Changes in educational team membership for students who are deaf-blind in general education classes

Journal of Visual Impairment and Blindness

Volumn 93, Issue 3, 1999, Pages 166-173

  Giangreco, Michael F ^a   Edelman, Susan W ^a   Nelson, Catherine ^b   Young, Mary Rose ^b   Kiefer O'Donnell, Richard ^b  

^a UNIVERSITY OF VERMONT   (United States)

^b UNIVERSITY OF UTAH   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; EDUCATION; EXPERIENCE; HEARING IMPAIRMENT; PHYSICAL DISABILITY; SCHOOL; STAFF; TEAMWORK; VISUAL IMPAIRMENT;

EID: 0032969324     PISSN: 0145482X     EISSN: None     Source Type: Journal    
DOI: 10.1177/0145482x9909300305     Document Type: Article

References (11)

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3. Giangreco, M. F. (1996b). Vermont interdependent services team approach: A guide to coordinating educational support services. Baltimore: Paul H. Brookes.
4. Giangreco, M. F., Edelman, S., & Nelson, C. (1998). Impact of support service planning on students with deaf-blindness. Journal of Visual Impairment & Blindness, 92, 18-29.
5. Haring, N. G., & Romer, L. T. (1995). Welcoming students who are deaf-blind into typical classrooms: Facilitating school participation, learning, and friendships. Baltimore: Paul H. Brookes.
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10. SAS Institute. (1996). SAS system (release 6.12). Cary, NC: Author.
11. Westling, D. L., & Whitten, T. M. (1996). Rural special education teachers' plans to continue or leave their teaching positions. Exceptional Children, 62, 319-335.