VIDBE-Q Volume 65 Issue 1
materials, and the use of individually selected assistive technologies) to
meet the child's needs, and personalized (about the child and his/her lived
experiences; Bruce, Janssen, & Bashinski, 2016). There is a dire need for
research on EBPs in every content area of instruction. Research in math
and science from the field of visual impairment, suggest the following EBPs
that require further research involving participants who are deafblind:
consider the child's experiences, vocabulary, and need for curricular
modifications, adaptations, and accommodations in science and math; and
provide direct instruction on the use of mathematics equipment and
specialized approaches in math instruction, such as mental math (Ferrell,
et al., 2014).
Social-Emotional
The area of social-emotional learning includes consideration of both
the individual's strengths and needs in interacting with others and in
responding to environmental demands. Social-emotional development
includes forming attachments, developing and maintaining friendships, and
the abilities to self-regulate and self-monitor (Hartshorne & Schmittell,
2016). Individual strengths might include a sense of humor, patience with
others, and initiation of problem-solving skills when faced with a difficult
situation. Unacceptable behaviors may result from pain, lack of sleep,
