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Lorem Ipsum Dolor Spring 2016
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technology, and in communication development (Bruce, 2007; Durando, 2008;
Zhou, Parker, Smith & Griffin-Shirley, 2011). Orientation and mobility instructors
have also recognized the need for creative partnerships and specialized training to be
better prepared to serve individuals who are deafblind (Bourquin & Sauerburger,
2005; Huebner, Prickett, Welch & Joffee, 1994).
Because of a longstanding federal recognition of the challenges that systems
face in serving students who are deafblind, technical assistance networks have been
funded in the United States, now for over 30 years, to help identify children and
provide resources to educational teams serving students and families (Thompson &
Freeman, 1995). One of the ways that DVIDB has championed the needs of students
who are deafblind is through the development of knowledge and skill competencies
for teachers of the deafblind and for interveners, two direct service roles that have
growing national support from family members and professionals alike (Blaha,
Cooper, Irby, Montgomery & Parker, 2009; NCDB, 2012; Zambone & Alsop, 2009).
In this special issue of VIDBE-Q, we begin by listening to the stories of
individuals who are deafblind themselves who are on the other side of their
educational journeys reflecting on the things that helped them succeed. These brief
vignettes offer us unique insights on the need for recognition of the disability for
more than the sum of its parts; the need for knowledgeable teachers, and interveners;
and the need for advocacy to improve our educational system, Next, we learn about
the ongoing efforts to prepare teachers of the deafblind and interveners in Utah and
Texas, who provide greatly needed intervention to students. We also hear about an
innovative partnership between the National Family Association of the Deaf-Blind
and the National Center on Deaf-
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