Multiple Disabilities Pathfinder

Library Resources Journals Online Journal Databases Internet Resources

Library Resources

Books and Multimedia

Books are good places to get in-depth information and the background of an issue. They are generally not good places to find recent information. Check the bibliography (list of resources) at the end of most books to find other suggestions of where to find related articles and books.

You can find books about Multiple Disabilities in the NEWCAT Catalogue (http://library.newcastle.edu.au) - this pathfinder is a small selection.. Do a Word Search and limit to Location: Renwick College and try these keywords: multiple disab* or multiple handicap* The asterisk at the end of the word ensures you find the various endings, eg. disability, disabled, etc. Also try a Subject Search under Handicapped Children. Below are a selection of books available from Renwick College Library. They may be reserved via the Request button in the online NEWCAT Catalogue.

Most of the book descriptions are from Amazon website, from Innovations Working with Infants who have Multiple Disabilities bibliography or directly from the items.

General

Aird, R. (2001).The education and care of children with severe, profound and multiple learning difficulties. London: David Fulton. 371.9280941 AIRD

Approaches to working with children with multiple disabilities and a visual impairment. (1998). London: Royal National Institute for the Blind. Q362.418 APPR (2 copies available)

Assume nothing : deafblindness an introduction.(1999) [video]. Maylands, WA: West Australian Deafblind Association. VIDEO 362.418 ASSU

Bergen, D. (1994). Assessment methods for infants and toddlers: transdisciplinary team approaches. New York: Teachers College Press. 618.920075 BERG

Chen, D. (1997). Effective practices in early intervention: infants whose multiple disabilities include vision and hearing loss. [Northridge, Calif.]: California State University. Q362.4 CHEN (3 copies available)

Downing, J. (2002). Including students with severe and multiple disabilities in typical classrooms: practical strategies for teachers. 2nd ed. Baltimore, MD: P.H. Brookes. 371.90460973 DOWN 2002 - Special Reserve; 1996 ed available for loan 371.90460973 DOWN

Falvey, M.A. (1995). Inclusive and heterogeneous schooling: assessment, curriculum and instruction. Baltimore, MD: P.H. Brookes. 371.910973 FALV

Ferrell. K. (1985). Reach out and teach: meeting the training needs of parents of visually and multiply handicapped young children. New York: American Foundation for the Blind. Q649.1511 FERR

Gee, K. (1994). Inclusive instructional design facilitating informed and active learning for individuals who are deaf-blind in inclusive schools. San Francisco, CA: California Research Institute. 371.9046 GEE

Goold, L. (1993). Supporting the receptive communications of individuals with significant multiple disabilities: selective use of touch to enhance comprehension. North Rocks, N.S.W.: North Rocks Press. 302.222 GOOL (4 copies available)

Nelson, C., Van Dijk, J. (2001). Child-guided strategies for assessing children who are deafblind or have multiple disabilities. [interactive media] KIT 371.911 VAN-D Discusses the child-centred approaches of assement and teaching of Jan van Dijk and Catherine Nelson. Strategies for determining how best to teach children with multiple disabilities are demonstrated through the use of over 40 video clips. Users are asked to answer several series of questions pertaining to the video clips that demonstrate specific assessment techniques. The answers are then discussed and if more in-depth information is desired, relevant literature can be accessed by simply clicking a button. After the interactive overview of the process, comprehensive assessment of two children are included. Through an interactive question and answer format, the viewer can design an individualized education program for the two children based upon the assessment. The CD-ROM also contains an index of many terms pertaining to deafblindness and multiple disabilities. Each term is defined, explained in depth, and illustrated by video clips. In addition to a comprehensive printed article detailing the assessment process, 12 full text articles by Dr van Dijk and colleagues are also included. These publications provide a comprehensive insight into the assessment and education of children with deafblindness or multiple disabilities.

Peters, J. (1992). Supporting children with disabilities in community programs. Monmouth, OR: Teaching Research Publications. Q371.9 PETE (2 copies available)

NSW Dept of Education and Training. (2001). Students with disabilities in regular classes: learning together. Sydney, N.S.W.: NSW Dept. of Education and Training. Q371.9046 NSW-D

Orelove, F.P. & Sobsey, D. (1996). Educating children with multiple disabilities: a transdisciplinary approach. 3rd ed. Baltimore, MD: P.H. Brookes. 371.9 OREL 1996 ; 2nd ed. (1991) 371.9 OREL 1991; 1987 ed. 371.9 OREL

Orelove, F.P. (2001). Educating individuals with severe disabilities. Mahwah, NJ: Lawrence Erlbaum Associates. 371.928 DOWN

Developmental Needs

Chen, D. (ed.) (1999). Essential elements in early intervention: visual impairment and multiple disabilities. New York: AFB Press. 362.418 CHEN Chapters on a variety of topics including early intervention purposes and principles, meeting the intervention needs of infants with multiple disabilities, caregiver-infant interaction, early communication, functional vision assessment and interventions, understanding hearing loss and interventions, clinical vision assessments, audiological evaluations, creating meaningful interventions within daily routines, and adaptations for including preschoolers with multiple disabilities in typical settings.

Guralnick, M.J. (2000). Interdisciplinary clinical assessment of young children with developmental disabilities. Baltimore, MD: P.H. Brookes. 618.928588 GURA
Offering insights from veteran team members, this resource demonstrates how to create new interdisciplinary assessment teams or expand existing teams to ensure that children and their families receive the best care possible. Readers will find how practitioners gather information, make decisions, and face the challenges of their individual disciplines. State of the art in their approach to clinical assessment, the contributors to this volume represent the fields of audiology, nursing, nutrition, psychology, social work, physical therapy, speech-language pathology, neurodevelopmental pediatrics, and occupational therapy." "Case studies provide an inside look at how these team members collaborate to design effective intervention plans. With an appendix of photocopiable questionnaires for clinicians and parents, this resource provides all of the information and tools necessary to make interdisciplinary clinical assessments successful."–BOOK JACKET

Leavitt, P. (2001). Building character and confidence in young children with special needs. North Logan, UT: Hope Inc. 158.1 LEAV
A handbook of discussions, ideas, activities and inspiring vignettes that will help parents and family members foster character and confidence in young children with special needs.

Schweir, K.M. & Hingsburger, D. (2000). Sexuality: your sons and daughters with intellectual disabilities. Baltimore, MD: P.H. Brookes. 613.950874 SCHW

Varma, V. (ed.) (1996). The Inner life of children with special needs. London: Whurr. 155.45 VARN

Positioning, Orientation and Mobility

Heubner, K.M., Prickett, J.G., Welch, T.R., Joffee, E. (eds.) (1995). Hand in hand: essentials of communication and orientation and mobility for yours students who are deaf-blind. New York: American Foundation for the Blind. Q371.911 HEUB (2 vols.)
Designed to provide basic knowledge and skills regarding the effects of deafblindness on instruction and interaction, strategies for instruction and interaction, ways to assist families and staff members working with students with deafblindness, detailed information on the development of communication and orientation and mobility skills, discussion of important concepts such as transdisciplinary teaming and ecological models and lists of resources.

Teaching

Chen, D. & Dote-Kwan, J. (1995). Starting points: instructional practices for children with multiple impairments including visual impairments. Los Angeles, CA: Blind Children's Center. Q371.911 CHEN
Provide basic information to the classroom teacher of young children 3-8 years of age. Selected examples are given of children with diverse learning needs in a variety of educational settings. Subjects covered: Who are young children whose multiple disabilities include visual impairment? Guiding principles for instruction and program development;
Essential steps for getting started; Instructional strategies; Understanding and developing communication; Teaching daily living skills; Roles and responsibilities of selected disciplines; The itinerant teacher as consultant; A family's perspective

Heller, K.W. et al. (2000). Meeting physical and health needs of children with disabilities: teaching student participation and management. Belmont, CA: Wadsworth/Thomson Learning. 615.8 HELL

Hagood, L. (1997). Communication: a resource guide for teachers of students with visual and multiple impairments. Austin, TX: Texas School for the Blind and Visually Impaired. Q371.911 HAGO
This resource guide includes communicating teaching methods and strategies. It is intended as a general resource for students who are deafblind or visually and multiply impaired. Subjects covered: Assessment; planning instruction; sample activity routines; strategies and problem solving; a standard tactual symbol system

Nelson, C. & van Dijk, J. (2001). Child-guided strategies for assessing children who are deafblind or have multiple disabilities [interactive media]. [S.l.], The Netherlands: Aapnootmuis. KIT 371.911 VAN-D
Discusses the child-centred approaches of assement and teaching of Jan van Dijk and Catherine Nelson. Strategies for determining how best to teach children with multiple disabilities are demonstrated through the use of over 40 video clips. Users are asked to answer several series of questions pertaining to the video clips that demonstrate specific assessment techniques. The answers are then discussed and if more in-depth information is desired, relevant literature can be accessed by simply clicking a button. After the interactive overview of the process, comprehensive assessment of two children are included. Through an interactive question and answer format, the viewer can design an individualized education program for the two children based upon the assessment. The CD-ROM also contains an index of many terms pertaining to deafblindness and multiple disabilities. Each term is defined, explained in depth, and illustrated by video clips. In addition to a comprehensive printed article detailing the assessment process, 12 full text articles by Dr van Dijk and colleagues are also included. These publications provide a comprehensive insight into the assessment and education of children with deafblindness or multiple disabilities.

Nielsen, L. (1993). Early learning step by step: children with visual impairment and multiple disabilities. Copenhagen, Denmark: SIKON. 371.911 NIEL-2

Polloway, E.A. (1993). Strategies for teaching learners with special needs. 5th ed. New York: Maxwell Macmillan. 371.90973 POLL 1993

Sandall, S.R., Schwarts, I.S. & Joseph, G.E. (2002). Building blocks for teaching preschoolers with special needs. Baltimore, MD: P.H. Brookes. Q371.9042 SAND-1

Snell, M.E. (ed.) (1993). Instruction of students with severe disabilities. 4th ed. New York: Maxwell Macmillan. 371.91 SNEL 1993

Westling, D.L. (2000). Teaching students with severe disabilities. Englewood Cliffs, NJ: Merrill. 371.91 WEST-1 2000; 1995 edition 371.91 WEST-1

Collaboration

Dettmer, P. (1999). Consultation, collaboration and teamwork for students with special needs. 3rd ed. Boston: Allyn & Bacon. 371.90973 DETT 1999

Porter, L. (2000). Professional collaboration with parents of children with disabilities. Sydney: MacLennan & Petty. 362.4043 PORT

Rainforth, B. & York-Barr, J. (1997). Collaborative teams for students with severe disabilities: integrating therapy and educational services. 2nd ed. Baltimore, MD: P.H. Brookes. 371.9 RAIN 1997 (2 copies available)

Snell, M.E. & Janney, R. (2000). Collaborative teaming. Baltimore, MD: P.H. Brookes. 378.148 SNEL; 1992 edition 371.9 RAIN
Like the highly acclaimed first edition, the second edition offers suggestions for turning professional differences in training and philosophy into assets, rather than barriers. Filled with updates and revisions, it offers in-depth guidance on assessment, curriculum development, and instruction for students with severe disabilities. Throughout the book, detailed case studies illustrate how to integrate therapy into educational programming and create a working team framework in daily collaborative efforts. Easy-to-follow processes for identifying team members, scheduling, developing IEPs, co-teaching, conducting team meetings, assuming multiple roles, addressing issues as a group, making decisions by consensus, resolving professional differences, and communicating with parents are included
Equally useful as a training text and as a professional development tool, this resource helps both students and professionals update their knowledge, refine their skills and increase their effectiveness

Taylor, G.R. (2000). Parental involvement: a practical guide for collaboration and teamwork for students with disabilities. Springfield. Ill.: C.C. Thomas. 371.9 TAYL-3

Communication

Beukelman, D.R. (1998). Augmentative and alternative communication: management of severe communication disorders in children and adults. 2nd ed. Baltimore, MD: P.H. Brookes. Q616.85503 BUEK 1998

Downing, J.E. (1999).Teaching communication skills to students with severe and multiple disabilities. Baltimore, MD: P.H. Brookes. 371.9536 DOWN (2 copies available)

Loncke, F.T. (ed.) Augmentative and alternative communicaiton: new directions in research and practice. London: Whurr. 616.85503 LONC

Mar, H.H. & Sall, N. (1999). Dimensions of communication: an instrument to assess the communication skills and behaviors of individuals with disabilities. Paterson, NJ: St Joseph's Children's Hospital. Q616.855 MAR-H

Reichle, J., Beukelman, D.R., Light, J.C. (2002). Exemplary practices for beginning communicators: implications for AAC. Baltimore, MD: P.H. Brookes. 616.85503 REIC-1
Contents: 1. A Continuum of AAC language intervention strategies for beginning communicators – 2. Overview of the emergence of early AAC behaviors: progression from communicative to symbolic skills – 3. The Importance of responsivity in developing contingent exchanges with beginning communicators – 4. Replacing socially unacceptable behavior with acceptable communication responses – 5. Strengthening communicative behaviors for gaining access to desired items and activities – 6. Strategies to achieve socially acceptable escape and avoidance – 7. "There's more to life than cookies": developing interactions for social closeness with beginning communicators who use AAC – 8. Expanding childrens early augmented behaviors to support symbolic development – 9. Considerations in teaching graphic symbols to beginning communicators – 10. Breakdowns and repairs in conversations between AAC users and their partners – 11. Visual assessment considerations for the design of AAC systems – 12. Choosing effective selection techniques for beginning communicators – 13. AAC strategies for enhancing the usefulness of natural speech in children with severe intelligibility challenges – 14. The role of language comprehension in establishing early augmented conversations

Rosetti, L.M. (1996). Communication intervention: birth to three. San Diego: Singular Press. 618.92855 ROSS

Rowland, C. & Schweigert, P. (2000). Tangible symbol systems: making the right to communicate a reality for individuals with severe disabilities [kit]. Portland, OR: Oregon Health Sciences University. KIT Q616.85503 ROWL

Tetzchner, S.V. & Martinsen, H. (2000).Introduction to augmentative and alternative communication. 2nd ed. London: Whurr. 616.855032 TETZ

Curricula

Alsop, L. (1993). A Resource manual for understanding and interacting with infants, toddlers and preschool age children with deaf-blindness. Logan, UT: SKI HI Institute. Q305.908151 RESO-1 (2 copies available)
A training curriculum written specifically for nonprofessional people who work with infants and young children with deafblindness and other handicapping conditions. It is designed to be used by paraprofessionals, parents and other caregivers, but it can be used by professionals who are involved in teaching and guiding nonprofessions to work effectively with children with deafblindness. Subjects covered: Basic information about deafblindness; working as an intervener; hearing and auditory stimulation; vision and use of functional vision; communication and tactual signaling and signing; daily care and self-help skills; motor skills and positioning and handling; play and toys; tactual stimulation and massage; cognition; orientation and mobility; behavior management; medical information.

Flowers, T. (1987). Activities for developing pre-skill concepts in children with autism. Austin, TX: Pro-Ed. Q371.94 FLOW

Gibson, J. & Cronin, P. (1992). Designing programs for children with multiple disabilities and severe vision impairment: a step by step approach. Burwood, Vic.: Royal Victorian Institute for the Blind. QPam371.91 GIBS

Goetz, L., Guess, D. & Stremel-Campbell, K. (1987). Innovative program design for individuals with dual sensory impairments. Baltimore, MD: P.H. Brookes. 371.9 GOET
This volume addresses the needs of students with dual sensory impairments. It brings together a variety of approaches to curriculum development, program planning, and instructional delivery. The first section provides a historical perspective of service delivery systems and addresses current service strands, emphasizing the need for more integrated educational options. This book concludes with a discussion of the role of evaluation in making ongoing revisions in educational services. Subjects covered: Curriculum development: Nonsymbolic communication, conventional gestures, teaching visual behaviors in natural contexts, audiometric assessment, orientation and mobility in natural contexts, integrated programming; Instructional methods: Movement based approach, ecological approach, individualized curriculum sequencing model, technology

Johnson-Martin, N.M. (1991). The Carolina curriculum for infants and toddlers with special needs.Baltimore, MD: P.H. Brookes. 618.92 JOHN 1991

Klein, M.D., Chen, D. & Haney, M. (2000). Promoting learning through active interaction: a guide to early communication with young children who have multiple disabilities. Baltimore, MD: P.H. Brookes. Q362.4048083 KLEI (2 copies available) A curriculum composed of 5 modules for developing early communication with infants and young children with multiple disabilities including visual impairment and hearing loss.

Levack, N., Hauser, S., Newton, L., Stephenson, P. (eds.) (1996). Basic skills for community living: a curriculum for students with visual impairments and multiple disabilities. Austin, TX: Texas School for the Blind and Visually Impaired. Q362.4183 LEVA
This guide is intended for students who are between the ages of 6 and 22 years who have visual impairments combined with other disabilities such as hearing impairments (deafblind or dual sensory impairments) and significant developmental delays. It is particularly designed for students who learn best within highly structured routines and who have great difficulty generalizing what they learn to new situations. Subjects Covered: Overview; Assessing the student; Transition planning; Developing the IEP; Planning and documenting instruction; Effective teaching strategies; The role of the residential instructor; Domestic activities; Career education; Leisure and recreation; Communication, calendars; Social skills and behavior management

Perkins activity and resource guide: a handbook for teachers and parents of students with visual and multiple impairments. (1992). Watertown, MA: Perkins School for the Blind. Q371.911 PERK

Quill, K.A. (2000). Do-Watch-Listen-Say: social and communication intervention for children with autism. Baltimore, MD: P.H. Brookes. Q618.928982 QUIL

Texas School for the Blind and Visually Impaired (199?). Annotated bibliography of curricular materials related to the core curriculum for children and youths with visual impairments, including those with multiple disabilities. Austin, TX: Texas School for the Blind and Visually Impaired. Q371.911016 TEXA Available online: http://www.tsbvi.edu/bib/index.htm

Ulliana, L. & Mitchell, R. (199?). Functional assessment comprehension skills. Forestville, N.S.W.: The Autistic Association of NSW. Q618.8982

Individualised Education Plans

Giangreco, M.F. (1998). Choosing outcomes and accommodations for children: a guide to educational planning for students with disabilities. Rev. ed. Baltimore, MD: P.H. Brookes. Q371.9046 GIAN 1998

IEP team guide (1999). Reston, Va.: The Council for Exceptional Children. Q371.90973 IEP-T
Contents: 1. IDEA '97 : Revisioning Special and General Education as One System – 2. What Is an IEP? – 3. The IEP Team Members – 4. The IEP Team as a Team - 5. Preparing for an IEP Team Meeting – 6. Assessing the Present Level of Educational Performance and Developing Measurable Goals, Short-Term Objectives, and Benchmarks – 7. Providing Access to the General Education Curriculum : Special Education, Related Services, and Supplementary Aids and Services – 8. A Free Appropriate Public Education, the Least Restrictive Environment, and Time and Duration of Services – 9. Evaluation and Assessment – 10. Special Factors (Behavior, Diversity, Braille, Communication Needs, and Assistive Technology), Physical Education, and the Extended School Year – 11. Planning for Early Intervention, Preschool, and Kindergarten – 12. The Transition to Adult Life – 13. What Happens When People Don't Agree – App.1. Definitions of Legal Terms Contained Within

Kupper, L. (2000). A Guide to the individualized education program. Jessup, MD: Dept. of Education. Q371.904394 KUPP Available online: www.ed.gov/parents/needs/speced/iepguide/iepguide.pdf

Perwein, V. (1996). From IEP to teaching strategies: how do we get there? Austin, TX: Texas School for the Blind and Visually Impaired. Q371.9113 PERW

Siegel, L. (1999). The Complete IEP guide: how to advocate for your special ed child. Berkeley, CA: Nolo Press. Q371.90973 SIEG

Smith, M. & Levack, N. (1996). Teaching students with visual and multiple impairments: a resource guide. Austin, TX: Texas School for the Blind and Visually Impaired. Q371.911 SMITH
This book offers best practices for VI certified teachers serving students with visual and multiple impairments. Strategies for IEP development, instruction and transition planning are included as well as information on adapting materials and environments. Assessment guidelines are given along with sample assessments and reproducible assessment tools and forms. Subjects covered: Population and best practices: Who do we serve? What do we provide?, best practices for VI teachers serving students with visual and multiple impairments, best practices generally accepted for students with multiple impairments, roles of the VI teacher, IEP development, instruction, transition; Special needs of students with visual and multiple impairments: Students with cortical impairment and post trauma vision syndrome, biobehavioral state management for students with profound impairments, infants and toddlers, students with deafblindness and multiple impairments, students with visual and severe motor impairments, adapting materials and environments, orientation and mobility for students with multiple impairments, issues related to student behaviors

Transition and Post-Secondary Education and Training

Everson, J.M. (ed.) (1995). Supporting young adults who are deaf-blind in their communities: a transition planning guide for service providers, families and friends. Baltimore, MD: P.H. Brookes. 362.410835 EVER

Journals

A selection of journals that may include articles on children with multiple disabilities, that may be:

photocopied by visiting the library personally (if print version is held)
requesting photocopies of relevant articles identifed by student (for distance learning students remote from library) using electronic request form or email or faxing photocopying request form
obtaining possible fulltext articles via the online journal databases (Renwick College student access only) or direct Internet links

AAC : Augmentative and Alternative Communication - available in print in the Library

American Annals of the Deaf - available in print in the Library or fulltext (1997+) in Education Proquest online journal database

American Journal of Occupational Therapy- available in print in the Library

Australian Occupational Therapy Journal- available in print in the Library or some fulltext articles via online catalogue NEWCAT (do Journal Title search) link http://library.newcastle.edu.au/search

British Journal of Visual Impairment and Blindness - available in print in the Library or some fulltext articles available via BJVI website

Communicating Together- available in print in the Library

Deaf-Blind Perspectives- available in print in the Library or fulltext articles available via Deaf-Blind Perspectives website

Developmental Medicine and Child Neurology - available in print in the Library and some fulltext available via the Library's E-journals intranet site (accessible only onsite)

Exceptional Children - available in print in the Library or some fulltext articles in Education Proquest online journal database

Exceptional Parent - available in print in the Library or some fulltext articles in Education Proquest online journal database

Focus on Exceptional Children - available in print in the Library or some fulltext articles in Education Proquest online journal database

Infants and Young Children - available in print in the Library or some fulltext articles in Proquest 5000 online journal database

International Journal of Disability, Development and Education - available in print in the Library or some fulltext articles via online catalogue NEWCAT (do Journal Title search) link http://library.newcastle.edu.au/search

Journal of Applied Behavior and Analysis- available in print in the Library or some fulltext articles available via JABA website

Journal of Early Intervention - available in print in the Library

Journal of Intellectual and Developmental Disability- available in print in the Library or some fulltext articles via online catalogue NEWCAT (do Journal Title search) link http://library.newcastle.edu.au/search

Journal of Special Education - available in print in the Library or some fulltext articles in Education Proquest online journal database

Journal of Speech, Language and Hearing Research -available in print in the Library or some fulltext articles inEducation Proquest online journal database

Journal of the Association for Persons with Severe Handicaps- available in print in the Library

Journal of Visual Impairment and Blindness- available in print in the Library and some fulltext (large print) via JVIB website

Physical and Occupational Therapy in Pediatrics- available in print in the Library

Research in Developmental Disabilities- available in print in the Library or some fulltext articles via online catalogue NEWCAT (do Journal Title search) link http://library.newcastle.edu.au/search

Re:view - available in print in the Library or some fulltext articles inEducation Proquest online journal database

Talking Sense- available in print in the Library and some fulltext (large print) via Sense website

Teaching Exceptional Children- available in print in the Library or some fulltext articles in Proquest 5000 online journal database

Topics in Early Childhood Education - available in print in the Library or some fulltext articles in Expanded Academic online journal database

Online Journal Databases

Useful online journal databases, accessible on-campus and off-campus:

Online Journal Databases
http://www.newcastle.edu.au/services/library/database/index.html
dealing with children with multiple disabilities topics. Some may contain fulltext articles, some may contain abstracts and citations only and others have a combination of both fulltext articles and abstracts/citations. (You must activate your Student ID and setup your web browser to be able to access these databases from off-campus. Please see instructions in your Library Guide on how to do this or visit Renwick Online Library).

Australian Education Index - mainly citations with abstracts, some fulltext items

CINAHL - mainly citations with abstracts, some fulltext items

Education Complete Proquest - many fulltext items and citations with abstracts

ERIC - mainly citations with abstracts, some fulltext items

Exceptional Child Education Resources (ECER) - mainly citations with abstracts

Expanded Academic ASAP - many fulltext items and citations with abstracts

Proquest 5000 - many fulltext items and citations with abstracts

PsycInfo - mainly citations with abstracts