This monograph describes how to conduct simulations that allow individuals to experience what it is like to have deafblindness. It begins by discussing the philosophy and benefits of simulations and explains the two different types of simulations. The first type of simulation gives a generic overview of the impact of deafblindness on learning and…

This brief guide presents principles and suggestions to help individuals who are deaf-blind enjoy and benefit from participation in recreational activities. Some considerations discussed are to: (1) start with the individual and determine what he or she is interested in, focusing on the selection of safe, age-appropriate activities; (2) research…

This final report describes activities and accomplishments of a four-year federal grant providing technical assistance and training for service providers of children with deafblindness in Delaware. The project included annual orientation workshops for new staff, family learning weekends, and eight summer institute graduate courses jointly…

Financial statements from public residential schools in all 50 states (some states list more than one school) give tabular data concerning income, expenditures, enrollment, estimated per capita cost, teaching days, and teachers' salaries for 1972-1973. (MC)

One of the most difficult problems confronting the education of the deaf is defining what is meant by the term multihandicapped deaf. Multihandicapped deaf have been sorted into three groups--mild, moderate, and severe--which educators must use for the effective development of educational programs and services. (JN)

One approach that has proved to be effective in providing prevocational training to the deaf-blind and severely handicapped is the continuum concept. This concept emphasizes the individual's movement from the educational setting into an appropriate community-based vocational environment. (JN)

Originally part of a symposium on educational media for the deaf, the author shares his experiences as a multiply handicapped person. Legally blind since he was three years old and profoundly deaf for the past ten years, the author recounts his educational training and frustrations in finding work suitable to his intellect and aspirations. (PHR)

The first section of the journal covers selected topics of interest in the areas of incidence and services to deaf-visually impaired persons, federal legislation on interpreters and telecommunications, and the educational significance of three levels of hearing loss. (PHR)

A study of a woman with deaf-blindness and severe mental retardation examined the potential decrease of problem behaviors by using functional assessment-based interventions applied in multiple natural environments throughout the day. Results found that increasing the amount of attention the woman received from program staff immediately eliminated…

A program taught three students (ages 10-18) social interaction skills to enhance their abilities to interact with three students with deaf-blindness and had them teach the same skills to friends (secondary peers). As a result of the peer instruction, the secondary peers spent more time with students with deaf-blindness. (CR)

The implementation of block scheduling by a middle school for deaf and blind students is described. Longer class periods on alternating days were found to expand teachers' opportunities to plan interdisciplinary instruction that addressed individual learning styles. An extension center was developed to provide reinforcement, enrichment, and…

This report of the annual survey of programs for deaf-blind children and adults lists, by state, programs for deaf-blind children and youth, Helen Keller Centers for deaf-blind youth and adults, and programs for training teachers of deaf-blind students. Provided are program names, addresses, telephone numbers, and names of directors. (DB)

Using a technical assistance model, the New England Center Pilot Project provides training and consultation to programs serving young children who are deaf-blind in inclusive education settings (preschool, kindergarten, and first grade). This article discusses the model's four major components, salient issues, and recommendations to enhance…

This discussion considers implications of the British National Curriculum for young students with multiple sensory impairments, suggesting that "disapplication" is preferable, to allow emphasis on basic skills, followed by application of a modified curriculum at a later stage in the child's schooling. (DB)