An orientation to autistic spectrum disorders (ASD), also known as autism, is provided, and the specific syndrome of autism and deafness is addressed. The two conditions have in common a major problem: communication. Case histories are provided, the development of treatment for autism is discussed, and the separate disorders that make up ASD are…

Social support has shown itself to be an important factor in many areas in regard to mental health development and conservation. Numerous empirical findings also document its significance in various areas of research into deafness. Questionnaires are only one means of gathering information when we are trying to gain access to the social networks…

Students with a hearing loss often have an additional disability. Although the number of deaf students with multiple disabilities is growing, research on this population has significantly decreased over the past quarter-century. The article reviews the literature on identification and placement of deaf students with multiple disabilities,…

The severity of deafness can obscure the presence of other disabilities that may accompany genetic anomalies, such as occur in Alport and Usher syndromes. Recent advances in genetics have heightened attention to various disabilities and dysfunctions that may coexist with deafness. Failure to recognize these additional disabilities when they occur…

Deaf students with multiple disabilities have a long history of limited opportunity, including limited access to educational opportunities available to their deaf peers. This article places the individual needs of deaf students with multiple disabilities in the context that guides much of deaf education--the importance of language acquisition.…

In a survey of 233 educators working with students who are deaf or head of hearing with additional disabilities, educators identified 67 specific competencies needed for working with this diverse population of students. A list of the specific competencies and a rationale for providing more in-depth training for teachers is provided. (Contains…

Analysis of published studies of deaf mentally ill inpatients indicates a greater overall prevalence of mental illness in the deaf population than in the general population. Characteristic symptoms leading to hospitalization of deaf people tend to be different from those of hearing patients. For both hearing and deaf patients, dual diagnosis…

This directory of programs for deaf-blind children and adults lists these programs alphabetically by state. It also lists Helen Keller Centers for Deaf Blind Youth and Adults and programs for training teachers of deaf-blind students. Complete contact information (names, addresses, telephone numbers, e-mail, Web site) is provided. (DB)

Lists programs for children and youth with deaf-blindness, Helen Keller Centers for youth and adults with deafness that provide extensive evaluative and rehabilitative services, and programs for training teachers of students with deaf-blindness. Programs are listed by state. (CR)

This article explains a movement-based approach to the development of language in children with deaf-blindness. This approach uses the salient features of individuals or objects to stimulate use of language in the immediate environment, and later to refer to persons or concepts in a more abstract fashion. It stresses the use of structure and a…

A survey of 390 residential deaf, and hard-of-hearing students, ages 3 to 24 years, in the United Kingdom, found that children without additional disabilities did not show stereotyped behaviors, though about 35% of children with additional disabilities (especially vision, learning, and/or autism) did show such behaviors. (DB)

A description of 14 communication systems used by the deaf blind is provided. (PHR)

The component parts of a continuum of services needed for the deaf blind individual to function in the least restrictive environment are discussed. The need for both public and private interagency cooperation for the service delivery system to be effective is cited. (PHR)

A study involving eight youths and adults with retinitis pigmentosa (and only 20 degree visual field and hearing loss of at least 20 decibels) determined variance in the ability to perceive and comprehend visual stimuli presented by way of the manual modality when modifications were made in configuration, movement speed, movement size, and…

The article presents the traditional roles of school psychologist and classroom teacher as a manifestation of the "theory v practice" dilemma, with reciprocal influence between the two roles being rare. (Author)