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ERIC Number: EJ1179663
Record Type: Journal
Publication Date: 2018
Pages: 9
Abstractor: ERIC
ISSN: ISSN-0040-0599
Improving Practices for Learners with Deaf-Blindness: A Consultation and Coaching Model
Grisham-Brown, Jennifer; Degirmenci, Hatice Deniz; Snyder, Donna; Luiselli, Tracy Evans
TEACHING Exceptional Children, v50 n5 p263-271 May-Jun 2018
The term deaf-blind suggests a complete absence of hearing and vision; however, the term actually refers to a population of individuals whose severity of hearing loss and vision loss is varied in some degree from moderate to total loss (Wiley, Parnell, & Belhorn, 2016; Zeza & Stavrou, 2015). According to the Individuals With Disabilities Education Act (IDEA; 2006), learners who are deaf-blind make up less than 1% of the school-age population (IDEA, 2006; Snyder, 2016). Limited access to visual and auditory stimuli in their physical and social environment impacts all areas of development (Zeza & Stavrou, 2015) and results in unique behavioral and educational needs (Killoran, 2007 or strategies that are developed and used only for hearing loss or only for vision loss (Wiley et al., 2016). Appropriate and unique assessment and intervention strategies are needed to help students with deaf-blindness improve their behavioral and educational outcomes, particularly in the areas of communication, social interaction, language, cognition, motor skills, and mobility (Lauger, 2013; Parker et al., 2011). Typically, students who are deaf-blind require individualized educational approaches based on assessment of vision, hearing, cognition, motor ability, health, learning history, and family experiences. Supporting students' access to auditory and visual information embedded in the educational curriculum requires that service providers use strategies and evidenced-based practices that are modified to meet students' sensory support needs (e.g., use of tactile cues, closer presentation of materials, preferred seating, enlargement of print size, repetition and highlighting of verbal directions, provision of additional time to respond). The Deaf-Blind Project consultation and coaching model, described in this article, consists of three primary steps. It was designed in consultation with the lead author of a successful consultation model, Collaborative Model for Promoting Competence and Success (COMPASS; Ruble & Dalrymple, 2002), which provides support to teams that work with learners with autism spectrum initial face-to-face consultation meeting, and (c) web-based coaching sessions.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A