Deaf-Blind Infants and Children

A Developmental Guide

John McInnes, J.A. Treffry

$79.99

Paperback

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English

University of Toronto Press
26 May 1993

Disability: social aspects; Child & developmental psychology; Teaching of hearing-impaired students; Teaching of visually impaired students

Series: Heritage

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.

By: John McInnes, J.A. Treffry
Imprint: University of Toronto Press
Country of Publication: Canada
Edition: 2nd Revised edition
Dimensions: Height: 229mm, Width: 152mm, Spine: 20mm
Weight: 500g
ISBN: 9780802077875
ISBN 10: 0802077870
Series: Heritage
Pages: 284
Publication Date: 26 May 1993
Audience: College/higher education , Professional and scholarly , General/trade , A / AS level , Further / Higher Education
Format: Paperback
Publisher's Status: Active

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.

Reviews for Deaf-Blind Infants and Children: A Developmental Guide

"'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."