This chronology lists highlights in the history of deaf-blind education from 1789 to 1995. Events covered include those concerning early special schools in Europe and the United States and trends in service delivery. Emphasis is on federal legislative actions since 1968. (DB)

This article presents an early intervention model for infants who are deaf-blind that focuses on the significance of infant-caregiver interaction. It proposes intervention strategies to develop contingent responsiveness in caregivers, promote active learning in infants, support mutually satisfying exchanges, and address the exceptional learning…

This article presents 14 major teaching strategies for implementing the Jan van Dijk curricular approach with children who are deaf-blind. The theory underlying the approach is reported, and guidelines for implementing instructional strategies in the areas of communication, socialization, conceptualization, and movement are discussed. (Author/DB)

This article presents a model for utilizing a new paraprofessional, the interpreter-tutor, to help provide necessary educational support in public schools to children who are deaf-blind. It discusses the role of the interpreter-tutor, outlines required knowledge and skills, and gives a case study example. (Author/DB)

This article describes the development and field-test evaluation of a set of materials designed to provide inservice training for teachers not specifically trained to work with students who are deaf-blind. The materials focus on training of communication and orientation/mobility skills in this population. Pretest/posttest knowledge and attitudes…

This article reports evidence that only about six percent of teachers who work with students who are deaf-blind have specialized training in the field. It identifies 10 programs preparing teachers in this field and stresses the critical need to train more teachers to meet the unique needs of these students. (DB)

Using a technical assistance model, the New England Center Pilot Project provides training and consultation to programs serving young children who are deaf-blind in inclusive education settings (preschool, kindergarten, and first grade). This article discusses the model's four major components, salient issues, and recommendations to enhance…

This article examines the challenges and successes experienced over four years by three academically gifted students with deaf-blindness in inclusive educational programs, and presents recommendations about placement of students with similar needs in inclusive programs. (Author/DB)

This article describes three field-tested approaches to planning educational programs in inclusive settings for students who are deaf-blind, making decisions about support services, and developing lesson accommodations to include the students in typical class activities. (Author)

This article describes a model project for delivering comprehensive vision care and educational support services to children who are deaf-blind. It characterizes 170 children served by the project, including the conditions that caused their deaf-blindness, other medical conditions, and visual conditions, and discusses intervention strategies that…

In 1992, a multiagency model of transition planning was developed and implemented to meet the identified needs of Michigan students who are deaf-blind. This article outlines the project's activities, accomplishments, challenges, and goals for the future. (Author/DB)

A research project evaluated the use of a color, closed-circuit television (CCTV) for teaching 9 students (ages 9 through 14) with deaf-blindness. Students demonstrated an increased level of visual attention, increased motivation, and increased awareness of the relationship between an object or picture and its screen representation. (Author/DB)

This study examined intervention programs to increase the social integration of 3 children with deaf-blindness, aged 7 through 10. Although the number of socially integrated activities increased for each child, the children continued to have few consistent friends and acquaintances. The implications of these results for enhancing long-term social…

Usher syndrome, Type I, requires multiple adaptations throughout the life cycle because each stage of life has tasks and losses associated with deafness and progressive retinitis pigmentosa. This article examines the issues raised at each stage, using clinical vignettes from persons who have this condition and their families. (Author/DB)

This article describes the assessment and rehabilitation processes of three children with deaf-blindness due to Usher syndrome who received cochlear implants at ages six and nine. Follow-up data two and three years after implant for two of the children are analyzed, indicating substantial positive benefits. (DB)