This book, originally published in 1995, is about ability, not disability. It is about what children can do and how they can progress. All children have the moral, ethical and legal right to be educated, no matter what barriers society puts in their way because of their physical disabilities. Dual sensory impaired children, like all others, have the right under the Education Reform Act, 1988, to a broadly-based and balanced curriculum that is appropriate to their needs since they, like any children, will not develop educationally unless that curriculum is appropriate to their needs. This book aims to show some of the ways in which individual children can demonstrate and develop their individual abilities.

chapter 1|17 pages

Educational Assessment of Deafblind Learners

ByStuart Aitken

chapter 3|12 pages

Objects of Reference

ByMarion McLarty

chapter 4|15 pages

Multi-Sensory Rooms and Dual Sensory Impairment: Use and Design

ByRichard Hirstwood

chapter 5|14 pages

The Educational Benefits of Reflexology for Children with Dual Sensory Impairments

BySylvia Povey, David Etheridge

chapter 7|12 pages

The Training and Role of Intervenors in One Region of Britain

ByJonathan Griffiths

chapter 8|12 pages

A Consortium Approach to Staff Development

ByJohn Kaye, Keith Humphreys