Briefly described are educational and medical clinical services and evaluation procedures for hearing impaired, visually impaired, and deaf-blind children in Ohio. The services are said to assess individual student needs and to facilitate educational placement and programing in special education classes or at state schools for the blind or the…

Prepared by specialists on the evaluation team at the Syracuse University Center for the Development of Blind Children, the book describes the procedures of the special diagnostic clinic within this unit. The diagnostic clinic was established to provide a unified approach to the evaluation and study of multiply handicapped children. Described in…

Intended for parents and educators, the conference proceedings focus on the influence of the nutritionist, social worker, and public health nurse on the feeding of the deaf-blind child. Included are entries with the following titles: "Improving Nutrient Supply for Deaf-Blind Children" (J. Heffley), "Nutritional Care for the Handicapped" (M.…

Examined with 49 deaf-blind children (under 9 years old) was the use of the Telediagnostic Behavior Evaluation Protocol, a video-tape recorded evaluation protocol. To further develop the Telediagnostic Protocol and delineate the characteristics of the Ss observed during the process of test development, Ss were video-taped in eight 3-minute…

The pilot six-week program helped five deaf-blind adults develop techniques for increased community participation including coping and problem solving, in-hand American Sign Language interpreting, Braille, Braille writers, tactilely marked appliances, mobility, and group sharing. (DB)

Teacher inservice training is critical to the continual development of effective classroom instruction. Professionals who consistently improve their instruction positively impact student performance. Many inservice training sessions use formats that are not conducive to effective adult learning. Good training uses flexible formats, job-applicable…

This paper examines the importance of hands for the person who is deafblind, reviews hand development, and identifies specific teaching skills that facilitate hand development and expressiveness in persons who are deafblind. It notes that the hands of a deafblind individual serve not only as tools but also as sense organs (to compensate for their…

This paper examines the importance of hands for the person who is deafblind, reviews hand development, and identifies specific teaching skills that facilitate hand development and expressiveness in persons who are deafblind. It notes that the hands of a deafblind individual serve not only as tools but also as sense organs (to compensate for their…

This final report describes accomplishments and activities of a four-year federally funded project to provide technical assistance to Colorado children and youth with deafblindness. Accomplishments are detailed for each of the following six project goals: (1) identification of children with deafblindness; (2) development and maintenance of…

The paper reports the results of preliminary tests of the speechreading ability of a deaf blind adult who uses the Tadoma Method (speechreading based solely on vibrotactile information) for language acquisition and information. (Author/PHR)

This article lists information on state organizations and programs for children and adults with deaf blindness. The directory listing is alphabetized by state. Contact information is provided for each of the programs, along with the name of the director of the program. Three national resource organizations are also listed. (CR)

This article presents a model for utilizing a new paraprofessional, the interpreter-tutor, to help provide necessary educational support in public schools to children who are deaf-blind. It discusses the role of the interpreter-tutor, outlines required knowledge and skills, and gives a case study example. (Author/DB)

The article addresses such issues as the effects of definition of deaf-blindness on programs and training, the functional interpretation of deaf-blindness, intervention theories, early intervention, the development of residual vision and hearing, and an integrated sensory approach. Recommendations include developing appropriate preservice…

This article discusses technology available in Sweden for visually impaired and deaf-blind people. It describes systems for stop announcements on buses and trams, queuing systems in shops and banks, text telephones, synthetic speech or braille displays of newspapers and other information sources, and home computers. Ideas for the future are also…

Provides guidelines and resources to assist teachers as they enable children with deaf-blindness to enlarge their lives through communication. Addresses the educational needs of children with deaf-blindness, prioritizing their curriculum needs, general strategies for communication, developing receptive communication, using communicative cues,…