Parents of deaf-blind children frequently have common needs and experience definite critical times of stress as their child matures. Parents need emotional understanding and support, information and facts, a greater degree of active participation in habilitation planning, a self image of themselves as competent and participating community members,…

The policy statement by the American Foundation for the Blind deals with services for children and adults who have physical or mental handicaps in addition to visual loss. Noted are difficulties in providing appropriate services to the multiply handicapped. It is stated that optimum independence should be the goal of services for the multiply…

Proceedings from a Special Studies Institute on the Challenge of Educating the Preschool Blind Child with Multiple Handicaps (New York, April 27-29, 1970) are compiled. Papers and panel discussion topics include the challenge of educating the multiply handicapped child with sensory defects; the physician's contribution in diagnosis, treatment and…

The proceedings from the special study institute for teachers of deaf-blind children contain seven conference papers. Topics covered include early child growth and development, aspects of the diagnosis and evaluation of deaf-blind children, normal language development, and stimulating the hearing, vision, and motor development of deaf-blind…

The multiple disabilities, both remediable and adjustable, which may be associated with deafness are defined and comments are offered on the trend away from the "medical model." Incidence figures for the various disabilities are given, and the problems of diagnosis and ascertainment of the educational needs of each individual are considered.…

Citations for this bibliography concerning multiply handicapped children were taken primarily from "Research in Education,""Current Index to Journals in Education," and "Exceptional Child Education Abstracts." Index terms are provided for citations. (KM)

As the first step in curriculum development, 12 educational programs for young deaf children with learning disabilities and communication problems were studied in order to identify the atypical deaf child. Subjects were 193 children (age range 6 to 14 years) selected from 12 schools for the deaf in New York State. Data was obtained from school…

In order to determine the extent of deficiencies found in deaf children with learning disabilities so that appropriate remedial curriculum could be developed, a series of diagnostic tests designed to differentiate deaf children with learning disabilities from typical deaf children was constructed and evaluated. The tests developed were said to…

Information on the model for alternate strategies to prepare teachers of preschool multiply handicapped children is excerpted from the original proposal. The development of the preparation model is noted to depend on successful completion of three processes: needs identification, transformation to a program, and evaluation. The project's second…

Described is the adaptation of the Program Evaluation and Review Technique, a method of assessing caseloads to maximize professional efficiency and service to clients, to a demonstration program for severly and multiply handicapped blind students. (DLS)

Chromosomal abnormalities, some appearing in a stepwise clonal evoluation, were found in five Down's syndrome patients (35 weeks to 12 years old), four with acute leukemia and one with abnormal regulation of leukopoiesis. (Author/SBH)

Six hundred children with communication disorders (mean age 5 years 7 months) were evaluated for psychiatric and developmental disorders. The two subgroups with language involvement had higher rates of both psychiatric and developmental disorders than children with pure speech involvement and different patterns of psychiatric diagnoses. (Author/DB)

Children in grades 3-6 labeled learning disabled, behaviorally disordered, and learning disabled with significant behavioral disorders (total N=78) were assessed for locus of control. Children labeled learning disabled were found to be significantly more internally controlled than children labeled behaviorally disordered or than children labeled…

Mentally retarded emotionally disturbed children (N=31) were compared on the Child Depression Inventory and the Child Behavior Profile with 31 children in a normal school setting. Correlational data showed a strong relationship between the cut-off scores for both measures suggesting that similarities exist between depression in mentally retarded…