to see that collaboration "offers tremendous opportunities for growth for the children along with
the adults who work with them" (Tilton, 1996). Because deafblindness is a low incidence disability,
many professionals lack the skills to effectively
work with these children; it can be overwhelming
for one professional. But when all professionals
work together, fears and doubts are alleviated,
which ultimately helps children with deafblindness
receive the best education and services that they
deserve.
REFERENCES
Chen, D. (2004). Young children who are deafblind: Implications for professionals in
deaf and hard of hearing services. Volta Review, 104 (4), 273-284.
Correa-Torres, S. (2008). Communication Opportunities for Students with Deafblindness
in Specialized and Inclusive Settings: A Pilot
Study. RE:view, 39(4), 197-205.
Downing, J. & Eichinger, J. (2011). Instructional
Strategies for Learners with Dual
Sensory Impairments in Integrated Settings.
Research & Practice for Persons
with severe Disabilities, 36, 150-157.
Engleman, M.A., Griffin, H.C., Griffin, L.W., &
Maddox, J.L. (1999). A teacher's guide
to communicating with students with deafblindness. Exceptional Children, 31(5), 65.
Howard, V., Williams, B., Miller, D., & Aiken, E.
(2013). Very Young Children With
Special Needs: A Foundation for Educators,
Families, and Service Providers, 5th
Edition. Upper Saddle River, NJ: Pearson Education.
Janney, R. & Snell, M.E. (2000). Teachers'
Guides to Inclusive Practices. Collaborative
Teaming. Baltimore: Paul H. Brookes.
Minnesota Department of Children, Families
and Learning (2002). Five Step Process. St.
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