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Services and Supports, Partnership, and Family Quality of Life: Focus on Deaf-Blindness
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Kyzar, Kathleen B.; Brady, Sara E.; Summers, Jean Ann; Haines, Shana J.; Turnbull, Ann P. – Exceptional Children, 2016
In this study, the authors examined the moderating effects of partnership on the relationship between services and supports adequacy and family quality of life (FQOL) for families of children with deaf-blindness ages birth to 21. A social-ecological approach enabled examining the impact of disability on the family system. A survey, consisting of…
Descriptors: Deaf Blind, Partnerships in Education, Quality of Life, Family Life
Friendly Letters on the Correspondence of Helen Keller, Anne Sullivan, and Alexander Graham Bell.
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Blatt, Burton – Exceptional Children, 1985
Excerpts from the letters between Alexander Graham Bell and Anne Sullivan and Helen Keller are given to illustrate the educational and personal growth of Helen Keller as well as the educational philosophy of Bell regarding the education of the deaf blind. (DB)
Descriptors: Case Studies, Deaf Blind, Educational Philosophy, History
A Ten-Year Follow-Up Study of Deaf-Blind Children.
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Curtis, W. Scott; Donlon, Edward T. – Exceptional Children, 1984
A 10-year followup of 49 deaf-blind children provided indirect comparisons of classifications of mental retardation, hearing loss, visual loss, and major communication mode. Results suggested problems with the methodology and indicated the need for new instruments to analyze current functioning as it relates to past evaluation data. (CL)
Descriptors: Classification, Deaf Blind, Followup Studies, Hearing Impairments
Assessment Techniques for Deaf-Blind Children.
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Bennett, Frank; And Others – Exceptional Children, 1979
The article discusses the special techniques required for deaf-blind children. (DLS)
Descriptors: Check Lists, Child Development, Deaf Blind, Evaluation Methods
Demonstrating Behavioral Change of Deaf-Blind Children
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Tweedie, David – Exceptional Children, 1974
Descriptors: Behavior Change, Behavior Rating Scales, Case Studies, Deaf Blind
Educational Programing for Multihandicapped Deaf-Blind Children
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Mira, Mary; Hoffman, Sandra – Exceptional Children, 1974
Descriptors: Behavior Change, Children, Deaf Blind, Educational Needs
Developmental Scales Versus Observational Measures for Deaf-Blind Children
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Diebold, Martin H.; And Others – Exceptional Children, 1978
A study involving 24 deaf-blind children (6 years to 13 years old) was conducted to determine the relationship between standardized tests and developmental scales, and systematic behavior observation ratings. (SBH)
Descriptors: Deaf Blind, Elementary Education, Evaluation Methods, Exceptional Child Research
Problems in Managing the Young Deaf-Blind Child
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Stein, Laszlo K.; Green, Mary Briggs – Exceptional Children, 1972
Descriptors: Deaf Blind, Exceptional Child Services, Interdisciplinary Approach, Intervention
Multiply Handicapped, Partially Sighted Children's Capability for Resolving Visual Images
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Friedlander, Bernard Z.; And Others – Exceptional Children, 1974
Descriptors: Children, Deaf Blind, Exceptional Child Research, Mental Retardation
Services for Deaf-Blind Children
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Dantona, Robert – Exceptional Children, 1976
Descriptors: Deaf Blind, Delivery Systems, Early Childhood Education, Elementary Secondary Education
Experiences with Preschool Deaf-Blind Children
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Calvert, Donald R.; And Others – Exceptional Children, 1972
Descriptors: Auditory Tests, Behavior Change, Deaf Blind, Early Childhood Education
Visual Tracking in Deaf-Blind Retarded Preschool Children
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And Others; Silva, Dennis A. – Exceptional Children, 1973
Descriptors: Body Image, Deaf Blind, Exceptional Child Research, Mental Retardation
Early Intervention for Infants with Deaf-Blindness.
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Michael, Martha G.; Paul, Peter V. – Exceptional Children, 1991
The article addresses such issues as the effects of definition of deaf-blindness on programs and training, the functional interpretation of deaf-blindness, intervention theories, early intervention, the development of residual vision and hearing, and an integrated sensory approach. Recommendations include developing appropriate preservice…
Descriptors: Deaf Blind, Definitions, Delivery Systems, Early Childhood Education
Attitudes about Educational and Related Service Provision for Students with Deaf-Blindness and Multiple Disabilities.
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Giangreco, Michael F.; And Others – Exceptional Children, 1997
Attitudes toward support service models that are shifting away from specialist-reliant toward natural support systems were studied, from the perspectives of professionals and parents (N=119) who were educational team members for students with deaf-blindness and multiple disabilities in general education settings. Analyses suggest inconsistent…
Descriptors: Ancillary School Services, Deaf Blind, Delivery Systems, Educational Practices