Gina Conti-Ramsden and Miguel Pérez-Pereira
Abstract: This study of the conversational interactions of three mothers and their infants--one who was sighted, one with low vision, and one who was congenitally blind--found similarities between the sighted and low vision dyads. However, the mother of the blind infant talked more and used more directives, and her directives contained more descriptions and were more likely to occur in clusters. The complex nature of directives and their adaptive role with infants who are blind are discussed.
Lori Goetz and Nora O'Farrell
Abstract: This article describes a three-component package to facilitate social supports for students who were deaf-blind in general education classes and discusses the rationale for and importance of its use. It also presents case examples of the application of social support strategies to four students with deaf-blindness who were served in general education or deaf education classes.
Barbara L. Loeding and James P. Greenan
Abstract: This study examined the relationship between students' self-ratings and teachers' ratings of four sets of generalizable skills. The students, who were deaf, hard-of-hearing, or blind or had low vision were enrolled in vocational classes at two residential secondary schools. The findings revealed little agreement between the students and their teachers about the students' levels of skills.
Michele S. Jaffe
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Mark M. Uslan and Gary Chan
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Corinne Kirchner and Sara Diament
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The Journal of Visual Impairment & Blindness (JVIB)--the international, interdisciplinary journal of record on blindness and visual impairment that publishes research and practice
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