University of Edinburgh
 

The materials on this list are available from

Bibliography - Multiple Disabilities & Visual Impairment: Supporting Children and Young People

Books

Bell, Judy & Naish, Lucy
Exploring quality: how to audit, review and profile your school's provision for pupils who have multiple disabilities and visual impairment
RNIB, 2005
ISBN: 1858786525
A tool for assessing the accessibility of your school for visually impaired children who also have multiple disabilities. Sections: Inclusive culture and organisation, physical access, curriculum access, social access, staff skills and transitions & changes.

Bloom, Ylana
Object symbols: a communication option
North Rocks Press, 1990

Buultjens, Marianna & Mason, Heather
Cerebral palsy and visual impairment (CPVI) in children: experience of collaborative practice in Scotland
Scottish Sensory Centre, 2003
ISBN: 0954603605
Explores the collaborative working between professionals involved in the lives of children with cerebral palsy and visual impairments (CPVI). Provides detailed information on CPVI.

Dale, F J
Stimulation guide: a sourcebook of suggestions and activities for multi-sensory impaired children and others with developmental difficulties
Woodhead Faulkner, 1990
ISBN: 0859416305
A useful sourcebook of suggestions and activities aimed at increasing the physical and psychological development of multi-sensory impaired children.

Erin, Jane N
When you have a visually impaired student with multiple disabilities in your classroom: a guide for teachers
AFB, 2004
ISBN: 0891288732
A guide for teachers to work effectively with students who have visual impairments and additional disabilities.

Goold, Louise & Hummell, Jill
Supporting the receptive communication of individuals with significant multiple disabilities: selective use of touch to enhance comprehension
North Rocks Press, 1993
ISBN: 0949050040

Goold, Louise; Borbilas, Phyllis; Clarke, Annette; Kane, Carol
Addressing the communication needs of the individual with significant impairments: an ideas kit
North Rocks Press, 1993
ISBN: 0949050032

Hyvärinen, Lea
Assessment of low vision for educational purposes and early intervention: Part II: visually impaired children with other disabilities
Precision Vision, 1997
ISBN: 952519602X
An overview of assessing vision in children with other disabilities such as deafblindness, developmental delays, motor disabilities, brain damage and learning disabilities.

Lee, Mary & MacWilliam, Lindi
Learning together: a creative approach to learning for children with multiple disabilities and a visual impairment (2nd ed)
RNIB, 2008
ISBN: 9781858785318
How to create an active learning environment for children with MDVI. This book explains and illustrates methods that have been developed over many years, with children of all ages, at the Royal Blind School, Edinburgh.

Lee, Mary & MacWilliam, Lindi
Movement, gesture and sign: an interactive approach to sign communication for children who are visually impaired with additional disabilities
RNIB, 1995
ISBN: 1858780683
Describes an approach to communication developed by staff at Royal Blind School, Edinburgh. Illustrates how a child can develop skills in movement sessions & gradually acquire a sign system specially adapted for VI children.

Longhorn, Flo
Sensology workout: waking up the senses
Flo Longhorn, 2007
ISBN: 1900231964
About the use of and development of the senses for learning, particularly for children who have severe disabilities.

Longhorn, Flo (ed)
Making friends with Johanna: communicating with very special people
Flo Longhorn, 2003
ISBN: 1900231018
This book describes a family approach to communicating with a very special person, Johanna, showing how there are many natural ways of communicating with her.

McDonald, Mary
Which way? A guide for parents of children with multiple disabilities
RNIB, 2003
ISBN: 1858785278
Part of the RNIB's Early years series of publications focusing on the more complex issues that can arise for children with sight problems who have other special needs.

McLinden, Mike & McCall, Stephen
Learning through touch: supporting children with visual impairment and additional difficulties
David Fulton, 2002
ISBN: 185346841X
Written to assist teachers and other professionals who support children with visual impairment and additional disabilities, this text examines the role of touch in teaching and learning.

Murdoch, Heather & Boothroyd, Eileen
Getting a result! information and ideas to help young people who are multi-sensory-impaired and their families understand and participate more fully in the transition planning process
Sense, [2009]
Designed to guide parents of young people with sensory impairments and other disabilities through the transition from school to the world beyond. It deals with the period from age 13 to 19 or later when young people plan and begin their future as young adults. England & Wales bias.
http://www.sense.org.uk/publicationslibrary/allpubs/family/transitions.htm

Naish, Lucy; Bell, Judy; Clunies-Ross, Louise
Exploring access: how to audit your school environment, focusing on the needs of pupils who have multiple disabilities and visual impairment
RNIB, 2004
ISBN: 1858786304
Folder of information which deals with access and adaptations to the physical environment for children with multiple disabilities and visual impairments.

Nielsen, Lilli
Are you blind?
SIKON, 1990
ISBN: 8750382705
Promotion of the development of children who are especially developmentally threatened.

Nielsen, Lilli
Early learning, step by step in children with vision impairment and multiple disabilities (3rd ed)
SIKON, 2001
ISBN: 8775460513
Outlines the "Active Learning" method where environmental intervention can help children with MDVI achieve motor skills etc.

Nielsen, Lilli
Functional scheme: Levels: 0-48 months
SIKON, 2000
ISBN: 8760188933
A tool for assessing the developmental levels of a learner who irrespective of age and/or handicap(s) has developed to a level between birth and 48 months.

Nielsen, Lilli
Space and self: active learning by means of the Little Room (2nd ed)
SIKON, 2003
ISBN: 8775462060
Designed for teachers, parents, psychologists and others who in some way are involved in caring for multiply disabled children.

Ockelford, Adam
Objects of reference: promoting early symbolic communication (3rd ed)
RNIB, 2002
ISBN: 1858785294
Promoting concept development and communication skills with visually impaired children who have learning difficulties.

Porter, Jill & Pease, Laura
Developing whole school policies to meet the needs of pupils with multiple disability and visual impairment: Improving provision for children with multiple disabilities and visual impairments
RNIB, 1998
ISBN: 1858781426
Improving provision for children with multiple disabilities and visual impairments pack

Porter, Jill & Pease, Laura
Framework for inspecting school provision for pupils with multiple disability and visual impairment: Improving provision for children with multiple disabilities and visual impairments
RNIB, 1998
ISBN: 1858781426
Improving provision for children with multiple disabilities and visual impairments pack

Porter, Jill & Wrench, Kay
Supporting learning for pupils with visual impairment and multiple disability: technology and other resources: Improving provision for children with multiple disabilities and visual impairments
RNIB, 1998
ISBN: 1858781426
Improving provision for children with multiple disabilities and visual impairments pack

Royal National Institute for the Blind (RNIB)
Developing communication: using switches and simple voice output communication aids to promote early communication skills in children with a visual impairment and additional disabilities
RNIB / VITAL, 2002
8 page supplement to Eye contact covers use of switches etc.

Royal National Institute for the Blind & VITAL
Approaches to working with children with multiple disabilities and a visual impairment
RNIB / VITAL, 1998
ISBN: 1858781469
The pack was put together by a group of professionals from the VITAL curriculum group in response to requests for information about specialist strategies and techniques for working with multi-disabled visually impaired children. Includes chapters on Communication, Sensory Stimulation, Environmental Clues and a Meaningful Curriculum. 

Royal Victorian Institute for the Blind
Babies like me: a guide for parents of babies who have other disabilities as well as a vision impairment
RVIB, 2002
ISBN: 0949390593
Adapted from "Getting it all together" by Margaret Bull

Sacks, Sharon Z & Silberman, Rosanne K
Educating students who have visual impairments with other disabilities
Paul H Brookes, 1998
ISBN: 1557662800
A hands-on resource, this book provides invaluable information for professionals who serve students who have visual impairments with other disabilities and their families from infancy to adulthood. Practical suggestions for students with deafblindness, learning, orthopaedic or neurological disabilities and emotional and behaviour problems.

Sacks, Sharon Z & Wolffe, Karen E
Teaching social skills to students with visual impairments: from theory to practice
AFB, 2005
ISBN: 0891288821
Presents both the theoretical foundation and innumerable techniques and strategies for helping visually impaired youngsters, from preschoolers to young adults, including those with additional disabilities, develop and refine social skills.

Southwell, Catherine
Assessing functional vision: children with complex needs
RNIB, 2003
ISBN: 1858785987

University of Birmingham.  School of Education
Developing effective practice in the use of low vision aids for children with multiple disabilities and a visual impairment: Final report for the Nuffield Auxilliary fund
University of Birmingham, 2001
ISBN: 0704423111
Final report for the Nuffield Auxilliary fund

Wainer, Hilary; Stormont, Bobbie; Marks, Christine
TAC PAC: communication through touch
TAC PAC, nd
"Tactile approach to communication" Set of audio CDs, Activity cards and manual. http://www.tacpac.co.uk/

Wyman, Rosalind
Making sense together: practical approaches to supporting children who have multisensory impairments
Souvenir Press, 2000
ISBN: 0285635107
Update and partial rewrite of "Multiply handicapped children"

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DVDs

Lee, Mary & MacWilliam, Lindi
Movement, gesture and sign: an interactive approach to sign communication for children who are visually impaired with additional disabilities
Moray House Institute of Education, 1996
Describes an approach to communication developed by staff at Royal Blind School, Edinburgh. Illustrates how a child can develop skills in movement sessions & gradually acquire a sign system specially adapted for VI children.

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Videos

Brown, Ann
Twinkle: a musical stimulation video for young people with severe disabilities
Soundabout, [2001]
Twinkle's slow pace and deliberate silences between episodes give the young viewer a chance to absorb the story in separate chunks. Images and music start and stop together enhancing listening and looking skills.

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Assessment Materials

Nielsen, Lilli
FIELA curriculum: 730 learning environments = The flexible individual enriched level appropriate curriculum
SIKON, 1998
ISBN: 8760175338
Comprises a book, a catalogue and a velcro board, made to ensure that the child with one or several disabilities can access an individual learning programme which will match his developmental level, his needs for learning and his interests.

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Articles

Bozic, Heather
New curriculum (MSI)
Talking Sense Summer 2008, Vol 54 (2), p16-17
A teacher describes a new formalised curriculum for children with multisensory impairments that has been developed in a Birmingham special school.

Brill, Sheila
My learning wall: my dad made it
Information Exchange March 1998, Vol 2 (52)

Brotherdale, Nicola
Bridge to Archie
Talking Sense Summer 2006, Vol 52 (2), p12-13
How to make the school experience meaningful for multi-sensory impaired children.

Ciuksza, Joanna
Homework umbrella
Insight Nov/Dec 2009, No 24, p15
A teacher of pupils with profound and multiple learning difficulties talks about her adaptation of Flo Longhorn's sensory umbrella as a way to set homework projects.

Clifford, Julie & Greener, Helen Bee
Picking up where CAP left off ...
Insight May/Jun 2009, No 21, p35-37
A case study of a child with CPVI in Kent who is being helped with various bits of equipment from the East Kent Communication and Assistive Technology Service.

Cope, Linda
Involving families and parents: RNIB Rushton school and children's home
Insight Nov/Dec 2009, No 24, p18-21
Explains how the school works to involve carers and families at each step of their child's stay at the school.

Cullingford-Agnew, Steve
Making PE inclusive: the Sherbourne approach
Insight Mar/Apr 2009, No 20, p22-24
An approach to movement based around developing self-awareness and awareness of others, particularly of benefit to children with complex needs.

Donaldson, Marion
Changing support needs: a few thoughts
Eye Contact Summer 2005, No 42, p15-17
Looks at the transition issues faced by a 14 year old girl with cerebral palsy and a cortical visual impairment.

Farrelly, Audrey
Working as a team
Eye Contact Autumn 2005, No 43, p16-19
Describes how adopting a multidisciplinary approach within a pre-school in Dublin has enabled staff to better meet the needs of children with multiple disabilities.

Fenwick, Maggi
Multisensory sensitive stories
Eye Contact Summer 2005, No 42, p12-14
Multisensory storytelling techniques are used to explain difficult issues such as growing up, sexuality, bereavement and loss.  Sensitive Stories Project  is being developed by PAMIS.

Foster, Mary
Sexuality and relationships: supporting young people with multi-sensory impairment
Eye Contact Summer 2005, No 42, p5-8
Supporting young people with multi-sensory impairments in learning about their bodies, emotions, sexuality and relationships with others.

Fuller, Chris
With bubble wrap and bottle tops ... how Bag Books began
Insight Jul/Aug 2009, No 22, p14-16
The story behind the creation of the multisensory stories charity "Bag Books".
http://www.bagbooks.org/

Hobbs, Val; How, Ros; Lloyd, Jo
An Alternative curriculum
Insight Nov/Dec 2006, No 6, p31-33
Describes a curriculum for pupils who have profound and multiple learning difficulties and complex medical needs.

Knight, Caroline
Moon: a route to communication and literacy
Focus July 1998, No 24, p1-8
Looks at the place of Moon to improve communication and literacy of people with visual impairment and severe learning difficulties.

Lacey, Penny
Communication between home and school
Insight Nov/Dec 2009, No 24, p22-24
Sets out different ways to encourage good communication about the experiences of children who have complex needs at home and at school.

Lamont-Robinson, Catherine
Hand to clay
Insight Mar/Apr 2007, No 8, p35-38
Use of clay to develop children with multiple disabilities and visual impairments.

Little, Suzanne
Putting assessment into everyday practice
Insight Jan/Feb 2007, No 7, p15-17
Describes one school's multidisciplinary approach to assessment based on the "Vision for Doing" assessment tool.

Longhorn, Flo
Making a mark on the world
Eye Contact Spring 2005, No 41, p8-10
Encouraging meaningful mark-making with students who have multiple disabilities.

Longhorn, Flo
Parachute play from Flo Longhorn
Information Exchange Winter 2009, Vol 79, p9-10
Ideas for incorporating parachutes into play sessions with children with MDVI. Parachutes can be purchased or made.

McCall, Steve
Moon: where are we and where are we going?
Eye Contact Spring 2005, No 41, p10-12
Developments in the form of tactile communication, Moon and the arrival of "Dotted" Moon.

McCall, Steve & McLinden, Mike
Literacy journey
Insight Jul/Aug 2009, No 22, p17-18
Considers what is meant by literacy for children with a visual impairment and additional and complex needs and how to provide the right environment for literacy to develop.

Nolan, Bridget
Literacy hour: a positive approach
Eye Contact Spring 1999, No 23, p27-28
Describes how a special school for children with profound and multiple learning difficulties has approached literacy hour.

Ockelford, Adam
Music therapy or music education?
Eye Contact Autumn 2005, No 43, p23-27
Clarifies the difference between the music therapy and music education to allow parents and teachers to choose appropriately for children who are visually impaired and have multiple disabilities.

Ockelford, Adam
Sounds of intent
Information Exchange Winter 2009, Vol 79, p6-7
This project was set up to see how children with profound and learning difficulties (PMLD), severe learning disabilities (SLD) and visual impairment engage with music and how their musical abilities and interests evolve over time.

Orr, Robert
Fellow travellers
Focus Mar 2000, No 29, p7-13
A report on a series of one-day workshops on 'wheelchair mobility' for people with visual impairments.  It discusses the role of the person guiding the wheelchair-user.

Pagliano, Paul
Pleasure, happiness and learning in the multisensory environment
Insight Nov/Dec 2007, No 12, p32-33
The last of three articles by the author on the enjoyment factor of multisensory environments and the positive effect this has on learning.

Pagliano, Paul
Where next for multisensory environments?
Insight Jul/Aug 2007, No 10, p36-38
Considers the state of current research into the use of multisensory environments with children.

Pagliano, Paul & Cook, James
Understanding and using multisensory environments
Insight Sept/Oct 2007, No 11, p30-31
Puts forward a working definition of MSEs and how they can be used to build on the brain's ability to repair itself.

Pease, Laura
Curriculum success for learners with complex needs
Insight Jan/Feb 2008, No 13, p10-13
Discusses the personalised curricula created for learners in Whitefield School.

Peltokorpi, Sini & Huttunen, Kerttu
Communication in the early stage of language development in children with CHARGE syndrome
British Journal of Visual Impairment January 2008, Vol 26 (1), p24-49
Children with CHARGE syndrome are assessed for communication levels and interventions are discussed. 

Porter, Jill & Lacey, Penny
Safeguarding the needs of children with a visual impairment in non-VI special schools
British Journal of Visual Impairment January 2008, Vol 26 (1), p50-62
Investigates the provision for multiply disabled children who also have a visual impairment placed in special schools with no visual impairment focus in one local authority.

Rees, Lisa
Literacy, communication and movement for children with complex needs
Insight Jan/Feb 2009, No 19, p27-29
A multidisciplinary approach to promoting literacy and communication with children who have complex needs.

Southwell, Catherine
See for yourself: observing the visual skills of young children and those with communication difficulties
Insight Jan/Feb 2007, No 7, p11-14
Explores the challenge of assessing the functional vision of children who have communication difficulties.

Stanfield, Caroline & Zimmerman, Sally
Music and communication
Insight Nov/Dec 2007, No 12, p10-12
Describes work with children developing communication through music.

Stanton, Marion
Differentiating the curriculum for children with complex needs
Eye Contact Summer 2005, No 42, p33-35
Methods for including children with complex needs in the curriculum.

Tellevik, Jon Magne & Elmerskog, Bengt
Activity-based intervention for multiple-disabled visually impaired people
British Journal of Visual Impairment Sept 2009, Vol 27 (3), p204-220
A programme which develops a holistic teaching approach based on participation in everyday activities, aiming at involving people with MDVI in their social and physical environment.

Walsh, Lesley
Sense of calm
Insight Nov/Dec 2007, No 12, p18-19
Use of pressure and joint compression techniques to effect calm on a young girl with communication difficulties and visual impairment.

Walter, Richard
Using ICT to develop literacy skills with students who have complex learning difficulties
Eye Contact Spring 2005, No 41, p5-7
Using technology to access learning for children who have a variety of disabilities including sensory impairments.