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1 Deafblindness: A Unique Disability
Page 36-66
-----Introduction
Page 36-36
-----Background
Page 36-36
-----Causes of Deafblindness
Page 37-37
-----Problems of Identification
Page 38-41
-----Errors in Identification
Page 42-47
-----Problems Faced by the Individual Who Is Deafblind
Page 48-54
-----Problems Due to the Low Incidence of Deafblindness
Page 55-59
-----A Canadian Approach
Page 60-64
2 Developing a Personal Plan
Page 67-107
-----Introduction
Page 67-67
-----Background
Page 68-68
-----Why a Personal Plan Is Needed
Page 68-71
-----The Personal Plan
Page 72-73
-----Writing a Personal Plan
Page 74-75
-----Part One: Personal History
Page 76-78
-----Part Two: The Present Level of Functioning
Page 79-84
-----Part Three: Five-Year Goals
Page 85-88
-----Part Four: Twelve-Month Objectives
Page 89-93
-----Part Five: Resources Required for Implementation (Optional)
Page 94-94
-----Part Six: Implementation Schedule (Optional)
Page 94-94
-----Implementing the Personal Plan
Page 94-100
-----Parental Involvement in Personal Plan Development and Implementation
Page 101-102
-----A Community Support System
Page 103-103
-----Additional Points to Consider
Page 104-104
-----Summary
Page 105-105
-----Answers to the Questions
Page 106-107
3 Intervention
Page 108-151
-----Introduction
Page 108-108
-----Defining Intervention
Page 109-110
-----Confusion Concerning Intervention
Page 111-111
-----The Intervenor
Page 112-112
-----The Role of the Intervenor
Page 113-113
-----General Intervention
Page 113-114
-----Suggestions for Providing General Intervention
Page 115-119
-----Further Suggestions
Page 120-122
-----Instructional Intervention
Page 123-126
-----Generalizing the Instructional Intervention Model to All Ages and Levels of Functioning
Page 127-128
-----Social Intervention
Page 129-130
-----The Ten Commandments of Deafblind Culture
Page 131-131
-----One Activity Period, Several Types of Intervention
Page 131-148
-----Additional Considerations
Page 149-149
-----Summary
Page 150-151
4 Communication
Page 152-182
-----Introduction
Page 152-154
-----Core Strategies of Intervention
Page 155-157
-----How Communication Develops
Page 158-163
-----Frameworks for Communicative Events with Congenitally Deafblind People
Page 164-178
-----Cognitive and Information Processing Problems in Communicative Development of Deafblind People
Page 179-180
-----Summary
Page 181-182
5 Neurobiological Development and Cognition in the Deafblind
Page 183-207
-----Introduction
Page 183-183
-----The Development of Intelligence
Page 184-185
-----Current Theories in Cognitive Development
Page 186-188
-----Neurobiological Correlates to Cognitive Development
Page 189-190
-----Sensory Deprivation and Brain Development
Page 191-192
-----Psychological Testing and Deafblindness
Page 193-196
-----Current Assessment Tools for the Deafblind
Page 197-197
-----Patterns of Cognitive Development in the Deafblind
Page 198-198
-----The Role of the Intervenor
Page 199-199
-----Proposed Course of Action
Page 200-201
-----Case Studies
Page 202-203
-----Summary
Page 204-207
6 Social Relationships and Behaviour
Page 208-233
-----Introduction
Page 208-210
-----Aspects of Early Bonding
Page 211-213
-----Awareness of Self and Other
Page 214-215
-----Awareness of the Environment
Page 216-221
-----Behaviour Management
Page 222-222
-----Stage 1: Identification
Page 223-223
-----Stage 2: Analysis
Page 223-227
-----Stage 3: Development of Strategies
Page 228-230
-----Stage 4: Implementation
Page 231-231
-----Stage 5: Evaluation
Page 232-232
-----Final Thoughts
Page 232-232
-----Summary
Page 232-233
7 Social/Sex Education for Children and Youth Who Are Deafblind
Page 234-259
-----Introduction
Page 234-234
-----Problem Overview
Page 234-234
-----Some Aspects to Consider in Social/Sex Education for Individuals with Disabilities
Page 235-240
-----Content: What and When to Teach
Page 241-244
-----Techniques
Page 245-250
-----Pulling It All Together
Page 251-252
-----Policy Development: Moving Ahead
Page 253-253
-----Summary
Page 254-259
8 A Family Viewpoint
Page 260-293
-----Introduction
Page 260-260
-----Special but Ordinary
Page 261-261
-----The Importance of Emotional Engagement
Page 262-263
-----Emotional Reality
Page 264-265
-----Emotion and Reason
Page 266-266
-----Aiding Adjustment
Page 267-267
-----Mutual Respect and Recognition
Page 268-269
-----Coordination of Input
Page 270-270
-----The Specialist in Deafblindness
Page 270-270
-----Family Environment
Page 271-272
-----Mothers and Fathers
Page 273-273
-----Honesty
Page 274-274
-----Brothers and Sisters
Page 275-276
-----The Extended Family
Page 277-277
-----Social Changes
Page 277-277
-----Single Parents
Page 278-278
-----Personal Identity
Page 279-279
-----Changes over Time
Page 279-279
-----Advice to Education Services
Page 280-280
-----Transition
Page 281-281
-----Priorities
Page 281-282
-----Confidence
Page 283-284
-----Post-School Separation
Page 285-285
-----Letting Go
Page 286-288
-----A Final Word
Page 289-289
-----Ten Commandments
Page 289-289
-----Actual Bereavement
Page 290-291
-----Summary
Page 292-293
9 The Preschool Years
Page 294-319
-----Introduction
Page 294-294
-----Overview
Page 295-295
-----Identification and Referral
Page 296-296
-----Initial Evaluation
Page 297-301
-----Initiating Parental Consultation
Page 302-302
-----Personal Plan Development and Implementation
Page 303-305
-----Writing the Preschooler's Personal Plan
Page 306-306
-----Training for Parents, Family, and Community Professionals
Page 307-307
-----Introduction of Non-Family Intervenor(s) in the Home and Preschool Settings
Page 308-309
-----Preschool and Community Services
Page 310-310
-----Preparation for the School Years
Page 311-313
-----Additional Considerations during the Preschool Years
Page 314-315
-----When Available Resources Restrict Support
Page 316-316
-----Alternative Approaches to Support
Page 316-317
-----Summary
Page 318-319
10 The Community-Based School Option
Page 320-349
-----The Community School: A Viable Option?
Page 320-320
-----Making the Decision
Page 320-321
-----Elements to Consider in Potential Placements
Page 322-322
-----An Effective Team Approach
Page 323-325
-----The Educational Program
Page 326-328
-----Designing the Educational Program
Page 329-331
-----Personal Plan Binder for Students with Deafblindness
Page 332-333
-----The Five Key Factors for Effective Inclusion
Page 334-337
-----Commonly Asked Questions/Issues about School Intervenors
Page 338-339
-----Summary
Page 340-349
11 The Residential School Option
Page 350-383
-----Introduction
Page 350-350
-----The Residential School
Page 351-351
-----What to Consider in a Residential School
Page 352-372
-----Transition from the Residential School to an Adult Community
Page 373-378
-----Support Services
Page 379-379
-----Conclusion
Page 380-380
-----Summary
Page 381-383
12 Community-Based Adult Programs
Page 384-416
-----Introduction
Page 384-384
-----Background
Page 385-386
-----Transition
Page 387-387
-----Transition for Young Adults Who Did Not Receive Appropriate Services
Page 388-389
-----Programming
Page 390-396
-----Implementing the Personal Plan
Page 397-400
-----Calendars
Page 401-404
-----Challenging Behaviours
Page 405-407
-----Late Manifestations of Rubella
Page 408-408
-----Sexuality
Page 409-410
-----Intervention
Page 411-414
-----Conclusion
Page 415-415
-----Summary
Page 416-416
13 Creating and Maintaining a Support System: An Analysis Based on Experiences at Sense
Page 417-462
-----Introduction
Page 417-417
-----Contents
Page 418-418
-----The U.K. Environment
Page 419-421
-----Organization
Page 422-423
-----Support
Page 427-429
-----Attitudes
Page 430-430
-----Growth of the Organization
Page 431-436
-----Difficulties
Page 437-437
-----Pluses and Minuses
Page 438-441
-----Essential Elements
Page 442-442
-----Conclusions and Statements
Page 442-452
-----Fund-Raising for a Voluntary Organization
Page 453-457
-----The Long Slow Haul: Specialist Training in Deafblind Services
Page 458-461
-----Last Word
Page 462-462
-----What Is Advocacy?
Page 463-463
-----Advocacy for Congenitally and Early Adventitiously Deafblind Individuals
Page 464-464
-----Why Is Advocacy Different for Persons Who Are Deafblind?
Page 465-468
-----Advocacy from the Parent's Perspective
Page 469-471
-----Establishing an Ongoing Advocacy Process
Page 472-472
-----Different Forms of Advocacy
Page 473-474
-----The Process of Advocacy
Page 475-475
-----Good Advocacy Practices
Page 475-482
-----Other Advocacy Techniques
Page 483-484
-----Summary
Page 485-486
15 Physiotherapy for the Multiply Challenged Deafblind Individual
Page 487-502
-----Introduction
Page 487-487
-----Programming
Page 488-488
-----Program Goals
Page 489-489
-----Initial Approach
Page 489-491
-----Implementing the Program
Page 492-494
-----Hydrotherapy and Swimming Pools
Page 495-495
-----Practical Applications of Physiotherapy Exercises
Page 495-500
-----Conclusion
Page 501-501
-----Summary
Page 501-502
16 Intervenor, Teacher, and Consultant Training
Page 503-528
-----Introduction
Page 503-503
-----Intervenor Training
Page 503-516
-----Teacher Training
Page 517-521
-----Consultant Training
Page 522-522
-----Introduction
Page 522-522
-----Sources of Recruitment
Page 522-522
-----Areas of Knowledge Required
Page 522-523
-----The Consultant's Role
Page 524-524
-----Caseload
Page 525-525
-----Summary
Page 526-528
17 Final Thoughts
Page 529-538
18 Resources
Page 539-579
-----National Programs
Page 539-574
-----International Programs
Page 575-575
-----Deafblindness on the Internet
Page 576-579
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