;
Lorem Ipsum Dolor Spring 2016
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of the low incidence nature of deafblindness, districts may have
very few students with deafblindness. In most cases we see the
TDB as an itinerant model, with some districts using a co-op model
to share the services of a single TDB. This does not preclude the
idea of a self-contained or center-based model for districts wishing
to form a co-op sharing
resources and/or students, or for larger
districts that may have a large student population to form a
deafblind-specific classroom.
http://www.tsbvi.edu/role-of-teacher-of-deafblind-tdb-itinerant-in-texas-2012-2013
References
Blaha, R., and Carlson, B. (2007). Assessment of deafblind
access to manual language systems (ADAMLS).
Retrieved from the National Center on Deaf- Blindness:
http://documents.nationaldb.org/products/ADAMLS.pdf
Hagood, L., and Hauser, S. (1997). Basic skills infused skills
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