilities. Design to Learn Projects, Oregon Health & Science University.

Rowland, C. (2011). Handbook: Online communication matrix. Communication matrix for parents and professionals. Oregon Health & Science University. 

Rowland, C. & Schweigert, P. (2004). First things first: Early communication for the pre-symbolic child with severe disabilities. Oregon Health & Science University. 

Stremel, K. (rev. 2008, January). Communication interactions: It takes two. The National Information Clearinghouse on Children Who Are Deaf-Blind, Helen Keller National Center, Perkins School for the Blind, Teaching Research.

Teykaerts, J. (2015). Transition from early intervention services into Part B preschool special education services. Early Child Technical Assistance Center. 

Vallotton, C. D., & Ayoub, C. C. (2010). Symbols build communication and thought: The role of gestures and words in the development of engagement skills and social-emotional concepts during toddlerhood. Social Development, 19(3), 601–626.

Writer, J. (1987). A movement-based approach to the education of students who are sensory impaired/multihandicapped. In L. Goetz, D. Guess, & K. Stremel-Campbell (Eds.), Innovative program design for individuals with dual sensory impairments (pp. 191–223). Paul H. Brookes.