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This article by Lauren Lieberman offers some important guidelines for developing and adapting activities for people who are deafblind. Specific examples are included.
Source: National Center on Deaf-Blindness (NCDB)Linda Burkhart outlines the many skills that can be reinforced through adapted play, including cognitive, communication, and fine and gross motor skills. She also offers suggestions for expanding communication skills and interaction through play.
Source: Simplified TechnologyPractical advice for organizing the kitchen, using appliances, pouring liquids, cooking, and setting the table; includes links to demonstration videos and online classes.
Source: Lighthouse InternationalMaking the home environment safe and well organized; focuses on lighting, glare, contrast, organization, and eliminating hazards; available in English and Spanish.
Source: American Foundation for the Blind (AFB)These suggestions are aimed at families, but are equally valuable to other caregivers and teachers. Adaptations include strategies to optimize a child's use of vision, using textures and touch to provide clues, enhancing safety, and maximizing organization.
Source: FamilyConnect for Parents of Children with Visual ImpairmentsThis 7-minute video was created by Elina Mullen, Ed.D. and demonstrates different types of equipment for various sports, such as hockey, racquet games, and more.
Source: Texas School for the Blind and Visually ImpairedMatt LaCortiglia, Adaptive Physical Education Teacher at Perkins School for the Blind, presents a FAIER planning model to develop physical activities for individuals with disabilities.
Source: Perkins School for the BlindAimed at professionals: understanding and assisting with the losses and adjustment stages that an adult encounters when experiencing vision loss.
Source: Alliance for Equality of Blind CanadiansAge-related eye and vision conditions, driving safely after 60, and dealing with vision loss.
Source: American Optometric AssociationBarbara Cheadle's child-rearing advice for parents whose children have visual impairments.
Source: Future Reflections, 2004, National Federation of the Blind (NFB)This article suggests bringing a buddy to an IEP meeting, and also lists strategies for parents to try if it appears that the meeting will be stressful; also available in Spanish.
Source: Texas School for the Blind and Visually Impaired (TSBVI)In this webcast, Diana Autin presents family companion guides that include fact sheets, mini-guides and an IEP Meeting Checklist. These materials provide a framework to support the development of meaningful, appropriate programming for students with deafblindness.
Source: Perkins eLearningThis site's state-by-state menu makes it easy to locate, in one place, agency contact information for Accessible Information Materials and National Instructional Materials Accessibility Standard(NIMAS) for your U.S. state or territory.
Source: National Center on Accessible Educational MaterialsA non-governmental umbrella organization of agencies and associations that serve people in Africa who are blind or visually impaired.
Source: African Union of the BlindThis 190-page report describes "the experiences of youth with disabilities … in their first 2 years out of high school." Their findings indicated that "up to 2 years after leaving high school, almost 8 in 10 out-of-school youth with disabilities have been engaged in postsecondary education, paid employment, or training to prepare them for employment." Requires Adobe Acrobat Reader.
Source: National Longitudinal Transition StudyIdentifies various types of transition assessment, guidelines for conducting an assessment, and criteria for selection of assessment tools.
Source: National Secondary Transition Technical Assistance Center (NSTTAC)This document helps parents prepare their children for legal majority. It explains guardianship, the transfer of rights, and considerations about graduation.
Source: National Center on Secondary Education and Transition (NCSET)A 10-page table that illustrates evidence-based practices that support implementation of in-school predictors of post-school success.
Source: NTACT