The stages of psychomotor development in deaf blind children and youth are reviewed, and educational principles to guide psychomotor development programs for the deaf blind are outlined. Etiological factors which contribute to the psychomotor development of deaf blind persons are discussed including nonambulation and sensory deprivation, heart…

Presented is a report on the work of Cybernetics Research Institute (CRI) investigators on the development of deaf-blind communication and control systems (DEBLICOM). Described in Part One is one embodiment of DEBLICOM designed and built by CRI engineers. Reported in Part Two are experimental procedures and human factors considerations of…

Presented are 30 papers given at a 5-day international conference on serving deaf-blind children. Additionally provided are the conference agenda, a review of the conference, reports of the nominations and resolutions committees, and a list of conference participants. Among the papers are the following titles: "Programs for Non-Verbal Children",…

Behavioral and engineering tests were conducted in the field and laboratory to assess effectiveness and usefulness of the Vibralert, an electronic device for maintaining contact with deaf and deaf-blind children and adults. The vibrating portable signal system was used by 24 deaf and hearing parents to maintain contact with their deaf children at…

Nine conference papers focus on the following topics related to the deaf-blind and their education: pitfalls in the coordination of assessment and treatment of handicapped children, promotion of adaptive patterns in the handicapped child, use of hearing in deaf-blind children, etiology of hearing loss, and the educator's assessment of visual…

A multiple-probe design demonstrated the effectiveness of a match to sample paradigm using tactile recipe cards, a positional tray, and systematic prompting in teaching a severely handicapped deaf-blind retarded woman the independent preparation of three breakfast foods. (Author/DB)

Listings are presented for educational programs and services (schools and classes for the deaf, postsecondary programs, university training programs, programs for the deaf-blind); supportive and rehabilitative programs and services (federal, state, regional, local programs and national professional organizations); and research programs and…

Three issues of this newsletter on deaf-blind issues include announcements, reviews, news items, and the following articles: "'What's My Role?' A Comparison of the Responsibilities of Interpreters, Interveners, and Support Service Providers" (Susanne Morgan); "A Support Service Provider Program in Utah" (Cordie Weed);…

This resource guide, consisting of pages downloaded from the DB-LINK Web site, is designed to assist parents, professionals, and others in identifying services that hold the potential for supporting and improving the lives of children and youth who experience combined vision and hearing loss. Information is provided on: (1) the American…

This final report describes the activities and accomplishments of the Oklahoma Deaf-Blind Technical Assistance Project, an effort to systematically provide training, resource provision and technical assistance (TA) to approximately 120-155 children and youth with deaf-blindness, their families, educators and service providers. The overall impact…

This fact sheet discusses the importance of literacy for individuals who are deaf-blind, the social functions of reading and writing, and conditions necessary for the development of literacy. Strategies for promoting literacy among this population are described and include: (1) invite children and adults who are deaf-blind to observe as you use…

This fact sheet discusses the importance of literacy for individuals who are deaf-blind, the social functions of reading and writing, and conditions necessary for the development of literacy. Strategies for promoting literacy among this population are described and include: (1) invite children and adults who are deaf-blind to observe as you use…

The article describes how to do an initial evaluation, establish rapport, set realistic goals, and establish an orientation training program with low-functioning deaf blind children. (PHR)