Print
Chen,
D., & Dote-Kwan, J. (Eds). (1995). Starting points. Instructional
practices for young children whose multiple disabilities include
visual impairment. Los Angeles: Blind Childrens Center www.blindchildrenscenter.org
This
manual provides a framework and specific strategies for teaching
young children with visual impairments and additional disabilities.
Topics include identifying characteristics and learning needs,
guiding principles for instruction, instructional strategies,
communication, daily living skills, positive behavior support,
orientation and mobility, occupational therapy, roles of itinerant
teachers, and family perspectives.
Downing,
J. E. (1999). Teaching communication skills to students with
severe disabilities. Baltimore: Paul H. Brookes www.brookespublishing.com
This
book contains many practical strategies for assessing the
communication skills of students with very complex and challenging
needs. A student-centered and natural context approach is
taken in determining what communication skills are needed.
Suggestions are provided for facilitating communication skill
development in everyday situations across the age span. Specific
emphasis is place on encouraging interactions between children
with and without severe disabilities in typical educational
situations. Multiple modes of communication are stressed for
children who typically do not depend on speech alone to convey
their messages.
Downing,
J.E. (2002). Including students with severe and multiple
disabilities in typical classrooms: Practical strategies for
teachers. (2nd ed.) Baltimore: Paul H. Brookes www.brookespublishing.com
This
book covers the age span from preschool through high school
of students learning in typical settings. Students with multiple
disabilities including sensory and deaf-blindness are given
as examples throughout the book. Specific strategies target
ways of fully including all students in the learning process
despite very complex and challenging needs. Adapting academic
areas is given considerable attention and several practical
suggestions are provided.
Harrell,
L. (1984). Touch the baby: Blind and visually impaired children
as patients. Helping them respond to care. New York: AFB
Press. www.afb.org
This
booklet provides practical information on the use of communication
and touch cues in clinical settings. These signals help young
children to understand when interactions will involve caregiving
or comfort and when they will involve uncomfortable medical
procedures.
Huebner,
K.M., Prickett, J.G., Welch, T.R., & Joffe, E. (Eds.) (1995).
Hand in hand: Essentials of communication and orientation
and mobility for your students who are deaf-blind. New York:
AFB Press. www.afb.org
This
comprehensive resource provides information on communication
and orientation and mobility instruction for students who
are deaf-blind. It provides key concepts, instructional strategies,
and learning activities for working on these two areas with
preschoolers, elementary and high school students who are
deaf-blind.
Klein,
M.D., Chen, D., & Haney, M. (2000). Promoting learning
through active interaction. A guide to early communication with
young children who have multiple disabilities. Baltimore:
Paul H. Brookes. www.brookespublishing.com
This
field-tested curriculum is composed of five modules for promoting
intentional communication with young children who have severe
and multiple disabilities. Handouts and recording sheets are
provided in English and Spanish.
Miles,
B., & Riggio, M. (Eds.) (1999). Remarkable conversations.
A guide to developing meaningful conversations with children
and young adults who are deafblind. Watertown, MA: Perkins
School for the Blind. www.perkins.pvt.k12.ma.us
This
book provides a comprehensive discussion and beautiful photographs
of communication with students who are deafblind. Topics include
understanding deafblindness, conversations as the essence
of communication, partnerships with families, selection of
communication modes, developing language, and meeting the
needs of individuals.
Rowland,
C. (1996). Communication matrix. A communication skill assessment
for individuals at the earliest stages of communication development.
Portland, OR: Oregon Health Sciences University, Center on Self-Determination
www.designtolearn.com
This
assessment tool identifies the range of communication development
from pre-intentional and intentional behaviors to the use
of abstract symbols and language.
Rowland,
C., & Schweigert, P. (2000). Tangible symbol systems
(Rev. ed.). Portland, OR: Center on Self-Determination, Oregon
Health Sciences University, Design to Learn Products. www.designtolearn.com
This
manual provides a field-tested systematic instructional sequence
for teaching students who have severe and multiple disabilities
to communicate using a concrete symbol system. Tangible symbols
(objects or pictures) are defined as having an obvious relationship
to their referents.
Back
to top
Videos
Chen,
D., Klein, M.D., & Haney. (2000). Promoting learning
through active interaction: An instructional video [video
& booklet]. Baltimore: Paul H. Brookes. www.brookespublishing.com
This
close captioned video demonstrates a step by step process
for developing intentional communication with young children
with severe and multiple disabilities. The video is available
in Spanish.
Chen,
D., & Schachter, P.H. (1997). Making the most of early
communication. Strategies for supporting communication with
infants, toddlers, and preschoolers whose multiple disabilities
include vision and hearing loss [video & booklet]. New
York: AFB Press www.afb.org
This
close captioned video provides examples of early caregiver-infant
games, simulations of visual impairment and hearing loss,
and strategies to promote communication in young children.
It shows interviews with parents and teachers and preschoolers
in oral and total communication classrooms. The video is available
with audio description.
Cooley,
E. (1987). Getting in touch [Video & booklet]. Champaign,
IL: Research Press. www.researchpress.com
This
video demonstrates the use of touch and object cues with a
wide age range children who are deaf-blind. It also provides
tips on interpersonal and tactile considerations in greeting
and interacting with a student who is totally deaf and blind.
Huebner,
K.M., Prickett, J.G., Welch, T.R., & Joffe, E. (Eds.) (1995).
Hand in hand: It can be done [Video & booklet]. New
York: AFB Press. www.afb.org
This
close captioned video provides an introduction to working
with students of all ages who are deaf-blind, with a particular
focus on communication and orientation and mobility. It provides
demonstrations of practical suggestions and insights from
teachers and family members.
Murray-Branch,
J., & Bailey, B.(1998). Texture communication symbols:
Talking through touch. [Video & booklet]. Terra Haute,
IN: Blumberg Center for Interdisciplinary Studies in Special
Education, Indiana State University. http://web.indstate.edu/soe/blumberg/indbppdt.htm
This
video and booklet provides considerations for developing a
communication system using textures for individuals with multiple
disabilities and sensory impairments. These materials provide
guidelines for deciding whether an individual needs textured
symbols and how to develop them. A four phase instructional
process is provided to teach an individual to use the communication
system.
Rowland,
C., & Schweigert, P. (1996). Tangible symbol systems
(Rev. ed.). Portland, OR: Center on Self-Determination, Oregon
Health Sciences University, Design to Learn Products. www.designtolearn.com
This
videotape provides illustrations of individuals using tangible
symbols and shows how five children learned to use this system
of communication. It accompanies the manual Tangible symbol
systems.
SKI*HI
Institute. (1992-93). Introduction to tactile communication
series. [Video]. HOPE. www.hopepubl.com
This
close captioned videotape provides introduces tactile communication
and the other videotapes in this series on tactile communication.
SKI*HI
Institute. (1993). Using tactile signals and cues [Video
series]. Logan,UT: HOPE. www.hopepubl.com
This
series of five close captioned videotapes demonstrates how
to use tactile signals and cues with young children who need
tactile communication. The tapes show specific strategies
for selecting and using signals, providing choices, promoting
turn taking, using coactive signs, and creating activities
to support communication.
SKI*HI
Institute. (1990). A coactive sign system. [Video series].
Logan, UT: HOPE. www.hopepubl.com
This
series of nine close captioned videotapes demonstrates how
to use coactive signing with children who need this hand-on-hand
system of communication. The tapes provide vocabulary, teaching
tips, and show the use of coactive signs in home situations.
SKI*HI
Institute. (1992-93). Using tactile interactive conversational
signing [Video series]. Logan, UT: HOPE. www.hopepubl.com
This
series of five close captioned videotapes demonstrates the
use of interactive signing (feeling another’s signs),
the transition from coactive to interactive signing, materials
and activities that promote interaction, supporting interaction
with peers, and interpreting for people who use interactive
signs.
Teaching
Research Division (1997). You & Me. Communication. Monmouth,
OR: Western Oregon State College, Author. www.tr.wou.edu/dblink/data/keyword.htm
This
video provides information on the concepts, skills, and supports
that are needed for a student who is deaf-blind to communicate
in an inclusive elementary school. The video demonstrates
the use of object cues, coactive signing and tactile signing
with adults and peers. The video is available with open captions.
Visually
Impaired Preschool Services (1996). Hands on experience:
Tactual learning skills. Can Do! Series [video]. Louisville,
KY: Author. www.vips.org
This
video demonstrates the benefits of touching, handling and
manipulating objects and active participation in everyday
situations. For children who are blind, these hands on experiences
provide the foundation for braille reading.