Geometry.Net - Health_Conditions: Deafblindness


Home - Health_Conditions - Deafblindness

e99.com Bookstore

Images

Newsgroups

81-100 of 105 Back | 1 | 2 | 3 | 4 | 5 | 6 | Next 20

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Deafblindness: more books (56)

Evaluation and Educational Programming of Students With Deafblindness and Severe Disabilities: Sensorimotor Stage by Carroll J. Jones, 2001-09
Blindness, Visual Impairment, Deaf-Blindness: Annotated Listing of the Literature, 1953-75 by Mary Kinsey Bauman, 1976-12
Deaf-Blindness: national organizations and resources by Unknown, 1993-01-01
Profiles: Individuals with deaf-blindness by Lisa E Edwards, 1994
New Frontiers for Research on Deaf-Blindness by Herbert Rusalem, 1966
Styles of Thinking / Multicultural Practices / Attitudes About Educational and Related Service Provision for Students With Deaf-Blindness and Multiple Disabilities (Exceptional Children, Volume 63, Number 3, Spring 1997)
Early intervention for infants with deaf-blindness.: An article from: Exceptional Children by Martha G. Michael, Peter V. Paul, 1990-12-01
The use of accommodations among students with deafblindness in large-scale assessment systems.: An article from: Journal of Disability Policy Studies by Leah S. Horvath, Stephanie Kampfer-Bohach, et all 2005-12-22
Deafblindness
Bibliographie des Taubblindenwesens. Bibliography on Deaf-Blindness. In German and English. Schriften zur Sonderpadagogik. Reihe B Originalarbeiten Heft 5. Armin Lowe and Benno Westermann. Dortmund 1969. 47 pages by Lowe & Westermann, 1969
Etiologies and characteristics of deaf-blindness by Kathryn Wolff Heller, 1994
Interagency collaboration for young adults with deaf-blindness: Toward a common transition goal by Jane M Everson, 1992
Attitudes about educational and related service provision for students with deaf-blindness and multiple disabilities.: An article from: Exceptional Children by Michael F. Giangreco, Susan Edelman, et all 1997-03-22
New Fortiers for Research on Deaf-Blindness by Herbert Rusalem, 1900

lists with details

Deafblindness - Oregon Department Of Education
Home Policy Federal IDEA Specific Disabilities deafblindness. deafblindness.Deafblind Having both hearing and visual impairments,
http://www.ode.state.or.us/policy/federal/idea/specifdisabil/deafbdef.aspx

Extractions: communication and other developmental and educational problems that the child cannot be accommodated in special education programs designed solely for students having hearing or visual impairments; Eligibility - If a child is suspected of having deaf/blindness, the child shall be evaluated using the minimum evaluation procedures in sections (7) and (11) of this rule. (B) The child meets the minimum criteria for either vision impairment or hearing impairment of sections (7) or (11) of this rule and demonstrates inconsistent or inconclusive responses in an assessment of the other sensory area. If the child demonstrates inconsistent or inconclusive responses in an assessment of the other sensory area, a functional assessment must be administered by a state licensed educator of the visually impaired, a state licensed educator of the hearing impaired or an audiologist licensed by a State Board of Examiners in Speech Pathology and Audiology; or
VidensCentret For DøvBlindBlevne - Facts - Aquired Deafblindness
A distinction is made between congenital and acquired deafblindness. People withacquired deafblindness have lost their sight and hearing in the course of
http://www.dbcent.dk/dbbweb/homepage.nsf/hdocsuk/0301

Extractions: According to the Nordic definition "a person is deafblind when he/she has a severe degree of combined visual and auditory impairment". Some deafblind people are totally deaf and blind, while the majority retain some sight and/or hearing. A distinction is made between congenital and acquired deafblindness. People with acquired deafblindness have lost their sight and hearing in the course of their childhood, adolescence or adulthood i.e. after having developed an auditive and/or visual frame of reference and acquiring a language, whether oral or sign language. The combination of the two disabilities makes it difficult for people who are deafblind to utilize any residual sight or hearing which they may retain. A person who is, for example, "only" hard of hearing can to some extent compensate by lip-reading, while for those with acquired deafblindness, this possibility is severely curtailed. Deafblindness is thus a specific and unique disability, requiring specialized medical aids and assistance. This is particularly true as regards the need of the deafblind person to communicate, gain access to information and news, and to be able to move around independently in their environment.
Materials
Presentation Work with elderly persons with acquired deafblindness in Denmark Workshop presentation at the World Conference on deafblindness, Lisbon,
http://www.dbcent.dk/uk/materials.htm

Extractions: This video describes the function of the Danish contact persons working together with deafblind people and, through that, the importance of contact persons for deafblind people in Denmark. The video also provides a general insight in the daily life of people with acquired deafblindness. 23 minutes. (Available in both PAL and NTSC.)
Tygo Health And Fitness: Disabilities: Deafblindness
AZ to deafblindness is here to try and help Deafblind people on the net And makepeople more DeafBlind Info Minnesota s Online deafblindness Resource
http://www.tygo.com/Dir/Health_and_Fitness/Disabilities/Deafblindness

Extractions: Tygo Web Page Matches (displaying results 1 - 3 of approximately 3) A-Z to Deafblindness A-Z to Deafblindness is here to try and help Deafblind people on the net And make people more aware about Deafblindness.And to let people know about some of the equipment that deafblind people use. http://www.deafblind.com
Untitled Document
CBSS Logo, Maryland s Project on deafblindness. A project committed to enhancingthe lives of Maryland s children who have dual sensory impairments.
http://www.education.umd.edu/Depts/EDSP/Connections/db_definition.html

Extractions: Barbara Miles is a communication specialist/consultant and teacher, experienced with all ages and levels of persons who are deaf-blind. She has taught regional, national and international seminars on communication issues for children who are deaf-blind. Her articles have been published in the Journal of Vision Impairments and Blindness, Deafblind Education, and regional newsletters. What Is Deaf-Blindness? It may seem that deaf-blindness refers to a total inability to see or hear. However, in reality deaf-blindness 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. Children who are called deaf-blind are singled out educationally because impairments of sight and hearing require thoughtful and unique educational approaches in order to ensure that children with this disability have the opportunity to reach their full potential.
Nordisk Uddannelsescenter For Døvblindepersonale
177 Basic Rehabilitation for Persons with Acquired deafblindness The coursewill provide basic knowledge about acquired deafblindness and the
http://www.nud.dk/en/kurser/enkurserindex.htm

Extractions: for D¸vblindepersonale KURSER OG KONFERENCER Sidste nyt To be or to become To be or to become: Language and learning in the lives of young deaf children Kalender Usher Rubella Det efterspurgte dokument blev ikke fundet. Beklager. Nordisk Uddannelsescenter for D¸vblindepersonale Slotsgade 8 DK-9330 Dronninglund Danmark Tlf. : +45 9647 1600 Fax. : +45 9647 1616 E-mail: nud@nud.dk
Definition Of Deafblindness
It may seem that deafblindness refers to a total inability to see or hear.However, in reality deafblindness is a condition in which the combination of
http://www.ssco.org/ocdbe/deafblind.html

Extractions: Definition of Deafblindness It may seem that deafblindness refers to a total inability to see or hear. 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. Children who are called deafblind are singled out educationally because impairments of sight and hearing require thoughtful and unique educational approaches in order to ensure that children with this disability have the opportunity to reach their full potential. If a child who is deafblind has some usable vision and/or hearing, as many do, her or his world will be enlarged. Many children called deafblind have enough vision to be able to move about in their environments, recognize familiar people, see sign language at close distances, and perhaps read large print. Others have sufficient hearing to recognize familiar sounds, understand some speech, or develop speech themselves. The range of sensory impairments included in the term "deafblindness" is great.
CACDP UNDERSTANDING DEAFBLINDNESS TRAINING VIDEO
CACDP UNDERSTANDING deafblindness TRAINING VIDEO. Price £19.95. Designed tocomplement the UNDERSTANDING deafblindness TRAINING PACKS this video provides
http://www.forestbooks.com/pages/Categories/Books/000001138x.html

Extractions: Shopping Controls Add this item to your shopping basket View your shopping basket or go to the checkout View the books in this category View the main categories page CACDP UNDERSTANDING DEAFBLINDNESS: TRAINING VIDEO CACDP Price : £19.95 Designed to complement the UNDERSTANDING DEAFBLINDNESS TRAINING PACKS this video provides a basic understanding and awareness of deafblindness and its effects on communication, mobility and access to information, and basic practical skills in communication and guiding. It illustrates the knowledge and skills required to ensure safe, responsible service provision and to help ensure that deafblind people have the opportunity to achieve their full potential. VIDEO 30 mins. 2003
Wolverhampton City Council - Deafblindness
Explaination of what deafblindness is and also help that is available for thosewho are Deafblind.
http://www.wolverhampton.gov.uk/health_social_care/disabilities/physical/visual/

Extractions: Skip Navigation Home A to Z News ... Visual impairment There are more than 250,000 people in the United Kingdom who have combined hearing and sight problems - they are said to be deafblind. Being Deafblind means that you have severe problems with sight and hearing. It does not necessarily mean that you are completely deaf or completely blind. In fact, most Deafblind people can see or hear a little. Although some can't see or hear anything. The combination of sensory loss makes deafblindness a unique disability. It can affect different people in different ways. A Deafblind person may have difficulties with communication, mobility and getting the right information. He or she may become socially isolated and be lonely and bored. With help and support, deafblind people can lead independent and fulfilling lives. Social Services has a team who work with people with physical and sensory disabilities. The team is based at the Neville Garratt Centre The centre is in Bell Street opposite the entrance to the Mander Shopping Centre. We employ a specialist worker at the centre to give help and support to those who are Deafblind. The centre is run by Social Services and it has been adapted so that it is easy to use for those with disabilities.
Educational Programming For Individuals With Deafblindness
Roseanna C Davidson, Texas Tech University. Herbert Miller, St Josephs Schoolfor the Blind. Michael Collins, Hilton/Perkins National Program. Introduction
http://www.ed.arizona.edu/dvi/Postion Papers/deafblind.htm

Extractions: Educational Programming for Individuals with Deaf-Blindness Roseanna C Davidson, Texas Tech University Herbert Miller, St Josephs School for the Blind Michael Collins, Hilton/Perkins National Program Introduction Deaf-blindness is a term which indicates that there are deficits in both the auditory and visual senses, creating the need for modification of special educational practices for individuals with either deafness, blindness, or retardation alone. The term is best applied from a functional perspective which goes beyond medical and clinical determination of severity of two major sensory deficits. Historically, we have evidence that individuals with deaf-blindness can be educated successfully. However, until the middle of the 1960s, individuals identified as having deaf-blindness were born with such infrequency that educational programs for them were available only in a few locations. With the rubella epidemic in the 1960s came an increase in the number of children who were diagnosed as having congenital deaf-blindness. This larger population created a need for the development of programs, curricula, methods, materials, and trained personnel to meet the students educational requirements in locations throughout the world.
Paths To Equal Opportunity Historic European Recognition Of
Historic European Recognition of deafblindness. Author Howitt, Richard, MarioMantovani, Elizabeth Lynne, Patricia Mckenna Ilda Figueiredo
http://www.equalopportunity.on.ca/eng_t/subject/index.asp?action=search_7&file_i
RRTC On Blindness And Low Vision
deafblindness Publications. Communication Observation Schedule (1992). Priced at$10. This manual provides for the structured observation of communication
http://www.blind.msstate.edu/deafblindness.html

Extractions: This manual provides for the structured observation of communication with a student who is deaf-blink and is moving from the pre-language level to the use of true words. The book provides educators with an instrument to facilitate the observation of a previously neglected level of communication, which relates language to communication, and recognizes "no behavior" as a reasonable response. The manual defines 12 communication modes and describes how to rate them using a videotape of student-teacher interactions. A copy of the instrument is included in the manual and may be photocopied for use by educators.
Write To Us At Senseind@vsnl.com About Us Mission Situation
deafblindness is a combination of visual and hearing impairments and comes in deafblindness causes unique problems. The problems come from the fact that
http://www.romabhansali.com/MyWebSites/sense/deafblindness.htm

Extractions: Deafblindness is a combination of visual and hearing impairments and comes in varying degrees. Because 95 per cent of all we learn comes through our eyes and ears, so one can imagine the challenges faced by deafblind people. Deafblindness causes unique problems. The problems come from the fact that the combined visual and hearing loss gives a very distorted picture of the world around us and leads to immense difficulties in understanding and communication. For the young child who is deafblind,the world is initially much narrower. If the child is profoundly deaf and totally blind, his or her experience of the world extends only as far as his fingertips can reach. Such children are effectively alone if no one is touching them. Though deafblindness presents many unique challenges to both those who have visual and hearing impairments and to their families and friends, but these challenges are by no means unachievable. Many persons who are deafblind have achieved a quality of life that is excellent such as Helen Keller top
Deafblindness
GoGuides Health Fitness Disabilities deafblindness.
http://www.goguides.org/topic/15377.html

Extractions: Free Link Popularity Guide. Results 1 - 3 of 3 found in "Deafblindness": A-Z to Deafblindness Resource for Blind or deaf people, and especially deafblind people, and those who provide specialised services for those who are deafblind. http://www.deafblind.com/ DeafBlind Info A vast collection of information and resources about combined vision and hearing loss, in Minnesota and around the world. http://www.deafblindinfo.org/ Great Lakes Area Regional Center for Deafblind Education Provides technical assistance to families, educational personnel, and other service providers through training efforts and the dissemination of information on innovative approaches to educating childr http://www.ssco.esu.k12.oh.us/deafblind/
Descriptors For Congenital And Acquired Deafblindness
Congenital deafblindness Acquired deafblindness. Congenital deafblindness.People who are born with hearing and sight impairment may display any of the
http://www.devon.gov.uk/index/socialcare/sensory_disability/deafblind/descriptor

Extractions: Devon County Council info@devon.gov.uk County Hall, Topsham Road, Exeter EX2 4QD Skip Navigation Home Text Only Accessibility ... Discover Devon text size site contrast you are in: home social care sensory disability deafblind ... People who are born with hearing and sight impairment may display any of the following characteristics: back to top People who acquire a hearing and sight impairment later in life may display any combination of the following characteristics: Hearing non-response when you speak from behind need for the television / radio / stereo to be louder than is comfortable for others difficulty following speech with unfamiliar people or accents difficulty following changes of speaker during conversation lack of awareness of noises outside immediate environment, for example: building works, traffic noise
CPD: Inclusion And Special Education - Multisensory Impairment (Deafblindness) P
The programme covers the causes and implications of deafblindness, the processesof sight and hearing, working with sensory impairments, the development of
http://www.education.bham.ac.uk/programmes/pgrad/cpd/profiles/speced/msi.htm

Extractions: Search WWW AdCert, BPhil, PGCert, PGDip, MEd. Distance education This programme enables teachers and others working in education related fields to work more effectively with learners who are deafblind (multisensory impaired). Some students are teachers working with children or adults, but others are from social services, medical, or residential work.
DEAFBLINDNESS: Contact A Family - For Families With Disabled Children: Informati
Contact a Family is a UK charity for families with disabled children. We offerinformation on specific conditions and rare disorders.
http://www.cafamily.org.uk/Direct/d15.html

Extractions: helpful? yes no Deafblindness - sometimes known as dual sensory impairment or multi-sensory impairment - is a combination of sight (see entry, Visual Impairment ) and hearing difficulties (see entry, Deafness ). Some individuals will be literally deaf and blind; many others will have some sight and/or hearing that they can make use of. Most deafblind people will have difficulties with communication, mobility and access to information. An individual may be born deafblind (called congenital deafblindness) or acquire deafblindness later in life, and the needs and problems of these two groups are different. People born deafblind will often have other difficulties to cope with. They may have physical disabilities, learning difficulties, experience delays in learning, or have challenging behaviour. In the past, the predominant cause of congenital deafblindness was rubella. If a woman catches rubella in early pregnancy, it can be passed on and cause damage to the unborn child - including vision and hearing impairment, heart defects and damage to the central nervous system. Today, deafblindness is caused by a wide range of factors including premature birth, plus a range of syndromes and conditions such as
DSI Newsletter Winter 1997, Learning About Deafblindness 1
the second National Conference on deafblindness was taking place in Schedule Calendars for Students with deafblindness had wonderful ideas for
http://www.sesa.org/newsltr/dsiw97/learn1.html

Extractions: My learning started when I met my seat mate on the flight taking us to Washington, DC. Our children had much in common. Both of our children were born prematurely with complications that lead to vision, cognitive, and motor impairment, as well as other disabilities. Both had very recent diagnosis of hearing impairments. "Deafblind" had now been added to the other labels used to describe their special needs and we were trying to come to terms with what that meant to our children and our families. We put our ten and a half hours flying time to good use, getting to know each other, comparing our kids, sharing their successes, and our concerns about what this new label would mean to them. I was surprised we had voices left when we landed! Each session I attended at the conference provided me with some new idea to bring back and try at home or at school. Listening to fathers discuss their role in a changing society reminded me of the very different ways my husband and I reacted each time our son received a new diagnosis. Hearing of the pain, victimization, and loneliness of childhood and adolescence experienced by individuals who are deafblind was heart wrenching. The audience, mostly parents, was stunned. Many parents voiced concerns about letting their children be exposed to such treatment but had few solutions for preventing it. It was emotionally draining, but a session I'm glad I attended.
DSI Newsletter Winter 1997, Learning About Deafblindness 3
Over 800 people attended the National Conference on deafblindness. Individuals withdeafblindness, parents, teachers, case managers, and interpreters were
http://www.sesa.org/newsltr/dsiw97/learn3.html

Extractions: Last March my daughter, Lizzy, was diagnosed with a definitive hearing loss. I wasn't too surprised by the diagnosis. It was just another link in a long chain of ailments since Lizzy's premature birth at six months. Shortly after this new diagnosis, we received some correspondence from a new organization called Alaska Dual Sensory Impairment Services (DSI); another set of do-gooders trying to help. Then one day, I received a phone call from DSI Services with an invitation to attend the National Deafblind Conference in Washington, DC. I'd never been to Washington, DC and I love a good adventure, so I accepted the invitation. Then the reality started to sink in. I began to feel scared and unworthy of such a generous act. My daughter could see with her glasses and she could hear many sounds. Although she couldn't do either one very well, she had learned to adapt to a sighted world and used spoken language. My thoughts were reeling"What could they teach me? I won't fit in. We don't measure up." I mustered my courage, attended the conference, and had one of the most unique and profound experiences of my life. Washington is a utopia of culture. Amidst the strange and new sights, sounds, and smells, I discovered a culture I hadn't imagined existed, the deafblind culture. Over 800 people attended the National Conference on Deafblindness. Individuals with deafblindness, parents, teachers, case managers, and interpreters were all in attendance. Everyone joined together for the sole purpose of learning and supporting one another.
Deafblindness - Wikipedia, The Free Encyclopedia
deafblindness (or deafblindness) is the condition of a person who is both Sense.org.uk reports that the biggest cause of deafblindness in children in
http://en.wikipedia.org/wiki/Deafblindness

Extractions: Over US$240,000 has been donated since the drive began on 19 August. Thank you for your generosity! Deafblindness (or deaf-blindness ) is the condition of having little or no useful sight and hearing . As with the word " Deaf ", it can be capitalized to indicate that it is a culture; some prefer the spelling "DeafBlind". Deafblind people have an experience quite distinct from people who are only deaf or blind and not both. The most well known Deafblind person is the author, activist and lecturer Helen Keller edit 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. For example, someone who grew up deaf and experienced vision loss later in life is likely to use a tactile mode of a deaf sign language ; others who grew up blind and later acquired deafness are more likely to use a tactile mode of their spoken/written language. Methods of communication include: Use of residual hearing (speaking clearly

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

81-100 of 105 Back | 1 | 2 | 3 | 4 | 5 | 6 | Next 20