Listed in the directory are over 200 educational programs and services for deaf blind children in the United States and U. S. territories. It is noted that the 10 coordinators of regional centers for services to deaf blind children have aided in compilation of the directory. Listings are arranged by state within the New England, Mid-Atlantic…

The study was undertaken to develop casefinding criteria for identifying deaf-blind children. Referral sources and investigative potentials were obtained from a demographic survey of 164 cases of deaf-blind persons in Louisiana. Inquiry sheets on the possible sources of casefinding twice were sent to and ranked by a panel of 20 persons, including…

The article discusses the need for and training of paraprofessionals to work with deaf-blind children. (DLS)

The linguistic abilities of three adult deaf-blind subjects who acquired language through the Tadoma method (involves monitoring a speaker's articulatory motions by placing a hand on his face) were examined. The subjects' English language abilities were excellent, suggesting that the tactile sense is adequate in highly trained Tadoma users in…

The history of educational services for deaf-blind children in Saskatchewan is described, and the development of a program at the Saskatchewan School for the Deaf is reviewed. (CL)

Twelve severely/profoundly retarded multiply handicapped, deaf-blind children (7-18 years old) trained under a black light environment which allowed for removal of distracting stimuli and exaggeration of critical features performed the task they had been taught significantly better than a control group trained under normal light. (Author/CL)

Signs selected from lists used in studies with mentally retarded and autistic children and previously rated for visual iconicity were presented tactilely to 13 blind adults and adolescents. Visual and tactile ratings were found to be very similar across blind, deaf, and hearing-sighted adults and hearing-sighted children. (Author/CL)

The Assessment-Intervention Model for Deaf-Blind Students (AIM) was field tested with 37 deaf blind students, and their progress was compared to that of 40 students in schools using other curricula. Analysis supported claims for AIM's sensitivity to the small behavioral changes typical of these children. (Author/CL)

Small-set segmental identification experiments were conducted with three deaf-blind subjects who were highly experienced users of the Tadoma method. Systematic variations in the positioning of the hand on the speaker's face for Tadoma produced systematic effects on percent-correct scores, information transfer, and perception of individual…

A federal grant has been awarded to develop and test a prototype device to make closed-captioned television available to deaf-blind people. The Braille TeleCaption System, with output available in braille and large print, is currently being tested. Such new technology makes real-time viewing of news, weather, and entertainment accessible to…

This article tells the story of how Colby, a young boy who is congenitally deafblind, developed language and literacy. Narrative is coupled with video to illustrate how the following four instructional approaches and interventions supported his development: (1) daily schedule, (2) home-school journal, (3) experiential based literacy, and (4)…

This theme issue presents personal perspectives and approaches to self-advocacy from individuals who are deaf-blind. Individual articles are: (1) "Self-Advocacy: Attaining Personal Stature" by Michelle J. Smithdas; (2) "The American Association of the Deaf-Blind: A National Consumer Advocacy Organization" by Jeffrey S. Bohrman;…

Timeout, a widely used approach with severely handicapped and deaf blind students, is nevertheless potentially aversive and should not become a routine procedure. The decision to employ timeout from positive reinforcement should be based on careful consideration of the child's behavior, the severity of the target behavior, and the need for…

The teacher's guide outlines lessons from a correspondence learning program for parents of preschool deaf blind children. Learning steps and objectives are listed for eight areas covered by the program: communication, gross motor development, fine motor development, eating, sleeping, toilet training, dressing/undressing, and personal hygiene.…

The paper reports on a study of faculty work attitudes which was conducted to determine ways in which the work environment at the Hope School for Blind, Multi-Handicapped Children in Springfield, Illinois could be modified in ways that would lead to improved faculty morale. The study focused on two areas that are generally accepted as critical to…