Division on Visual Impairments

VIDBE-Q 65.2 Spring Convention Issue-Portland 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 2 53 References Bruce, S. M., & Bashinski, S. M. (2017). The trifocus framework and interprofessional collaborative practice in severe disabilities. American Journal of Speech -Language Pathology, 26(May), 162–180. Cascella, P. W., Bruce, S. M., & Trief, E. (2015). Research report: Sign language, speech, and communication repair abilities by children with congenital deafblindness. Journal of Visual Impairment & Blindness, (April), 141–147. Nelson, C., Van Dijk, J., McDonnell, A. P., & Thompson, K. (2002). A framework for understanding young children with severe multiple disabilities: The van Dijk approach to assessment. Research & Practice for Persons with Severe Disabilities, 27(2), 97–111. Rowland, C. (1990). Communication in the classroom for children with dual sensory impairments: Studies of teacher and child behavior. AAC Augmentative and Alternative Communication, 262–274. Rowland, C. (2011). Using the communication matrix to assess expressive skills in early communicators. Communication Disorders Quarterly, 32(3), 190– 201. http://doi.org/10.1177/1525740110394651 Siegel-Causey, E., & Bashinski, S. M. (1997). Enhancing initial communication and responsiveness of learners with multiple disabilities: A Tri-Focus Framework for partners. Focus on Autism and Other Developmental

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