VIDBE-Q Volume 65 Issue 1
Clyne, M., Wolfe, J., Blaha, R., Hertzog, T. (2015, September). Maximizing
vision and hearing. In National Center on Deaf-Blindness, Open
Hands, Open Access: Deaf-Blind Intervener Learning Modules.
Monmouth, OR: National Center on Deaf-Blindness, The Research
Institute at Western Oregon University.
Damen, S., Janssen, J., Schuengel, C., & Ruijssenaars, A. J. (2015).
Communication between children with deafness, blindness, and
deafblindness and their social partners: An intersubjective
developmental perspective. International Journal of Disability,
Development, and Education, 62, 215-243.
Ferrell, K. A., Bruce, S., & Luckner, J. L. (2014). Evidence-based practices
for students with sensory impairments. (Document No. IC-4).
University of Florida, Collaboration for Effective Educator,
Development, Accountability and Reform Center (CEEDAR Center).
http://ceedar.education.ufl.edu/tools/innovation-configurations/.
Geenens, D. L. (1999). Neurobiological development and cognition in the
deafblind. In J. M.McInnes (Ed.). A guide to planning and support for
individuals who are deafblind (pp. 150-174). Toronto, Ontario,
Canada: University of Toronto Press.
Grisham-Brown, J., Schuster, J. W., Hemmeter, M. L., & Collins, B. C.
(2000). Using an embedding strategy to teach preschoolers with
significant disabilities. Journal of Behavioral Education, 10(2/3), 139-
162.