The international peer-reviewed journal of record in the field
of vision loss
Special Issue on Deaf-Blindness
H. Gribs, K. Dougherty, E. du Pré
J. Coker, with an Introduction by D. Sauerburger
D. Chen & M. Haney
Abstract: This article presents an early intervention model for infants who are deaf-blind that focuses on the significance of infant-caregiver interaction. It proposes intervention strategies to develop contingent responsiveness in caregivers, to promote active learning in infants, to support mutually satisfying exchanges, and to address the exceptional learning needs of these infants.
Abstract: The combined loss of vision and hearing affects the learning areas of communication, socialization, conceptualization, and movement. The van Dijk curricular approach addresses these learning areas within the context of teaching children who are deaf-blind. This article presents the major teaching strategies in implementing the approach.
J. Ford & B. Fredericks
Abstract: This article presents a model for providing the necessary educational support to children who are deaf-blind in public schools. The model relies on the services of a new paraprofessional--the interpreter-tutor.
K.M. Huebner, C. Kirchner & J.G. Prickett
Abstract: The federal Office of Special Education Programs funded a consortium-based project that produced a self-study manual, a videotape and discussion guide, a reprints collection, annotated bibliographies, and an in-service training manual. This article highlights the field-test evaluation of these materials by teachers, which provides a glimpse into the professional situation of the primary target group--teachers without specific training for teaching students who are deaf-blind. The teachers' pre- and posttest knowledge and attitudes about teaching these students are also analyzed.
B.A.B. McLetchie & S.Z.C. MacFarland
Abstract: According to national surveys, only about 6 percent of teachers who work with students who are deaf-blind have specialized training in the field. The few new graduates of teacher preparation programs in the field, coupled with the shortage of specially trained teachers, indicates that there is a critical need to train more teachers to meet the unique needs of these students.
T. Evans Luiselli, J.K. Luiselli, S.M. DeCaluwe, & L.A. Jacobs
Abstract: Using a technical assistance model, the New England Center Pilot Project provides training and consultation to programs for 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 inclusive education.
C.L. Ingraham, K. M. Daugherty, & S. Gorrafa
Abstract: This article examines the challenges and successes of three academically gifted students in inclusive educational programs over four years and presents recommendations for teachers and parents who are contemplating the placement of students with similar needs in inclusive programs.
C.J. Cloninger & M.F. Giangreco
Abstract: This article describes three field-tested approaches to planning educational programs in an inclusive setting for students who are deaf-blind, making decisions about support services, and developing lesson accommodations to include the students in typical class activities.
K.B. Miller, F.R. Peck
Abstract: This article presents an overview of a model project for delivering comprehensive vision care and educational support services to children who are deaf-blind. It describes the characteristics of the 170 children served by the project--including the conditions that caused their deaf-blindness, other medical conditions, and visual conditions--and the intervention strategies that were recommended.
S. Bruce Marks & D. Feeley
Abstract: In 1992, a multiagency model of transition planning was developed and implemented to meet the identified needs of students who are deaf-blind in Michigan. This article outlines the project's activities, accomplishments, challenges, and goals for the future.
Abstract: A research project was developed to evaluate the use of a color closed-circuit telec vision (CCTV) for teaching students who are deaf-blind. This article presents an overview of the proposal for using the CCTV, the project design, and the outcome of the project.
H.H. Mar & N. Sall
Abstract: This article reports on a study of intervention programs to increase the social integration of three children with deaf-blindness, aged 7-10. 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 relationships of children with deaf-blindness are discussed.
Abstract: Usher syndrome, Type I, requires multiple adaptations throughout the life cycle because each stage of life has tasks and losses associated with deafness and progressive retinitis pigmentosa. This article examines the issues raised at each stage, using clinical vignettes from persons who have this condition and their families.
P.M. Chute & M.E. Nevins
AROUND THE WORLD
E.G. Wolf-Schein, N. Khan, M.E. Barrett, & J.D. Schein
IN THIS ISSUE
The Journal of Visual Impairment & Blindness (JVIB)--the international, interdisciplinary journal of record on blindness and visual impairment that publishes research and practice
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