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| | Deafblindness - Wikipedia, the free encyclopedia |
 | | 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. | | | Deafblindness is the condition of having little or no useful sight and hearing. | | | It is a genetic condition of people born deaf or hard of hearing, who gradually start to lose their sight. |
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http://en.wikipedia.org/wiki/Deafblindness
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| | AIDB - Information about Deafblindness |
| | Deafblindness affects a child's language development, motor development, cognitive development and emotional and social development. | | | Some people who are deafblind may never achieve the level of independence that would allow them to work outside the home, so learning what to do in their free time can have a great impact on their quality of life. | | | Parents need to adjust their expectations for their children, understanding that for many children who are deafblind, learning how to ask for help is as important an achievement as learning to drive might be for another child. |
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http://www.aidb.org/helenkeller/deafblind-info.asp
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| | Etiologies of Deafblindness |
| | The role of the care giver is to facilitate the deafblind persons discoveries of the world on all levels, from basic reflex behaviour through to the most advanced communication with the environment. | | | Deafblind babies are less awake because they are less stimulated by visual input, they cry less and move their limbs less. | | | The deafblind child is at risk of not being able to initiate social interaction and give rewarding feedback due to the sensory impairments, eg smile, give eye contact, be comforted through visual and auditory stimulations. |
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http://home.internex.net.au/~dba/etiol.htm
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| | Nevada Dual Sensory Impairment Project--Does this Child See/Hear? |
| | Children who are deafblind may exhibit a wide range of behaviors during interactions with family, friends, and their environment as a result of the sensory losses. | | | Deafblindness is a loss in both the vision and hearing senses*. | | | For example, a child may show only one of the behaviors that indicates a hearing impairment; but show several of the behaviors that indicate a vision impairment. |
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http://www.unr.edu/educ/ndsip/seehear.html
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| | Interveners for Students with Deafblindness in Texas |
| | Rationale: A child who is deafblind needs to have the opportunity to develop a personal relationship with a person who will consistently be available to interpret the world for the child. | | | Deafblindness, or the combination of visual impairment with hearing impairment, often presents unique challenges to educators and others working with a child. | | | The intervener must be aware that his or her role is to facilitate interaction by acting as a bridge between the student and others, rather than insulating the student from peers, other professionals, and community members. |
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http://www.tsbvi.edu/Outreach/deafblind/intervener.htm
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| | Deafblindness - Concept Development |
| | Allowing the child with deafblindness to have more time to explore may be necessary for learning to occur. | | | Concept development can also be encouraged by assisting a child with deafblindness to move through the environment and explore through touch, and to learn where things are located in relation to each other and where things come from or belong (e.g., toys are on the shelves in the child's bedroom, milk comes from the refrigerator). | | | Techniques to enhance concept development need to center around familiar routines and activities that are meaningful to the child. |
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http://education.gsu.edu/georgiadeafblindproj/concept.html
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| | BBC - Health - Awareness campaigns - Deafblind Awareness Week |
| | Deafblindness has been described as one of the loneliest conditions in the world. | | | All content within BBC Health is provided for general information only, and should not be treated as a substitute for the medical advice of your own doctor or any other health care professional. | | | The campaign aims to educate the general public and medical profession. |
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http://www.bbc.co.uk/health/awareness_campaigns/jun_deafblind.shtml
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| | Deafblindness - Behavior Problems |
| | Children who are deafblind can have behavior problems just like any other child. | | | However, when a child who is deafblind has a behavior problem, the behavior may actually result from communication problems | | | A child who is deafblind may have difficulty receiving and giving information. |
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http://education.gsu.edu/georgiadeafblindproj/behavior.html
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| | Deafblindness |
| | It is not a medical concept, the ophthalmologist and the audiologist observe within their respective spheres, and the strictly medical literature never refers to deafblindness. | | | This paper is a good introduction to the subject; covering basic definition, legal definition, major causes of deafblindness, communication systems, orientation and mobility, and the planning and methods of education. | | | Information, articles, and refererence materials relating to developments and effective practices in the education of children with sensory impairments - blind, deaf, and deafblind. |
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http://www.pacifier.com/~mstephe/irddb.htm
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| | DeafBlindInfo.org Publications FAQ |
| | Tips on How to Communicate Effectively with Deaf-Blind People is an article that deals with practical considerations and awareness of DeafBlind cultural norms. | | | As the person with vision loss holds onto the guide's arm, the guide walks slightly ahead of him or her, providing information about upcoming landmarks or changes in the walking surface. | | | A group is considered a cultural group when it has its own language, norms, traditions, and values. |
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http://www.deafblindinfo.org/FAQ.asp
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| | Concept Development |
| | For children with deafblindness, one of the most critical areas related to learning is concept development. | | | Objects have functions or use: children with combined vision and hearing loss can’t observe how objects are used, or hear the sounds associated with the functions of objects. | | | The six areas of concept development are affected by deafblindness: |
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http://www.sparkle.usu.edu/Topics/concept_development/index.asp
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| | Who Are Children With Dual Sensory Impairments |
| | Deafblindness or dual sensory impairment means that there are both auditory and visual impairments which affect the child's overall learning. | | | This should be of no surprise, given the advancements in the medical field in keeping miracle babies alive. | | | Dual sensory impairment more accurately suggests a combined sensory impairment, but not the degree of impairment. |
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http://www.parentsinc.org/newsletter/2001/dualsensory.html
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| | The DEAFBLND FAQ |
| | Makes role clear If the SSP is guiding and not interpreting, and perhaps talking to the deafblind person, they will need to make it clear when they switch over to interpreting. | | | Also there is some work on fingerspelling devices which the deafblind person can feel. | | | This was a task of no interest and with no meaning for the deafblind child. |
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http://www.eng.dmu.ac.uk/~hgs/deafblind/deafblnd_faq.html
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| | sep2002 - Volume10Issue1 |
| | Once trained, these psychologists could then serve as valuable resources for deafblind children and their families within their own counties or geographic regions, as well as mentors or partners to other school psychologists who might be called upon to evaluate children with deafblindness. | | | Yet, in schools across the country, the “competencies” of deafblind children and adolescents are often judged by tasks that are invalid because they have little connection to the students’ actual learning experiences, achievements, or educational needs and goals. | | | For example, recommendations might focus on how to increase or improve social interaction opportunities for the deafblind student, on how to adapt lessons so that they are meaningful, on what specific communication interventions should be considered, on how to promote the student’s attention and motivation, and on how to increase participation in functional skill routines. |
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http://www.tr.wou.edu/tr/dbp/sep2002.htm
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| | A Guide to Resources on Deafblindness |
| | Project SPARKLE (Supporting Parent Access to Resources, Knowledge, Linkage, and Education) is a new model of individualized learning that enhances the ability of parents of children who are deafblind to fulfill their critical and expanded role in the development and education of their children. | | | Provide training that guides families through a transition planning process and helps them develop preferred adult lifestyles for family members who are deafblind. | | | The Criss Cole Rehabilitation Center in Austin provides comprehensive training for clients who are deafblind. |
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http://www.tsbvi.edu/Outreach/deafblind/guide.htm
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| | A Deafblindness Web Resource |
| | There is a page describing some research into Usher Syndrome, but it has no links to other pages on it at the time of writing this (15-FEB-1996). | | | Course: Russian Psychology and the Education of Deafblind Children | | | Introduction to the Psychology of Reading Development of Deafblind Children |
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http://www.deafblind.co.uk
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| | Deafblindness |
| | They may be withdrawn, inwardly focused, or preoccupied with their bodies. | | | Children who are deafblind share similar characteristics related to learning and interaction: | | | The age of onset of the vision and hearing loss |
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http://www.sparkle.usu.edu/Topics/Deafblindness
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| | The Usher Syndrome Page |
| | However, this can only occur if the professionals who see the deafblind child during their school life are aware of Usher's and know what to look for. | | | The class teacher will also need advice on the best lighting conditions for the particular student together with use of contrasting tones to make things easier to see. | | | The major symptoms that should lead to an immediate referral are night blindness, extreme sensitivity to light and/or tunnel vision; also these children may have a problem with balance. |
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http://www.deafblind.com/usher.html
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| | Deafblindness Bibliography - Unsorted |
| | Description: How a residential and educational centre for deaf-blind adults approached assessment, program planning and teaching for personal and sexual development. | | | Contents: Making the most of our senses; Making the most of our minds; Universal communication methods; Special communication methods; Making the most of our voices; Independence at home; Telephone, mailbox, and visitors; Riches in your reading; Travel hints that really help; You, your money, and better living. | | | Abstract: Best recounts the development of deafblind services in the UK and makes suggestions for the directions that development and research should take. |
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http://www.deafblind.co.uk/biblio_unsorted.html
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| | [No title] |
| | If a person develops vision and hearing loss later in life this is called acquired deafblindness. | | | Deafblindness Information - home > communication disorders > deafblindness Deafblindness. | | | DBI - Elderly Deafblindness - Who is DbI? |
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http://www.diseasedirectory.net/Communication_Disorders/Deafblindness/default.aspx
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| | A-Z to Deafblindness |
| | These pages will never be the best on the Net about deafblindness, but I try to provide good and clear information to those who wish to find out more about deafblindness and those who have the condition. | | | A-Z to Deafblindness is also here, to make people more aware about deafblindness. | | | This site is here to try and offer some help to Blind or deaf people, and especially deafblind people, and those who provide specialised services for those who are deafblind. |
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http://www.deafblind.com
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| | HighBeam Research: Library Search: Results |
| | A survey of teachers of students with visual impairments: responsibilities, satisfactions, and needs. | | | students with visual impairments and deafblindness from physical education. | | | Deafblindness has long been a difficult field in... |
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http://www.highbeam.com/library/search.asp?q=Deafblindness&refid=healthcyclopedia
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| | Lighthouse - What is DeafBlindness? |
| | The varying degrees and combinations of hearing and vision loss, then, are many. | | | As a result of DeafBlindness, people must find other ways to interact with other people and things. | | | The number of people with DeafBlindness is difficult to identify. |
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http://www.lighthousefortheblind-duluth.org/DeafBlind_Whatis.htm
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| | APASCIDE - World's essential links on deafblindness. |
| | Scottish Sensory Centre - promotes and supports new developments and effective practices in the education of children and young people with sensory impairments ie visual, hearing or dual (deafblindness) sensory impairment. | | | DbI is the world association promoting services for deafblind people. | | | Founded as a parents' self-help group in 1955, Sense now serves people who were born deafblind or acquired deafblindness later in life. |
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http://www.arrakis.es/~apascide/Axindex.htm
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| | Internet Resources |
| | Their goal is to connect you with materials and people to support you in your important work. | | | This page is a resource for parents of deafblind children who face many challenges in their everyday lives looking after and communicating with their deafblind children. | | | This site was developed especially for teachers who serve students with visual impairments and deafblindness. |
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http://www.patinsproject.com/internet_resources.htm
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| | RIITE (Resources and Interactive Instruction for Training Educators in Deafblindness) |
| | RIITE (Resources and Interactive Instruction for Training Educators in Deafblindness) | | | Project RIITE proposes to develop an innovative inservice training program for individualized study for personnel serving children and youth who are deafblind. | | | RIITE stands for Resources and Interactive Instruction for Training Educators in Deafblindness. |
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http://www.riite.usu.edu
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| | Deafblindness |
| | Signs have to be adapted and placed according to the person's visual ability | | | 'Persons are regarded as deafblind if they have a severe degree of combined visual and auditory impairment resulting in problems of communication, information and mobility. | | | A Braille reading deafblind person can use their Braille computer as an interpreting device when linked to an interpreter's keyboard. |
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http://www.crazycolour.com/os/deaf_05.shtml
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| | Deafblindness |
| | The majority of our clients fall into this category. | | | This means that you are considered deafblind if you have a severe loss of hearing and sight, such that you have difficulty in communication with the outside world and in living a normal life. | | | ‘Persons are regarded as deafblind if they have a severe degree of combined visual and auditory impairment resulting in problems of communication, information and mobility. |
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http://www.leedsdeafandblind.org.uk/sensory/sensory_db.asp
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| | Illness Encyclopaedia D - Deafblindness |
| | Acquired deafblindness is used to describe when a person: | | | Many people with deafblindness still have a limited amount of sight, hearing or both, although some have a complete loss of both senses. | | | This means that the condition has existed since birth, due to a genetic disorder (a faulty gene), or through an infection passed on by the mother during pregnancy. |
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http://www.britain.tv/health_illness_encyclopaedia_d_deafblindness.shtml
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| | Definition of Deafblindness |
| | If a child who is deafblind has some usable vision and/or hearing, as many do, her or his world will be enlarged. | | | However, in reality deafblindness is a condition in which the combination of hearing and visual losses in children cause "such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness" (34 CFR 300.7 (c) (2), 1999) or multiple disabilities. | | | It may seem that deafblindness refers to a total inability to see or hear. |
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http://www.ssco.esu.k12.oh.us/ocdbe/deafblind.html
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| | Deafblind UK - deafblindness |
| | Deafblind fingerspelling is used by some deafblind people for conversation. | | | Those who become deafblind, most commonly as a result of old age, or through an illness or accident. | | | About 24,000 people in the UK are deafblind, but these figures do not take into account the large number of elderly people who are losing both their sight and hearing. |
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http://www.deafblind.org.uk/deafblindness
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| | About deafblindness |
| | It affects people of all ages in different ways, and no two deafblind people are the same. | | | Deafblindness (or dual-sensory-impairment) is an unique disability which brings enormous challenges to the individual and those who support them. | | | Many people will not be totally deaf and totally blind but will have some remaining use of one or both senses. |
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http://www.sense.org.uk/deafblindness
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| | Vermont I-Team: Children and Youth with Deafblindness |
| | the student has a chronic or degenerative health impairment that may potentially result in deafblindness. | | | The Vermont State Project for Children and Youth with Deafblindness focuses on the needs of children with deafblindness or who are at risk for deafblindness and their families. | | | Children may be considered at risk for deafblindness when: |
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http://www.uvm.edu/~cdci/programs/iteam/itdb.html
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| | Esmerel's Deafblindness Resources |
| | Australian Deafblind Council The purpose is to be a national council representing people who are deafblind, their support networks and organizations working in the field. | | | Arizona Deafblind Project A federally funded free resource for Arizonans, including professionals working with, families of, and for individuals with deafblindness. | | | DBI: Deafblind International "Is the world association promoting services for deafblind people." |
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http://www.esmerel.org/deaf/deafblnd.htm
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| | BUBL LINK: Deafblindness |
| | The aim of Deafblind UK is to further the interests of deafblind persons by every means and in every way open to it. | | | Organisations offering services to deafblind people and their families. | | | Also features a guide to communicating with a deafblind person using the deafblind manual alphabet. |
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http://bubl.ac.uk/link/d/deafblindness.htm
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| | [No title] |
| | DEAF-BLIND (deafblind) Concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.Presentation · Allow the interpreter to translate to the class what the student is signing. | | | DEAF-BLIND (deafblind) Concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.Reports · Allow student more time to complete paper. | | | · Have all students place items back in proper place to allow student who is deafblind to easily find items visually or tactually. |
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http://www.slc.sevier.org/deaf.doc
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| | Eye Resources on the Internet |
| | Another goal is to make people more aware about Deafblindness. | | | The goal of the site is to offer some help to Blind, Deaf people, "And especially Deafblind people, and those who provide specialized services for those who are Deafblind". | | | The focus of the site is primarily scientific and technical, but some introductory background information is also provided. |
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http://webeye.ophth.uiowa.edu/dept/websites/eyeres.htm
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| | Deafblind UK - home page |
| | Deafblind UK - in touch with deafblind people | | | "Pingu has not only helped us to raise vital funds for deafblind people across the UK, but also awareness of an often-forgotten disability. | | | Rachel Shepherd, Head of Corporate Partnerships at Deafblind UK, said: "We have been delighted by the popularity of our campaign. |
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http://www.deafblind.org.uk/home.html
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| | List of syndromes and diseases that cause deafblindness |
| | Corpal - a support group for the families and carers of those with Agenesis of the Corpus Callosum, and Aicardi Syndrome | | | Caused by accident in causing facial injuries damaging nerves for vision and hearing, pressure on eyes and ears to malfunction themselves, and other objects including foreign objects direct damaging the eyes and ears. | | | This section of the website is designed to provide further information about rare syndromes and causes of deafblindness. |
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http://www.sense.org.uk/deafblindness/allcauses.htm
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| | Resources for Deafblindness |
| | The purpose of this HKNC affiliate is to support the empowerment of people who are Deaf, Hard of Hearing and Deaf-Blind with the capability for self-determination in their daily lives. | | | NFADB is a national network of families who focus on issues surrounding deaf-blindness. | | | NATIONAL FAMILY ASSOCIATION FOR DEAFBLIND [NFADB] 111NATIONAL FAMILY ASSOCIATION FOR DEAFBLIND [NFADB] 111 |
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http://www.azdb.net/azdblinks_tx.htm
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| | Deafblindness - Usher syndrome |
| | The association of deafblind and dual sensory impaired people | | | Deafblind Scotland arranges an Usher Syndrome support group meeting twice a year. |
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http://www.deafblindscotland.org.uk/db/indexus.htm
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| | The Georgia Deafblind Project |
| | Services may be requested by families of children and youth with deafblindness, school personnel, and agencies providing services to children and youth with deafblindness. | | | The Georgia Sensory Assistance Project provides technical assistance to children and youth with deafblindness from birth through 21 years of age and to their families and service providers. | | | Technical assistance may include: in-home consultation, school consultation, family support, networking, demonstration site development, inservices, weekend retreats, summer institutes, loaner bank, material and monograph development, statewide advisory program, referrals to other agencies, and resources. |
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http://education.gsu.edu/georgiadeafblindproj
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| | Sense - UK Deafblind Charity |
| | Sense is the UK's leading organisation for children or adults who are deafblind or have associated disabilities. | | | You can now sign up online to instantly become part of our team. |
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http://www.sense.org.uk
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