The Kansas Deaf-Blind Project and its partners have created and published many documents that relate to current needs in the field of deaf-blindness and are grounded in evidence based practices. Most of the items are free of charge; however new items may have a nominal cost to cover shipping and handling. Products currently in development will be added. Some texts are in the process of being revised within the next project year.
The products currently available, those being revised, and those that are in the process of being developed are listed below. Items that are available in Spanish are noted. If items are available on request in alternative formats (i.e. braille or large print), by contacting:
Megan Cote, Project Coordinator
Kansas Deaf-Blind Project
Beach Center on Disability
University of Kansas
Hawroth Hall
1200 Sunnyside Rm 3136
Lawrence, Kansas 66045
(V) 785.296.2191
(TTY) 785.864.3434
The following products are divided into three categories: (1) available, (2) under revision, and (3) under development. The documents under each of the above categories provide the year published, the intended audience, a brief description of the contents, contact information, and associated costs (if any).
| The Kansas State Department of Education |
| 2001 |
| This monograph discusses topics related to best practices in education for students with severe disabilities, including those students with deaf-blindness. It was developed by educators, related service providers, administrators, family members, practicum students, university professors, general educators, and special educators. The content is supplemented by vignettes of real stories and the authors reflections on their experiences |
| Free |
| The Kansas Deaf Blind Project or Megan Cote, Beach Center on Families with Disabilities, 3150 Haworth Hall, 1000 Sunnyside Avenue, Lawrence, KS 66045 |
| Cynthia Thomas |
| Jacqueline Schafer |
| 1997 |
| This manual was the result of a family needs assessment survey through over 60 phone calls by the Parent Consultant for the Kansas Project for Children and Young Adults who are Deaf-Blind. The results were compiled under Categories the parents and family members found useful, such as family and community resources, access to information, networking with other parents, better trained support staff, communication, access to more technology, and have meaningful job opportunities. Suggestions on what is needed to improve, and at best, resolve the issues presented by the voices of family members. |
| Free |
| The Kansas Deaf Blind Project or Jackie Denk, KIRC Coordinator, Kansas Instructional Resource Center, 1100 State Avenue, Kansas City, KS 66617 |
| Free |
| Ongoing collection |
| This collection of resources that includes state and private agencies and programs families and contact personnel might find useful in pursuing materials and information about family support, education, DB project brochures, DB Census information, family scholarships, DB funds, and the KS DB Loan Library. These packets are sent to newly certified and recertified students, their families, and contact person(s). Information is updated on an annual basis. Additionally, these resource packets are available to anyone upon request. |
| Free |
| The Kansas Deaf Blind Project |
| Karen Goehl, Joan Houghton, Lisa Poff, and Brent Bailey |
| 2004 |
| This step by step program offers teams a means to make decisions regarding travel for students who are deaf-blind. The program was designed by a consortium of states who participated in project activities. Each state targeted a student and family member to follow the sequence of steps in order to determine the best travel route. Forms are included, as well as video taped examples of strategies for orientation and route development. The site cautions members on when to include an Orientation and Mobility Specialist on their team. Additionally, a videotape, and a manual, Journeys and Destinations feature each team and their student as they progress through the online instructional process. The online instruction is housed at Indiana State University's website listed below. |
| Free |
| (opens in new window) |
| Joan Houghton, Teresa Coonts, Beth Jordan, Mae Claxton, Basil Kessler, and Joyce Markendorf |
| Jacqueline Schafer |
| 1997 |
| This is a step by step guide on how to conduct educational Usher Syndrome Screening. Usher Syndrome is one of the leading causes of deaf-blindness in adults. Depending on the Type (there are three types of Usher Syndrome), usually is a good indicator of losing vision (through Retinitis Pigmentosa) and additional, if not complete, hearing loss. Screening forms are perforated for duplication. Screening forms include; family history, behavior observations, student interview, a balance test, a cone adaptation test, and a two fingers test. A guide is included to help teams make decisions if a student should be referred to an ophthalmologist for complete testing. |
| Free |
| The Kansas Deaf Blind Project or Megan Cote, Beach Center on Families with Disabilities, 3136 Haworth Hall, 1000 Sunnyside Avenue, Lawrence, KS 66045 or Mae Claxton, RN,Kansas State School for the Blind, 1100 State Avenue, Kansas City, KS 66617 |
| Cindi Robinson and Joan Houghton |
| Jacqueline Schafer |
| 2000 (2nd revision) |
| This is a service booklet specifically for Kansans who may know of a child who has both vision and hearing losses. A description of programs that are available in Kansas to assist family members, educators, and students for technical assistance, family support, and educator training are included. The two primary programs that are featured are (1) The Kansas Project for Children and young Adults who are Deaf-Blind, and (2) The Helen Keller National Center for Youths and Adults who are Deafblind. Contact information for each program is listed. |
| Free |
| The Kansas Deaf Blind Project or Beth Jordan, Helen Keller, National Center, Regional Representative, 4300 Shawnee Mission Parkway, Suite 182, Fairway, KS 66208 |
| Kansas State Department of Education |
| 1996 (currently being revised) |
| This booklet gives the rationale behind the development of student portfolios in order to determine performance measures of a student, track progress, have visual displays of a student's work, and serve as a portfolio that can be used for employment purposes. There are perforated forms for duplication. Field tested by several different classrooms in Kansas, the Student Portfolio has provided a different way of looking at a student's talents, abilities, and strengths. |
| Free |
| The Kansas Deaf Blind Project or Megan Cote, Beach Center on Families with Disabilities, 3136 Haworth Hall, 1000 Sunnyside Avenue, Lawrence, KS 66045 or Mae Claxton, RN,Kansas State School for the Blind, 1100 State Avenue, Kansas City, KS 66617 |
| Terry Rafalowski-Welch, Michele Luska, and Julie Mohesky-Darby |
| 1996 reprinted (currently being revised) |
| This checklist was field tested in various classrooms in Kansas. It is based on evidenced based practices for students with severe disabilities including those with deaf-blindness. Checklist items include, but are not limited to (a) family involvement. (b) instructional support teams, (c) instructional techniques, (d) administrative leadership, (d) assessment and planning, (e) friendship, (f) transition, and (g) a summary page. Items are scored under two categories: (1) practiced, and (2) technical assistance needed. |
| Under Development |
| Currently being revised, not available |
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