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Purvis, Barbara; Malloy, Peggy; Schalock, Mark; McNulty, Kathy; Davies, Steven; Thomas, Kathleen Stremel; Udell, Tom – National Center on Deaf-Blindness, 2014
Experiences that occur during the earliest years of life critically impact children's abilities to learn, move, and interact with others. This is especially true for children with severe sensory and multiple disabilities, for whom physical, communicative, cognitive, social, and emotional developmental domains are deeply intertwined. In recognition…
Descriptors: Infants, Disability Identification, Deaf Blind, Referral
Malloy, Peggy – National Consortium on Deaf-Blindness, 2010
This publication describes a comprehensive approach to assessment known as authentic assessment, which can be used with children who are deaf-blind or have multiple disabilities. Authentic assessment involves obtaining information about children in their everyday environments during normal activities. It provides a way to learn what children know…
Descriptors: Performance Based Assessment, Deafness, Deaf Blind, Multiple Disabilities
Malloy, Peggy; Thomas, Kathleen Stremel; Schalock, Mark; Davies, Steven; Purvis, Barbara; Udell, Tom – National Consortium on Deaf-Blindness, 2009
Experiences that occur during the earliest years of life critically impact children's abilities to learn, move, and interact with others. This is especially true for children with severe sensory and multiple disabilities, for whom physical, communicative, cognitive, social, and emotional developmental domains are deeply intertwined. In…
Descriptors: Deaf Blind, Infants, Identification, Referral
Malloy, Peggy; McGinnity, Betsy – National Consortium on Deaf-Blindness, 2009
Finding a job, learning to live independently, and obtaining further education are important goals for all young adults as they leave high school. But achieving these goals is often extremely difficult for students who are deaf-blind. Limited or absent hearing and vision, difficulties with communication, and the frequent presence of additional…
Descriptors: Deafness, Disabilities, Young Adults, Transitional Programs
Malloy, Peggy – National Consortium on Deaf-Blindness, 2008
Language involves the use of symbols in the form of words or signs that allow people to communicate their thoughts, ideas, and needs. Even without formal language, many children who are deaf-blind learn to communicate with gestures and object or picture symbols. Symbolic expression makes it possible to express thoughts and feelings about the…
Descriptors: Nonverbal Communication, Deafness, Language Acquisition, Deaf Blind
Malloy, Peggy; Killoran, John – National Consortium on Deaf-Blindness, 2007
Although the term deaf-blind implies a complete absence of hearing and sight, in reality, it refers to children with varying degrees of vision and hearing losses. The type and severity differ from child to child. The key feature of deaf-blindness is that the combination of losses limits access to auditory and visual information. Children with…
Descriptors: Deaf Blind, Children, Etiology, Classification
Harmonious Interactions. Practice Perspectives--Highlighting Information in Deaf-Blindness. Number 1
Malloy, Peggy – National Consortium on Deaf-Blindness, 2007
Everyone needs close connections with other people--the good feeling of being with someone who understands you and with whom you can share experiences and emotions. When people interact harmoniously, their attitudes and actions toward one another are comfortable and reassuring. Harmonious interactions are essential for all human beings, including…
Descriptors: Nonverbal Communication, Deafness, Quality of Life, Caregivers