Emerging Skills and Early Intervention

Children with multiple disabilities often need intensive early intervention. Educators and parents can help such children develop communication methods, tactile skills, and the concepts that are the framework for further learning.

Establishing Communication

Communication Fact Sheets for Parents, National Consortium on Deaf-Blindness
These fact sheets inform parents on all aspects of communication. Each sheet defines the topic, explains its importance, and offers tips and important points to remember; available in English and Spanish; 65pp.

Communication: What is he trying to tell me? California Deaf-Blind Services
Many behaviors are a form of communication, and this tip sheet reminds caregivers and educators of the basics; available in English, Chinese, Laotian, Spanish, Vietnamese.

Creating A Need to Communicate, California Deaf-Blind Services
CDBS's fact sheet provides specific strategies and activities that create a need for the child to communicate; available in English and Chinese.

See also: Communication Systems

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Concept Development

Concept Development, Project SPARKLE
Project SPARKLE describes the three types of concepts (concrete, semi-concrete, and abstract) and general strategies to assist children who are deafblind in concept development; includes a glossary and links to resources.

Concept Development, Georgia Deafblind Project
This article explains how deafblindness affects concept development, discusses which concepts may be difficult for a child to learn, and suggests teaching techniques.

Conceptual Development, National Consortium on Deaf-Blindness (requires Adobe Acrobat Reader)
Tips for teachers from a Utah Deafblind Conference include teaching concepts, skills, and key points.

Concept Development: Combatting the Fairy Godmother Syndrome, National Consortium on Deaf-Blindness
The author emphasizes the importance of teaching a child concepts before introducing specific skills, and offers some helpful strategies.

Developing Concepts with Children Who Are Deaf-Blind, National Consortium on Deaf-Blindness
Barbara Miles and Barbara McLetchie describe types of concepts and the relationships, attitudes, and environments that promote their development in students who are deafblind; in English, Spanish, and Chinese.

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Research

A Microswitch-Based Program to Enable Students with Multiple Disabilities to Choose among Environmental Stimuli, Journal of Visual Impairment and Blindness
This research report describes a study using microswitches and their effect on purposeful choice in students with severe multiple disabilities. The author suggests the technology might offer more choice and interaction in students' daily education activities.

Enabling a Girl with Multiple Disabilities to Control Her Favorite Stimuli Through Vocalization and a Dual-Microphone Microswitch, Journal of Visual Impairment and Blindness
Microswitches are studied as "critical tools that can help people with multiple disabilities control aspects of their environment, including their favorite environmental stimuli through simple responses."

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Tactile Skills

Touch, Project SPARKLE
Project SPARKLE lists some of the features of touch which make it a crucial sense to children who are deafblind; includes resources and a glossary.

Research

Haptic Exploratory Strategies and Children Who Are Blind and Have Additional Disabilities, Journal of Visual Impairment and Blindness
"This study of the haptic exploratory strategies used by nine children with visual impairments and additional disabilities … found that a broader approach to assessment and analysis is required than is used with typically developing children."

Web-Based Organizations and Internet Resources

Project SALUTE, (Successful Adaptations for Learning to Use Touch Effectively)
"This website is intended as a resource on tactile learning strategies for working with children who are deaf-blind or who are blind with additional disabilities."

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Developing Meaningful Routines

Routines: The Best Way to Encourage Learning, Deafblind Intervention Strategies for the Home (DISH)
Designed for families, this page discusses the importance of establishing daily routines in the home for children who are deafblind.

Making Changes in Routines, California Deaf-Blind Services
This tip sheet offers specific suggestions to assist a child in understanding and adjusting to changes in routine.

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Sensory Integration

Sensory Integration: Current Concepts & Practical Implications, Neurolearning.com
In this 5-page article, neurologist Dr. Fernette Eide explains the biology of sensory integration dysfunction and the role of occupational therapy in its treatment.

About SPD, Sensory Processing Disorder Foundation
This overview of Sensory Processing Disorder (SPD) includes information about sensory-avoiding children and sensory-seeking children, as well a list of common motor skill problems. There are numerous links to other aspects of SPD on this site.

Home Activities for Children with Sensory Processing Disorder, Sensory Processing Disorder Foundation
Heather Miller-Kuhaneck gives specific suggestions for incorporating sensory input into daily activities and offers general guidelines for the home.

Sensory Integration Dysfunction in Deafblind Children, Deafblind International
Gail Deuce explores "the development of the proprioceptive, kinaesthetic and vestibular senses in deafblind children and…consider(s) the possible impact on learning for the child experiencing difficulties in these areas." Three case studies are included.

Web-Based Organizations and Internet Resources

Bridges4Kids
This site includes extensive information about sensory integration dysfunction, with sections focusing on education, classroom accommodations, and additional resources.

Sensory Integration, Come Unity
This site offers links to numerous articles, including "Preemies and Sensory Integration", "Adoption and Sensory Integration", and more.

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