Presented are five papers on multidimensional teaching models presented at a workshop for professionals serving deaf-blind children. In "Interpretation of Visual Reports", M. Efron discusses procedures for improving visual diagnosis and provides a questionnaire format for an educationally oriented vision report. M. Marshall, in her paper entitled…

Evaluated was the use of the Azusa developmental scale with 16 deaf blind children in a completed study and 124 deaf blind children in an ongoing study to determine the scale's usefulness for objective evaluation of behavior change, instructional planning, and program evaluation. The children in the first study were rated on the performance…

This volume is one of several which describe the characteristics, quality, and costs of services to severely handicapped children and youth in 100 providers across the nation. This volume includes the development of data collection instruments and a mail survey of potential providers of services to severely handicapped children and youth. The…

This final report describes the activities and outcomes of the California Deaf-Blind Services (CDBS) program, a regionally based, family focused technical assistance and training project designed to improve services to children with deaf-blindness. The project conducted the following activities: (1) provided technical assistance to families and…

This final report describes accomplishments and activities of a four-year federally supported program to provide technical assistance and training focused on educational programming, language/communication, and assessment for children and youth with deaf blindness in Washington State. Overall, the state provided training to approximately 6,200…

This guide was developed as part of a 4-year federally funded project designed to provide services to infants, toddlers, children, and youth with deaf-blindness in Kansas. The project included a pilot project on student portfolio development that documents longitudinally student accomplishments, needed adaptations, modifications, and…

Educational programs for the parents of deaf children are described, including a correspondence course, an evening program in which psychologists provide information on child management problems and help in dealing with parents' attitudes, a communication curriculum, and a demonstration nursery school. (DLS)

A Canada Native with hearing and vision disabilities describes his educational experiences of being isolated because he was deaf and Aboriginal. He now works as a deaf/hearing translator and as an advocate for urban Natives with disabilities who need culturally appropriate services. Hearing persons cannot lead deaf Native literacy programs because…

This article presents 14 major teaching strategies for implementing the Jan van Dijk curricular approach with children who are deaf-blind. The theory underlying the approach is reported, and guidelines for implementing instructional strategies in the areas of communication, socialization, conceptualization, and movement are discussed. (Author/DB)

Describes the use of activity boxes with 43 young children with blindness, deaf-blindness, or severe learning disabilities and visual impairments. Discusses the contribution such boxes make to intellectual development, particularly the development of voluntary hand function from the integration of the primitive grasp-and-release instincts shown by…

This article provides an introduction to deafblindness for itinerant teachers of students with hearing impairments. The unique learning styles of students with deafblindness and their need for assistance in gathering information are explored. Suggestions are offered for supporting students who were born with a dual sensory impairment. (Contains 2…

This article describes orientation and mobility skills and strategies used by a woman with deaf-blindness, especially methods for crossing the street safely, using the following main strategies: locating key travel areas; developing communication strategies and systems; and identifying community resources for assistance. (CR)

This report describes activities and accomplishments of the Dual Sensory Impairments Program in Florida, a 3-year federally supported program, housed at Florida State University, to provide technical assistance and other services to students, ages 0 to 21, with deaf-blindness. A change in priorities concerning infants (ages 0 to 2) is noted as the…

This report describes activities and accomplishments of the Idaho Project for Children and Youth with Deaf-Blindness, a 3-year federally supported project which provided training, technical assistance, and resources to families, educators, and other service providers working with infants, toddlers, children, and youth with deaf-blindness. An…

This final report describes activities and accomplishments of the Arkansas Project for Children and Youth with Deaf/Blindness, a 3-year federally supported project to provide support services to children and youth in Arkansas who are deaf-blind. The project provided technical assistance in the following areas: early identification, incidence and…