Deafblind Resources

References

Alsop, L. (2004).  Competencies for training interveners to work with children and students with deafblindness.  Logan, UT: SKI-HI Institute

Alsop, L. (Ed.). (2002). Understanding deafblindness: Issues, perspectives, and strategies. Logan, UT: SKI HI Institute.

Alsop, L. (2001). Primary competencies for interveners in Texas. Texas DeafBlind Outreach, Texas School for the Blind.

Alsop, L. (Ed.) (1993). A resource manual for understanding and interacting with infants, toddlers, and preschool age children with deaf-blindness. Logan, UT: SKI*HI Institute.

Alsop, L. (ND). Validation of the intervener project.

Alsop, L., Blaha, R. & Kloos, E. (2000). Briefing paper: The intervener in early intervention and educational settings for children and youth with deafblindness. Retrieved from www.edu/ntac/intervener.htm.

Belote, M. (2002) Effective use of one-on-ones for children who are deaf-blind. California Deaf-Blind Services Newsletter, Vol 10,No.12.

Blaha, R, (1997). Let me check my calendar. Retrieved from http://www.tsbvi.edu/seehear/archive/LetMeCheckMyCalendar.htm

Brown, D. (2006). Things to remember when requesting an intervener for your Child. Retrieved from www.sfsu.edu/~cadbs/News/Winter06.pdf

Canadian Deafblind Association (2010). Competency Framework for Intervenors for Individuals who are Deafblind. Retrieved from:
http://www.cdbanational.com/competencies.html

Deafblind Resource Services (2010). Alternate curriculum and assessment guide (ACAG) for the congenitally deaf (CDB). W. Ross Macdonald School for the Blind:Brantford, Ontario.

Gense, D. J., & Gense, M. (2000). The importance of orientation and mobility skills for students who are deaf-blind. Monmouth, OR: DB-LINK.

Huebner, K., Glidden Prickett, J., Rafalowski Welch, T., Joffee, E., (Eds.) (1995). Hand In Hand: Essentials of communication and orientation and mobility for your students who are deaf-blind: Volume I. New York: AFB Press.

MacFarland, S. (1994). Teachers’ understanding and implementation of van Dijk’s learning theory for students who are deaf-blind (Doctoral dissertation, University of Arizona, 1993). Dissertation Abstracts International, 55-03A, 533.

MacFarland, S. Z. C. (2010). Teaching strategies of the van Dijk curricular approach. Journal of visual impairment and blindness, 104:7.

Mamer, L., & Alsop, L. (2002). Intervention. In Understanding deafblindness: Issues, perspectives, and strategies. Logan, UT: SKI HI Institute.

McInnes, J. (Ed.). (1999). A guide to planning and support for individuals who are deafblind. Toronto, Canada: University of Toronto Press.

McInnes, J. M., & Treffry, J. A. (1982). Deafblind infants and children: A developmental guide. Toronto, Canada: University of Toronto Press.

McLetchie, B. A. B., & Riggio, R. (N.D.). Competencies for teachers of learners who are deafblind. Watertown, MA: Perkins School for the Blind.

Miles, B, (2008). Overview on deaf-blindness. Retrieved from nationaldb.org/documents/products/Overview.pdf 

Morgan, S. (2001). “What’s my role?” A comparison of the responsibilities of interpreters, interveners, and support service providers. Retrieved from http://www.nationaldb.org/dbp/pdf/sept01.pdf

National Consortium on Deaf-Blindness (2010). Authentic assessment. Retrieved from http://www.nationaldb.org/documents/products/AuthAssessment.pdf  

National Consortium on Deaf-Blindness (2009). The 2008 National Child Count of Children and Youth who are Deaf-Blind.
Retrieved from: http://www.nationaldb.org/documents/products/2008-Census-Tables.pdf

Provincial Outreach Program for Students with Deafblindness (N. D.). Deafblindness: An Introduction. Course manual from Douglas College course “Introduction to Deafblindness”. Richmond School District #38, Richmond, British Columbia.

Provincial Outreach Program for Students with Deafblindness (ND) Intervention – The Application. Course manual from Douglas College course “Introduction to Intervention”. Richmond School District #38, Richmond, British Columbia.

Riggio, M., & McLetchie, B. (Eds.) (2008). Deafblindness: Educational Service Guidelines. Watertown, MA: Perkins School for the Blind.
Available online: www.perkins.org/resources/educationalpublications/
deafblindness-educational-serviceguidelines

Rodriguez-Gil, G. (2002) The Use of interveners. reSources (10)12, Winter 2002  retrieved from www.sfsu.edu/~cadbs/News.html

Rowland, C. (Ed.). (2009). Assessing communication and learning in young children who are deafblind or who have multiple disabilities. Portland, OR: Design to Learn Projects, Oregon Health & Science University. www.ohsu.edu/oidd/d2l/com_pro/DeafBlindAssessmentGuide.pdf

Stillman, R., (1978). Callier-Azusa Scale (G) Cognitive Development Subscale. Dallas: University of Texas at Dallas.
 
Stillman, R., &  Battle, C. (1985). Callier-Azusa Scale (H), Scales for the Assessment of Communicative Abilities. Dallas: University of Texas at Dallas.

Watkins, S., Clark, T., Strong, C., Barringer, D., (1994). The effectiveness of an intervener model of services for round deaf-blind children. American Annals of the Deaf, 139:4, pps 404-409.

Watters, C. & Owen, M. (2004). A Study of Deaf-Blind Demographics and Services in Canada, retrieved from http://www.cdbanational.com/deafblindinfo.html