Question #5
What types of early intervention curriculums are available to use with infants and toddlers who are deaf-blind and their families?


 



 
 

Resources

        DB-LINK, (1999, July). The National Information Clearinghouse on Children Who are Deaf-Blind. [Online]. Available http://www.tr.wou.edu/dblink/erlybib2.htm

        Gleason, D., Smith, A. (1997). Early interactions with children who are deaf-blind. DB-LINK Fact Sheet. May 1997, pp. 1-8.

        HOPE Publications, (1999, July). Home and Family Oriented Program Essentials. [Online]. Available. http://www.hopepubl.com

        Michael, M., Paul, P., (1991). Early intervention for infants with deaf-blindness. Exceptional Children. December/January 1991, pp. 200-210, 1991.
 

Synthesis of Information

Early intervention is the establishment of educational and support services for children, age 3 and younger. There is an enormous importance placed on early intervention with infants and toddlers, especially when they have two or more handicapping conditions.

Programming for infants and children with dual sensory impairments should be designed to fulfill the needs of these individuals regardless of how they are categorized or where they are placed. These children with dual sensory impairments should receive specialized services, such as alternative modes of communication, functional sensory training, and orientation and mobility, (Michael, 1992). Because these children are found in a variety of settings, it is crucial that supplemental information and instruction be available to teachers, parents, family members, and caregivers to facilitate the further development of their abilities.

Listed below, is a compilation of resources regarding early intervention activities, curriculums, programs, and methods of instruction that may prove helpful for teachers, parents, and caregivers when creating programming for children who are deaf-blind.

Insights

Most young children who are deaf-blind have some useable vision and/ or some useable hearing. The combined effects of both losses, however, are far greater than either loss would be by itself, (Gleason, 1997). These children will need special equipment, special methods of communication, and special education services that will surpass what may be required for a child who has only one handicapping condition. I think the hardest question to answer, from all the research I have read is, where does anyone start? Both parents and professionals are faced with this problem. I hope the information compiled on this web page will help teachers, professionals, and parents develop a program that will enable children to actively explore their environment.




Bibliography

        Huebner, K. M., Prickett, J. G., Welch, T. R., & Joffee, E. (1995). Hand In Hand: Essentials of Communication and Orientation and Mobility for Your Students Who Are Deaf-Blind. N.Y., N.Y.: AFB Press

        Mcinnes, J. M., Treffry, J. A. (1982). Deaf-blind Infants and Children: A Developmental Guide. Toronto, Ont.: University of Toronto Press

        SKI*HI Institute. (1993). A resource manual for understanding and interacting with infants, toddlers, and preschool age children with deaf-blindness. Logan, U.T.: H.O.P.E., Inc.





 
 

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