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- Active Learning
- Auditory Issues
- Behavioral Challenges
- Communication and Language
- Daily Living Skills
- Deafblind Eligibility
- Individual Education Plans (IEP)
- Intervention and Interveners
- Orientation and Mobility
The following articles were written by members of the Texas Deafblind Project. You may download any of these articles and make copies. If you use any of the article contents in original writing, please be sure to site them as content developed by Texas Deafblind Outreach, Texas School for the Blind and Visually Impaired, Austin, TX.
Note: Many of these articles were written a number of years ago and first published in various newsletters published by Texas School for the Blind and Visually Impaired Outreach Programs such as P.S. News, SeeHear, and Texas SenseAbilities by TSBVI Outreach Programs. Even though they are older, the content is still relevant. Some of the language used may be different than the language currently being used in Special Education; over time we hope to revise the language to match todays standards. In the meantime, we hope that the content will be helpful.
Currently only the PDF versions of these files are available for download.
Some of these articles have been translated into Spanish and some have not. Please be patient as we add the Spanish versions of these articles to our website.
Developing my Classroom for Secondary-Aged Students Who Aren’t Actively Engaging with People or Objects
By Jim Durkel
This article discusses the importance of including auditory training in curriculum for students who are deafblind. It also offers some suggestions for activities and resources related to providing auditory training.
By Kate Hurst and Robbie Blaha, TSBVI Outreach Programs
During the long period of quarantine during COVID-19, many families have reported an increase in self-stimulatory behaviors in their children with sensory impairments, including those who are visually impaired and have additional disabilities or are deafblind. This article was first published in the Spring 1993 issue of P.S. NEWS!!! (Volume V. No. 3) by the TSBVI Outreach Programs. Kate Moss Hurst and co-author Robbie Blaha explore the root causes of activities and behaviors that may be considered to be socially inappropriate and encourage readers to revise their thinking about and reactions to self-stimulatory behaviors. Changing perceptions about these behaviors can help parents and professionals respond more effectively and help guide them in addressing students’ sensory needs.
By Deanna Peterson
Short description with pictures of a two-week calendar system and how it is used.
By Robbie Blaha, and Kate Moss
This articles provides a basic overview of the calendars utilized by student who are deafblind.
Communication and Language
By Matt Schultz
This article is a research-based examination of ways to understand the development of concepts by students with deafblindness. It also provides practical suggestions on how to teach and reinforce those concepts for academic students with deafblindness.
Daily Living Skills
By Craig Axelrod
Article discussing issues and strategies to help parents and caregivers with children who are deafblind when trying to toilet train.
Overview and discussion of eligibility criteria for coding a child as deafblind in special education.
Individual Education Plan (IEP)
By Kate Moss Hurst and Linda Hagood
This article contrasts the modifications typically made in instruction with children who are deaf and hard of hearing or visually impaired and those who are deafblind.
Conversations Without Language
By Linda Hagood
An article written about conversational interactions with children who are deafblind and have yet to develop formal communication.
By Craig Axelrod
Educators can have more positive, responsive and reciprocal interactions with their students who are deafblind by learning how to modify their own interactive behaviors and adapt the interactive context. High quality interactions contribute to improved educational outcomes for students with deafblindness. This article explores this issue and describes how it the process was used with students who are deafblind at TSBVI.
Intervention and Interveners
A suggested job description that was developed by administrators, parents, paraprofessionals, and VI professionals.
By David Wiley
There are some misconceptions associated with using interveners to provide support to students with deafblindness in educational settings. The author attempts to clarify intervener myths with the realities of the intervener model.
By David Wiley
This article provides a framework for analyzing ten common issues a teacher, intervener, or caregiver must address when effectively supporting a student who is deafblind. Questions are provided to help guide a team in planning the best sensory access for the student in all environments.
Orientation and Mobility
By Robbie Blaha and Kate Moss Hurst
A discussion of the benefits of using routines with children who are deafblind. The article includes guidance on developing routines for use at home and at school.