The booklet offers five presentations from a 1975 special conference on the role of the psychologist, audiologist, and speech pathologist in working with the deaf-blind child. The first paper, "Meeting the Needs of the Severely Handicapped" by L. Hall, addresses the needs of special education, the role of administration in special education, and the role of parents as a moving force. B. Franklin reviews "New Techniques for the Auditory Evaluation of Deaf-Blind Children" such as the Crib-O-Gram for testing the hearing of infants. "The Role of the Language Therapist with the Deaf-Blind" is seen by B. Dybdal to include diagnosis of the language disorder, assessment of student behavior in terms of development, evaluation of receptive and expressive language, and establishment of goals/objectives for each child. In "The Psychologist and the Deaf-Blind Child," R. Stillman concludes that psychologists can perform an important function simply by evaluating the validity of assessment methods utilized with deaf-blind children and that psychologists with a broad perspective can describe for the teacher a deaf-blind child's behavior with reference to the entire complex of cognitive, attentional, language, communicative, social, and emotional factors that comprise human behavior. A final article by J. Cooper, "Composite Evaluation," offers suggestions for the educational diagnostician which include using social rewards, learning some kind of signing, defining visually and tactually the area you will be working in with the child, ignoring problem behavior unless it interferes with the work, and observing the child in the home and the classroom. (SW)