Multi-Dimensional Models for Teaching Deaf-Blind Children.

Presented are five papers on multidimensional teaching models presented at a workshop for professionals serving deaf-blind children. In "Interpretation of Visual Reports", M. Efron discusses procedures for improving visual diagnosis and provides a questionnaire format for an educationally oriented vision report. M. Marshall, in her paper entitled "Language Acquisition in the Severely Handicapped", describes and outlines the stages of an educational program for the severely handicapped student. The third paper, "Motor Development and the Classroom Teacher" (C. Stone), considers some general observations about and methods of working with both ambulatory and nonambulatory deaf-blind children. J. Waddell, the author of "The Interpretation of Audiological Evaluations", stresses the need for the teacher to understand all evaluative procedures and recommended rehabilitative measures in order to assist the deaf-blind child in developing to his fullest potential. In the final paper on "Behavior Management for the Deaf-Blind", J. Writer provides information on the following topics: the deaf-blind child as an individual, assessment of the child's current level of functioning, primary considerations in program planning, suggestions for motivating the child, considerations in the selection of classroom materials, and the child and his environment. (SB)