Library & Information Network for the Community
Bibliography on Children and
Youth who are Deaf-Blind
1990-2003
Prepared
January 9, 2004
The purpose of this bibliography is to help consumers and professionals identify books, journal articles, journal titles, articles on the web, and/or web sites, that discuss the subject of Children and Youth who are Deaf-Blind. Not all of the listed materials are owned by LINC, and, not all of the materials have been reviewed by staff. Materials have been included based on publication date and perceived relevancy, and includes those publications from 1990-2003.
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Blaha, R (2001).
Calendars for students with multiple impairments including Deafblindness. Austin: The Texas School for the Blind
and Visually Impaired.
Blaha,
R. (2001). Introduction to sexuality education for individuals who are
Deaf-Blind and significantly developmentally delayed. Monmouth, OR: DB-LINK.
Best A.B. (1992). Teaching
children with visual impairments. Milton
Keynes: Open University Press.
Brennan,V. (1992). Suggestions
for modifying the home and school environment. Watertown: Perkins School
for the Blind
Cogle, S. (1991). GA
and SK etiquette: guidelines for telecommunications in the Deaf community. Ohio: Bowling Green Press.
Enerstvedt, Regi T.
(1996). Legacy of the past. Those
who are gone but have not left. Forlaget Nord-Press, Dronninglund, Denmark.
Goode, D. (1994). A
World Without Words. The social construction of children born Deafblind.
Temple University Press.
Huebner,
K. M. (1995). Hand in hand: selected
reprints and annotated bibliography on working with students who are Deaf-Blind. New York: American
Foundation for the Blind.
Marschark, M. (1997). Raising
and educating a Deaf child. New York: Oxford Press University Press.
Mason H. (1997). Visual
impairment. Access to education for children and young people. David
Fulton.
McInnes, John M, ed.,
(1999). A guide to planning support
for individuals who are Deafblind.
[Toronto]: University of Toronto Press.
Miles, B. (1999). Remarkable
conversations: a guide to developing meaningful communication with children and
young adults who are Deafblind. Watertown: Perkins School for the Blind.
Murdoch, H. (1992). Multi-sensory impairments. In: R.
Gulliford and G. Upton (Eds.) Special educational Needs. London: Routledge.
Nafstad, A. &
Rødbroe, I. (1999). Co-creating
communication: perspectives on diagnostic education for individuals who are
congenitally Deafblind and individuals whose impairments may have similar
effects. Forlaget Nord-Press, Dronninglund, Denmark.
Petroff, J. (2001). National
transition follow-up study of youth identified as Deafblind: parent
perspectives. Monmouth: The National Technical Assistance Consortium for
Children and Young Adults Who Are Deafblind, NTAC.
Pugh, G.S. (1999). Blind
and visually impaired students education service guidelines, Developed in
cooperation with the Hilton/Perkins Program and the National Association of
State Directors of Special Education, Watertown : Perkins School for the Blind.
Riggio, M. (1992). A
changing population of children and youth with deaf-blindness: a changing role
of the deaf-blind specialist/teacher: Reaction paper. Proceedings of the
National Conference on Deaf-Blindness: Deaf-Blind services in the 90’s (pp.
20-28).
Williams, D. (1996). Like
color to the blind. New York: Time Books.
Wyman, R. (2000).
Making sense together. London: Souvenir Press.
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Admiraal, R J C; Huygen,
P L M. (2000). Changes in the aetiology of hearing
impairment in deaf-blind pupils and deaf infant pupils at an institute for the
Deaf. International Journal of Pediatric
Otorhinolaryngology. 55, no. 2.
Bridgett, G (1995).
Curiosity in Deaf-Blind children: a starting point for teaching. Journal of Visual Impairment &
Blindness. 89, no. 3, 8.
Brown, F., & Lehr,
D. (1993). Making activities meaningful for students with severe multiple
disabilities. Teaching Exceptional Children, 45(4), 12-16.
Brown, D (1997). Trends in the population
of children with multi-sensory impairment Talking Sense, 43, 2.
Butterfield, N., &
Arthur, M. (1995). Shifting the focus: emerging priorities in communication
programming for students with a severe intellectual disability. Communication
Programming, 30(1), 41-50.
Dunnett, J. (1997).
Nielsen's little room: tts use with a young blind and physically disabled girl.
Journal of Visual Impairment & Blindness, 91, 145-150.
Executive
Committee of the Convention of American Instructors of the Deaf. (2003)
Programs for Deaf-Blind children and youth. American Annals of the Deaf, 148(
2),172.
Heller, K. W., Alberto,
P. A., & Bowdin, J. (1995). Interactions
of communication partners and students who are Deafblind: a model. Journal of Visual Impairments and
Blindness, 89, 391-401.
MacFarland, S. Z.
C. (1995). Teaching strategies of the
van Dijk curricular approach. Journal of Visual Impairment & Blindness,
89, 222-228.
Marks, S. B.(1998).
Understanding and preventing learned helplessness in children who are
congenitally Deaf-Blind . Journal of
Visual Impairment & Blindness, 92(3), 200.
Murdoch, H. (1994). The
development of infants who are deaf-blind: A case study. Journal of Visual
Impairment and Blindness, 88(4), 357-367.
Pease, L. (1997). Curriculum access for DeafBlind pupils - The sense / DfEE Research Project. Talking Sense, 89(3), 8.
Van Dijk, J. (1987). Working
with Deaf-Blind children and adolescents. Talking SENSE.
33, Winter 1987, pp.7-9, 1987.
Visser, T. (1998). Educational programming for deaf-blind children:
some important topics. Deaf-Blind
Education 2, 4-7.
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Chen
are Deaf-Blind and Their Families. Retrieved from
http://deafblind.com/earlyint.html May 6 2005.
Preisler, G. and Norström, H.(1996). The development of
DeafBlind-children. Retrieved from http://www.deafblind.com/developm.html
January 16, 2004.
Deafblindness Resources on the Net. retrieved from http://www.deafblind.com/deafblnd.html
July 5, 2005.
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Developed
by James Gallagher, the site offers help to the deaf-blind and their service
providers. It features the Deaf-blind Manual Alphabet and the Two-Handed Manual
Alphabet used by sighted deaf persons. Visitors to this site have the
opportunity to learn how to use these manuals.
American
Association of the Deaf-Blind (AADB) is a national consumer advocacy for people
who have combined hearing and vision impairments. AADB is open to all persons
who are deaf-blind and individuals directly concerned with their well being,
including spouses, children, and health care professionals.
http://members.aol.com/kpahic/index.htm
This
was founded in Johnson City, Kansas as a self-help group and not for profit
organization to help educate families, the community and the education system
about the needs of deaf and hard of hearing children, their parents and their
siblings, and to advocate for programs and policies that meet both children’s
and families’ needs.
http://www.tr.wou.edu/dblink/about/about.htm
This
is a federally funded information and referral service that identifies,
coordinates, and disseminates information related to children and youth who are
deaf-blind (ages 0-21 years).
National
Family Association for Deaf-Blind (NFADB)
http://www.nfadb.org/aboutus.htm
NFADB
is a nonprofit, volunteer-based family association and is the largest national
network of families focusing on issues surrounding deaf-blindness. It is guided
by its philosophy that individuals who are deaf-blind are valued members of
society and are entitled to the same opportunities and choices as other members
of the community.
The
National Technical Assistance Consortium for Children and Young Adults who are
Deaf-Blind (NTAC)
The
mission of NTAC is to assist all states to improve results for the
approximately 12,000 children and youth who are deaf-blind. Its goal is to see
these children and young adults meet challenging educational standards and be
prepared for the employment and living arrangements of their choice. This
mission is accomplished by providing technical assistance and information to
individuals who are deaf-blind, their families, and those who work for them.