This final report describes activities and accomplishments of a 4-year federally supported project to develop independence in 12 young children (ages 3-5) with deaf-blindness enrolled in the Portland (Oregon) Public Schools Early Intervention Program. The project focused on helping teachers learn to target communicative and cognitive learning opportunities across the entire spectrum of everyday classroom activities and thus increase students' independent behavior. The project model involved assessment of both child skills and the social and physical environment, intervention by embedding instruction into routine activities using logically occurring antecedents and consequences, and a targeted outcome of child mastery of the social and physical environments as evidenced by interactions with people and objects. Evaluation indicated successful integration of communication and cognitive skills instruction into classroom activities and increased independence for most of the children. However, the intervention did not succeed in teaching skills that involved manipulation of the physical environment to children with severe orthopedic impairment in addition to their vision and hearing impairments. The project produced an inventory and manual to help teachers identify natural cues for certain behaviors and arrange the social and physical environment to facilitate learning. (Contains 12 references.) (DB)