Deafblindness is complex, and there is very limited research on literacy for learners who are deafblind, including on comprehension. This study investigated current practices for comprehension development for learners who are deafblind. Data were collected through a survey and interviews from 63 U.S. participants who were teachers, interveners,…

This series of three studies identified an experimental research gap in the field of deafblindness. Study 1, a descriptive study, identified types of articles published, and research designs used, in 37 peer-reviewed special education journals. A total of 4,854 articles published from 2012 through 2017 were examined to determine types of articles…

Children and youth are available to learn when they are ready to engage with people, absorb information, and pay attention to what is occurring around them. They are alert, attentive, and interested but not overstimulated. Optimizing availability for learning involves a systematic analysis and understanding of the internal and external factors…

The present study evaluated a systematic instructional package including the system of least prompts (SLP) to teach differentiation and selection of tangible symbols to continue activities for two children with complex support needs and deafblindness (DB). A multiple probe design across three symbols was used to evaluate the intervention package…

To date, no evidence-based practices are identified for working with students who are deafblind (DB). No evidence-based practices have been identified for teaching basic self-help skills such as dressing. The present study examined the efficacy of an intervention package including the system of least prompts (SLP; i.e., SLP and least-to-most…

Persons who are deaf-blind represent a heterogeneous, low-incidence population of children and adults who, at some point in life, regardless of the presence of additional disabilities, may benefit from formal orientation and mobility (O&M) instruction. Current national policies, such as the No Child Left Behind Act, which emphasize that…

This article tells the story of how Colby, a young boy who is congenitally deafblind, developed language and literacy. Narrative is coupled with video to illustrate how the following four instructional approaches and interventions supported his development: (1) daily schedule, (2) home-school journal, (3) experiential based literacy, and (4)…

This article on educating students with dual sensory impairments describes administrative and instructional strategies and effective use of personnel. Mainstreaming is advocated, and specific examples are given of practical intervention strategies for accommodating sensory impairments in integrated academic and social settings, such as tactile…

This final report describes the activities and accomplishments of a 3-year project in New York City on the formation and maintenance of social relationships and social networks of children and adolescents with deaf-blindness. Research activities attempted to: (1) identify patterns of social interaction and social networks across educational…

This collection of four "focus flyers" developed by the Services for Children with Deaf-Blindness program at the University of Southern Mississippi provides practical guidelines for parents and teachers working with infants, children, and young adults who are deaf-blind. The first flyer is on communication interactions and is organized into an…

This article presents 14 major teaching strategies for implementing the Jan van Dijk curricular approach with children who are deaf-blind. The theory underlying the approach is reported, and guidelines for implementing instructional strategies in the areas of communication, socialization, conceptualization, and movement are discussed. (Author/DB)

The California State guidelines are presented for identifying, assessing, and providing services to deaf blind individuals. Chapter 1 focuses on identification with sections on definition, etiology, referral, and unique educational needs (e.g., vision, audition, behavior, daily living). Chapter 2 discusses student assessment. Sections cover:…

The collection of 12 papers from the 1979 First Annual Nebraska Symposium focuses on the problem of educating the secondary school aged disturbed student. Entries include the following titles and authors: "Issues in Diagnosis and Programming for Socio-Emotionally Impaired Early Adolescents" (W. Morse); "Adolescent Behavior--The…

The document contains 16 papers from the Institute for Deaf Blind Studies, a program to bring together many disciplines and to place emphasis on every aspect of the learning and teaching activity involved in the development of deaf-blind children. The following titles and authors are included: "Current Status of the Rubella Problem" (P. Ziring);…

This symposium focused on the special needs of visually handicapped infants and young children. Texts of 48 papers are presented, including keynote addresses by W. Aubrey Webson ("The First Steps") and Heather Hewitt ("First Steps--Parenting, Prevention and Programming"). Regional reports are provided for Japan, Bangladesh, the…