ERIC Number: ED177828
Record Type: RIE
Publication Date: 1979-Aug
Reference Count: 0
Educational Methods for Deaf-Blind and Severely Handicapped Students. Volume III.
Texas Education Agency, Austin. Div. of Special Education.
Fourteen author-contributed papers from a series of 1978 workshops focus on educational strategies for deaf-blind and severely handicapped students. Four papers ("The Child-Centered Educational Process for Deaf-Blind Children" by L. Frank; "Issues in Assessment" by R. Condon; "Assessing Multihandicapped Visually Impaired Children" by J. Jones; and "Functional Psychoeducational Assessment Procedures for the Severely Handicapped" by B. Langley) address the topics of assessment and individual education plan development. Family Services is the focus of papers by M. Mei-ton Yu ("Parent Involvement"); B. McWilliams ("Counseling with Parents of Handicapped Children"); M. Fraser "Developing a Parent Involvement Program in an Education Agency: A Structural Model"); and J. Gray ("Rights of Parents"). S. Hupp considers the social/emotional aspect in "The Development of Affective Relationships and Social Skills in Deaf-Blind Students.""A Cognitive Approach to Prevocational and Daily Living Skills Training: Rationale and Implementation" by C. Ficociello and "Prevocational Programming at the Deaf-Blind Annex, Texas School for the Blind" by A. Wade review vocational skills. Concluding the document are three papers on communication: "Q: Why Do Children Acquire Language? A: Just Because" by G. Branigan; "Social Interaction: A Perspective for Interpretation of Early Communication for the Deaf-Blind Child" by A. Repp; and "The Use of Movement to Develop Body Schemes, Organization and Communication in Deaf-Blind Children" by K. Daniels. (CL)
Descriptors: Affective Behavior, Communication Skills, Conference Reports, Deaf Blind, Elementary Secondary Education, Emotional Development, Evaluation Methods, Family Programs, Guidelines, Individualized Programs, Language Acquisition, Multiple Disabilities, Parent Counseling, Parent Participation, Prevocational Education, Severe Disabilities, Social Development, Student Evaluation
Publication Type: Collected Works - Proceedings; Guides - Non-Classroom
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.
Authoring Institution: Texas Education Agency, Austin. Div. of Special Education.
Note: For related information, see EC 120 114 for Volume I and EC 120 743 for Volume II.