Traditional procedures for assessing and stimulating residual vision are often ineffective with deaf-blind and severely handicapped children. Common eye disorders, visual assessment procedures, and vision stimulation components are described. (JN)

The journal section provided information on the programs offered, the students served, and the educational staff employed by U.S. and Canadian schools and classes for deaf children, deaf educators, and the deaf blind. (SB)

This listing provides directory information on U.S. schools and programs for preschool, elementary, and secondary children who are deaf blind. A list of three national programs is followed by a list of state schools, local programs, and other types of resources. (Author/CR)

This article identifies segments of the deaf-blind population needing additional support to secure and maintain employment, such as the deaf-blind mentally retarded. Supported employment models are described in this context, with special emphasis on the individual placement model and its approaches to job development, worker assessment, training…

The Independent Living Project for Deaf/Blind Youth emphasized the teaching of home management, personal management, social/emotional skills, work skills, and communication skills to increase low-functioning teenagers' autonomy. The project included an independent living apartment in which a video monitoring system was used for indirect…

This article describes basic applications of an adaptive telephone device for deaf-blind persons with speaking voices. The deaf-blind caller poses questions requiring one-word answers, and the device vibrates in response to touch-tone pulses from the other party. Specific suggestions for such uses as making appointments and emergency calls are…

This article examines various forms of communication systems for their "partner friendliness" and presents a model of different types of communication partners and their communication needs. Case examples illustrate how the forms of communication of two students who are deaf-blind were expanded to promote greater communication with a variety of…

This article examines the challenges and successes experienced over four years by three academically gifted students with deaf-blindness in inclusive educational programs, and presents recommendations about placement of students with similar needs in inclusive programs. (Author/DB)

A research project evaluated the use of a color, closed-circuit television (CCTV) for teaching 9 students (ages 9 through 14) with deaf-blindness. Students demonstrated an increased level of visual attention, increased motivation, and increased awareness of the relationship between an object or picture and its screen representation. (Author/DB)

This study examined the effect of acoustic conditions on reception of sound signals in 5 children (ages 1-4) with multisensory impairments. Results supported the significance of acoustic conditions, with signal-to-noise ratio singled out for its importance in the reception of sound signals. Implications for auditory training are drawn. (DB)

The staff of an apartment-based residential support program was taught to use behavior interruption strategies to elicit requesting functions from two women with deaf-blindness and developmental disabilities. Results found the strategies to be both quickly assimilated by the staff and effective in increasing request rates from the subjects.…

Evaluation of TASH (The Association for Persons with Severe Handicaps) Technical Assistance Project found it to be effective in providing inservice training for staff working with individuals with deaf-blindness. The project involves prioritization of training needs, team planning, follow-up activities, and use of consultants to deliver technical…

The 1992-93 directory of programs for children and adults with deaf-blindness lists (1) 27 state or multistate programs; (2) the national headquarters and the 10 regional offices of the Helen Keller National Center for Deaf Blind Youth and Adults; and (3) seven programs for training teachers of deaf blind students. (DB)

This article reports the results of policy research survey examining U.S. government strategies to obtain data on counts of children who are deaf-blind and the issues related to this effort and its outcomes. Problems frequently cited were varying definitions of deaf-blindness among states and lack of accurate data on etiology and severity. (JDD)

The experiences of two students with deaf-blindness who were placed in a gifted and talented program at a public junior high school illustrate the importance of providing adequate transitional support for students with deaf-blindness. Their successful transition from a residential program to the gifted and talented program is described. (CR)