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Special Issue on Deaf-Blindness

Contents

FIRST-PERSON ACCOUNTS

A Brief Look at My Life as a Deaf-Blind Woman--print edition page(s) 197-201

H. Gribs, K. Dougherty, E. du Pré

The Invisible Helmet: A First-Person Account of Deaf-Blindness--print edition page(s) 201-210

J. Coker, with an Introduction by D. Sauerburger

CHRONOLOGY

History of Deaf-Blind Education--print edition page(s) 210-212

M.T. Collins

EARLY INTERVENTION

An Early Intervention Model for Infants Who Are Deaf-Blind--print edition page(s) 213-221

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.

TEACHING STRATEGIES

Teaching Strategies of the van Dijk Curricular Approach--print edition page(s) 222-228

S.Z.C. MacFarland

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.

Using Interpreter-Tutors in School Programs for Students Who Are Deaf-Blind--print edition page(s) 229-234

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.

Meeting Personnel Training Needs: The Deaf-Blind Self-Study Curriculum Project--print edition page(s) 235-243

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.

The Need for Qualified Teachers of Students Who Are Deaf-Blind--print edition page(s) 244-248

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.

INCLUSION

Inclusive Education of Young Children with Deaf-Blindness: A Technical Assistance Model--print edition page(s) 249-256

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.

The Success of Three Gifted Deaf-Blind Students in Inclusive Educational Programs--print edition page(s) 257-261

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.

Including Students with Deaf-Blindness in General Education Classes--print edition page(s) 262-266

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.

OUTREACH

Outreach Low Vision Services to Children with Deaf-Blindness--print edition page(s) 267-271

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.

TRANSITION

Transition in Action: Michigan's Experience--print edition page(s) 272-275

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.

LOW VISION

Using a Color CCTV to Teach Children with Deaf-Blindness--print edition page(s) 276-279

F.R. Peck

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.

PSYCHOSOCIAL ISSUES

Enhancing Social Opportunities and Relationships of Children Who Are Deaf-Blind--print edition page(s) 280-286

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.

Psychosocial Implications of Usher Syndrome, Type I, throughout the Life Cycle--print edition page(s) 287-296

I.D. Miner

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.

RESEARCH NOTES

Cochlear Implants in People Who Are Deaf-Blind--print edition page(s) 297-301

P.M. Chute & M.E. Nevins

AROUND THE WORLD

Teaching Children with Dual Sensory Disabilities in Zimbabwe--print edition page(s) 301-306

E.G. Wolf-Schein, N. Khan, M.E. Barrett, & J.D. Schein

"Deaf-Blind" or "Deafblind"? International Perspectives on Terminology--print edition page(s) 306-306

S. Lagati

DEPARTMENTS

In This Issue--print edition page(s) 195-195

Abstracts in French, German, Japanese, & Spanish--print edition page(s) 307-312

Classified--print edition page(s) 312-312

IN THIS ISSUE

Parents' Perspectives

Drawings of a Deaf-Blind Child--print edition page(s) 3-5

H. Miller

Helping Children Who Are Deaf-Blind Cope with Medical Encounters--print edition page(s) 5-8

F.M. Eldar

Teachers' Perspectives

Curiosity In Deaf-Blind Children: A Starting Point for Teaching--print edition page(s) 8-9

G. Bridgett

Tactile Defensiveness--print edition page(s) 9-10

L. Mamer

Learning from Persons Who Are Deaf-Blind--print edition page(s) 10-13

B.S. Miles

Demographics Update--print edition page(s) 13-14

Product Evalution

Accessing Microsoft Windows with Synthetic Speech: An Overview--print edition page(s) 14-18

J.D. Leventhal

Washington Update

New "Federalism" and Blindness Programs--print edition page(s) 18-19

S. Marshall

Random Access--print edition page(s) 19-21

News--print edition page(s) 21-28

Calendar--print edition page(s) 28-32


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The Journal of Visual Impairment & Blindness (JVIB)--the international, interdisciplinary journal of record on blindness and visual impairment that publishes research and practice
and serves as a forum for the exchange of ideas, airing of controversies, and discussion of issues--is copyright Copyright © 2018 American Foundation for the Blind. All rights reserved.

 

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