Section 6: Preparation Resources
Deafblind EC–12 (185)

The resources listed below may help you prepare for the TExES exam in this field. These preparation resources have been identified by content experts in the field to provide up-to-date information that relates to the field in general. You may wish to use current issues or editions to obtain information on specific topics for study and review.

Learning Standards

  1. Council for Exceptional Children. (2023). Ethical Principles and Practice Standards. https://exceptionalchildren.org/standards/ethical-principles-and-practice-standards
  2. Texas Education Agency. (2020). Chapter 235. Classroom Teacher Certification Standards, Subchapter G. Special Education Certificate Standards. https://tea.texas.gov/about-tea/laws-and-rules/sbec-rules-tac/sbec-tac-currently-in-effect/ch235g.pdf
  3. Texas Education Agency. (2023). Sensory Impairments. https://tea.texas.gov/academics/special-student-populations/special-education/programs-and-services/sensory-impairments

Journals

  1. Grisham-Brown, J., Degirmenci, H. D., Snyder, D., & Luiselli, T. E. (2018). "Improving Practices for Learners with Deaf-Blindness: A Consultation and Coaching Model." TEACHING Exceptional Children, 50(5), pp. 263–271. https://doi.org/10.1177/0040059918763123
  2. Luckner, J. L., Bruce, S. M., & Ferrell, K. A. (2016). "A Summary of the Communication and Literacy Evidence-Based Practices for Students Who Are Deaf or Hard of Hearing, Visually Impaired, and Deafblind." Communication Disorders Quarterly, 37(4), pp. 225–241. https://doi.org/10.1177/1525740115597507
  3. Nelson, C., & van Dijk, J. (2002). "A Framework for Understanding Young Children with Severe Multiple Disabilities: The van Dijk Approach to Assessment." Research and Practice for Persons with Severe Disabilities, 27(2), pp. 97–111. https://doi.org/10.2511/rpsd.27.2.97
  4. Visual Impairment and Deafblind Education Quarterly. https://dvidb.exceptionalchildren.org/dvidb-publications/vidbeq-issues

Other Resources

  1. Bennet, K., Hamilton, S., Montgomery, C., Schultz, M., Sewell, D., Tiggs, S., & van den Tillaart, B. (2022). Essential Tools of the Trade for Teachers of Students Who Are Deafblind: A How-to Guide for Completing Evaluations. Texas School for the Blind and Visually Impaired (TSBVI).
  2. Miles, B. (2003). "Talking the Language of the Hands to the Hands." National Center on Deaf-Blindness. https://www.nationaldb.org/info-center/talking-hands-to-hands-factsheet/
  3. Miles, B., & Riggio, M. (1999). Remarkable Conversations: A Guide to Developing Meaningful Communication with Children and Young Adults Who Are Deafblind. Perkins School for the Blind.
  4. National Center on Deaf-Blindness. (2022). "Understanding Access to the General Education Curriculum." https://www.nationaldb.org/media/doc/Understanding_Access_GEC_a.pdf
  5. Rowland, C. (2013). Communication Matrix for Parents and Professionals. Communication Matrix. https://www.communicationmatrix.org/uploads/pdfs/handbook.pdf
  6. Russell, C. (2020). "Supporting Availability for Learning: Student-Centered Biobehavioral Assessment and Intervention for Children and Youth with Deafblindness/Multiple Disabilities." Visual Impairment and Deafblind Education Quarterly, 65(2), pp. 56–72.

Online Resources

  1. Active Learning Space. (2022). "Can an Active Learning Approach Be Used in General Education Instruction?" https://activelearningspace.org/wp-content/uploads/2022/04/CanActiveLearningBeUsedInGeneralEducation-rev3.22.pdf
  2. Baltisberger, S., Hurst, K., & Tomko, L. (2015). Addressing Access to the Core and Expanded Core Curricula Using Active Learning [Video]. https://library.tsbvi.edu/Play/12774
  3. Blaha, R., & Carlson, B. (2007). Assessment of Deafblind Access to Manual Language Systems (ADAMLS). DB-Link: The National Information Clearinghouse on Children Who Are Deaf-Blind. https://documents.nationaldb.org/products/ADAMLS.pdf
  4. Brown, D. (2011). "Deafblindness, Self-regulation, and Availability for Learning: Some Thoughts on Educating Children with CHARGE Syndrome." reSources, 16(3), pp. 1–7. http://nmsbvi.k12.nm.us/WEB/VISION_BEE/David%20Brown/EducatingCHARGE-6.pdf
  5. California Deafblind Services. CDBS newsletter: reSources. https://cadeafblind.org/the-cdbs-newsletter-resources/
  6. California Deafblind Services. Fact Sheets. https://cadeafblind.org/fact-sheets-2/
  7. Cushman, C. (2023). "Overview of Literacy for Children and Youth Who Are Deafblind." Paths to Literacy. https://www.pathstoliteracy.org/overview-literacy-children-and-youth-who-are-deafblind/
  8. Moss, K. (2004). "Five Phases of Educational Treatment Used in Active Learning." See/Hear Newsletter. https://activelearningspace.org/wp-content/uploads/2022/03/5PhasesEdTreatment.pdf
  9. National Center on Deaf-Blindness. (2023). NCDB Practice Guides. https://www.nationaldb.org/info-center/professional-development/practice-guides/
  10. Nelson, C., & van Dijk, J. (2015). "Every Child Has Potential: Child-Guided Strategies for Assessing Children Using the van Dijk Framework." https://cvi.aphtech.org/wp-content/uploads/2015/03/Every-Child-has-Potential-Child-guided-Strategies-for-Assessing-Children-using-the-van-Dijk-Framework.pdf
  11. Partners Resource Network. (2019). "Dude, Where's My Transition Plan?" https://prntexas.org/dude-wheres-my-transition-plan
  12. Penrickton Center for Blind Children, Perkins School for the Blind, and Texas School for the Blind & Visually Impaired. "What Is Active Learning?" Active Learning Space. https://activelearningspace.org/principles/what-is-active-learning/
  13. Perkins School for the Blind. (2023). "Understanding the Expanded Core Curriculum." https://www.perkins.org/understanding-the-expanded-core-curriculum/
  14. Perkins School for the Blind. (2023). Welcome to Perkins eLearning. https://www.perkins.org/perkins-elearning/
  15. Rowland, C. (2009). Assessing Communication and Learning in Young Children Who Are Deafblind or Who Have Multiple Disabilities. Design to Learn. https://designtolearn.com/uploaded/pdf/DeafBlindAssessmentGuide.pdf
  16. Rowland, C., & Schweigert, P. "Tangible Symbol Systems Primer." Design to Learn. https://designtolearn.com/uploaded/pdf/Tangible-Symbols-Primer-07-09x.pdf

Professional Organizations

  1. The CHARGE Syndrome Foundation. https://www.chargesyndrome.org/
  2. Council for Exceptional Children (CEC). Division on Visual Impairments and Deafblindness (DVIDB). https://dvidb.exceptionalchildren.org/
  3. Disability Rights Texas. https://disabilityrightstx.org
  4. Helen Keller National Center for Deafblind Youths and Adults. https://www.helenkeller.org/hknc/
  5. Paths to Literacy. https://www.pathstoliteracy.org/learning-center/deafblind/
  6. Perkins School for the Blind. CVI NOW. https://www.perkins.org/cvi-now
  7. Texas Deafblind Project. https://txdeafblindproject.org/
  8. Texas School for the Blind and Visually Impaired (TSBVI). TX SenseAbilities. https://www.tsbvi.edu/tx-senseabilities
  9. Usher Syndrome Coalition. https://www.usher-syndrome.org/