Division on Visual Impairments

VIDBE-Q 65.1 Winter 2020

A quarterly newsletter from the Council for Exceptional Children's Division on Visual Impairments containing practitioner tips for Teachers of Students with Visual Impairments, Certified Orientation and Mobility Specialists, and other professionals.

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VIDBE-Q Volume 65 Issue 1 heterogeneity, it is often impossible to construct experimental designs that are associated with higher levels of evidence. Early identification Early identification is essential to providing appropriate augmentation of hearing and vision and individually appropriate early educational programming (Anthony, 2016; Parker, McGinnity, & Bruce, 2012). Early identification requires professionals to identify the vision and hearing losses, and to understand the eligibility criteria for identification of deafblindness, including that most children who are deafblind have some functional vision and/or hearing and additional disabilities. EBPs in early identification and early intervention are at the emerging level of evidence (relying primarily on professional literature) and include: the need for early identification and intervention to reduce the impact of deafblindness on development, the role of collaborative teams to develop highly individualized programming, supporting caregivers to improve responsiveness, establishing predictable routines in the home, and adults providing responses that are contingent on the child's performance (Ferrell, et al., 2014).

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