Due to the belief that written communication about a deaf blind child among professional examiners and treatment agencies can be more accurate and precise, the experimenters developed and evaluated a video tape protocol for the examination of the communication skills of 20 multiply handicapped deaf blind children, who ranged from 3 to 8 years in…

Provided are four papers from a national conference, titled "The Deaf-Blind Child and the Vocational Rehabilitation Counselor", designed to identify and present possible solutions to some of the problems facing the deaf-blind child as he or she matures and moves from a basic educational setting into the realm of the vocational counselor. Entries…

Presented is a design for teaching daily living, socialization, motor, academic, and language skills to deaf blind children in a residential setting. (SBH)

A consultation model provided technical assistance in the areas of behavior management and curriculum design for the treatment of severe behavior problems exhibited by persons with severe/profound retardation and dual sensory impairments (deaf/blind). Four of the five clients showed significant behavioral improvements as a result of the…

The ten chapters of this book address sexuality issues in the lives of school age individuals who are deaf-blind or significantly developmentally delayed. It notes that these individuals usually do not experience sexuality through typical relationships and thus require a different type of instruction. Chapters have the following titles: (1)…

In 1998 and 1999, the Arkansas State Department of Education annual state census of deaf-blind children found none in a seven-county section of southeast Arkansas--a rural area that includes the Mississippi River delta region. A project investigated the idea that unique cultural characteristics of the region might prevent parents from identifying…

This final report documents the activities and products of the Related Services Research Project to Support the Education of Students with Deaf Blindness, a four-year research project which was designed to define, implement, and evaluate a set of specific strategies that would result in effective special education and related service provision for…

Characteristics of 310 parents of deaf-blind children and the parents' expressed training needs were assessed, along with characteristics of the handicapped child. Differences were found in the training needs of parents based on their income and educational background, as well as the frequency of contact with their child. (SEW)

Effects of a program of motor therapy on the motor ability levels of eight multisensory handicapped children were examined. Participation improved performance for all subjects. The gain scores from pretest to posttest indicated that children with multisensory disabilities may benefit from such a program. (Author)

The determination of what is considered to be the least restrictive environment for the deaf-blind severely handicapped child should not be based solely on the child's learning needs. The individual needs of each child should be the main but not the only consideration. (JN)

The Oak Hill School Model was developed to secure the best plan for educating, training, and developing a life program for the multihandicapped person. The handicapped individual's full potential is developed in the least restrictive environment. The group home program teaches self-help skills and is an alternative to the institution. (JN)

A sequential-developmental approach to the assessment of individuals from the earliest sensorimotor period through the level of abstract reasoning is discussed. The assessment is hierarchically sequenced and is concerned with how and why individuals process information. The assessment procedures provide practical data on levels of development. (JN)

This listing provides directory information for the national Helen Keller Center and its 10 regional offices. The centers provide extensive evaluative and rehabilitation services to people who are deaf and blind. (CR)

Emphasizes the importance of effective communication in ensuring that deaf children have an appropriate and successful physical education experience, looking at issues related to the psychomotor abilities of deaf children, discussing the need for educational interpreters in the physical education class, and explaining the communication…