Introduction: Children who are deafblind have unique educational needs, especially when it comes to developing a foundation for recreation. This foundation includes a well-rounded physical education program. Purpose: The purpose of this study was to explore the experiences of adults who are deafblind as they recall their involvement in physical…

Children who are deafblind are one of the lowest-incidence yet most diverse groups receiving services mandated by the Individuals With Disabilities Education Improvement Act. Despite this population's diversity, the development of communication skills is critical for all children who are deafblind, and is the foundation on which good transition…

In 2007, the Early Hearing Detection and Intervention (EHDI) law was passed in Minnesota mandating newborn hearing screening. Recognizing that a number of state-level agencies and statewide advocacy and direct services organizations share responsibility for serving deaf, deafblind, and hard of hearing children and youth, the Minnesota Commission…

It is widely recognized that the 12 percent of all youth in American public schools who have disabilities comprise a set of students with distinct capacities and needs. Federal legislation, including the most recent updates to the Individuals with Disabilities Education Act (IDEA) in 2004, identifies different disability groups and mandates that…

The National Longitudinal Transition Study 2012 (NLTS 2012) is the third in the series of NLTS studies sponsored by the U.S. Department of Education to examine youth with disabilities receiving services under the Individuals with Disabilities Education Act (IDEA), a long-standing federal law last updated in 2004. Under IDEA, youth with…

It is widely recognized that the 12 percent of all youth in American public schools who have disabilities comprise a set of students with distinct capacities and needs. Federal legislation, including the most recent updates to the Individuals with Disabilities Education Act (IDEA) in 2004, identifies different disability groups and mandates that…

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…

It may seem that deaf-blindness refers to a total inability to see or hear. However, in reality deaf-blindness is a condition in which the combination of hearing and visual losses in children cause "such severe communication and other develop mental and educational needs that they cannot be accommodated in special education programs solely for…

This brief informational flyer presents practical information on the transition from school to work for students who are deaf-blind or have other severe disabilities. After defining transition, the flyer offers guidelines on: the age at which transition services should be started, areas that should be considered in a coordinated transition plan,…

This workbook pulls together materials intended to help train individuals who are deaf-blind or have other severe disabilities with the transition from school to the adult world. Topics covered in the main body are: legislation concerned with transition services; appropriate procedures and getting started; transition planning process; questions to…

A survey was sent to 1,153 Indiana special education teachers, special education directors, principals, and parents, and 447 usable responses were received. The purpose of the survey was to describe and assess current service delivery systems within Indiana for children with severe handicaps. Part One of the survey gathered data on: the types of…

This collection of 10 papers addresses "best practices" in the development of transition services for youths who are deaf-blind. The papers include quality indicators checklists, transition planning checklists, and other assessment tools. The papers have the following titles and authors: "Overview of Transition Services for Youths Who Are…

The purpose of this manual is to guide Individualized Education Program (IEP)/transition planning teams in assessing the transition needs of individuals with dual sensory or multiple impairments, who are between the ages of 14 and the mid-20s. It presents a person- and family-centered approach that develops a personal profile of the individual in…