The article presented here introduces the Intervention Model for Affective Involvement (IMAI), which was designed to train staff members (for example, teachers, caregivers, support workers) to foster affective involvement during interaction and communication with persons who have congenital deaf-blindness. The model is theoretically underpinned,…

It is essential that children who are deaf-blind have learning experiences that improve their quality of life. Unfortunately, even when educational teams work together to create individualized education programs, these students do not always have full and equal opportunities to learn. This issue of "Practice Perspectives" describes the basics of…

Every year, under the federal law known as the Individuals with Disabilities Education Act (IDEA), millions of children with disabilities receive special services designed to meet their unique needs. Early intervention services are provided through the state to infants and toddlers with disabilities under three years of age and their families. For…

Communication is the exchange of a message between two or more people. Every one communicates in many different ways and for many different reasons. Communication can be expressive or receptive. Children who are deaf-blind may never learn to talk. However, they can express themselves to you. They can receive the messages you send them. Through…

This tipsheet offers suggestions for the instructor who has a student with both a vision and a hearing loss, stressing that the first step is to talk with the student to determine what modifications are necessary. Specific recommendations are offered for the following areas: (1) use of student aids/accommodations (such as interpreters, notetakers,…

Intended for teachers of deaf-blind and severely handicapped students as well as for resource or itinerant teachers in the area of vision who have recently begun to serve low functioning students, the manual provides information on vision and on vision assessment. The manual serves three functions. It: (1) prepares teachers for participation in…

Understanding the criteria and process for determining a student's eligibility for special education services is critical for any educator in an inclusive school environment. Based on the current reauthorization of IDEA 2004, this timely resource offers teachers and administrators an overview of each eligible disability and clear, specific…

This article offers a set of principles, procedures, and special considerations for teaching students who are deaf-blind with cognitive disabilities to make their own choices during mealtimes. The article shows how a typical daily activity can be used to teach choice making and how this skill can be increased in complexity as the student…

Children who are congenitally deafblind face barriers to the development of early communication functions, including limited access to social and context cues that support the identification of functions expressed by others. This study addresses two research questions: What functions of communication will teachers express when interacting with…

Suggestions are offered to teachers with deaf-blind children in their classrooms. Guidelines touch upon general curriculum development principles and approaches for improving communication skills, cognitive development, social and emotional development, motor and self care skills, and sensory development. (CL)

This booklet, in question-and-answer format, is intended to guide service providers in colleges and universities in supplying required special services to students who are hard of hearing. Introductory material explains the mission and objectives of PEPNet, which is to provide the coordination and collaboration in technical assistance to…

This monograph describes how to conduct simulations that allow individuals to experience what it is like to have deafblindness. It begins by discussing the philosophy and benefits of simulations and explains the two different types of simulations. The first type of simulation gives a generic overview of the impact of deafblindness on learning and…

A self-help skills instructional program used graduated guidance as a method of teaching independent dressing to an 11-year-old girl with profound mental retardation, seizure disorder, deafness, and blindness. Dressing skills improved with instruction and were maintained. Task analyses are presented for putting on socks, shorts, and shirts. (JDD)

Intended for use by New York City special education teachers with little or no experience serving students with dual sensory impairments as well as cognitive disabilities, the manual identifies teaching strategies that are easy to implement yet based on direct experience and the current research. Chapter titles and sample topics include the…

Four information briefs offer guidelines for educators of students with deaf-blindness in integrated or self-contained settings, concerning: (1) facilitating student interactions; (2) adapting classroom materials and activities; (3) grouping students to increase interaction; and (4) implementing cooperative learning strategies. To facilitate…