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.

• Active Learning by Means of the Little Room: Adaptation/Sharing of Dr. Lillie Nielsen’s Work with Environmental Intervention with Young Children with Deaf-blindness. Brown, G., Shafer, S.(1996). Austin, TX: TSVBI.
• Almost 100 Motor Activities for Infants and Toddlers: Uriegas, O.(1996). See/Hear, vol. 1, no.4, Fall 1996, pp. 6-7.
• The Deaf-Blind Baby: A Programme of Care. Freeman, P. (1985). London, England: William Heinemann Medical Books.
• A Resource Manual for Understanding and Interacting with Infants, Toddlers, and Preschool Age Children with Deaf-Blindness. Alsop, L. (1993). Logan, UT: SKI*HI Institute.
• Effective Practices in Early Intervention: Infants Whose Multiple Disabilities Include Both Vision & Hearing Loss. Chen, D. (1997). Northridge, CA: California State University.
• Guide to Toys for Children Who Are Blind or Visually Impaired: Toy Manufacturers of America. (1995) American Foundation for the Blind. 11 Penn Plaza, Suite 300, New York, NY. 10001. (1-800-232-5463).
• Key Indicators of Quality Early Intervention Programs. Chen, D. (1994). Northridge, CA: California State University.
• Family-Guided Activity-Based Intervention for Infants & Toddlers. Cripe, J.(1995). Baltimore, MD: Brookes Pub. Co.
• Deaf-Blind Infants and Children: A Developmental Guide. McInnes, J., Treffry, J. (1982). Toronto, Ontario: University of Toronto Press.
• Educating Infants and Young Children Who Are Hearing and Vision Impaired: A Parent Handbook. Philip J. Rock Center and School. (1985). Glen Ellyn, IL: Philip J. Rock Center and School.
• Effectiveness of as Intervener Model of Services for Young Deaf-Blind Children. Watkins, S., Clark, T., Strong, C., Barringer, D.(1994). American Annals of the Deaf. Vol. 139, no. 4, pp. 404-409.
• The INSITE Curriculum, Volumes I and II. HOPE, Inc. North Logan, UT. http://www.hopepubl.com
• Play Interactions with Infants and Toddlers Who Are Deafblind: Setting the Stage. Greeley, J., Anthony, T.(1995, May). Seminars In Hearing, vol. 16, no. 2, pp. 185-191.
• A Process for Service Delivery to Infants/Young Children with Multiple Disabilities. Stremel-Campbell, K., Matthews, J., Yates, C. et al. (1992). Early Identification and Intervention for Infants and Young Children with Dual Sensory Impairments. Hattiesburg, MS: University of Southern Mississippi.
• Reach Out and Teach: Meeting the Training Needs of Parents of Visually and Multiply Handicapped Young Children. Ferrell, K. A. (1996). American Federation for the Blind. New York, NY: AFB Press.
• The Role of Early Intervention in the Development of Dual Sensory Impaired Children. Dunn, C. (1985). Talking Sense, Vol. 31, Winter 1985, pp. 3-4.
• Starting Points: Instructional Practices for Young Children Whose Multiple Disabilities Include Visual Impairment. Chen, D., Dote-Kwan, J. (1995). Los Angeles, CA: Blind Childrens Center.
• Transdisciplinary Play-Based Intervention: Guidelines for Developing a Meaningful Curriculum for Young Children. Linder, T. (1993). Baltimore, MD: Paul H. Brookes Pub. Co.
• Working with Families of Dual Sensory Impaired Children: A Professional Perspective. Allen, J., (1995). London, England: David Fulton Publishers.

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.

Contact Information:

If you would like more information regarding this web site, or would like to make a comment, please contact me at the following email address: