Improving Access for Students Who Are Deaf-Blind Through Collaboration.
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| Title: | Improving Access for Students Who Are Deaf-Blind Through Collaboration. |
|---|---|
| Authors: | Schles, Rachel Anne1 (AUTHOR) Rachel.Schles@Vanderbilt.edu, Low, Jasmine1 (AUTHOR), Conway, Allison2 (AUTHOR), Petersen, Danielle M.3 (AUTHOR) |
| Source: | Teaching Exceptional Children. May/Jun2026, Vol. 58 Issue 5, p298-306. 9p. |
| Subject Terms: | *Individualized education programs, *Teaching teams, *Sensory disorders, *Means of communication for deaf people, *Authentic assessment, Peer communication, Professional employees, Transition to adulthood |
| Abstract: | This article focuses on educational strategies and collaborative practices to support students who are deaf-blind, illustrated through case examples of two students, Maya and Antonio, with complex sensory and additional disabilities. It emphasizes the importance of individualized education programs (IEPs) informed by high-quality, tailored assessments and the coordinated efforts of specialized professionals—including teachers of students with visual impairments (TVIs), teachers of the deaf/hard-of-hearing (TODs), orientation and mobility (O&M) specialists, educational interpreters (EIs), and interveners—to address students’ unique communication, sensory, and mobility needs. The article highlights challenges such as limited availability of teachers of deaf-blind students (TDBs), the need for authentic assessments in natural settings, and the critical role of accommodations that balance sensory access with emotional well-being. It also underscores the significance of fostering peer communication and social inclusion, as well as preparing students for postsecondary transition through ongoing collaboration and individualized supports. [Extracted from the article] |
| Copyright of Teaching Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194777759 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Improving Access for Students Who Are Deaf-Blind Through Collaboration. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Schles%2C+Rachel+Anne%22">Schles, Rachel Anne</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Rachel.Schles@Vanderbilt.edu</i><br /><searchLink fieldCode="AR" term="%22Low%2C+Jasmine%22">Low, Jasmine</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Conway%2C+Allison%22">Conway, Allison</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Petersen%2C+Danielle+M%2E%22">Petersen, Danielle M.</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Teaching+Exceptional+Children%22">Teaching Exceptional Children</searchLink>. May/Jun2026, Vol. 58 Issue 5, p298-306. 9p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Individualized+education+programs%22">Individualized education programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+teams%22">Teaching teams</searchLink><br />*<searchLink fieldCode="DE" term="%22Sensory+disorders%22">Sensory disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Means+of+communication+for+deaf+people%22">Means of communication for deaf people</searchLink><br />*<searchLink fieldCode="DE" term="%22Authentic+assessment%22">Authentic assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+communication%22">Peer communication</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+employees%22">Professional employees</searchLink><br /><searchLink fieldCode="DE" term="%22Transition+to+adulthood%22">Transition to adulthood</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article focuses on educational strategies and collaborative practices to support students who are deaf-blind, illustrated through case examples of two students, Maya and Antonio, with complex sensory and additional disabilities. It emphasizes the importance of individualized education programs (IEPs) informed by high-quality, tailored assessments and the coordinated efforts of specialized professionals—including teachers of students with visual impairments (TVIs), teachers of the deaf/hard-of-hearing (TODs), orientation and mobility (O&M) specialists, educational interpreters (EIs), and interveners—to address students’ unique communication, sensory, and mobility needs. The article highlights challenges such as limited availability of teachers of deaf-blind students (TDBs), the need for authentic assessments in natural settings, and the critical role of accommodations that balance sensory access with emotional well-being. It also underscores the significance of fostering peer communication and social inclusion, as well as preparing students for postsecondary transition through ongoing collaboration and individualized supports. [Extracted from the article] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Teaching Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194777759 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/00400599251340639 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 298 Subjects: – SubjectFull: Individualized education programs Type: general – SubjectFull: Teaching teams Type: general – SubjectFull: Sensory disorders Type: general – SubjectFull: Means of communication for deaf people Type: general – SubjectFull: Authentic assessment Type: general – SubjectFull: Peer communication Type: general – SubjectFull: Professional employees Type: general – SubjectFull: Transition to adulthood Type: general Titles: – TitleFull: Improving Access for Students Who Are Deaf-Blind Through Collaboration. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Schles, Rachel Anne – PersonEntity: Name: NameFull: Low, Jasmine – PersonEntity: Name: NameFull: Conway, Allison – PersonEntity: Name: NameFull: Petersen, Danielle M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May/Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 00400599 Numbering: – Type: volume Value: 58 – Type: issue Value: 5 Titles: – TitleFull: Teaching Exceptional Children Type: main |
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