VIDBE-Q Volume 65 Issue 1
Parker, A.T., Davidson, R., & Banda, D.R. (2007). Emerging evidence from
single-subject design studies in the field of deafblindness. Journal of
Visual Impairment and Blindness,101(11), 690-700.
Parker, A. T., McGinnity, B. L., & Bruce, S. M. (2012). Educational
programming for students who are deafblind: A position paper of the
Division on Visual Impairments, Council for Exceptional Children.
Approved by membership, posted at www.cec.org.
Parker, A. T., & Nelson, C. (2016). Toward a comprehensive system of
personnel development in deafblind education. American Annals of
the Deaf, 161, 486-501.
Parker, A.T., Schalock, M., Steele, N., Chopra, R., Cook, L., Sobel, D.,
Kennedy, B.M.S., Monaco, C., & Zobel, G. (2017). Participatory
curriculum development to meet community needs: Open hands,
open access: Deaf-blind intervener learning modules. DbI Review
(58), 69-73.
Petroff, J., Pancsofar, N., & Shaaban, E. (2019). Postschool outcomes of
youths with Deafblindness in the United States: Building further
understandings for future practice. Journal of Visual Impairment &
Blindness, 113, 274-282.
Rowland, C., & Schweigert, P. (1989). Tangible symbols: Symbolic
communication for individuals with multisensory impairments.
Augmentative and Alternative Communication, 5, 226-234.
