Fourteen author-contributed papers from a series of 1978 workshops focus on educational strategies for deaf-blind and severely handicapped students. Four papers ("The Child-Centered Educational Process for Deaf-Blind Children" by L. Frank; "Issues in Assessment" by R. Condon; "Assessing Multihandicapped Visually Impaired Children" by J. Jones; and "Functional Psychoeducational Assessment Procedures for the Severely Handicapped" by B. Langley) address the topics of assessment and individual education plan development. Family Services is the focus of papers by M. Mei-ton Yu ("Parent Involvement"); B. McWilliams ("Counseling with Parents of Handicapped Children"); M. Fraser "Developing a Parent Involvement Program in an Education Agency: A Structural Model"); and J. Gray ("Rights of Parents"). S. Hupp considers the social/emotional aspect in "The Development of Affective Relationships and Social Skills in Deaf-Blind Students.""A Cognitive Approach to Prevocational and Daily Living Skills Training: Rationale and Implementation" by C. Ficociello and "Prevocational Programming at the Deaf-Blind Annex, Texas School for the Blind" by A. Wade review vocational skills. Concluding the document are three papers on communication: "Q: Why Do Children Acquire Language? A: Just Because" by G. Branigan; "Social Interaction: A Perspective for Interpretation of Early Communication for the Deaf-Blind Child" by A. Repp; and "The Use of Movement to Develop Body Schemes, Organization and Communication in Deaf-Blind Children" by K. Daniels. (CL)