Deaf-Blind: Selected Topic Fact Sheets

Assessment

• Assessment Guide for Young Children Who Are Deaf-blind (Design to Learn) (PDF)
• Authentic Assessment (NCDB) (PDF)
• Considerations When Assessing Children and Youth of Spanish Speaking Families (CA) (PDF)
• Functional Vision Assessment (CO)

• Choices at the Swimming Pool (or in the Bath) (NV)
• Communication: A Basic Overview (CA)
• Conversation Boxes (NV)
• Creating a Need to Communicate (CA)
• Getting Started with Object Communication (CA)
• How to Create a Communication Dictionary (CA)
• Name Cues (CA)
• Object Calendar (CA)
• Object Communication (CA)
• Receptive Communication (CO)

• Strategies for Creating Communication-Rich Environments (CO)
• Strategies for Using Voice Output Communication Devices (CA)
• Tadoma (CA)
• Teaching Body Language (CA)
• Tips for Improving the Accuracy of Signed Communication (CA)
• Touch Cues (CA)
• Understanding Coactive and Tactile Signing (CA)

• Appropriate Touch (CA)
• Appropriate Touch (Spanish) (CA)
• Best Educational Practices for Students with Deaf-blindness (CO)
• Developing Independence (CA)
• Guidelines for Working with Children Who Are Deaf-blind (CO)
• How to Interact with Individuals with Vision and Hearing Loss (CA)

• Overview on Deaf-blindness (NCDB)
• Proceedings of the National Symposium of Children and Youth Who Are Deaf-blind (NCDB)

Non-Fact Sheet/Resource(s)

• What Does Your Child See?  What Does Your Child Hear? (CO)

• Auditory Neuropathy (CO)
• Cochlear Implant Brief for Families (WY)
• Microtia (CO)
• Otitis Media (CA)
• Promoting the Wearing of Hearing Aids (NV)

Inclusion

• Inclusive Education (NV)
• Inclusion For Students with Severe and Profound Disabilities (CO)
• Support Education (CA)

• Accommodations
  • Easy Adaptation Tips (NV)
  • Grasping Aids (NV)
  • Page Fluffers (NV)
• All Children Can Read: Literacy Skills Checklist (NCDB)
• Developing Concepts with Children Who Are Deaf-Blind (NCDB)
• Developing Hand Skills (CO)
• Developing Independence (CO)
• Experience Books (WA)
• Hand Under Hand  Module (WA)

• Incorporating Active Learning Theory Into Activity Routines (TX)
• Likes and Dislikes Module (WA)
• Making Changes in Routines (CA)
• Promoting Literacy Through Emergent Writing (NV)
• Routines Module (WA)
• Self Evaluation Guide for Assessing Interactions With a Deaf-blind Student (CA)
• Utilizing the Sense of Smell in Children and Youth with Deaf-blindness (CA)

• Interveners - Things to Remember When Requesting an Intervener for Your Child (CA)
• Intervener Options for Certification/Credentialling (PDF)
• Open Hands, Open Access - Intervener Modules (NCDB)
• Role of the Intervener (CO)
• The Intervener Motto - Do WITH and Not For (CA)
• The Use of Interveners (CA)

Non-Fact Sheet/Resource(s)

• Comparison of Interveners and Paraprofessionals (CO)

Medical / Health Of The Ears, Eyes, And Body

• Assessment for Hearing and Functioning of the Ear (CO)
• Questions For Your Audiologist (NV)
• Questions for the Eye Doctor (NV)
• Questions To Ask Your Dentist (NV)
• Strategies of Minimizing the Risk of Sexual Abuse (CA)
• Strategies for Successful Medical/Dental  Appointments for Individuals with Deaf-blindness (CA)

• Brothers and Sisters: Strategies for Supporting Siblings of Children Who are Deaf-blind (CO)
• I Wish I Had . . . Wisdom from Parents of Children who are Deaf-Blind (NCDB)
• Maintaining a Home-School Relation (CA)

Recreation And Leisure / Self Determination / Social Emotional / Social Relationships

• Ideas for Recreation and Leisure Activities (CA)
• Relaxation Strategies (CA)
• Circle of Friends (CO)
• Self Determination is for Babies Too (CA)
• Taking Up Makeup (TX)

• Alport Syndrome (CO)
• Batten Disease (CO)
• Congenital Rubella Syndrome (CO)
• Dandy Walker Syndrome (CO)
• Goldenhar Syndrome (CO)
• Hunter Syndrome (CO)

• Keratitis-Ichthyosis-Deafness (KID) Syndrome (CO)
• Treacher Collins Syndrome (CO)
• Turner Syndrome (CO)
• Usher Syndrome (CO)
• Usher Syndrome: Tips for Teachers with Students with Usher Syndrome (CO)
• Wolf-Hirschhorn Syndrome (CO)

• College Students Who Are Deaf-Blind (NCDB)
• College Students Who Are Deaf-Blind (Spanish) (NCDB)
• Creating Community For Adult Life: Planning an Effective and Exciting Transition (CO)
• Create a Winning Video Resume (CA)

• Innovative Living Options (CA)
• Successful Transition Between Programs (CA)
• Suggestions for Successful Transitions From School to Adulthood (CA)