Deaf-Blind Infants and Children: A Developmental Guide / Edition 1

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This is a comprehensive reference guide for teachers, parents, and paraprofessionals working or living with children who are both deaf and blind. It provides day-to-day guidance and suggestions about techniques and methods for assessing children with multi-sensory deprivation, and for devising programs to help them cope.

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What People Are Saying

Dr. Roger D. Freeman

'An excellent book? of great practical value to parents and professionals. Its value lies not in the exhaustive repetition of other literature, but in its logical, developmental approach. It makes sense of the predicament a "deaf-blind" or multi-sensory deprived child finds himself in, with distortions in perception that inevitably lead to deviant behaviour that can all too easily be mislabelled as constituting mental retardation, brain damage, or psychiatric disorder. The absolute necessity of modifying and patterning input, rather than relying on incidental learning, is made crystal clear.'

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Product Details

  • ISBN-13: 9780802077875
  • Publisher: University of Toronto Press, Scholarly Publishing Division
  • Publication date: 5/28/1993
  • Edition description: Reprint
  • Edition number: 1
  • Pages: 284
  • Product dimensions: 6.02 (w) x 8.94 (h) x 0.68 (d)

Meet the Author

John M. McInnes is the co-author of Deafblind Infants and Children, past chairman of the International Association for the Education of Deafblind Persons, and director of Resource Services for the Blind and Deafblind, Ontario Ministry of Education.

J.A. Treffry is program director of the Deaf-Blind Division at W. Ross Macdonald School, Brantford.

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Table of Contents


  1. The Multi-Sensory Deprived Child
    • Multi-sensory deprivation
    • Rubella
    • Some Basic Assumptions
  2. Organizing a Program
  3. Where Do I Start?
  4. Activity-Based Programming in a Reactive Environment
  5. Creating a Reactive Environment
  6. General Suggestions
  7. Social and Emotional Development
    • The Need for a Reactive Environment
    • Stages of Interaction
    • General Development
    • General Suggestions
    • Specific Suggestions
  8. Communication
    • Types of Communication
    • Mechanical Aids
    • General Suggestions
  9. Motor Development
  10. Gross Motor Development
  11. Fine Motor Development
  12. Perceptual Developmen
    • Tactile Development
    • Visual Perception
    • Auditory Perception
  13. Cognitive-Conceptual Development
    • Cognitive Functioning
    • Assessment of Intelligence
    • Suggested Aproach to Assessment
    • Concept Formation
    • General Suggestions
  14. Orientation and Mobility
    • Development of Individual Approaches
    • General Suggestions
    • Specific Suggestions
    • Formal Orientation and Mobility Training
  15. Life Skills
    • Awareness
    • Learning
    • Application
    • Maintenance and Modification
    • General Suggestions
    • Conclusion
  16. Some Frequently Asked Questions
    • How Should I Discipline My Child?
    • Is My Child Deaf-Blind?
    • Integration, Segregation, or Institutionalization?




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