Topical Resources
Fortunately, there are many, many wonderful resources on specific topics related to deafblindness and deafblind education. It is not our intent to list them all. Instead we offer a “reader’s digest” of articles that will help to get you started in learning more. Many of these products was developed by staff at Texas School for the Blind & Visually Impaired Outreach, but some are favorites of our staff developed by other colleagues with other deafblind projects and other agencies in the USA, and other locations. Under many of the other sections on this website we include material for taking a deeper dive into a specific topic; we hope you will explore these as well.
Our plan is to add to these topical resources regularly; so we encourage you to return to this section often to find new content.
Resources Menu
Agencies, Organizations, and Services
- Assessment Tools
- Early Childhood
- Educational Considerations
- Family Engagement
- IEP Development Tools
- Proficient Communicators
- Qualified Personnel for Individuals who are Deafblind
- Transition Planning in Texas
Assessment Tools
- Assessment of Deafblind Access to Manual Language Systems (ADAMLS)
- Assessment Matrix for Students who are Deafblind
- Basic Infused Skills Assessment
- Informal Functional Hearing Evaluation (IFHE)
- Functional Scheme Assessment (on Active Learning Space)
- HomeTalk: A Family assessment of Children who are Deafblind
- The Communication Matrix by Charity Rowland, Ph.D., _©1990, 1996, 2004: WHAT IS IT? & HOW DO I DO IT?
- Assessing Communication and Learning in Children Who Are Deafblind or Have Multiple Disabilities
- Home Inventory of Problem Solving Skills
- School Inventory of Problem Solving Skills
- Sensory Learning Summary
- Summary of Deafblind Specific Evaluation Tools
- Classroom Observation Instrument for Educational Environments Serving Students with Deaf-Blindness
- Classroom Environmental Checklist for Students with Dual Sensory Impairments
Early Childhood:
- Orientation and Mobility: The Early Years of Infancy Through Preschool
- Early Childhood: Beginning to Use an Object Calendar
- Orientation and Mobility: Preschool Style
- Early Concept Development
- Federal Requirements for Transition from Part C to Preschool
- Active Learning Space
- Talking the Language of the Hands to the Hands
- The Sooner the Better: A Framework for Training Early Intervention Practitioners on Deaf-Blindness
- Early Identification of Hearing and Vision Loss is Critical to a Child’s Development
- Where are All the Babies? Early Identification of Visual Impairment and Combined Vision and Hearing Loss
- Language Rich Environments for Children who are Deaf or Deafblind
Educational Considerations:
- Active Learning Space
- Expanded Core Curriculum – American Foundation for the Blind
- Hand Under Hand Technique Practice Guide- NCDB
- IEP Quality Indicators
- Literacy for Children with Combined Vision and Hearing Loss
- Nordic Welfare Center
- Paths to Literacy
- Texas Deafblind Child Count
- Classroom Environmental Checklist for Students with Dual Sensory Impairments
- Interpreter, Intervener, Co-Navigator/Support Service Provider…What’s the Difference?
- Language Rich Environments for Children who are Deaf or Deafblind
Family Engagement
- Texas Project First website
- Navigate Life Texas website
- Parent Companion – the first five years website
- Family Advocacy Strategies– Lanya McKittrick
- Family Advocacy Strategies in Spanish– Lanya McKittrick
- Texas Hands and Voices- Deaf/Hard of Hearing Plus
- Family Weekend Retreat 2022 Handout
IEP Development Tools
- IEP Quality Indicators for Students with Deafblindness
- Determining the Need for an Intervener
- Guidance for Planning Behavior Intervention for Children and Young Adults who are Deafblind or have Visual and Multiple Impairments
- Let’s Talk Deafblind Eligibility FAQ & Answers
- Specialization Knowledge and Skill Set for Paraeducators who are Interveners for Individuals with Deafblindness, 2016. Texas Deafblind Outreach, Texas School for the Blind & Visually Impaired, Austin, TX.
- TDB Role FIE Eligibility
Proficient Communicators
- IEP Checklist for Proficient Communicators who are Deafblind
- Minimal Losses…Major Implications
- Understanding Concept Development and Related Challenges for Academic Students with DeafBlindness
- The Intervener as Instructional Coach: For Students Who Are Deafblind In General Education Settings
- Let’s Talk Eligibility: Frequently asked Questions
- Interpreter, Intervener, Co-Navigator/Support Service Provider…What’s the Difference?
Qualified Personnel for Individuals who are Deafblind:
- Individualized Supports (Interveners, Service Support Providers, and Interpreters for individuals who are Deafblind):
- Open Hands Open Access Intervener Services Learning Modules
- Interveners in the Home and Community – An Under-recognized Imperative article
- The Intervener as Instructional Coach: For Students who are Deafblind in the General Education Setting
- Interveners and Children who are Deafblind website
- A Family’s Guide to Interveners – Download the booklet
- Determining the Need for an Intervener in Educational Settings in Texas
- Teachers of Students with Visual Impairments
- Teachers of Students who are Deaf/Hard of Hearing
- Orientation & Mobility Specialists
- Teacher of Students who are Deafblind Standards for Texas
- Interpreter, Intervener, Co-Navigator/Support Service Provider…What’s the Difference?
- Individualized Supports (Interveners, Service Support Providers, and Interpreters for individuals who are Deafblind):