ERIC Number: ED406795
Record Type: RIE
Publication Date: 1997
Reference Count: N/A
Effective Practices in Early Intervention: Infants Whose Multiple Disabilities Include Both Vision & Hearing Loss.
Chen, Deborah; And Others
This manual documents key program development strategies and inservice training topics provided by the Model Demonstration Early Intervention Network Project. This project focused on building the capacity of early intervention programs to serve infants who are deaf-blind and their families. The first section covers program development and includes information on "program self reviews," mentorship and collegial support in early intervention teams, and the art of collaboration. The identification of infants who are deaf-blind is addressed in the second section along with strategies for gathering information. The third section includes information on functional vision assessment and interventions, tests used to diagnose visual impairments in infants, and clinical vision assessment for infants with severe and multiple disabilities. Section 4 describes hearing loss, assessments, and interventions and audiological tests for infants with multiple disabilities. Gross motor development in infants with multiple disabilities and medications and medical interventions are reviewed in section 5. The sixth section provides strategies for beginning communication, vignettes describing four infants who are deaf-blind, and the rationale for an integrated therapy model. Transition to preschool is highlighted in the last section. Blank forms are attached for self reviews and disability identification. (Each section includes references.) (CR)
Descriptors: Communication Skills, Deaf Blind, Disability Identification, Drug Therapy, Early Childhood Education, Early Intervention, Evaluation Methods, Infants, Interdisciplinary Approach, Motor Development, Preschool Education, Program Development, Self Evaluation (Groups), Skill Development, Teamwork, Toddlers
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: California State Univ., Northridge.