1:tl

Neuropsychologiccrlcrspecls of

communiccrlion crnddevelopment

page 1 5

fhe developmenl of servicesin lndicrpr,ge I I

Communiccllion wirhUsher people

page 7

Perkins ncrtioncrl decrf-blindIreiining proiect

po,ge 4

Developmenl ofservices in

pdge

interprelerEurope6

fhe EUCO Unit. rai

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DEATBL,ND EDUCATIONDeafulind Educalion qppeors twice yeorly, rherwo editions ore doled Jonuory'June ondJuly-December.

Ihe editor will be Phosed lo rcceive ofiicles, newsilerns, lelters, notices of hooks End informqlion oncoming evenls, such qs confurences snd courses,concerning the educolion of deofblind childrenond young sdults. Photogrophs qnd drqwings orewelcomel they will be copied ond returned.

All written moteriol should normolly be in rhe

English longuoge qnd msy be edired be{orepublicorion. lr should be sent for publicotion toorrive by the dote below.

Opinions expressed in orticles qre ihose of theoulhor ond should not be understood qs

represenling the view of IAEDB.

EdilorEditorial fecmEditorial Oflice

Molcolm Motthews

Anno Cortwright, Richord Howkes

Sense, I l-'l 3 Clifton Terroce,London N4 3SR, UK.Tel: +4'l .171.2727774Fox: +41 .171.272 6012

EDITOR.IAI BOARD

Roseonno DovidsonPerkins School for the Blind, I 75 N Beocon SkeetWotertown MA 02172, USA

Williom GreenLego del Filo d'OroVio Montecerno I60027 OsimoAncono, ltoly

Kurr VinterhoiNUD, Slotsgode IDK 9330 Dronninglund, Denmork

CHAIRTUIANTS MESSAOEi r, s vou all know the next

. i i :r opportunity for all the

. i .rl members of our association tomeet is in Cordoba inJuly 1995. I very

much hope that as many PeoPle as

possible will be able to attend theConference, despite the high cost formost of us. The fact that this event is in

South America is a great step forwardfor IAEDB as it presents theopportunity to start Promotingawareness and, hopefully, developingservices in that part of the world.

At the Conference we will sPend

some time looking at the future ofIAEDB. The growth of the association,

together with an increase inintemational activities r.rndertaken byother organisations make it necessary

for us to adapt IAEDB accordingly and

make general plans for the future. The

Strategic Planning'Working Groupcreated at the Executive Meeting inPoland met recently to start discussing

the options for the future and will soon

be circulating information as widely as

possible . The full strategic planningprocess is detailed on page 22 ofthisedition of Deafblind Education.

In general the main discussion

points concern the following:

- should IAEDB be a network or aservice provider'?

- should it cover other aspects ofdeafblindness in addition toeducation?

- should we have a ProfessionalSecretariat?

- should we develoP regionalstructufes?

- what should the overall aims be fbrthe next ten t-ears-l

I have to admit that these questions

appear to be very distant from the day-

to-day work of many of our colleagues.

How-ever it is absolutely vital that wediscuss them as carefully as possible so

as to improve the quality of IAEDB and

maintain the opportunity for all

members to be active in theassociation.

Jocques Souriqu

EDTTORIAtFupils qt fhe deaf secrion oflhe Helen Keller lnstituE inBombay. See pages ll - 13.

Development of interpreter services in Europe rrge 6

The EUCO Unir pgre 19

Reorgonising the IAEDB page 22

Neurcpsychologiial oipectr of communicolionrrnd development

A detoiled look at ihe relofionship behareen neurologicol andpsycholos icol d"r"Hff

1'; ;eofUti nd i nfqnts:

The developmenl of services in lndiqPlons for building on the ochievements of lndio's

deofblind services.pap ll

Communicqtion wirh Usher PeopleOne couple describe the effects of Usher on communicotion

ond how they con be overcome.page 7

Czech Republic page lO

Pocific lslonds po,ge

Lotin Americo po,ge

ItoV poge 20

l4t4

Perkins nqfionol deofulind froining proieet poge 4

United Sfotes page 4

Denmork page 5

Jopon pcge 5

Conqdn page 9

elcometoDeaf-

blind Educationnumber 14. I hopethere are articlesand informationhere to interest

everyone. We always try to get a

balance of reports on countries atdifferent stages in development ofdeafblind services. In this issue wemanage, tfuough reports and articles,to visit all the continents.

'We also plan for variety in thearticles. There is an article by HansBorchgrevink based on a presentationhe made at the Usher European StudyGroup meeting in Potsdam. I found thispresentation on neuropsychologicalaspects of communication anddevelopment helped me achieve someunderstanding of brain dame and theeffects for some deafblind people so iam very pleased to be able to reprint ithere in Deafblind Education. RussPalmer is a person with Ushersyndrome and he and his partner RiittaLahtinen have written an importantarticle on communication and Usherwhich includes issues reLted torelationships or mariage. Our thirdarticle features the development ofservices in India and the enonnouschallenge being tackled by colleaguesthere.

As with the last issue we haveproduced a smaller Spanish edition ofsome of the content of DeafblindEducation. This is being mailedseparately to this English edition.Please inform the editorial team ifyouwould like to receive a copy of this.

In the next issue I intend to featurea review of work from around thewodd on eldedy people with acquireddeafblindness. S7'e very much needother contributions and indeedcomments on Deafblind Education ingeneral.

'We have had a very positivefeedback to the redesign of the layoutand cover of this joumal, althoughsome have expressed a desire forfurther photographs, including one onthe cover. We need people to send usphotographs to enable this! DeafblindEducation will be reviewed at theIAEDB World Conference in C6rdoba,so please pass your suggestions to meby that date.

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Molcolm Moilhews

2

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Perkins Ncllionql Declf-Blind frcrining Proiect

!n October I993 the Perkins School for the Blind wosowsrded o three yeor notionol gront to develop o structure

lo coordinqte ond utilize the expedise creqted throughnotionol efforts to improve services to deofblind children

ond youlh. This proiecf will work colloborol:v9ly t9 elpondknowledge of rhe educotionol needs of deofblind infonts,

children ond young qdults, ond design o model for troiningwhich will moke rhis informotion crccessible to professionqlsqnd others who ore providing o serwice io this populotion.

I ffi;t',',:: ''[T'::xf H:'

- To develop and convene a

national steerkrg comfiritteecomprised of leaders fromseven university programmeswhich train teachers ofdeafblind children, along withnational and state Providers oftechnical assistance in deaf-blindness and consumer andparent organizations.

- To develop teachercompetencies in working withinfants, children and Youngadults who are deaf-blind: thiswill be one of the cenral actiYities

of the project. The skills willhighlight the unique educationalneeds of children who are deaf-

btind and serve as a guide for thedevelopment of pre-service and in-

service staff training.

To organize regional teamsthroughout the United States todesign and implementuniversity based traininginstitutes which will beavailable to providers of deaf-blind services.

To develop a model to evaluateteacher competency inproviding education for infantschildren and young adults whoare deaf-blind. This goal willensure that the teachercompetencies are trulYrepresentative of the educationalchallenges faced by teachers ofchildren who are deaf-blind.

Six geographically dispersed universitysites have been selected as theRegional Centres for the Project'straining activities. They are:

- Hunter University, I',lY;

- Texas Tech University, Lubbock, TX;

- University of Washington, rVA;

- Florida State University, FL;

- Safl Diego State University, CA;

- Michigan State University, MI.

The project personnel are employed bythe Pekins School for the Blind. Theywill coordinate all national and regionaltraining activities and oversee thedevelopment of teacher competencesand teacher evaluation.

Morionne RiggioProiect Director

DBILINK

An Americon Servicefrom the Notionol

lnformqtionCleoringhouse onChildren who qre

Deofblind

DB - LINK is a federally fundedclearinghouse project v/ith the goal ofproviding information to parents,teachers, medical personnel and socialservice providers related to youngpeople who are deafblind (O - 21

years). It is a consortium proiect withthe Helen Keller National Centre, St

Lukes Roosevelt Hospital, the PerkinsSchool for the Blind and the AmericanFederation for the Blind.

The service is available to anyoneinvolved in designing or providingfacilities for young deafblind people. Ituses resource databases to access a

broad spectrum of information ontopics ranging from eady intervention,health and legal issues, employmentand communication needs.

DB - UNK is funded by Services ForChildren who are Deaf-Blind in the U.S.

Department of Education. This aims toassist state educational agencies toensure:

. the estimated 8,000 youngdeafblind people aged O - 2lreceive special educationprovisions, eady intervention andother related services.

. young deafblind people are a'ware

of the programmes, services andsupport available to facilitate theirtransition from school to vocations,and to receive assistance forindependent living.

If you would like further informationon DB - LINK please contact:

Project DirectorDB - UNK345 North Monmouth AvenueMonmouthoF.97361U,S.A.

Telephone:

(800) 438 9376 - voice(800) 854 7013 - TTY

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Expertise on Congenitals.qry!i!{9!qlw*sop$a€din,''.:December 1993 in Hordjylland. Thisis a {rrye year'p{ajeet e fei:ilitale thedevelopment of advisory services andlocal and national provisions fordeafbtind people. It forms one part of

*n. ilrttiattrre ,of,sey!q- efXltfrs 6f r' ,r.l

Expertise for different disabilities.It is estimated that there are 800 -

I,OOO d€aftlind people in Denmark,of which 2@5OO are congenitallyd€aftlind. The Centre will gather,devel,op and distribute knowledge oncongenital deafr lindness.

who nerd its services,Projects currendy being

undertaken by the Aswiationinclude training interpmers fordeaflilind fople, pmUisnirrg a

coigfrfu and researchirg techlxicalaids acd dycation *pproachrs.

In fte future it *iqrs to establish a

sereice and rehabifieti,on centrededicffGd to the needo of deajblind

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Working crndOrowingIiogether

Gonference AnnouncemenlsV/hen registering for theConference please makecheques / money orders payable

to

"FUNDACION HELEN K-ELLER,

CORDOBA."

*Do NOT make cheques payable

to Hilton / Perkins or PerkinsSchool for the Blind

Perkins is acting as a mailbox forthe Conference, but please

address anyhing to do with theConference to:

The IAEDB ConferenceSecretariatC/O Perkins School for the Blind175 N Beacon Street'Watertown

MAO2l72USA

Please note the followingchanges to some ofthe FocusDays:

Usher syndrome.

The Moyano family, Dr. Tamayoand Lic.Marta Rozo de Corteswill work with Mary Guest.

Families and their concems.

Stan Muoroe (Canada) and

Norman Brown (UK) will workwith Alicia Picasso Cazon.

Early childhood.

David Brown (UK) will workwith Tom Miller (USA).

Services and Rehabilitation forAdults and Young Adults

Marlaana Suosalmi (Finland) and

Bob Snow (UK) will work withSilvia Romero de Fava(Argentina).

NEW PUB1ICATTON

DEAFBTINDEDUGAflON:developing

andsuslaining

apptopfialeaa

lttloytston

THE PROCEEDINGS OF THE

I994 UK CONFERENCE

ASTON UNIVERSITY,BIRMINGHAM

Tony Best leads the discussion

with a paper on the challenges

that are presented when planning

and delivering services for this

specific low incidence disability

group of children. Other

contributions are from education

professionals and deal with the

changing role of support services

and special schools and present

practical topics, such as, Objects

of Reference, Intervenors in the

Classroom and Access to the

National Cumiculum.

This is essential reading for all

professionals concerned with the

education of deafblind/multi-

sensory-impaired children!

To order your copies, please send

a cheque for16.50 (including

postage and packing) - made

payable to'Sense' and send it to:

Eileen BoothroydEducation OfficerSense

1 l-13 Clifton TerraceFinsbury ParkLondon N4 3SR.

Communicqfionwilh Usher People

One couple describe fhe effecls of Usher on communicotion,ond how they con be overcome.

+EgO(D='oo_3rnr9-o.6O€=53

EUF3 '}ilf,'I*l urac,bam de*f and diaepowd with Ucher ryndromeat ?1, Hekad an,8year,cornputmgeareertieforeWpr as a MusicSpeeiagsl,,lryi6,deaf'and deafl$ltqdl.people . Ile lias an ffi%headag lossand uses two high powered hearing aids. He uses speeclS lipreads andit,leapinA.qigl tlangUge,;, I1$ sigft! i$:rl.e{y],resfrict€d;,ahout.2 ro 5idq{€e$'G.eldof v*fio*r}.,andherxe*,*re,redalrdwhitecanewhilewalkiog to assist mobility. He met Riitta lahtinen in Sweden in t99l

*tffi mm*..;e er;& r*a*rins 6*teriats,for thedeaf at the Deaf Assocation in Helsinki, Finland, she is a qualifiedteacher, interpreter and nurse. She has been working with deafblindpeople for l5 years and has specialist skills w'ith Usher Slmdromepeople, after heading a project for 3 years. Riitta has full hearing andsight and has communicatisr skills in Bngtish and Finnish, sign language(including "hands,on") and English deaffbtind alphabet.

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f . lnlroductioni:j+ deas for this paper emerged fromtl:li: the relationship of these two.t:i:, people who became aware ofdifferent forms of communication for a

couple. Their main forms ofcommunication are:

(a) English spoken language

@) English deaflblind alphabet

(c) Sign language (mixture of EnglisVFinnish)

(d) Body language and own gestures

(e) English written language

7

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2. GornmuniccttionProblems

(o) The Usher ViewRuss was taught the "Oral Method" ofcommunicating at a deaf school untilthe age of7. He then attended schoolswhich were integrated with hearingpeople. His contact with deaf peoplebegan at age 22 after he was diagnosedwith l]shers.

Since hearing aids and radiomicrophones are only able to pick upsome speech and lip-reading can proveexhausting, sign language and the deaflblind alphabet are proving to be themost useful forms of communication,especially when the lighting situation is

difficult.It is important to understand that

people with Ushers have to use a largeamount of energy to communicatebecause of the concentration required.This applies to both deaf and hearingimpaired Usher people who use signlanguage and lip-reading. The use of"hands-on" and tactile communicationbecomes the main source ofcommunication as vision deterioratesover time. However, the developmentof "tactile touch and sense" is a slowprocess if one is used to speech.

Participation in group discussionsmay be necessary but impossible and

one to one contact and appropriatelighting conditions are important toensure the Usher person is able to see

and follow these interactions propedy.Recognition of a partner's "body

language" is difficult due to the Usherperson's narrow field of vision; forinstance, it is only possible to see theother person's face when lookingdirectly at them. This situationbecomes impossible when lightingconditions are dfficult.

An Usher person may sometimesneed some form of con-firmation thatanother person has understood a

conversation. Hearing impaired Usherpeople need to maintain eye contactwhile they are talking, compared tohearing people who can continuetalking even when in different rooms.A visual sign, signal or response is

necessary following conversation toprevent feelings of anger andfrustration.

(bl The Heoring/Sighted ViewHearing/sighted people use their ears

and body language to communicateand do not have to use tactilecommunication. If a partner's spousehas Usher there are manv oroblems the

hearing person may not be aware of,especially regarding communication.This can lead to mis-understanding,frustration, stfess, pressures on therelationship and cause friction. Some ofthese problems are outlin€d below:

(a) Repetition of own words can bevery slow and takes much energy.

@) Repetition of other people's wordscan be time consuming.

(c) Diffcrent forms of communicationmay have to be used in differentenvironments.

(d) Ifan Usherperson is not used totactile communication, the speedof communicating can be veryslow.

(e) The tone ofthe voice can be verydifficult to hear when teasing andjoking with each other.

(O Items in the home environmentsuch as furniture, books, kitchenutensils etc. need to be kept in thesame places.

G) The hearing/sighted person needsto tell the Usher person where theyare moving to in settings.

(h) Partners are often bumping intoeach other.

(i) Guiding becomes a necessary wayof life.

3. How to lmproveGommuniceilion

The Usher person must learn to beindependent as far as possible and notrely on other people to do things forthem. It is important to consider that as

the demands placed on the hearing/sighted person increase, more energy is

required, causing tiredness. This cancause stress and pressure in a

relationship or marriage. So the Usherperson must leam to help in the dailyliving chores and to have specificresponsibilities.

Another consideration is that bothpeople should leam to be open witheach other, to explore communicationtechniques and to discuss problems.Some suggestions follow.

(o) One tro One CommunicolionIt is important to speak clearly and in asuitable lighting environment whencommunicating with hearing impairedUsher people so they are able to lipread. If lighting conditions are difficult,the deafblind manual alphabet can be

used. For instance, use the alphabet forevery first letter of a word, eg. use "B"for bedroom. This method saves a lotof time and energy in having to repeatwords in conversation.

Depending on the situation orenvironment the Usher person canreceive some form of feedbackthrough touch (this is particuladyuseful in a dark environment). Agesture such as tapping for "Yes" /"Ok" and a rubbing from side to sidefor "No" / "]Vhtt", can be donewherever suitable on the body. Thereare other methods such as placing thehand on the side of the face andfeeling the head nodding for "Yes" ormoving from side to side for "No".

Maintaining body contact allowsthe Usher person to feel safe and toknow where the other person is, forinstance touching the person's legwith a foot.

To indicate a direction or obstacleor even an aeroplane in the sL1y, thepartner can get the usher pefson tohold onto their hand or arm and pointin the direction of the subject (see

photograph).The use of a video camera can be

used at home and by professionalswhen running specialised UsherRehabilitation Courses to help identifywhat forms of communication are ofcould be used.

(b) To Get Attention {Distonceond Direction)These are suggestions on attractingsomeone's attention before speakingthat saves both their energy, time andmisunderstanding:

- Get into the line of vision first.

- Place the palm ofthe hand onto theUsher person's face and positionhead so eye to eye contact can bemade. Some people find it dfficultto co-ordinate where a sound or a

vibration is coming from.

- Banging on the table or floor with a

hand or foot to cr€ate vibrations.

- $Taving a hand slowly from side toside at a distance.

- Blowing towards the person's face.This is particulady useful in a

public place to avoid attractingatt€ntion.

(c) LovingRelotionshipsAn Usher person has to take offtheirhearing aids during the night time andcommunication may prove di,fficult.This is where both the deafblind(1

alphabet and hands-on gestures/signsare important to avoid frustration ormisinterpretation.

If an Usher person develops a

special loving relationship with a

partner, it is very important for bothpeople to understand and recognisethe body language and responses thatwill develop as time goes on. Bothpartners should be open with eachother and develop theif own signs andgestures so communication does notbecome a problem.

Both partners need to show andexpress their feelings openly to eachother particularly in a sexualrelationship. The words "I love you"can have a deep emotional effect onboth partners. It can also give theUsher person reassufance, security andselfconfidence. It is difficult to pick upthe signs and sounds of responses soeach partner has to work out their ownmethods.

The need for human contact andcompanionship can be considered as a

maior priority for an Usher person. Forexample, on an Usher course inBirmingham, England, a 19 year oldmale asked "How can I ever have agirlfriend if I cannot take her to acinema or disco, or drive a car ? Howdo I tell her that I cannot see in thedark?". One has to reply by saying thathe must not feel restricted. if she is a

nice girl or a good friend, she will helpyou.

Usher people are Yery sensitive;they need to feel loved, reassured andto be able to share in a lovingrelationship and probably regard this as

an important area in theif lives. Veryoften the "Usher" disability can be anobstacle especially when one considerstheir "Quality of Life". The need forsocial groups and clubs have a vital rolein providing friendships for Usherpeople.

4. Gonclusionr$/e think that the priority of partnersis to have a common language,whether it is a spoken, signed, deaflblind manual alphabet or gestures, sothat they are able to communicate inthe best possible way. This languageshould allow both people tocommunicate in any environment,whether at home or in noisyatmospheres. To find this languagerequires patience, understanding,listening and a willingness to be openand share experiences.

Partners need to work outindividual signals, signs and gesturesthrough using di-fferent forms ofcommunication. They need to practiceregulady and leam from each other as

it is a two way process of learning.Relationships and mariages may

very often break down where there isan Usher person involved due to alack of communication betweenpartnefs. It is necessary for couples tobecome aware of the changes andadaptations that will be requiredwhen the Usher person s vision orhearing starts to deteriorate. Theyhave to be able to share and talkopenly about the little problemswhich they have to cope with duringany changes ofsight and/or hearing.

Each partner needs to have timealone. Other friends and social groupsare necessary so they can pursue theifown interests with other people. Theymust not feel totally dependent oneach other, this can in many waysmake a relationship or mariagestronger.

Neither person in a relationshipshould be dominant, they should try togive and take, to help each otherrvithdomestic chores no matter how small.Usher people are not "disabled" (intheir own thinking), they just haverestrictions in theif headng and sight,and need to have additional support ifthey get into difficulties. They arequite capable of doing anlthing, it is amatter of learning to change and beencouraged to do things in a differentway, to have faith and courage.

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Developmenl oflnterpreler Services

tri::ttl: t,i:i:r.: uch is happening in Europe

,;:l:,'ltt:,:,::,,,tl1,:, regarcling interpr€ter.:r,i. iil:: lrl::1, services fof deafbtindpeople. There have been discussionswithin IAEDB on this subject and ineatly 1994 a committee was formed tolook at the benefits that intemationalcollaboration could bring to thedevelopment of these vital services.

Its goals are:1. The establishment of a European

network of people responsible forthe development of interpreterservices.

2. The production of a documentdetailing the situation in everycountry.

3. The development of a curiculumand identi-ffing the subjects that are

of most importance within thedifferent services.

Great steps towards achieving thesegoals were made at a seminar on theDevelopment and Training of

in Europe

Interpreters for Deafblind People inLisbon in September 1991. Tl:ie seminarwas organised by Casa Pia @ortugal),Lega del Filo d'Oro (taly) and the EUCO

Unit and was partly funded by a grantfrom HEUOS, the European Union'sdisability programme.

The seminar was the firstinternational activity concemingdeafblindness to be held in Portugaland involved representatives from 12

countries. Antonio Rebelo from Casa

Pia said that the TV and press coverageof the event went a long way towardspromoting the activities of deafblindpeople and the imponance ofinterpreters.

One important issue to arise fromthe seminar was the acknowledgementof the necessity for interpreters to haveacademic, psychological and ethicaltraining in addition to sign language,braille, guidance and mobility training.

The committee will meet again inMay in Denmark to start putting

together more detailed information andproduce a pack which will be availableto anyone interested.

For more information please contactVilliam Green at Lega del Filo d'Oro.

In 1991 there was no govemmentalor non€overrunental oryanisation inthe Czech Republic thatsystematically recorded instances ofdeaflrlindness. Since then theAssociation for the Deafblind (LORM)

has registered approximately 30Opeople who are deafblind andplanned a comprehensive programmeof activities.

LORM was established in 1991

and held its first General Meeting on12th November 1994 in Prague. Asan independent organisation itstrives to overcome communicationdifferences and degrees of handicapamongst its members to ensureeveryone can participate equally.This supports the principle ofensuring development programmesare decided and exercised bypeople with disabilities which isgaining momentum across Europe.

The "LORM Service" is aftached tothe Institute of Social Care in Kamaridwhich has seven centfes acfoss thecountry. It has provided ten psycho-rehabilitation courses for people whoare deafblind and has totalledattendance numbers of almost 2OO.

LORM has overcome manyobstacles to achieve this progress andrecognises that continuedperseverance wiII be necessary toachieve its plaos for the future.ContactJanJake at LORM forfurtherinformation.

William Green

ro

fhe Developmenl ofServices in lndicr

One speciolised serwice for deofblind people in o country ofolmost one billion people is cefioinly not enough, but recenf

developments bode wel! for the future of deofblindserwices in lndio.

Summqries of the situqtion for deqfblind children ond odultshove been produced by Mrs. Beroz Vocho, Director of rhe

Flelen Keller lnslifule, ond Mr. Roiinder Singh Sethi, odeofblind mon from Bomboy.

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ln this focus on lndio Richord Howkes, Sense InternotionolOfficer, presenls lhese summories ond outlines plons for the

fulure.

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Educeition ofGhildrenIt is only in the last 2O years thateducationalists in India have started toconsider the philosophy of TotalCommunication.

The concept ofproviding everychild with access to a better quatty ofIife and a purposeful way ofcommunicating drove theestablishment of the Helen KellerInstitute for the Deaf and DeafblindBombay in 1977.lt was the firstinstitut€ in Asia to educate deaf anddeafblind people using the philosophyof Total Communication.

The Institute started in the home ofone of the teachers with an initialbudget of 150 Rupees (about $US 5)and provided for two deafblindchildren and one deaf child. Theinitiative came from Beroz Vacha who,as a teacher of the deaf, met a childwho was deafblind. Since Beroz wascommitted to the concept of educationbeing a fundamental right of everychild she determined to establish a

service which would support the needsof multi-sensory impaired children.

The school offers individualisedteaching strategies to meet the needsof each child. The programmesconcentfate on:

. Literacy (Iearning to read and writebraille)

. Mobility (exploring theenvironment, using a stick)

. Body awareness

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. Pre-vocationalopportunities

. cognitive motof skills

Most of the 22 deafbhnd childrenpresently at the school live in aresidential centre approximately onehour's ddve away from the school.

The Helen Keller Institute iscommitted to starting programmes andgiving free educational advice to anyinstitute that invites them. The firstsuch project was in 1985 whenassistance was given to the Singapore

School for the Blind to start its firstprogramme for deafblind children.More recently, in 1990 the NationalAssociation for the Blind in Indiareferred three deafblind children fromits centre in Delhi. With the support ofthe Hilton / Perkins Program the HelenKeller Institute trained one of theteachers from Delhi and a programmehas now started.

ln 1993 the Institute was allottedone acre of land in another part ofBombay by the Regional Govemment.

ff

The plan is to build a new centrewhich will house the school,accommodation for the children, grouphomes for young adults, a familyadvisory service and an assessment

centre."The ultimate goal" says Beroz

Vacha, "is to make the handicappedchild, regardless ofhis handicap, afunctional human being within his fieldofabilities. There can be no greater testfor the measure of an individual,society or a nation than the way inwhich we individually and collectivelycare for our children."

fhe Steitus ofDeerfblind Adults"Handicapped people usually havedilfficulties adjusting to life in a woddgenerally meant for normal people. Ofhandicapped people, the lot ofthedeafblind is really the worst" claimsRajinder Singh Sethi, himself a

deafblind man.In India there has never been an

official survey to determine thenumber of deafblind people. A feworganisations have tried to find outhow many of the blind populationsuffer from hearing impairment. It wasfound that between 1 - 2% of the blindand visually impaired population ofover one million also have hearingproblems. This does not take intoconsideration people identified as deaf

Mrs Beroz Yacho, Director of the Helen Keller lnstitute

Rodney Clark (9ense) and Xerxes Pithawolla, architect for the newt- .tJ!: -- -- LL^ -rr-;-J -2t^ ^t tL- ----- L--trJ9--1)

who may have additional visualimpairment and people who aredeafblind but are not included withineither the blind or deaf populations.

In general the adult deafblindpopulation has to undergo manyhardships. In India there archlardly afiysocial security benefits for disabledpeople and, cleady deafblind peoplewill encounter difficulty in obtainingemplolment. "There was a lot of fanfareand publicity when I obtained mydoctorate" says Rajinder Singh Sethi,"but nobody has yet come forward tooffer me a job." It is a similar situationfor other deafblind people.

To begin to achieve a meaningfullife Rajinder Singh Sethi believes thatfrst deafbtnd people should beaccepted by their families, then bysociety, associations and govemment.Rehabilitation measures need to bedesigned to suit individual needs, andthe "fatalistic" attitude ofpeople needsto change to a more practical andscientific approach.

fhe Fulure eindthe lnvolvemenlof SenselnternotioneilIn March 1994 Sense created anInternational Office with the primaryaim of assisting the growth of deafblindservices in countries where these are

underdeveloped. For many years therehas been a close relationship betweenSense and the Helen Keller Institute.This is one ofthe reasons the Sense

Council agreed the first substantialdevelopment proiects for Sense

Intemational should be in India.Richard Hawkes and Rodney Clark

visited India in Jrl/ry 1994 to discuss thepossibility of developing a prograrnmethroughout India. With the support ofthe Helen Keller Institute and r numberof other relevant govefirmental and non-gov€mmental organisations firm plansare now established for the future.

In 1995 John Hatton, Director ofSense'West (formedy Sense Midlands)will be undertaking a three monthexploratory visit across India. Sense

will then be appointing a DevelopmentManager for India, to be based inBombay, to undertake a detailed reviewof the situation, identi-ff partners forcollaboration, assess possible locationsfor future seryice development andestablish a Sense India Committee. It ishoped that this groundwork will leadto the emergence of services in othertowns and cities in the next three tofour years.

Sense Intemational is keen todevelop partnerships with anyorganisation, institution or schoolwishing to share our goal of providingimproved services for the deafblindchildren and adults ofIndia. $fork is

being closely co-ordinated with theHilton,/ Perkins Programme who havebeen involved in India for a number ofyears, and Beroz Vacha who will be

acting as a Consultant for theprogf,amme. For more informationplease contact:

Sense International OfficeThe Princess Royal Centre4 Church RoadEdgbastonBirmingham 815 3mUnited Kingdom.

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Ann Barnelt, former director of the National Deolft,ind Leogue in theUK, communicoting wilh lwo students of the Helen Keller lnstitute

Going for o walk outside lhe Helen Keller Inslitule.

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14

Ia the developing nations of thePaci-fic there are fresh and fragileinfrastructures which do notfacilitate the collection of data ondisabilities such as deafblindness.The establishment of suchmechanisms is a low priority and isfraught with the difficulties broughtby a scattered population with a

diverse geography. The highconcentration of dlfferent languagesin each island further hindersdefining and identi$ing numbers ofdeafblindness.

Fiii, the most developed nationin the region, has had a School forthe Blind since the 1970's.However, access to this service byisland populations is limited due toa lack of communication and traYelresources. Blindness is increasing atan alarming rate in the region andthe national Govemment is ill-equipped to provide a service withonly one ophthalmologist s€rvingthe population of 4,OOO,0OO.

The common perception of thepacific islands is one of lush tropicalresorts and an idyllic lifestyle. Inreality there is a population with a

high proportion of malnutrition andpoor sanitation. These contribute tothe growing incidence of blindness,most of which is preventable orcurable.

The Pacific Islands' Council forBlind Persons has been developedto address these issues. As a

consortium of nine islands it isworking to develop greaterunderstanding and support forpreventing and curing unnecessaryblindness. It is looking to agencicsand corporations in developedcountries to assist the funding ofthese services. Contact Bill Winkleyat the Pacific Islands Council forfurther details. The "Programme to create an

organisation of dealblind persons inI-atin America" (POSCAI) wasinitiated by Yolanda de Rodriguezfrom Columbia and Graciela Feriolifrom Argentina following researchwhich revealed there are aconsiderable number of deafblindpeople in latin America and a lackof knowledge about their needs.

There are no precise figures forthe number of the deafblindpersons in latin America. Althoughthere are 67 institutions thatprovide services for deafblindpeople, only a few are specifically

designed for their unique needs. Only5% of teachers attached to theseservices have appropriate training forteaching the de'afblind, and there are

no inrerprerer facilities. This highlightsthe critical situation in Latin Americaand the need for a proiect to address it.

The first meeting of the POSCALgroup will develop a programme forthe Andean Region countries of Bolivia,Colombia, Ecuador, Peru andVenezuela. It will be held in Bogota inFebruary 1995. Enquires should beaddressed to Ximena Serpa at POSCAL(fax57 121187 66),or YolandadeRodriguez (fax57 l620 17 3D.

Neuropsychologiceil -<= E'Y.go'

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Aspecls ofCommunicqlion eind

DevelopmenfGonsequencec for educalionql trcrining of the deafblind

Hans M Borchgrevink - fhe Nationar Hospital llniversity of oslo, Norway

On BroinDevelopmenlThe infant is bom with an immaturebrain cortex. The cortex isessential for adyanced motorfunction, cognition, learning,communication and flexiblecontrol of behaviour. Fundamentalphysiological functions arc largelycontrolled by pre-programmed

lower (subcortical) brain centers,tuned to respond to stimulation byautomatic reflex actions (e .g.sucking). These subcortical centersare well developed at birth.Therefore infant behaviour isdominated by automatic reflexresponses to stimulation and haspoor impulse control. Iflithincreasing age, biological cortexmaturation gradually makes the

cortex more efificient. The childmasters more and more advancedfunctions - reflected inpsychomotor development - andhas improved control of behaviourby cortical inhibition of automaticreflex behaviour (see figure 1

below).Frontal cortical damage

characteristically leads to motordisorder, impaired concentration,

Figure I

CORTEX- advancedfunction

- intented action- CONTROL BY

INHIBITION

NET EFFECT.

Avertlcal I b"l"n".

vNET EFFECT +tendency for automaticresponse to stlmulatlon

Each funcflon controlled by NEURoLoGICAL BALANCE between

| + centers (excltatory; "go")

Q - centers (lnhlbltory; "stop")

NET EFFEGT + leads to ACTION

.- t/y'

sueconnclL /CENTERSfor automatlcreflex control offundamental body

(largely developedat birth; commonto all mammals)

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C{3BoF1) L=6,43,YE-o9E.=6O,tsxgr

initiation and/ or response(impulse) control.

Under reasonably noffnalenvironmental conditions, age

related cortex maturation limitspsychomotor development: theeffect of training is far lower thanmost people like to believe. Forexample, one twin tfained at stair-climbing from age 46 weeks,managed in 26 seconds at age 52weeks. The untrained twin wasintroduced to stair-climbing at age

53 weeks, and climbed the stairs in10 seconds at age 55 weeks. In thefollowing weeks one twin wastrained in cube-stacking, but after 6weeks of training did no better interms of speed or number stackedthan the untrained twrn (Gesell &Thompson 192D.Correspondingly, children withdelayed or deviant behaviourseldom catch up with, and pass,

the performance level of normalchildren in spite of additionaltraining (Hallaban & Cruicksbank1973; Borcbgreuink 1989).

Figure 2

OUTPUT

MOTOREXPRESSIVEBESPONSE CONTBOL

ATTENTIONCONCENTRATIONINITIATIONSTABT. STOP

INTEGRATIONCONTROL OFPROCESSING

Diognostic eindPoedotgogicolGonsequences - ingenefctlSignificant psychomotor delay laterthan9O-95 percentile that does notnormalize rapidly upon training,signals organic brain damage.Organic brain damage largelyaffects the cortex and reduces a

person's capacity and potential tobenefit from educationalstimulation or to take part in socialintercourse, unless these areadiusted to his capacities. Deadbrain cells and cut fibres are neverreplaced or restored. Function isthus permanently impaired, andcan not be normalized by training,but will improve with age andbrain maturation throughoutpuberty within the limits set by theremaining brain cell,/fibre network.

Different pafts of the braincontrol different functions. Braindamage may be localised or moregeneralised, and may lead to slightor seYere impairment of

perception, cognition orbehavioural function, alone orcombined. To be effective,stimulation should be tuned to justwithin the limits of the person'scapacity for each sub-function.

Planning of educational trainingthus requires an evaluation of theperson's "profile of function": hiscognitive capacity (mental age

level), and a comparison of thedevelopmental age level for eachperceptive and expressive channel.Since organic brain damage can notbe cured by training, theeducational effort should utilise hisresources instead offocus on hisdefects, and aim to compensateweak sub-functions by the use ofstronger functions.

Sufficient, "good enough"stimulation should be presented viathe best perceptive channel whichtransmits the most advancedinformation most efficiently to thecognitive level. Logically, theperson's true cognitive capacitycan only be reflected by - andreached by - their best perceptivechannel. In the case of (left

INPUT

SENSATION

PERCEPTION.9

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u-t;re *g €'r8

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soundrepetition

rta.ry'../

I

, speech

' perception

Isound discrimination

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hemisphere) verbal speech,/language problem, autism ormental retardation, iconicvisuocognitive (right hemisphere)stimulation, e.g. pictograms/iconicsigns, are often the most efficient,as it has low demands on theadvanced functions that tend to befirst and most seriously impaired.These are memory span,concentration and coding/decoding (see flgure 3 below). Onemust evaluate the level and qualityof dysfunction in the functionsspecific for the most importantcommunicative channels (fig.4). Lneuropsychological assessmentprocedure for mental ageT yearchas been developed by Gjaerumand Borchgreyink and is understandar dization (B o r c b gr e u i n k1989).

Figure 3

BIGHT

pitchchordvisuospatial

formfigurespatial

ICONIC SIGNS- the sign refers

to a meaning- the sign demonstrates

the meaning

--) low demands on- memory span, as

single holistic pattern- concentration as

analyzed in a "glimpse"- decoding of concrete

relatlon sign - meanlng

SIMULTANEOUS PATTERNe.g. chordrfigure

Diognostic erndPcedogogicolGonsequences - inthe deof-blindThe deaf-blind person hascombined organic impairment ofthe two most important perceptiyechannels often combined withother neurological psychomotorhandicaps and mental retardation.By and large, most dysfunctions aredifferent manifestations of thesame organic brain damage -induced by the disease that causedthe deaf-blindness. Thus, the motordisorders and learning disabilitiesobserved in the deaf-blind are mostoften not secondary to the sensorydeprivation caused by the deaf-blindness, especially if increasedstimulation fails to increase thedevelopmental level or rate.

Stimulation and education canonly give improved sub-functionwithin the person'sneuropsychological capacity or

potential. Total visual depriyationleads to irreversible affection ofvisual perception. Studies onpaediatric cataract (opaque lenspfeventing visual stimulation to anotherwise normal eye and brain)show lifelong, irreversible organicimpairment of central visualpathway development - andimpaired visual acuitylperception -if not operated before 3 months,and leads to persistent blindness ifoperated after 7 years of age

@enEzra 1990). This clearlydemonstrates the importance ofeady intervention/stimulation uponbrain development. Correspondingauditory impairment effects areexpected, but not yet shown orpublished, for deaf children treatedwith cochlear implants at an e"rlyage. In total deaf-blindness thetactile channel will largely be thebest channel (fig. 4).In combinedauditory and yisual perceptiondeficit, the iconic visuocognitivestimulation may often prove to bemost efficient (fig. 3).

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H EMISPHERE SPECIALIZATION

1

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LEFT

speech perceptionspeech productionprosody (tone pattern in speech)rhythmreadingwriting

PHONETIC SIGNS- the sign refers to asound, not a meaning

) high demands on- memory span, forsequenoe pattern

- concentration duringsequenGe analysis

- decoding of abstractrelatlon slgn - meanlng

SEOUENTAL PATTEHNe.g. rhythm

speechword 17

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GonclusionAs a basis for choice of assessment,one should perform aneuropsychological mapping oflevel and quality of function for allimportant sub-functions includingmemory and concentration /initiative and response controlunder relevant environmentalsituations. Adjust the educational

prograflrme / the stimulationprofiIe (this is the amount, type,quality and level of stimulationeffort given in each channeVsub-function) to his profile of function(this is the level and quality of sub-function iust mastered for eachsubfunction). For example, if thechild has a memory span of 2 units,all information must be given intwo-unit short messages (e.g. two

sign sequences) in order to beperceived. Make sure to give goodenough stimulation via the bestperceptiYe channel. Utilize thebest perceptiYe and expressivechannels in the modes that allowtransmission of the most advancedinformation. Compensate fordelimiting sub-functions.

Figure 4

T8C

sens otlondiscrimin6tion

i de n tific otion

decodlngof meanlng

THE FI6URE

sensotlondlscrimlnationldentlf lcatio n

u I suBtPIBCEPTION

phonetlc (letters)

decodlng ofmeaning

sr 6N

GESTUEE

SPTECH

PfiOBUCTI ON OmO SPEECH

PEBCEPTI ON

ldentlfica tlon

dl'crlmlnotlon

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10

fhe EUCO Unit TqgO(D='qo*xo=-o.oQP6.'=fhe Europeqn Coordinclring Unit

for Sfeilf Developmenl inDeeifblind Services

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E E ffi,]5.. *4r,..=tu4

Subscription automatically ensures:

. Membership in the Europeannetwork cooperating on staffdevelopment in deafblind services

. Information on actual work andevents of relevance to staffdevelopment through The EUCONews Bulletin

. The bibliography of NUD'sintemational library ondeafblindness and related topics

. An updated inventory once ayeat.Here you will be able to find, at

-.Lc=.{.,i'

The EUCO unit offers informotion ond coordinqfion services tofhose who frqin ond develop sioff to deofblind people. you

cqn subscribe to these services.

deafblind persons. It has informationabout a number of professionals indeafblind work and their currentproiects. It also contains four chartswhich give an overyiew of the servicesand programmes offered to deafblindpersons.

For subscriptions to the services ofThe EUCO UNIT, or for entries to theInventory please contact us at:

The EUCO UnitC/o NUDSlotsgade 8DK-9330 Dronninglund

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least as the network develops, theresource persons that you wouldlike to contact, visit etc.

The subscription fee for a corporatemembership is 100 ECU per year fororganisations / institutions / schools /individuals in general.

For those of you who do not wishto subscribe it is still possible for youto be registered in the Inventory -Directory of Resources and then ordera copy of it. Ir holds information of 119organisations, institutions, schools andindividuals, in Europe and other partsof the world providing services for

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TI.iEEUCOUNIT

Fresidentinlrrnreirds forworkers wilh

Outdoor Activily dealblind peopleOn 7 November 1994 the Presidentof ltaly. Luigi Scalfaro. recognisedthe lOth anniversary of the kga delFilio d'Oro by awarding honours ofthe highest order to the peopleinstrumental in the development ofthe association.

The four recipients of the award

Deeifblind YouthWeek for

An outdoor Activity W.eek forDeafblind Youth has been arrangedto take place from 9 June to 16,June1995, in Aalborg, NorthemJutland,Denmark. The organizers areInstitutionen for Dovblinde (TheInstitution for the Deafblind),Aalborg, and The EUCO Unit,Dronninglund, Denmark.

This activity week is arranged inorder to give professionals in amultidisciplinary team, e.g. teachers,training staff, physiotherapists andoccupational therapists, theopportunity to gain the necessaryskills to enable deafblind youth toparticipate in outdoor activities.There are many activities to chooseamong, e.g. fishing, tandembicycling,horseback riding, swimming &sailing

YOU ARE WETCOME TO JOINTHIS VENTURE!

The participants will be Europeandeafblind youth, aged bern'een 15

and 30, accompanied b1'their staff.The total number of panicipants n'illbe approximately 40. The deatblindparticipants may be accompanied bvone staff member/interpreter onlr'.

The event will be financialivsupported from Helios. *'hich meansthat the arrangement, i.e. board andlodging and activiry programme. isfree ofcharge. Participants pav theirtravelling expenses onll'.

For further information please

contact:Preben GundersenInstitutionen for DcvblindeTel: +45 98 14 45 77fax: +45 98 14 73 14

or The EUCO Unit c/oTel+45 98 84 34 99fax:+45 98 84 34 88.

Pre sident Scalfiaro presentsIhe owsrds

GONFERENGE NEWS

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for'Grand Officers of the Republic'were Sabina Santilli afld Dino Marabini,two of the founders of the Association,the President of the Association MrGuida De Nicola and the Mayor ofOsimo, Mr Raimondo Orsetti.

125 children, famili6'5 an4professional from the 'lega" wereinvited to participate in rhis importantceremony which took place in thePresidential Palace in Rome.

For the students and their families itwas a great experience to be able tomeet personally "Il Capo della Stato". Desfblind

Children clndComnrunircilion

2 - {ilr &rne 1995, Trenlo, If.ily

In 1995 the Serwizio Di CorsulenzaPedagogica will hold its lSth event forparents of deafblind children. This yearit will be a three day conference heldin Trento, Italy.

The conference will focus on raisingawaremss of the need for deafbtindchildren to express rhemselyes througlrvarious communication channels:

"Communication enables a cultureto be transmitted and people to sharetheir thoughts and feelings."

Parents and professionals workingwith deafblind children will b€ invircd roshare their knowledge of communicatingwith deafbtind children.

*11 pafricipaats wiII receive acopy of "Bibliograpl4t onI-anguages and utays tocornmunicate used bjt DeafblindPeople".

For further informatiorr pleasecontact:

Dr. Salvatore IagatlServizio Di Conzulenza Pedagogicac.P.60lr - 38I00Trento.ITALY

Telephone (0039) 451 828/:.93

11

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Reorgcrnising lhe IAEDB

fhe SlrcrlegicPlcrnning Process

The Strategic Planning Vorking Group was formed at the Executive Meeting in Poland n Apil 1991

to develop a series of options and recommendations regarding the future of IAEDB. It has now had its

first meeting.

A detailed paper will be circulated to all members of IAEDB to ensure a wide input to the decision

process. The Working Group has agreed the following procedure:

1. The options and recommendations discussed by the Viorking Group are circulated to all

members, in the form of a questionnaAe, before the V'orld Conference in Cordoba, June 1995.

2. The Working Group meets in Cordoba to identify Consultation Groups and Group Chairs. These

Groups will be formed according to language not geographical regions.

3. The options paper is presented to the General Meeting in Cordoba.

4. Briefing of Consultation Group Chairs.

5. Delegates to the Wodd Conference discuss the options in Consultation Groups.

6. Tony Best and the Consultation Group Chairs meet to discuss the outcomes of the Group

discussions.

7. Tony Best summarises the discussions, with contributions from the Group Chairs, in the

summation speech to the Wodd Conference.

8. A questionnaire is circulated to every IAEDB member. (This is to ensure an input to the process

from all those unable to attend Cordoba). These must be completed and returned by November

30th tgg5.

9. The Working Group and the new IAEDB Officers meet again in|anuary 1996.

10. Final, constitutional decisions are made at the Executive Meeting inCanada, 1996.

))

IAEDBThe lnternotionq! Associoiion

for the Educqtion of DeofBlind

People wos founded over 30

yeqrs ogo to promote fhe

educqtion of deofblind children

ond young odulfs throughout

fhe world.

The Associotion originolly

brought together professionols

working with congenirolly

deofblind people ln recent

yeors it hos begun work with

odvenfitiously deofblind

people. Professionols,

reseorchers, fqmilies, deofblind

people qnd odministrotors qre

now involved.

fhe obfects of the Associotion crsestcrblished clre els followsr. To promote the recognition of deafblindness as a unique

disability throughout the wodd.

. To promote the education and development of deafblind peoplethroughout the wodd in accordance with the educational andadministrative requirements and with the socio-economiccircumstances of individual countries, states and authorities.

. To guard and strengthen the civil rights of deafblind people andto ensure their equality of opportunity with other citizens.

. To promote continuing and life-long education and developmentfor deafblind people.

. To promote and make known the variety and diversity of socialsupport systems for deafblind people throughout the wodd.

. To promote interaction within the community of deafblindpeople.

. To promote interaction between deafblind people, their families,professionals and the wider community.

. To gather and disseminate infomation on research, staffdevelopment and programme methods.

. To promote research.

The phrase "deafblind people" is intended to encompass all ageranges, from childhood to old age, and all conditions ofdeafblindness, whether acquired congenitally or adventitiously.

IIII-IIIIIIII-ITI

Membership IThere are two categories of membership: individual and corporate. IIndividual membership is open to anyone and is without charge. An annual Idonation ofs10/us$20 is requested. Each country can have a representatiu. orr!the Executive Committee for every l0 individual members. There is a Imaximum of three representatives.

Icorporate memberstrip is open to any school, association, institution, society Ior any similar organisation. There is an annual subscription of Sl00/US9200. IEach corporate member can have one representative on the Executivecommittee.

vrrL rLPrLrlrrl4Lrv! urr Lrrt ! sLutlvt II

AII members will receive DeafBlind Education and may vote at General IMeetings at the rVodd Conference. I

Please retum this to IAEDB, c/o Sense, 11-13 Clifton Terrace, Finsbury park, ILondon N4 3Sn, United Kingdom. I

I wish to become an individual member of IAEDB. I enclose I.lO NS$ZO, or II wish to become a corporate member of IAEDB. I enclose S10O/US$200 I

IOur corporate representative will be ISigned IName

-:Er+gOO='oo_*xo=-o.oQP6.'l

Institution

Fax

ctPEoFqb=ltTE>0).=a-O,b->o!o

lnternotionol Associslionfor the Educotion of

Deqfblind People

CHAIRMANJocques SouriouCESSA LornoyBiord86580 PoitiersFRANCE

vlcE-CHAIR vtANMichoel CollinsPerkins School for the BlindI 75 N Beocon StreetWoterlown, MA02172USA

SECRETARY/TREASURERRodney ClorkSenseI I -l 3 Clifton TerroceLondon N4 3SR, UK

IMMEDIATE PASTCHAIR'YIANJohn MclnnesCDBRA20 Scotio AvenueBronifordOntorio N3R 5RlCANADA

Notloncl Gcnlrrclg

ALBANIAElido Congonjilnstituti Mediko EdukotivTirono

ARGENTINAGriceldo Collegorilnstituto Helen KellerAv. Velez Sorsfield 2 I 00Ciudod Universitorio5000 Cordobo

AUSTRATIAHeother HewittUniversity CollegeUniversity of MelbourneCollege CrescenlPorkville 3052Victorio

AUSTRIAChristo HeinemonnOsterreichisches Hilfswerk fiir

ToubblindeI 100 WienHumboldtplotz 7

BELGIUMMorlene DoelmonKMPI SpermolieSnoggoordskoot 98000 Brugge

BRAZILAngelo RibeiroEscolo de Educocoo Especiol

'Anne Sullivon'Av. Conde de Porto Alegre 820S Voeiono do Sul

Soo Poolo 09500

BUTGARIAVlodimir RodoulovReseorch lnstitule for EducotionCul. Tzokio I 25 Fl. 5I I 13 Sofio

CANADASlon MunroeConodion Deofblind ond Rubello

Associotion747 Second AvenueEostSuite 4, Owen SoundOntorio N4K 2G9

CHILECloudio Pumorino CidNuestro Senoro del Rosorio

#426 Depto. 42Los CondesSontiogo

CHINALi PonThe Teocher Troining DivisionThe Educotion Commission of

HunonChongshoHunon Province

coroMBlAMorio Victorio de Mendozolnstilulo Nocionol poro SordosCore 47 # 654-28Bogoto

CZECH REPUBLICJon lokesLORM - Society for the DeofblindK vodoiemu 291 50 00 Proho 5

DENMARKSolveig JensenAolborgskolenKollegievei 1

9000 Alborg

EGYPTFoiher Youhonno HeneinHoly Mory Queen of light

OrgonisotionPO Box 80Sidi GoberAlexondrio

ESTONIAOlgo llginoLow Vision CenlreRovi 1 8EE0007 Tollinn

TINLANDMorio-Leeno SoorinenRehobilitotion Cenke for

Deofblind ChildrenKukkumcintie 2740600 Jyvoskylci

FRANCE

Jocques SouriouCESSA tornoy, Biord86580 Poitiers

o/Po*iol funding for this publicotion wos mode possible by Perkins School for lhe Blind, Wotertown, Mossochusetts ond the Conrqd N Hilton

Foundotion-, Los Angeles, Colifornio. The IAEDB is indebted to them for their supporl ond would olso with to ocknowledge the support

GERITAANYDietrich BunckBildungszentrumJiir-Toubbli ndePostfoch 7'1046030544 Honnover

GHANAMorion N Obengcenhe for Deofblind ChildrenPO Box 33Mompong-Akwopim

GREECE

Efrossyni Zofiri59 MessogiouAthens I I 526

I{UNGARYDorko KirolyhidiHungorion Deo[Blind

AssociotionBudopest I 146Aitosi Durer sor 39

ICEL/ANDBryndis ViglundsdottirPO Box 5086Skiphoh 3 1

1 05 Reykiovik

INDIABeroz N VochoHelen Keller lnst. for the Deof &

Deofblindc,/o Municipol School, Neor'S'

BridgeNMJoshi Morg, Bycullo (West),Bomboy 40001 1

INDONESIANicolo CrewsD/A RowinoloJl. lnerbong 38Botu Ampor, Kromot JoliJokorto 1 3520

IRELANDRoy MctoughlinThe Anne Sullivon Foundotion40 lower Drumcondio Rood

Dublin 9

ISRAETRuth RosenbluthKeren OR INCAbbo Hillel Silver 3Romot 019'1234 lerusolem

ITATYRossono BorloliLego del Filo D'OroVio Montecerno I60027 OsimoAncono

JAMAICAGermoine LynchThe Solvotion Army School for

the BIind57 Monnings Hill RoodPO Box 562Kingston 8

JAPANSodoko lmomuroYokohomo Christion School for

the BlindI 8l TokenomoruNokoku, Yokohomo

KENYABonifoce LentoimogoKobernet School for Deofblind

ChildrenPO Box I 28Kobernel

LITHUANIAlreno Motulienelithuonion Associotion of ihe

Blind ond VisuollyHondicopped

lobdoriuT/11Vilnius

MALAYSIASimon RoiendronSt Nicholos Homelocked Bog No. 30314 Bohon Jermql Rd

I 0090 Penong

MALIAlrene Schembri8 Monnorino Rood, B'koro

NAAURITIUSDr K HozoreesinghMouritius Child Core SocieiyThe Oxford,/Mouritius Child

Core ProiectPhoenix

NETHERLANDSTon Visserlnslituul voor DovenSchool RofoelTheeresiroqt 425271 GD St Michielsgestel

NEW ZEALANDElsie PurdueHomoi College, Browns RoodPrivote BogMonurewo, Aucklond

NIGERIADipo Boileylnvestment House21l25 Brood SheetPO Box 9334, Logos

NORWAYLive FuglesongThe Notionol Centrol Teom for

the DeofblindPB 8042 Dep O03l0402 Torshov, Oslo 4

PHILlPPINESDonte CopishonoPhilippines Notionol School for

the BlindGolvez Corner FiguerooPosoy City 1300

POTANDJozef MendrunPolski Zwiozek NiewidomychZorzod Gkowny0G216 Worszowo

PORTUGATAntonio RebeloCoso Pio de LisbooRuo d. Froncisco de Almeido No

II 400 lisboo

ROMANIAProf Voleriu MoreDeporfmeni of PsychologyThe University Cluj-NopocoStr. Kogolniceonu Nr. 1

3400 Clui'Nopoco

RUSSIAVoleri Chulkovlnstitute of Correctionol

Educotion, Russion Acodemyof Educotion

I I 9834 MoscowPogodinskojo str. 8

SENEGALGilbert TendingEMPPI Cenke Verbotonol de

Enfonts SourdsBP 3883 Dokor R.P.

SINGAPOREKoh Poh KwongSingopore School for the Visuolly

Hondicopped5l Too Poyoh Rise

I 1 29 Singopore

SLOVAKIAlonko SorisskoOsi, Portizonsko SZ089 0l Svidnik

SOUIH AFRICADr Johon von der PoelPioneer School for the Visuolly

Hondicopped20 Adderley Street6850 Worcester

SPAINPilor GomezCRE Anionio Vicente MosqueleProgrommo de Sordociegoso.N.c.E.Poseo de lo Hqbono 20828036 Modrid

SR,I LANKAMr j S DovidSri Lonko Churches'Council for

Child Core49012A Hovelock RoodWellowotteColombo 6

SWEDENElizobeth AboudoEkeskolonBox90245-700 09 6rebro

SWITZERTANDBirgit JentzchStihung fi.ir ToubblindeHeim TonneFuhrslrosse l58 1 35 Longou o A

TAIWANFronk ChongNotionol Toiwon Normol Univ.Deportment of Speciol Educotion1 62 Hoping Eost Rood, Sect. IToipoi

TANZANIAElly MochoTonzonion Notionol Committee

for the DeofblindPO 9ox22408Dor es Solqom

UGANDAMbuusi JocksonPO Box 14278, Kompolo

UNITED KINGDOMRodney ClorkSense, I l-l 3 Cliflon TerroceLondon N4 3SR

URUGUAYCormen CirinlonqZufriotegui 990, Montevideo

USAMichoel CollinsPerkins School for the BlindI 75 N Beocon SheetWotertown, M402172

ZIMBABWERobert ChimedzoMinistry of Educotion ond CulturePO Box 8022, CousewoyHorore

NORDIC REGIONALOFFICERKurt VinterhoiNUDSlotsgode 8DK-9330 DronninglundDENMARK