VIDBE-Q Volume 65 Issue 1
educational programming (Bruce, Nelson, & Stutzman, in press;
Hartshorne & Schmittel, 2016).
• Support families to develop routines for the child and high
levels of responsiveness, (Ferrell, et al., 2014), and provide
them with resources in deafblindness.
• Implement tangible representations/symbols when appropriate
to a specific child (Ferrell, 2014; Bruce & Borders, 2015;
Rowland & Schweigert, 1989; 2000).
• Implement tactile approaches and strategies, including learning
through touch, tactile signs/sign language, and tangible
representations/symbols when appropriate for a specific child
(Chen, Downing, & Rodriguez, 2001; Ferrell, et al, 2014; Miles,
2003; Nelson, Bruce, & Barnhill, in press; Rowland &
Schweigert, 1989, 2000).
• Conduct comprehensive assessments of the child,
environments (including the visual, auditory, and tactile
characteristics), and educational programs (Bruce, Luckner, &
Ferrell, 2018; Ferrell, et al., 2014).
• Interpret medical vision and hearing reports, functional vision
and hearing reports, and learning media assessments, and
