The items in this collection of reprints and an annotated bibliography were selected because of their value to classroom teachers working with deaf-blind students. Reprinted articles, originally published in various periodicals between 1978 and 1993, are grouped into five categories: (1) communication, (2) orientation and mobility, (3) functional skills, (4) implications of various etiologies, and (5) instructional strategies and intervention issues. Among topics considered in the reprints are: prelanguage communication, preverbal communication of blind infants, tactile iconicity, the Tadoma Method, interpreting for deaf-blind students, orientation and mobility (O&M) services for those with severe multiple disabilities, O&M for those with severe visual and multiple disabilities, modifications of the long cane for a multiply impaired child, developing vision use within functional daily activities, choice-making and autonomy by persons with severe disabilities, teaching self-dressing skills, the impact of retinitis pigmentosa on young adults, the Usher's Syndrome adolescent, perspectives of parents, functional vision screening for children with severe disabilities, developmental scales versus observational measures for deaf-blind children, early intervention, instructional strategies in integrated settings, a classroom environment checklist, the role of classroom interpreters, maximizing the independence of deaf-blind teenagers, a local team approach, and supported employment for persons with deaf-blindness and mental retardation. The annotated bibliography lists approximately 135 print materials and 33 audiovisual materials by title and author. (DB)