A guide to planning and support for individuals who are deafblind /:
In this collection of leading experts in the field address the problems of parents, intervenors, and professionals who work with people who have been dead-blind since birth or from a very early age.
Gespeichert in:
| Weitere Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Toronto :
University of Toronto Press,
©1999.
|
| Schriftenreihe: | Book collections on Project MUSE.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | In this collection of leading experts in the field address the problems of parents, intervenors, and professionals who work with people who have been dead-blind since birth or from a very early age. Individuals who are congentially deaf-blind face the same challenges as those who become deafblind later in life, but they have not had the same opportunity to develop the communications sills and a conceptual base needed to construct an understanding of the world. The contributors address identification of deafblindness, planning and intervention, development, family support, and education. |
| Beschreibung: | 1 online resource (xxxi, 554 pages) : forms |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9781442670341 1442670347 1282025910 9781282025912 9786612025914 6612025913 |
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| 049 | |a MAIN | ||
| 245 | 0 | 2 | |a A guide to planning and support for individuals who are deafblind / |c edited by John M. McInnes. |
| 260 | |a Toronto : |b University of Toronto Press, |c ©1999. | ||
| 300 | |a 1 online resource (xxxi, 554 pages) : |b forms | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 504 | |a Includes bibliographical references. | ||
| 520 | |a In this collection of leading experts in the field address the problems of parents, intervenors, and professionals who work with people who have been dead-blind since birth or from a very early age. | ||
| 520 | |a Individuals who are congentially deaf-blind face the same challenges as those who become deafblind later in life, but they have not had the same opportunity to develop the communications sills and a conceptual base needed to construct an understanding of the world. The contributors address identification of deafblindness, planning and intervention, development, family support, and education. | ||
| 505 | 0 | |a CONTENTS -- PREFACE -- CONTRIBUTORS -- 1 Deafblindness: A Unique Disability -- Introduction -- Background -- Causes of Deafblindness -- Problems of Identification -- Who Should Be Treated as Deafblind? -- A Defining Question -- Recognition of Deafblindness as a Single Disability -- Alternative Labels -- Errors in Identification -- Most Significant Disability Error -- Identification as Intellectually Challenged Error -- Additional Disabilities Error -- Premature Infants Identification Question -- Combining Experts from Other Fields Error | |
| 505 | 8 | |a Problems Faced by the Individual Who Is DeafblindModelling -- Developing a Learning Style -- Incidental Learning -- Communication -- Motivation -- Self-Stimulation -- Discipline -- Problems Due to the Low Incidence of Deafblindness -- No Pool of Community Knowledge -- Need for Intervention Misunderstood -- Establishing Self-Fulfilling Prophecies -- Need for an Appropriate Personal Plan -- A Canadian Approach -- Introduction -- Identification -- The Individual -- A Low-Incidence Disability -- The Family and the Individual -- A Personal Plan | |
| 505 | 8 | |a ProfessionalsIntervention -- Conclusion -- Summary -- 2 Developing a Personal Plan -- Introduction -- Background -- Why a Personal Plan Is Needed -- The Personal Plan -- The Basis of the Plan -- The Purpose of Writing a Personal Plan -- Writing a Personal Plan -- A Basic Concept -- Plan Content -- Part One: Personal History -- Health History -- Therapeutic History -- Developmental and Educational History -- Family History -- Accumulation and Wording of Material -- Part Two: The Present Level of Functioning -- Key Result Areas | |
| 505 | 8 | |a Part Three: Five-Year GoalsWhat Are Goals? -- Writing the Five-Year Goals -- Part Four: Twelve-Month Objectives -- Writing Behavioural Objectives -- Part Five: Resources Required for Implementation (Optional) -- Part Six: Implementation Schedule (Optional) -- Implementing the Personal Plan -- The Actions of the Intervenor -- Creating a Reactive Environment -- Parental Involvement in Personal Plan Development and Implementation -- Support for the Primary Caregiver -- Intervention as Parental Relief -- Involvement of Family Members -- A Community Support System | |
| 505 | 8 | |a Additional Points to ConsiderSummary -- Answers to the Questions -- 3 Intervention -- Introduction -- Defining Intervention -- Intervention as an Operational Concept -- Intervention as a Philosophical Concept -- Confusion Concerning Intervention -- The Intervenor -- The Role of the Intervenor -- General Intervention -- Suggestions for Providing General Intervention -- Approaching a Deafblind Person -- Further Suggestions -- Cues and Objects of Reference -- Facilitating Expressive and Interactive Communication -- Don't Talk At, Interact With | |
| 546 | |a English. | ||
| 650 | 0 | |a Deafblind people. |0 http://id.loc.gov/authorities/subjects/sh85014878 | |
| 650 | 0 | |a Blindness. |0 http://id.loc.gov/authorities/subjects/sh85014886 | |
| 650 | 0 | |a People with disabilities. |0 http://id.loc.gov/authorities/subjects/sh85058663 | |
| 650 | 2 | |a Blindness |0 https://id.nlm.nih.gov/mesh/D001766 | |
| 650 | 2 | |a Visually Impaired Persons |0 https://id.nlm.nih.gov/mesh/D019987 | |
| 650 | 2 | |a Deafness |0 https://id.nlm.nih.gov/mesh/D003638 | |
| 650 | 2 | |a Persons With Hearing Impairments |0 https://id.nlm.nih.gov/mesh/D019986 | |
| 650 | 2 | |a Disabled Persons |0 https://id.nlm.nih.gov/mesh/D006233 | |
| 650 | 6 | |a Personnes sourdes-aveugles. | |
| 650 | 6 | |a Personnes sourdes-aveugles |x Services aux. | |
| 650 | 6 | |a Cécité. | |
| 650 | 6 | |a Personnes handicapées. | |
| 650 | 7 | |a blindness. |2 aat | |
| 650 | 7 | |a SOCIAL SCIENCE |x People with Disabilities. |2 bisacsh | |
| 650 | 7 | |a EDUCATION |x Special Education |x Physical Disabilities. |2 bisacsh | |
| 650 | 7 | |a People with disabilities |2 fast | |
| 650 | 7 | |a Blindness |2 fast | |
| 650 | 7 | |a Deafblind people |2 fast | |
| 650 | 1 | 7 | |a Doofblindheid. |2 gtt |
| 650 | 1 | 7 | |a Hulpverlening. |2 gtt |
| 655 | 0 | |a Electronic books. | |
| 655 | 2 | |a Popular Work |0 https://id.nlm.nih.gov/mesh/D020496 | |
| 700 | 1 | |a McInnes, J. M. |q (John M.), |e editor. |1 https://id.oclc.org/worldcat/entity/E39PCjGvFTDQR9Pp4JpFqkjkwy |0 http://id.loc.gov/authorities/names/n83064151 | |
| 758 | |i has work: |a A guide to planning and support for individuals who are deafblind (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGkYPCpyybCtdwCK8dJcrq |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |t Guide to planning and support for individuals who are deafblind. |d Toronto : University of Toronto Press, ©1999 |z 9780802042422 |w (DLC) 00265960 |w (OCoLC)40813742 |
| 830 | 0 | |a Book collections on Project MUSE. | |
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Datensatz im Suchindex
| DE-BY-FWS_katkey | ZDB-4-EBA-ocn666911966 |
|---|---|
| _version_ | 1816881739671273472 |
| adam_text | |
| any_adam_object | |
| author2 | McInnes, J. M. (John M.) |
| author2_role | edt |
| author2_variant | j m m jm jmm |
| author_GND | http://id.loc.gov/authorities/names/n83064151 |
| author_facet | McInnes, J. M. (John M.) |
| building | Verbundindex |
| bvnumber | localFWS |
| callnumber-first | H - Social Science |
| callnumber-label | HV1597 |
| callnumber-raw | HV1597 .G85 1999 |
| callnumber-search | HV1597 .G85 1999 |
| callnumber-sort | HV 41597 G85 41999 |
| callnumber-subject | HV - Social Pathology, Criminology |
| collection | ZDB-4-EBA |
| contents | CONTENTS -- PREFACE -- CONTRIBUTORS -- 1 Deafblindness: A Unique Disability -- Introduction -- Background -- Causes of Deafblindness -- Problems of Identification -- Who Should Be Treated as Deafblind? -- A Defining Question -- Recognition of Deafblindness as a Single Disability -- Alternative Labels -- Errors in Identification -- Most Significant Disability Error -- Identification as Intellectually Challenged Error -- Additional Disabilities Error -- Premature Infants Identification Question -- Combining Experts from Other Fields Error Problems Faced by the Individual Who Is DeafblindModelling -- Developing a Learning Style -- Incidental Learning -- Communication -- Motivation -- Self-Stimulation -- Discipline -- Problems Due to the Low Incidence of Deafblindness -- No Pool of Community Knowledge -- Need for Intervention Misunderstood -- Establishing Self-Fulfilling Prophecies -- Need for an Appropriate Personal Plan -- A Canadian Approach -- Introduction -- Identification -- The Individual -- A Low-Incidence Disability -- The Family and the Individual -- A Personal Plan ProfessionalsIntervention -- Conclusion -- Summary -- 2 Developing a Personal Plan -- Introduction -- Background -- Why a Personal Plan Is Needed -- The Personal Plan -- The Basis of the Plan -- The Purpose of Writing a Personal Plan -- Writing a Personal Plan -- A Basic Concept -- Plan Content -- Part One: Personal History -- Health History -- Therapeutic History -- Developmental and Educational History -- Family History -- Accumulation and Wording of Material -- Part Two: The Present Level of Functioning -- Key Result Areas Part Three: Five-Year GoalsWhat Are Goals? -- Writing the Five-Year Goals -- Part Four: Twelve-Month Objectives -- Writing Behavioural Objectives -- Part Five: Resources Required for Implementation (Optional) -- Part Six: Implementation Schedule (Optional) -- Implementing the Personal Plan -- The Actions of the Intervenor -- Creating a Reactive Environment -- Parental Involvement in Personal Plan Development and Implementation -- Support for the Primary Caregiver -- Intervention as Parental Relief -- Involvement of Family Members -- A Community Support System Additional Points to ConsiderSummary -- Answers to the Questions -- 3 Intervention -- Introduction -- Defining Intervention -- Intervention as an Operational Concept -- Intervention as a Philosophical Concept -- Confusion Concerning Intervention -- The Intervenor -- The Role of the Intervenor -- General Intervention -- Suggestions for Providing General Intervention -- Approaching a Deafblind Person -- Further Suggestions -- Cues and Objects of Reference -- Facilitating Expressive and Interactive Communication -- Don't Talk At, Interact With |
| ctrlnum | (OCoLC)666911966 |
| dewey-full | 362.4/18/0971 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 362 - Social problems and services to groups |
| dewey-raw | 362.4/18/0971 |
| dewey-search | 362.4/18/0971 |
| dewey-sort | 3362.4 218 3971 |
| dewey-tens | 360 - Social problems and services; associations |
| discipline | Soziologie |
| format | Electronic eBook |
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The contributors address identification of deafblindness, planning and intervention, development, family support, and education.</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">CONTENTS -- PREFACE -- CONTRIBUTORS -- 1 Deafblindness: A Unique Disability -- Introduction -- Background -- Causes of Deafblindness -- Problems of Identification -- Who Should Be Treated as Deafblind? -- A Defining Question -- Recognition of Deafblindness as a Single Disability -- Alternative Labels -- Errors in Identification -- Most Significant Disability Error -- Identification as Intellectually Challenged Error -- Additional Disabilities Error -- Premature Infants Identification Question -- Combining Experts from Other Fields Error</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Problems Faced by the Individual Who Is DeafblindModelling -- Developing a Learning Style -- Incidental Learning -- Communication -- Motivation -- Self-Stimulation -- Discipline -- Problems Due to the Low Incidence of Deafblindness -- No Pool of Community Knowledge -- Need for Intervention Misunderstood -- Establishing Self-Fulfilling Prophecies -- Need for an Appropriate Personal Plan -- A Canadian Approach -- Introduction -- Identification -- The Individual -- A Low-Incidence Disability -- The Family and the Individual -- A Personal Plan</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">ProfessionalsIntervention -- Conclusion -- Summary -- 2 Developing a Personal Plan -- Introduction -- Background -- Why a Personal Plan Is Needed -- The Personal Plan -- The Basis of the Plan -- The Purpose of Writing a Personal Plan -- Writing a Personal Plan -- A Basic Concept -- Plan Content -- Part One: Personal History -- Health History -- Therapeutic History -- Developmental and Educational History -- Family History -- Accumulation and Wording of Material -- Part Two: The Present Level of Functioning -- Key Result Areas</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Part Three: Five-Year GoalsWhat Are Goals? -- Writing the Five-Year Goals -- Part Four: Twelve-Month Objectives -- Writing Behavioural Objectives -- Part Five: Resources Required for Implementation (Optional) -- Part Six: Implementation Schedule (Optional) -- Implementing the Personal Plan -- The Actions of the Intervenor -- Creating a Reactive Environment -- Parental Involvement in Personal Plan Development and Implementation -- Support for the Primary Caregiver -- Intervention as Parental Relief -- Involvement of Family Members -- A Community Support System</subfield></datafield><datafield tag="505" ind1="8" ind2=" "><subfield code="a">Additional Points to ConsiderSummary -- Answers to the Questions -- 3 Intervention -- Introduction -- Defining Intervention -- Intervention as an Operational Concept -- Intervention as a Philosophical Concept -- Confusion Concerning Intervention -- The Intervenor -- The Role of the Intervenor -- General Intervention -- Suggestions for Providing General Intervention -- Approaching a Deafblind Person -- Further Suggestions -- Cues and Objects of Reference -- Facilitating Expressive and Interactive Communication -- Don't Talk At, Interact With</subfield></datafield><datafield tag="546" ind1=" " ind2=" "><subfield code="a">English.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Deafblind people.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh85014878</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Blindness.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh85014886</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">People with disabilities.</subfield><subfield code="0">http://id.loc.gov/authorities/subjects/sh85058663</subfield></datafield><datafield tag="650" ind1=" " ind2="2"><subfield code="a">Blindness</subfield><subfield code="0">https://id.nlm.nih.gov/mesh/D001766</subfield></datafield><datafield tag="650" ind1=" " ind2="2"><subfield code="a">Visually Impaired Persons</subfield><subfield code="0">https://id.nlm.nih.gov/mesh/D019987</subfield></datafield><datafield tag="650" ind1=" " ind2="2"><subfield code="a">Deafness</subfield><subfield code="0">https://id.nlm.nih.gov/mesh/D003638</subfield></datafield><datafield tag="650" ind1=" " ind2="2"><subfield code="a">Persons With Hearing Impairments</subfield><subfield code="0">https://id.nlm.nih.gov/mesh/D019986</subfield></datafield><datafield tag="650" ind1=" " ind2="2"><subfield code="a">Disabled Persons</subfield><subfield code="0">https://id.nlm.nih.gov/mesh/D006233</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Personnes sourdes-aveugles.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Personnes sourdes-aveugles</subfield><subfield code="x">Services aux.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Cécité.</subfield></datafield><datafield tag="650" ind1=" " ind2="6"><subfield code="a">Personnes handicapées.</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">blindness.</subfield><subfield code="2">aat</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">SOCIAL SCIENCE</subfield><subfield code="x">People with Disabilities.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">EDUCATION</subfield><subfield code="x">Special Education</subfield><subfield code="x">Physical Disabilities.</subfield><subfield code="2">bisacsh</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">People with disabilities</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Blindness</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1=" " ind2="7"><subfield code="a">Deafblind people</subfield><subfield code="2">fast</subfield></datafield><datafield tag="650" ind1="1" ind2="7"><subfield code="a">Doofblindheid.</subfield><subfield code="2">gtt</subfield></datafield><datafield tag="650" ind1="1" ind2="7"><subfield code="a">Hulpverlening.</subfield><subfield code="2">gtt</subfield></datafield><datafield tag="655" ind1=" " ind2="0"><subfield code="a">Electronic books.</subfield></datafield><datafield tag="655" ind1=" " ind2="2"><subfield code="a">Popular Work</subfield><subfield code="0">https://id.nlm.nih.gov/mesh/D020496</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">McInnes, J. 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| genre | Electronic books. Popular Work https://id.nlm.nih.gov/mesh/D020496 |
| genre_facet | Electronic books. Popular Work |
| id | ZDB-4-EBA-ocn666911966 |
| illustrated | Illustrated |
| indexdate | 2024-11-27T13:17:30Z |
| institution | BVB |
| isbn | 9781442670341 1442670347 1282025910 9781282025912 9786612025914 6612025913 |
| language | English |
| oclc_num | 666911966 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (xxxi, 554 pages) : forms |
| psigel | ZDB-4-EBA |
| publishDate | 1999 |
| publishDateSearch | 1999 |
| publishDateSort | 1999 |
| publisher | University of Toronto Press, |
| record_format | marc |
| series | Book collections on Project MUSE. |
| spelling | A guide to planning and support for individuals who are deafblind / edited by John M. McInnes. Toronto : University of Toronto Press, ©1999. 1 online resource (xxxi, 554 pages) : forms text txt rdacontent computer c rdamedia online resource cr rdacarrier Includes bibliographical references. In this collection of leading experts in the field address the problems of parents, intervenors, and professionals who work with people who have been dead-blind since birth or from a very early age. Individuals who are congentially deaf-blind face the same challenges as those who become deafblind later in life, but they have not had the same opportunity to develop the communications sills and a conceptual base needed to construct an understanding of the world. The contributors address identification of deafblindness, planning and intervention, development, family support, and education. CONTENTS -- PREFACE -- CONTRIBUTORS -- 1 Deafblindness: A Unique Disability -- Introduction -- Background -- Causes of Deafblindness -- Problems of Identification -- Who Should Be Treated as Deafblind? -- A Defining Question -- Recognition of Deafblindness as a Single Disability -- Alternative Labels -- Errors in Identification -- Most Significant Disability Error -- Identification as Intellectually Challenged Error -- Additional Disabilities Error -- Premature Infants Identification Question -- Combining Experts from Other Fields Error Problems Faced by the Individual Who Is DeafblindModelling -- Developing a Learning Style -- Incidental Learning -- Communication -- Motivation -- Self-Stimulation -- Discipline -- Problems Due to the Low Incidence of Deafblindness -- No Pool of Community Knowledge -- Need for Intervention Misunderstood -- Establishing Self-Fulfilling Prophecies -- Need for an Appropriate Personal Plan -- A Canadian Approach -- Introduction -- Identification -- The Individual -- A Low-Incidence Disability -- The Family and the Individual -- A Personal Plan ProfessionalsIntervention -- Conclusion -- Summary -- 2 Developing a Personal Plan -- Introduction -- Background -- Why a Personal Plan Is Needed -- The Personal Plan -- The Basis of the Plan -- The Purpose of Writing a Personal Plan -- Writing a Personal Plan -- A Basic Concept -- Plan Content -- Part One: Personal History -- Health History -- Therapeutic History -- Developmental and Educational History -- Family History -- Accumulation and Wording of Material -- Part Two: The Present Level of Functioning -- Key Result Areas Part Three: Five-Year GoalsWhat Are Goals? -- Writing the Five-Year Goals -- Part Four: Twelve-Month Objectives -- Writing Behavioural Objectives -- Part Five: Resources Required for Implementation (Optional) -- Part Six: Implementation Schedule (Optional) -- Implementing the Personal Plan -- The Actions of the Intervenor -- Creating a Reactive Environment -- Parental Involvement in Personal Plan Development and Implementation -- Support for the Primary Caregiver -- Intervention as Parental Relief -- Involvement of Family Members -- A Community Support System Additional Points to ConsiderSummary -- Answers to the Questions -- 3 Intervention -- Introduction -- Defining Intervention -- Intervention as an Operational Concept -- Intervention as a Philosophical Concept -- Confusion Concerning Intervention -- The Intervenor -- The Role of the Intervenor -- General Intervention -- Suggestions for Providing General Intervention -- Approaching a Deafblind Person -- Further Suggestions -- Cues and Objects of Reference -- Facilitating Expressive and Interactive Communication -- Don't Talk At, Interact With English. Deafblind people. http://id.loc.gov/authorities/subjects/sh85014878 Blindness. http://id.loc.gov/authorities/subjects/sh85014886 People with disabilities. http://id.loc.gov/authorities/subjects/sh85058663 Blindness https://id.nlm.nih.gov/mesh/D001766 Visually Impaired Persons https://id.nlm.nih.gov/mesh/D019987 Deafness https://id.nlm.nih.gov/mesh/D003638 Persons With Hearing Impairments https://id.nlm.nih.gov/mesh/D019986 Disabled Persons https://id.nlm.nih.gov/mesh/D006233 Personnes sourdes-aveugles. Personnes sourdes-aveugles Services aux. Cécité. Personnes handicapées. blindness. aat SOCIAL SCIENCE People with Disabilities. bisacsh EDUCATION Special Education Physical Disabilities. bisacsh People with disabilities fast Blindness fast Deafblind people fast Doofblindheid. gtt Hulpverlening. gtt Electronic books. Popular Work https://id.nlm.nih.gov/mesh/D020496 McInnes, J. M. (John M.), editor. https://id.oclc.org/worldcat/entity/E39PCjGvFTDQR9Pp4JpFqkjkwy http://id.loc.gov/authorities/names/n83064151 has work: A guide to planning and support for individuals who are deafblind (Text) https://id.oclc.org/worldcat/entity/E39PCGkYPCpyybCtdwCK8dJcrq https://id.oclc.org/worldcat/ontology/hasWork Print version: Guide to planning and support for individuals who are deafblind. Toronto : University of Toronto Press, ©1999 9780802042422 (DLC) 00265960 (OCoLC)40813742 Book collections on Project MUSE. FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=467871 Volltext |
| spellingShingle | A guide to planning and support for individuals who are deafblind / Book collections on Project MUSE. CONTENTS -- PREFACE -- CONTRIBUTORS -- 1 Deafblindness: A Unique Disability -- Introduction -- Background -- Causes of Deafblindness -- Problems of Identification -- Who Should Be Treated as Deafblind? -- A Defining Question -- Recognition of Deafblindness as a Single Disability -- Alternative Labels -- Errors in Identification -- Most Significant Disability Error -- Identification as Intellectually Challenged Error -- Additional Disabilities Error -- Premature Infants Identification Question -- Combining Experts from Other Fields Error Problems Faced by the Individual Who Is DeafblindModelling -- Developing a Learning Style -- Incidental Learning -- Communication -- Motivation -- Self-Stimulation -- Discipline -- Problems Due to the Low Incidence of Deafblindness -- No Pool of Community Knowledge -- Need for Intervention Misunderstood -- Establishing Self-Fulfilling Prophecies -- Need for an Appropriate Personal Plan -- A Canadian Approach -- Introduction -- Identification -- The Individual -- A Low-Incidence Disability -- The Family and the Individual -- A Personal Plan ProfessionalsIntervention -- Conclusion -- Summary -- 2 Developing a Personal Plan -- Introduction -- Background -- Why a Personal Plan Is Needed -- The Personal Plan -- The Basis of the Plan -- The Purpose of Writing a Personal Plan -- Writing a Personal Plan -- A Basic Concept -- Plan Content -- Part One: Personal History -- Health History -- Therapeutic History -- Developmental and Educational History -- Family History -- Accumulation and Wording of Material -- Part Two: The Present Level of Functioning -- Key Result Areas Part Three: Five-Year GoalsWhat Are Goals? -- Writing the Five-Year Goals -- Part Four: Twelve-Month Objectives -- Writing Behavioural Objectives -- Part Five: Resources Required for Implementation (Optional) -- Part Six: Implementation Schedule (Optional) -- Implementing the Personal Plan -- The Actions of the Intervenor -- Creating a Reactive Environment -- Parental Involvement in Personal Plan Development and Implementation -- Support for the Primary Caregiver -- Intervention as Parental Relief -- Involvement of Family Members -- A Community Support System Additional Points to ConsiderSummary -- Answers to the Questions -- 3 Intervention -- Introduction -- Defining Intervention -- Intervention as an Operational Concept -- Intervention as a Philosophical Concept -- Confusion Concerning Intervention -- The Intervenor -- The Role of the Intervenor -- General Intervention -- Suggestions for Providing General Intervention -- Approaching a Deafblind Person -- Further Suggestions -- Cues and Objects of Reference -- Facilitating Expressive and Interactive Communication -- Don't Talk At, Interact With Deafblind people. http://id.loc.gov/authorities/subjects/sh85014878 Blindness. http://id.loc.gov/authorities/subjects/sh85014886 People with disabilities. http://id.loc.gov/authorities/subjects/sh85058663 Blindness https://id.nlm.nih.gov/mesh/D001766 Visually Impaired Persons https://id.nlm.nih.gov/mesh/D019987 Deafness https://id.nlm.nih.gov/mesh/D003638 Persons With Hearing Impairments https://id.nlm.nih.gov/mesh/D019986 Disabled Persons https://id.nlm.nih.gov/mesh/D006233 Personnes sourdes-aveugles. Personnes sourdes-aveugles Services aux. Cécité. Personnes handicapées. blindness. aat SOCIAL SCIENCE People with Disabilities. bisacsh EDUCATION Special Education Physical Disabilities. bisacsh People with disabilities fast Blindness fast Deafblind people fast Doofblindheid. gtt Hulpverlening. gtt |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85014878 http://id.loc.gov/authorities/subjects/sh85014886 http://id.loc.gov/authorities/subjects/sh85058663 https://id.nlm.nih.gov/mesh/D001766 https://id.nlm.nih.gov/mesh/D019987 https://id.nlm.nih.gov/mesh/D003638 https://id.nlm.nih.gov/mesh/D019986 https://id.nlm.nih.gov/mesh/D006233 https://id.nlm.nih.gov/mesh/D020496 |
| 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 / edited by John M. McInnes. |
| title_fullStr | A guide to planning and support for individuals who are deafblind / edited by John M. McInnes. |
| title_full_unstemmed | A guide to planning and support for individuals who are deafblind / edited by John M. McInnes. |
| title_short | A guide to planning and support for individuals who are deafblind / |
| title_sort | guide to planning and support for individuals who are deafblind |
| topic | Deafblind people. http://id.loc.gov/authorities/subjects/sh85014878 Blindness. http://id.loc.gov/authorities/subjects/sh85014886 People with disabilities. http://id.loc.gov/authorities/subjects/sh85058663 Blindness https://id.nlm.nih.gov/mesh/D001766 Visually Impaired Persons https://id.nlm.nih.gov/mesh/D019987 Deafness https://id.nlm.nih.gov/mesh/D003638 Persons With Hearing Impairments https://id.nlm.nih.gov/mesh/D019986 Disabled Persons https://id.nlm.nih.gov/mesh/D006233 Personnes sourdes-aveugles. Personnes sourdes-aveugles Services aux. Cécité. Personnes handicapées. blindness. aat SOCIAL SCIENCE People with Disabilities. bisacsh EDUCATION Special Education Physical Disabilities. bisacsh People with disabilities fast Blindness fast Deafblind people fast Doofblindheid. gtt Hulpverlening. gtt |
| topic_facet | Deafblind people. Blindness. People with disabilities. Blindness Visually Impaired Persons Deafness Persons With Hearing Impairments Disabled Persons Personnes sourdes-aveugles. Personnes sourdes-aveugles Services aux. Cécité. Personnes handicapées. blindness. SOCIAL SCIENCE People with Disabilities. EDUCATION Special Education Physical Disabilities. People with disabilities Deafblind people Doofblindheid. Hulpverlening. Electronic books. Popular Work |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=467871 |
| work_keys_str_mv | AT mcinnesjm aguidetoplanningandsupportforindividualswhoaredeafblind AT mcinnesjm guidetoplanningandsupportforindividualswhoaredeafblind |