This tipsheet offers suggestions for the instructor who has a student with both a vision and a hearing loss, stressing that the first step is to talk with the student to determine what modifications are necessary. Specific recommendations are offered for the following areas: (1) use of student aids/accommodations (such as interpreters, notetakers,…

Usher's syndrome, a genetic condition causing congenital profound hearing loss and a progressive blindness due to retinitis pigmentosa, affects an estimated three to six percent of children in educational and rehabilitative programs for the hearing impaired. (Author)

The feasibility of operant audiometry was investigated with six normal, six hearing impaired, six severely retarded, and six multihandicapped (deaf-blind) children. The operant procedures allowed the unilateral testing of some Ss under earphones who could not be tested using conventional audiometric methods. (Author/SEW)

The article describes a case study of a 14-year-old deaf/blind girl who was taught to use a modified cane. With the use of the cane, the S learned to walk more swiftly and with more confidence and was able to travel without the frustration she had previously felt. (PHR)

Teachers (n=124) of deaf-blind students responded to a survey regarding their experience, training, program characteristics, communication methods, certification, and prevalence of deaf-blind students in their programs. Results indicated a high number of certifications for teachers, and a steady incidence of deaf-blind students across age groups…

This study examined intervention programs to increase the social integration of 3 children with deaf-blindness, aged 7 through 10. Although the number of socially integrated activities increased for each child, the children continued to have few consistent friends and acquaintances. The implications of these results for enhancing long-term social…

A study examined the changes in team membership for 18 students with deaf-blindness from 1994-95 to 1997-98. Findings highlight the many people who are involved in each student's education and the high level of turnover among professional staff. Implications for managing changes in team membership are discussed. (Author/CR)

This article describes a three-component package to facilitate social supports for students who are deaf-blind in general education classes. The components are: ongoing provision of information, provision of interactive, multiple communication media, and facilitation of social interactions. Case studies of four students with deaf-blindness…

In an earlier publication, we presented the Diagnostic Intervention Model, which can be used as a guide in the design and conduct of interventions to foster harmonious interactions between children who are deaf-blind and their educators. This article demonstrates the use of the model in everyday practice and the effects of its application in two…

The booklet, one of a series of guides developed by Project STEPS (Steps Toward Effective Production of Speech), presents information for parents and deaf-blind children. Total deafness and blindness and the problems of deafness and blindness are considered, as are the nature of deaf-blindness and its special problems (e.g., eating problems,…

The publication describes the role of the University of Tennessee (UT) in providing higher education, continuing education, and resource services for education and rehabilitation of hearing impaired persons. Separate papers address the following topics: the UT teacher training program, an orientation program to serve state rehabilitation agency…

The report highlights evaluations from the 1979-80 school year of 18 deaf/blind programs in Texas. Two previous years' findings are noted. Analysis of teacher and administrator questionnaires indicated an increase in the trend toward more uniform structuring of individualized education programs (IEPs). Programs were not as successful as the…

Descriptions by various professionals of 70 multiply handicapped deaf-blind children evaluated at the Syracuse University Center for the Development of Blind Children were examined for terminology used to describe the child and his life situation. Purposes were to develop some epidemiological characteristics of the multiply handicapped, deaf-blind…

Increased educational programs for deaf blind children and growing concern about program standards require that the programs be effective. An effective program should produce a positive behavior change in a child as a result of teacher awareness of what is expected of both the teacher and the child. Additionally, the teacher should understand the…