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The special education area of deafblind severe disabilities is a highly specialized area involving a close working relationship among medical and educational professionals. In this book, author Jones presents a very complete package of information for the educator of children with severe disabilities. The book includes detailed diagnostic information so that the teacher will understand the physical, mental, social, and educational status of the student. The materials allow the teacher to plan for skill development based on the specific deficits of the child in relation to the skills needed. The main features of this new Second Edition remain to provide a teacher-training text and resource volume for teachers and other professionals serving not only students with deafblindness and severe disabilities but also children of any disability functioning within the sensorimotor stage of development. The new edition also provides, under one cover, theoretical background information, medical information, diagnostic information, and specific instructional information for classroom teachers and related service professionals to use in determining functional abilities for program planning and writing IEPs, collecting data to monitor IEPs, and ideas for hands-on materials that teachers can create and use for instruction in their classrooms. Each chapter begins with a brief outline, discusses background medical information and theory; discusses evaluation, diagnosis, programming, and IEP monitoring; and ends with a summary. Also included are the new research and developments in the field and an expanded view of motor skills. Tables have been reformatted at the back of each chapter. A major addition to this text is the focus on "Snoezelen" which includes developing a Snoezelen resource room, designing the room with placement of the special materials, and specific ways of using the Snoezelen room and the sensory stimulation materials for relaxation,! leisure and enjoyment. ... Read more

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This volume is produced from digital images created through the University of Michigan University Library's large-scale digitization efforts. The Library seeks to preserve the intellectual content of items in a manner that facilitates and promotes a variety of uses. The digital reformatting process results in an electronic version of the original text that can be both accessed online and used to create new print copies. The Library also understands and values the usefulness of print and makes reprints available to the public whenever possible. This book and hundreds of thousands of others can be found in the HathiTrust, an archive of the digitized collections of many great research libraries. For access to the University of Michigan Library's digital collections, please see http://www.lib.umich.edu and for information about the HathiTrust, please visit http://www.hathitrust.org ... Read more

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This digital document is an article from Exceptional Children, published by Council for Exceptional Children on December 1, 1990. The length of the article is 7001 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

Citation Details
Title: Early intervention for infants with deaf-blindness.
Author: Martha G. Michael
Publication: Exceptional Children (Refereed)
Date: December 1, 1990
Publisher: Council for Exceptional Children
Volume: v57Issue: n3Page: p200(11)

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This digital document is an article from Journal of Disability Policy Studies, published by Thomson Gale on December 22, 2005. The length of the article is 7754 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

Citation Details
Title: The use of accommodations among students with deafblindness in large-scale assessment systems.
Author: Leah S. Horvath
Publication: Journal of Disability Policy Studies (Magazine/Journal)
Date: December 22, 2005
Publisher: Thomson Gale
Volume: 16Issue: 3Page: 177(11)

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High Quality Content by WIKIPEDIA articles! Deafblindness is the condition of little or no useful sight and little or no useful hearing. Deafblind people have an experience quite distinct from people who are only deaf or only blind. Deafblind people communicate in many different ways determined by the nature of their condition, the age of onset, and what resources are available to them. For example, someone who grew up deaf and experienced vision loss later in life is likely to use a sign language. Others who grew up blind and later became deaf are more likely to use a tactile mode of their spoken/written language. Methods of communication include: use of residual hearing or sight, tactile signing u2014 sign language or a manual alphabet such as the American Manual Alphabet, or DeafBlind Alphabet with tactile or visual modifications, interpreting services, communication devices such as Tellatouch, and its computerized version known as the TeleBraille. ... Read more

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This digital document is an article from Exceptional Children, published by Council for Exceptional Children on March 22, 1997. The length of the article is 7380 words. The page length shown above is based on a typical 300-word page. The article is delivered in HTML format and is available in your Amazon.com Digital Locker immediately after purchase. You can view it with any web browser.

From the author: Over the past two decades, exemplary practices regarding support services have been shifting away from specialist-reliant models and toward approaches that rely more on natural supports. This study explored attitudes regarding educational and related service-provision practices from the perspective of professionals and parents (n = 119) who were educational team members for students with deaf-blindness and multiple disabilities in general education settings. The findings highlight sample respondents, agreements and disagreements with exemplary practices, as well as differences across subgroups and within teams. Analyses suggest some internal inconsistencies regarding important service provision practices, as well as continuing gaps between attitudes and proposed exemplary practices.

Citation Details
Title: Attitudes about educational and related service provision for students with deaf-blindness and multiple disabilities.
Author: Michael F. Giangreco
Publication: Exceptional Children (Refereed)
Date: March 22, 1997
Publisher: Council for Exceptional Children
Volume: v63Issue: n3Page: p329(14)

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