This document presents the Assessment of Deafblind Access to Manual Language Systems (ADAMLS), a resource for educational teams who are responsible for developing appropriate adaptations and strategies for children who are deafblind who are candidates for learning manual language systems. The assessment tool should be used for all children with a…

This fact sheet provides answers to frequently asked questions about psychological evaluations for infants, children and adults who are deaf-blind, we hope to clarify the evaluation process and the active roles that may be taken by everyone who is involved--family members, professionals, educators, and the student. Finally, by discussing quality…

The catalog contains listings of 304 papers authored by graduates of the National Leadership Training Programs in the areas of the deaf and deaf blind over the years 1962-1980. Entries on the deaf are listed by year, alphabetically by author, and by the following subjects: administration/supervision, adult education, communication/communication…

How do those who are living with a difference most effectively cross the cultural divide and explain themselves to mainstream society? This is a central question raised by Yvonne Pitrois in her biography of Helen Keller, titled "Une nuit rayonnante: Helen Keller" [A Shining Night: Helen Keller]. Helen Keller responded to Pitrois' book in a…

The National Child Count of Children and Youth who are Deaf-Blind is the first and longest running registry and knowledge base of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education (Baldwin, 1993), it represents a thirty plus year collaborative effort between the National Consortium on…

Nine children with complex communication needs and concurrent vision and hearing losses participated in an intervention program aimed at increasing intentional prelinguistic communication. The intervention constituted a pilot, descriptive study of an adapted version of prelinguistic milieu teaching, hence referred to as A-PMT. In A-PMT, natural…

Finding a job, learning to live independently, and obtaining further education are important goals for all young adults as they leave high school. But achieving these goals is often extremely difficult for students who are deaf-blind. Limited or absent hearing and vision, difficulties with communication, and the frequent presence of additional…

Seven classrooms of students with deaf-blindness or visual and multiple impairments were observed to document the emergent literacy supports that were present, including environmental characteristics, strategies, or activities. The findings revealed that the majority of classrooms used emergent literacy supports that were previously documented for…

Communication is the exchange of a message between two or more people. Every one communicates in many different ways and for many different reasons. Communication can be expressive or receptive. Children who are deaf-blind may never learn to talk. However, they can express themselves to you. They can receive the messages you send them. Through…

A well-known educator and author in the field of work with the blind recalls times he spent with Helen Keller, including her visit to the California School for the Blind, where he was superintendent, for the consecration of the Helen Keller Building. (Author/SBH)

This bibliography of 115 items provides a semiannual update to a book that annotates professional literature related to blindness issued since 1953. Items are dated from 1988 through 1990. Included are documents, journal articles, books, papers, and doctoral dissertations. Entries are alphabetical by author. An analytical subject index is…

Many students with deafblindness now are educated in less restricted educational environments with their hearing and sighted peers. However, that less restricted education setting does not guarantee deafblind students opportunities for communication and social interactions. The author observed 4 students with deafblindness and gathered information…

All babies communicate. It is through communication that relationships are formed and sustained. All parents must learn how to interpret and respond to their baby's communications in order to form the bonds that become the foundation for development. When a child has both a visual impairment and hearing loss, however, it may be more difficult to…

The directory lists services for deaf-blind children in the Southwestern Region, including such services as associations and foundations, child care services, diagnosis and evaluation, educational programs, financial assistance, information and referral, newsletters and periodicals, recreational services, rehabilitation services, and speech and…

Adaptations to the traditional vocational rehabilitation process for deaf-blind individuals are considered in terms of casefinding and referral, diagnosis, evaluation, eligibility, individualized written rehabilitation programs, adjustment training, placement, and follow-up. (CL)