VIDBE-Q Volume 65 Issue 1
Nelson, Perez, Stutzman, & Barnhill, 2016; Nelson & Bruce,
2019).
• Plan and implement traditional and expanded literacy lessons
that are individualized and personalized, including story boxes,
choice-making experiences, the daily schedule/anticipation
shelf/calendar system, experience stories/books and journals.
(Ferrell, et al., 2014; Luckner, Bruce, & Ferrell, 2015/2016;
Nelson & Bruce, 2019).
• Provide instruction 1:1 or in small groups to maximize access,
engagement, opportunities to respond and for feedback (Bruce,
Ferrell, & Luckner, 2016; Ferrell, et al., 2014).
• Serve as members of interprofessional collaborative teams
(IPCP), the term recommended by the World Health
Organization), to meet the complex needs of children and youth
who are deafblind (Bruce & Bashinski, 2017; Ogletree, 2017).
• As part of the interprofessional collaborative team (IPCP)
ensure that assistive technologies and accommodations are
included in the IEP, used in daily practice, and in assessment
(Bruce, Luckner, & Ferrell, 2018; Bruce & Bashinski, 2017).
