First published in 2000. Resources and training material about children who are deafblind are all too rare. The principles of contact, communication and learning are fundamental; they apply to us all. The process of putting these same principles into practice with children who are deafblind can be complex, incremental and challenging. This book rewards the reader by identifying what contact, communication and learning can mean for a deafblind child. At the same time it sets out detailed guidance on practice. Throughout, information is given with a rare insight and compassion for children with these very special needs.
Acknowledgements iv Foreword v Preface vi Contributors vii Understanding deafblindness 1(34) Stuart Aitken Creating a communicating environment 35(48) Laura Pease Personal and social development 83(36) Catherine Clark Holistic assessment 119(22) Jane T. Eyre Curricular frameworks 141(26) Olga Miller Marion McClarty Effective teaching and learning 167(33) Liz Hodges Deafblindness and society 200(35) Stuart Aitken Further reading 235(3) Glossary 238(7) Index 245
Stuart Aitken is Principal Officer (Research and Practice) with Sense Scotland, and Senior Research Fellow with the CALL Centre, which is located in the Faculty of Education, University of Edinburgh. Marianna Buultjens is the Coordinator of the Scottish Sensory Centre at Moray House Institute of Education, University of Edinburgh. Catherine Clark is the head teacher of Carnbooth School. A Glasgow City Council school, Carnbooth is the only provision for pupils with a dual sensory impairment in Scotland. Jane T Eyre is assistant head teacher at Carnbooth School. She has been involved with deafblind education for approximately fourteen years, mostly working hands on with deafblind students of all ages and abilities. Laura Pease is Head of the School for Children with Sensory Impairment and Learning Difficulties at Whitefield Schools and Centre in London.
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