The major discovery of this study was that the techniques that the teachers of students who are deaf-blind used most often to teach certain types of learning tasks appear to be at variance with the findings of studies on the learning needs of these students. That is, the teachers preferred methods of structuring learning tasks over methods stressing sensory input. Implications for further research on the learning styles of deaf-blind persons and for the training of teachers are presented.
Get full access to this article
View all access options for this article.
References
1.
BartonL., & LaGrowS. (1983). Reducing self-injurious and aggressive behavior in deaf blind persons through overcorrection.Journal of Visual Impairment & Blindness, 77, 421–424.
2.
BleaW., & OverbeckD. (1977). Research needs in the area of the deaf-blind. In LowellE.L., & RovingC.C. (Eds.), State of the art: Perspectives on serving deaf-blind children (pp. 253–259). Sacramento: California State Department of Education.
3.
DeMatteoA., StahleckerJ., FreemanR., Rein-manJ., & SmithT. (1985). Psychological, developmental and mental health research priorities. In StahleckerJ., GlassL., & MachalowS. (Eds.), State-of-the-art: Research priorities in deaf-blindness (pp. 57–77). San Francisco: University of California, Center on Mental Health and Deafness.
4.
FuhrmanW. (1977). Assessing visual functioning in a child with low vision. In FicocielloC., & BarrettS. (Eds.), Prevocational and vocational training for the deaf-blind (pp. 63–66). Dallas, TX: South Central Regional Center for Services to Deaf-Blind Children.
5.
HicksW. (1985). Psychological, developmental, and mental health issues of deaf-blindness. In StahleckerJ., GlassL., & MachalowS. (Eds.), State-of-the-art: Research priorities in deaf-blindness (pp. 39–55). San Francisco: University of California, Center on Mental Health and Deafness.
6.
KinneyR. (1972). Independent living without vision or hearing.Arlington Heights, IL: Gray Dove.
7.
MartinD.S. (1985). Editor. Cognition, education and deafness.Washington, DC: Gallaudett College Press.
8.
MaxsonB.J., TedderN.E., LambA.M., GiesenJ.M., & MarmionS. (1988). Education of deaf-blind youth: Teacher characteristics and program issues.RE:view, 21(1), 39–48.
9.
MillerS. (1977). Audiological assessment of deaf blind children. In FicocielloC., & BarrettS. (Eds.), Prevocational and vocational training for the deaf-blind (pp. 67–73). Dallas, TX: South Central Regional Center for Services to Deaf-Blind Children.
10.
MithaugD. (1975). The relationship between training activities and job placement on vocational rehabilitation. In HagmeierL. (Ed.), Prevocational stepping stones for deaf-blind children (pp. 22–33). Seattle, WA: Northwest Center for Deaf-Blind Children.
11.
SimpsonF. (1980). Prevocational perspective maximizing all aspects of adjustment.Journal of Visual Impairment & Blindness, 74, 39–41.
12.
SmithdasR. (1976). Implications of deaf-blindness. Paper presented at the workshop on Usher's syndrome, Helen Keller National Center, Sands Point, NY.
13.
TeskeJ. (1975). Parents are people. In TeskeJ. (Ed.), Presentations for parents (pp. 6–7). Denver: Colorado Department of Education, Mountain Plains Regional Center for Services to Deaf-Blind Children.
14.
WolfE., DelkM., & ScheinJ. (1982). Needs assessment of services to deaf-blind individuals, final report.Silver Spring, MD: REDEX.
15.
WriterJ. (1985). Research on educational practices and procedures employed with children and youth who are deaf-blind: Past, present, and future perspectives. In StahleckerJ., GlassL., & MachalowS. (Eds.), State-of-the-art: Research priorities in deaf-blindness (pp. 79–122). San Francisco: University of California, Center on Mental Health and Deafness.
