Many students with deafblindness now are educated in less restricted educational environments with their hearing and sighted peers. However, that less restricted education setting does not guarantee deafblind students opportunities for communication and social interactions. The author observed 4 students with deafblindness and gathered information…

The author describes the use of action plans to support 2 teachers' post-in-service implementation of communication strategies with 3 children who are deafblind. In the action plans, the teachers recorded changes in thinking and instructional practices under the 4 aspects of communication: form, function, content, and context. They also recorded…

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…

Transition planning to assist students with severe disabilities to move from school to a positive adult future is of great concern for the young people and their families and friends. For more than a decade, the Office of Special Education Programs (OSEP) within the U.S. Department of Education has researched quality of life issues in transition…

Travelers with dual sensory losses present the rehabilitation professional with additional tasks and responsibilities that expand the instructional curriculum. Effective instruction in rehabilitation and orientation and mobility includes teaching strategies and tools for dealing with unfamiliar people through "communication" (conveying…