This publication presents examples of research findings that are being put to practice to improve educational services to children with deaf-blindness. Each program description includes photographs and a highlight of key practices. Individual selections are: (1) "Early Intervention: Beginning with Babies" (Deborah Chen), which describes a project in California developing ways for early intervention professionals to help parents; (2) "Assessment: Context Is the Key" (Harvey Mar), which describes a 3-year project on psychoeducational assessment using principles of contextual or ecological frameworks; (3) "Problem Solving for Deaf-Blind Kids: The Approach Is 'Hands-On'" (Charity Rowland and Philip Schweigert), which describes a project in Oregon to develop new approaches to overcoming "learned helplessness" and to improve children's problem-solving skills; (4) "In the School: A Sense of Community" (Michael Giangreco), which describes a Vermont effort to improve parent/professional teams and plan appropriate curriculum; (5) "In the Classroom: Communication and Making Contact" (Lori Goetz), which reports on a California study of ways to foster active learning in deaf-blind children in regular classrooms; (6) "Virtual Reality: A New Way of Seeing" (Dean Inman), which reports on an investigation of computer assisted ways to help these children navigate in their environments; (7)"Communication: Let's Talk Behavior" (V. Mark Durand), which describes an effort in New York to apply principles of behavior assessment to behavior problems in children with deaf-blindness; and (8) "Self-Determination: Charting Your Own Future" (Brian Abery), which describes a Minnesota project on community integration of young people with deaf-blindness. (Contains 62 references.) (DB)