In an earlier publication, we presented the Diagnostic Intervention Model, which can be used as a guide in the design and conduct of interventions to foster harmonious interactions between children who are deaf-blind and their educators. This article demonstrates the use of the model in everyday practice and the effects of its application in two…

This informational flyer discusses the provision of educational services within general education classrooms to students with severe disabilities, including deaf-blindness. The legal basis for inclusion is reviewed, a rationale for full inclusion is offered, a working definition of full inclusion is provided, best practices and benefits of full…

Reinforcing contact with toys by providing chocolate milk odors, and tactile reinforcement helped to reduce the self injurious behaviors, feces smearing, and destructive behavior of a profoundly retarded deaf/blind hyperactive female. The underlying assumption of the approach was that increasing toy contact would result in improved alternative…

This guide, part of a series of booklets for parents of deaf-blind children developed by Project STEP (Steps Toward Effective Production of Speech), considers the use of rewards in shaping or changing the behavior of deaf-blind children. The types of rewards (e.g., food, drink, touch, action, something to listen to or look at) and selection of…

Evaluation of the sixth and final year of operation for a preplacement program for 13 severely multiply handicapped deaf blind children, located in the Industrial Home for the Blind, is reported. The program is explained to prepare students for entrance into their existing special education programs. Qualitative findings on the physical setting,…

The publication is intended to dispel misconceptions about the vocational rehabilitation service needs of deaf-blind persons. The first of five sections presents a history and comments on the philosophy of working with deaf-blind persons. Five programmatic definitions of deaf-blindness are offered. Section 2 addresses communication modes, aids,…

The manual describes a procedure to assess to what extent a deaf-blind multiply handicapped student uses his residual hearing in the classroom. Six levels of auditory functioning (awareness/reflexive, attention/alerting, localization, auditory discrimination, recognition, and comprehension) are analyzed, and assessment activities are detailed for…

The document presents the final report of the Sensory Multihandicapped Project, which planned a comprehensive program for the education of children who were sensory multihandicapped (deaf blind, deaf with other handicaps, or blind with other handicaps) in Alberta, Canada. Project activities included reviewing the literature, visiting sites serving…

In a speech to Australian and New Zealand teachers of the visually handicapped the author stresses the importance of educating deaf blind persons regardless of the severity of their handicaps, illustrating his point with three case histories. The deaf blind are viewed under the following five headings: the highly educable (who have college…

Presented is the behavior rating scale designed for use with a video tape protocol for examination of multiply handicapped deaf blind children, whose development and evaluation are discussed in EC 040 599. The behavioral rating scale consists of five sections: unstructured orientation of child in examining area, child's task orientation and…

Ten deaf-blind college students were interviewed to find out what they need and want from sign language interpreters. Findings were organized into four areas: (1) types of signing, (2) modifications to the signing, (3) visual information that needs to be conveyed, and (4) other factors influencing deaf-blind interpreting situations. (Author/DB)

Three deaf-blind teenage students were placed for four to eight weeks in a community-subsidized work program modeled on the Specialized Training Program. All students generalized assembly and self-help skills in which they had been trained, with peer tutor assistance, prior to placement. Their rates of productivity and supervisor contacts were…

This tipsheet offers suggestions for the instructor who has a student with both a vision and a hearing loss, stressing that the first step is to talk with the student to determine what modifications are necessary. Specific recommendations are offered for the following areas: (1) use of student aids/accommodations (such as interpreters, notetakers,…

Usher's syndrome, a genetic condition causing congenital profound hearing loss and a progressive blindness due to retinitis pigmentosa, affects an estimated three to six percent of children in educational and rehabilitative programs for the hearing impaired. (Author)