;
Lorem Ipsum Dolor Spring 2016
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and the National Center on Deaf-Blindness to support parents in learning more about
the intervener role in educational settings. We explore technical assistance
partnerships that have produced products for professionals working across state lines
to advance the early identification of infants and toddlers with dual sensory
impairments, as well as efforts to support young adult transition from high school
into adult roles. Finally, we have the opportunity to hear from two professionals who
work directly with children and young adults who are deafblind, and to receive
practical advice and "pearls of wisdom" from passionate colleagues.
As we celebrate a new Division name, we realize that we don't need to travel
to Oz in search of adventures. We have plenty to discover as we work collaboratively
to address the gaps that students with deafblindness and those with visual
impairments face through our efforts as a professional division, within one of the
most respected special education organizations in the world. We, like Dorothy, have
a purpose within and an appreciation for a professional home- one where our brains,
hearts, and nerve may serve students with deafblindness and those with visual
impairments.
References
Baum, F. L. (1900). The Wizard of Oz. New York: George M. Hill.
Blaha, R., Cooper, H, Irby, P., Montgomery, C. & Parker, A. (2009).
Teachers of students with deafblindness: Professionalizing the field.
Council for Exceptional Children: D.V.I. Quarterly. 54(3), 49-51.
Bourquin, E., & Sauerburger, D. (2005). Teaching deaf-blind people to
communicate and interact with the public. RE:view, 37, 109-116.
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