Overview
This is a comprehensive reference guide for teachers, parents, and paraprofessionals working or living with children who are both deaf and blind. It provides day-to-day guidance and suggestions about techniques and methods for assessing children with multi-sensory deprivation, and for devising programs to help them cope.
Full Product Details
Author: John McInnes ,
J.A. Treffry
Publisher: University of Toronto Press
Imprint: University of Toronto Press
Edition: 2nd Revised edition
Dimensions:
Width: 15.20cm
, Height: 2.00cm
, Length: 22.90cm
Weight: 0.500kg
ISBN: 9780802077875
ISBN 10: 0802077870
Pages: 284
Publication Date: 26 May 1993
Audience:
College/higher education
,
Professional and scholarly
,
General/trade
,
Undergraduate
,
Postgraduate, Research & Scholarly
Format: Paperback
Publisher's Status: Active
Availability: Temporarily unavailable
The supplier advises that this item is temporarily unavailable. It will be ordered for you and placed on backorder. Once it does come back in stock, we will ship it out to you.
Reviews
'An excellent book... of great practical value to parents and professionals. Its value lies not in the exhaustive repetition of other literature, but in its logical, developmental approach. It makes sense of the predicament a deaf-blind or multi-sensory deprived child finds himself in, with distortions in perception that inevitably lead to deviant behaviour that can all too easily be mislabelled as constituting mental retardation, brain damage, or psychiatric disorder. The absolute necessity of modifying and patterning input, rather than relying on incidental learning, is made crystal clear.' - Dr. Roger D. Freeman, Director of Services for Handicapped Children, Division of Child Psychiatry, University of British Columbia.
"'An excellent book... of great practical value to parents and professionals. Its value lies not in the exhaustive repetition of other literature, but in its logical, developmental approach. It makes sense of the predicament a ""deaf-blind"" or multi-sensory deprived child finds himself in, with distortions in perception that inevitably lead to deviant behaviour that can all too easily be mislabelled as constituting mental retardation, brain damage, or psychiatric disorder. The absolute necessity of modifying and patterning input, rather than relying on incidental learning, is made crystal clear.' --Dr. Roger D. Freeman, Director of Services for Handicapped Children, Division of Child Psychiatry, University of British Columbia."
Author Information
John M. McInnes is the co-author of Deafblind Infants and Children, past chairman of the International Association for the Education of Deafblind Persons, and director of Resource Services for the Blind and Deafblind, Ontario Ministry of Education. J.A. Treffry is program director of the Deaf-Blind Division at W. Ross Macdonald School, Brantford.
