A guide to planning and support for individuals who are deafblind:
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Toronto [u.a.]
Univ. of Toronto Press
1999
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XXXI, 554 S. |
| ISBN: | 0802042422 |
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| 245 | 1 | 0 | |a A guide to planning and support for individuals who are deafblind |c ed. by John M. McInnes |
| 264 | 1 | |a Toronto [u.a.] |b Univ. of Toronto Press |c 1999 | |
| 300 | |a XXXI, 554 S. | ||
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Datensatz im Suchindex
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| adam_text | Contents
PREFACE Xxiii
CONTRIBUTORS XXVii
(
1 1 Deafblindness: A Unique Disability john m. mcinnes 3
Introduction 3
Background 3
Causes of Deafblindness 4
Problems of Identification 5
Who Should Be Treated as Deafblind? 5
A Defining Question 5
. Recognition of Deafblindness as a Single Disability 8
: Alternative Labels 8
Errors in Identification 9
Most Significant Disability Error 9
Identification as Intellectually Challenged Error 9
Additional Disabilities Error 12
Premature Infants Identification Question 13
Combining Experts from Other Fields Error 15
Problems Faced by the Individual Who Is Deafblind 15
Modelling 16
Developing a Learning Style 16
Incidental Learning 17
Communication 17
Motivation 18
I
x Contents
Reaction Sequence 90
Level One 90
Level Two 92
Level Three 93
Level Four 94
Generalizing the Instructional Intervention Model to All Ages and
Levels of Functioning 94
Infants and Children 94
Adults 95
Social Intervention 96
The Ten Commandments of Deafblind Culture 98
One Activity Period, Several Types of Intervention 98
Mother Providing Intervention during a Routine Activity 99
A Three Year Old at the Park with His Sister Who is Acting as an
Intervenor 102
A Twelve Year Old in a Primary Classroom with His Intervenor 105
An Eighteen Year Old and Her Intervenor Discussing What They
Will Do 113
Additional Considerations 116
Summary 117
4 Communication i. r0dbroe and j. souriau 119
Introduction 119
The Focus Group 119
The History of Deafblind Education 120
Communication Is a Basic Need 121
Lack of Natural Context 121
Chapter Content 122
Core Strategies of Intervention 122
Creating a Natural Context for Communicative Development 122
Use the Strong Channels and Try to Instrument the Residual
Senses 123
Sensitivity and Child Directed Intervention 123
Repetition and Novelty 124
Using Activities to Develop Communication 124
How Communication Develops 125
Communication Is a Co Created Process 125
It Happens in Social Interactive Play 126
Communication Exists and Develops at a Pre verbal Stage 126
Neurological, Cognitive, and Social Conditions for Developing
Communication 128
Contents xi
What Is Communication For and About? 129
Communication and Language Develop within Play 129
|: Communication Is Developing as Long as the Flow Interaction Is Not
I Broken 130
,i Many Aspects of Communicative Development Are Not Related to
Age 131
! Frameworks for Communicative Events with Congenitally Deafblind
People 131
j Primary Intersubjectivity 132
•. Secondary Intersubjectivity 136
Emergence of Symbolic Aspects of Communication 140
, Introducing Semantics and Linguistics 143
Cognitive and Information Processing Problems in Communicative
Development of Deafblind People 146
Specific Challenges 146
t Summary 148
5 Neurobiological Development and Cognition in the
Deafblind douglas l. geenens, do 150
Introduction 150
The Development of Intelligence 151
Current Theories in Cognitive Development 153
Neurobiological Correlates to Cognitive Development 156
Sensory Deprivation and Brain Development 158
j Psychological Testing and Deafblindness 160
Current Assessment Tools for the Deafblind 164
Patterns of Cognitive Development in the Deafblind 165
The Role of the Intervenor 166
Proposed Course of Action 167
Case Studies 169
Case Study 1 169
Case Study 2 170
Summary 171
6 Social Relationships and Behaviour Gary bridgett 175
Introduction 175
Emotional Bonding 176
Emergence of Self 176
Awareness of the Environment and Options 176
Management of Emotions 177
viii Contents
Self Stimulation 21
Discipline 22
Problems Due to the Low Incidence of Deafblindness 22
No Pool of Community Knowledge 23
Need for Intervention Misunderstood 23
Establishing Self Fulfilling Prophecies 24
Need for an Appropriate Personal Plan 25
A Canadian Approach 27
Introduction 27
Identification 27
The Individual 28
A Low Incidence Disability 28
The Family and the Individual 29
A Personal Plan 30
Professionals 31
Intervention 31
Conclusion 32
Summary 32
2 Developing a Personal Plan john m. mcinnes 34
Introduction 34
Background 35
Why a Personal Plan Is Needed 35
The Personal Plan 39
The Basis of the Plan 39
The Purpose of Writing a Personal Plan 39
Writing a Personal Plan 41
A Basic Concept 41
Plan Content 43
Part One: Personal History 43
Health History 44
Therapeutic History 44
Developmental and Educational History 45
Family History 45
Accumulation and Wording of Material 45
Part Two: The Present Level of Functioning 46
Key Result Areas 50
Part Three: Five Year Goals 52
What Are Goals? 53
Writing the Five Year Goals 55
xii Contents
Aspects of Early Bonding 178
Bonding 178
Lifesphere and Landscape 178
Pendulum Movement 179
The Mother Bond 179
Awareness of Self and Other 181
Self Awareness 181
Emergence of Emotions 182
Other Awareness 182
Awareness of the Environment 183
Stages of Interaction 184
Management of Emotions 187
Recreation 188
Behaviour Management 189
Stage 1: Identification 190
Stage 2: Analysis 190
Category 1: Medical 192
Category 2: Communication 192
Category 3: Appropriate Programming 193
Category 4: Consistency of Expectations 195
Stage 3: Development of Strategies 195
Intervention 195
Time in, Not Time out 196
Concrete Support 196
Behaviour Shaping 197
Skill Building 197
Choices 198
Stage 4: Implementation 198
Stage 5: Evaluation 199
Final Thoughts 199
Summary 199
7 Social/Sex Education for Children and Youth Who Are
Deafblind tom miller 201
Introduction 201
Problem Overview 201
Some Aspects to Consider in Social/Sex Education for Individuals
with Disabilities 202
Ourselves and Society 202
The Individual with Deafblindness 206
Contents xiii
Content: What and When to Teach 208
Social/Sex Education Core Curriculum 210
Techniques 212
|! Role Playing 216
; In Vivo Counseling/Teaching 216
Photos, Slides, Pictures, Drawings 217
Video 217
Models 217
; Books, Audiotapes 218
j Peer Support Groups 218
1 Pulling It All Together 218
Policy Development: Moving Ahead 220
Summary 221
8 A Family Viewpoint norman brown and gini cloke 227
Introduction 227
Special but Ordinary 228
The Importance of Emotional Engagement 229
Emotional Reality 231
Emotion and Reason 233
Aiding Adjustment 234
Mutual Respect and Recognition 235
Coordination of Input 237
The Specialist in Deafblindness 237
Family Environment 238
Mothers and Fathers 240
Honesty 241
Brothers and Sisters 242
The Extended Family 244
Social Changes 244
Single Parents 245
Personal Identity 246
Changes over Time 246
Advice to Education Services 247
Transition 248
Priorities 248
Confidence 250
Post School Separation 252
Letting Go 253
A Final Word 256
j Contents ix
ii
!
j Part Four: Twelve Month Objectives 56
! Writing Behavioural Objectives 57
Part Five: Resources Required for Implementation (Optional) 61
Part Six: Implementation Schedule (Optional) 61
Implementing the Personal Plan 61
The Actions of the Intervenor 62
i
Creating a Reactive Environment 63
Parental Involvement in Personal Plan Development and
Implementation 68
Support for the Primary Caregiver 69
Intervention as Parental Relief 69
Involvement of Family Members 70
A Community Support System 70
Additional Points to Consider 71
Summary 72
1 Answers to the Questions 73
3 Intervention john m. Mcinnes 75
Introduction 75
Defining Intervention 76
Intervention as an Operational Concept 77
Intervention as a Philosophical Concept 78
Confusion Concerning Intervention 78
The Intervenor 79
: The Role of the Intervenor 80
General Intervention 80
Suggestions for Providing General Intervention 82
Approaching a Deafblind Person 82
Further Suggestions 87
Cues and Objects of Reference 87
Facilitating Expressive and Interactive Communication 87
Don t Talk At, Interact With 88
Baby Talk Signing 88
Do With, Not For 88
A Total Communication Approach 89
Feedback and Support 89
The Wrong Kind, Not Too Much Intervention 89
Instructional Intervention 90
Presentation Sequence 90
Interaction Sequence 90
xiv Contents
Ten Commandments 256
Actual Bereavement 257
Summary 259
9 The Preschool Years john m. mcinnes 261
Introduction 261
Overview 262
Identification and Referral 263
Identification 263
Referral 263
Initial Evaluation 264
The Process 264
Initial Evaluation Location 265
Initial Evaluation Interaction 266
The Team 266
Purpose of the Initial Evaluation 266
The Recorder 267
The Interactor 267
Parental Questions 269
Initiating Parental Consultation 269
Personal Plan Development and Implementation 270
Formative Evaluation 271
Writing the Preschooler s Personal Plan 273
Training for Parents, Family, and Community Professionals 274
Introduction of Non Family Intervenor(s) in the Home and Preschool
Settings 275
In the Home 275
In the Preschool Setting 276
Preschool and Community Services 277
Preparation for the School Years 278
Additional Considerations during the Preschool Years 281
Requests for Support Seen as Excessive 281
Family Failing 282
Appropriate Support for the Family 282
When Available Resources Restrict Support 283
Alternative Approaches to Support james Gallagher 283
Summary 285
10 The Community Based School Option carolyn Monaco and
LINDA MAMER 287
The Community School: A Viable Option? 287
{
, Contents xv
Making the Decision 287
Elements to Consider in Potential Placements 289
An Effective Team Approach 290
The Members of the Team 290
The Benefits of Developing an Effective Team Approach 290
The Roles of the Members of the Team 290
The Educational Program 293
Educational Program Development 293
Designing the Educational Program 296
Personal Plan Binder for Students with Deafblindness 299
Contents 299
The Five Key Factors for Effective Inclusion 301
A Knowledgeable and Supportive Family or Primary
Caregiver 301
Supportive School Personnel at All Levels 302
An Appropriate Educational Placement and Program 303
Supportive Community Personnel and Services 304
Appropriate Intervention 305
Commonly Asked Questions/Issues about School Intervenors 305
Summary 307
11 The Residential School Option susan Campbell, mark demerling,
JANIS McGLINCHEY, AND ELIZABETH VAN KIMMENAEDE 317
Introduction 317
The Residential School 318
What to Consider in a Residential School 319
Family Invol vement 319
The Development, Implementation, and Evaluation of
a Personal Plan 322
The Staff to Student Ratio 333
Staff Training in the Residential School Setting 336
Consistency of Approach 337
Residence Workers 339
Transition from the Residential School to an Adult
Community 340
: Stage 1: The Pseudo Apartment Setting 341
Stage 2: The Transition Housing Project 341
Stage 3: Transition to Adult Services 343
Support Services 346
Conclusion 347
Summary 348
xvi Contents
12 Community Based Adult Programs connie taylor southall and
LAUREN SMITH 351
Introduction 351
Background 352
Adults Who Have Received Appropriate Programming and
Support 352
Adults Who Have Been Home Based without Appropriate Support 353
Adults Who Have Come From an Institutional Setting 353
Transition 354
Advanced Planning 354
Parental Concerns 354
The Medical Aspects of Transition 355
Transitions for Young Adults Who Received Appropriate Services 355
Transition for Young Adults Who Did Not Receive Appropriate
Services 355
Adults Moving from an Institutional or Other Care Facility 356
Other 356
Programming 357
Basis for Personal Plan Development 357
Sources of Information 357
Identifying Key Result Areas 358
Plan Content for the Congenitally Deafblind Adult 358
Recreation 360
Vocation 363
Implementing the Personal Plan 364
Plan Ownership 364
Two Underlying Goals 365
Utilizing Activities 365
Calendars 368
The Calendar Process 369
Points to Remember 371
Challenging Behaviours 372
Communication and Challenging Behaviours 373
Congenital Rubella Syndrome and Challenging Behaviours 374
Challenging Behaviours in the Community 374
Late Manifestations of Rubella 375
Sexuality 376
Intervention 376
The Need for Intervention 378
Hiring an Intervenor 378
Contents xvii
The Hiring Process 379
Conclusion 382
Summary 383
13 Creating and Maintaining a Support System: An Analysis Based on
Experiences at Sense rodney clark and malcolm matthews 384
Introduction 384
Contents 385
The U.K. Environment 386
Organization 389
Need 391
Support 394
Attitudes 397
Growth of the Organization 398
Difficulties 404
Pluses and Minuses 405
Essential Elements 409
Conclusions and Statements 409
Starting 412
Influencing or Providing? 413
Choosing the Focus 414
A Support System 414
Creating Community Awareness 416
Bringing about Change 419
Fund Raising for a Voluntary Organization 420
Direct Marketing 422
: Targeted Appeals 422
Field Revenue Team 423
Company Fundraising 424
Trust Fundraising 424
Sense s Charity Shops 424
Fundraising Professionalism 425
The Long Slow Haul: Specialist Training in Deafblind
Services 425
Children 426
Adults 427
Last Word 429
14 Advocacy Stanley munroe 430
What Is Advocacy? 430
xviii Contents
Advocacy for Congenitally and Early Adventitiously Deafblind
Individuals 431
Why Is Advocacy Different for Persons Who Are Deafblind? 432
The Uniqueness of the Disability 432
Deafblindness Is a Low Incidence Disability 433
The Lack of Public Awareness 434
The Absence of a Pool of Community Professional and Semi
Professional Knowledge 434
Special Educational Needs 435
Advocacy from the Parent s Perspective 436
Family Education and Awareness Training Needs 437
Establishing an Ongoing Advocacy Process 439
Intervenors as Advocates 439
Different Forms of Advocacy 440
Individual Advocacy 440
Professional Advocacy 440
Political Advocacy 440
Organizational Advocacy 440
The Process of Advocacy 442
Prerequisites to Begin Advocacy 442
Good Advocacy Practices 442
General Considerations 442
Additional Useful Procedures or Tips 443
The First Meeting 444
The Follow up Letter 447
Subsequent Meetings with Higher Authorities 449
Other Advocacy Techniques 450
Lobbying through Letters 450
Preparing Briefs 450
Lobbying Elected Officials 450
Using the Media 451
Summary 452
15 Physiotherapy for the Multiply Challenged Deafblind
Individual sheila eisler 454
Introduction 454
Programming 455
Medical and Other Problems 455
Non Medical Considerations 456
Contents xix
Program Goals 456
Initial Approach 456
Assessment 457
Implementing the Program 459
Helpful Hints for Working with Infants 459
Programming for Children, Youth, and Adults 460
Hydrotherapy and Swimming Pools 462
Practical Applications of Physiotherapy Exercises 462
Spasticity 463
Improvement of Muscle Power 463
Balance 463
Coordination and Control 463
Hand Exercises 464
Lying 466
Four Point Kneeling 466
Crawling 467
Sitting on the Floor 467
High Sitting 467
Standing 467
Gait 467
Conclusion 468
Summary 468
16 Intervenor, Teacher, and Consultant Training margot mcGRATH
HARDING, WILLIAM THOMPSON, AND JOHN M. MclNNES 470
Introduction 470
Intervenor Training 470
Introduction 470
The Interview Process 470
Information 473
Observation Time 476
Hands on Work 477
Post Employment Training 479
Academically Based Training Programs 480
Family Situations 482
Family Members as Intervenors 483
Teacher Training 484
Introduction 484
Training 485
xx Contents
Parti 485
Part II 487
Part III 488
Consultant Training john m. mcinnes 489
Introduction 489
Sources of Recruitment 489
Areas of Knowledge Required 489
The Consultant s Role 491
Caseload 492
Summary 493
17 Final Thoughts bryndis viglundsdottir 496
18 Resources john m. mcinnes 506
National Programs 506
Argentina 506
Australia 506
Austria 509
Belgium 509
Brazil 510
Bulgaria 510
Canada 510
Czech Republic 515
Denmark 516
Estonia 517
Finland 517
France 519
Germany 519
Ghana 521
Greece 521
Hungary 521
Iceland 522
India 522
Ireland 522
Israel 523
Italy 523
Japan 523
Kenya 525
Lithuania 525
Malaysia 525
Contents xxi
Netherlands 525
New Zealand 526
Norway 527
Philippines 528
Poland 529
Portugal 529
Romania 529
Russia 529
Singapore 530
Slovakia 530
South Africa 531
Spain 531
Sweden 531
Switzerland 531
United Kingdom 532
United States of America 535
International Programs 542
Deafblindness on the Internet 543
glossary 547
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| spelling | A guide to planning and support for individuals who are deafblind ed. by John M. McInnes Toronto [u.a.] Univ. of Toronto Press 1999 XXXI, 554 S. txt rdacontent n rdamedia nc rdacarrier Sozialdienst (DE-588)4077559-8 gnd rswk-swf Taubblindheit (DE-588)4117175-5 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Taubblindheit (DE-588)4117175-5 s Sozialdienst (DE-588)4077559-8 s DE-604 MacInnes, John M. Sonstige oth HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=008746772&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | A guide to planning and support for individuals who are deafblind Sozialdienst (DE-588)4077559-8 gnd Taubblindheit (DE-588)4117175-5 gnd |
| subject_GND | (DE-588)4077559-8 (DE-588)4117175-5 (DE-588)4143413-4 |
| title | A guide to planning and support for individuals who are deafblind |
| title_auth | A guide to planning and support for individuals who are deafblind |
| title_exact_search | A guide to planning and support for individuals who are deafblind |
| title_full | A guide to planning and support for individuals who are deafblind ed. by John M. McInnes |
| title_fullStr | A guide to planning and support for individuals who are deafblind ed. by John M. McInnes |
| title_full_unstemmed | A guide to planning and support for individuals who are deafblind ed. by John M. McInnes |
| title_short | A guide to planning and support for individuals who are deafblind |
| title_sort | a guide to planning and support for individuals who are deafblind |
| topic | Sozialdienst (DE-588)4077559-8 gnd Taubblindheit (DE-588)4117175-5 gnd |
| topic_facet | Sozialdienst Taubblindheit Aufsatzsammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=008746772&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT macinnesjohnm aguidetoplanningandsupportforindividualswhoaredeafblind |