This dissertation investigates the remembered lived experiences of six individuals who were diagnosed with Usher syndrome, the effect that the progressive condition had upon their lives, and their experiences with vocational rehabilitation. The participants recalled details of their own reaction to the diagnoses as well as the reactions of their parents. Themes were identified in their responses that included independent dependence, Usher support, parental reaction, lowered expectations, hope, and ongoing change. The participants, three men and three women, reported periods of adjustment and sadness as well as hopes for their future, career accomplishments, and social interactions.

This Swedish study investigated physical and psychological health in persons with Usher syndrome type 2, comparing those who worked with those receiving disability pensions. 67 adults with USH2 filled out a questionnaire. Results showed a high level of physical health problems in both the working and disability pension groups. Participants receiving a disability pension had significantly poorer psychological health than those who were employed. The study highlights the need for early rehabilitation, vocational training, and opportunities to access the labor market for people with USH2. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS, Vol. 110, No. 4, pp. 233-244.

This study measured stress in people with Usher syndrome type II (USH2) and the influence of personal variables such as age, gender, and employment. Two questionnaires were filled out by 262 people with USH2. Results indicated that people with USH2 have a higher risk of experiencing stress, particularly in regard to orientation and mobility, chronic worry, and social isolation. The authors note the need for rehabilitation services to reduce stress in people with USH2, especially older, female, and unemployed people. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS, Vol. 109, No. 3, pp. 185-197.

In this Swedish study, 15 adults with Usher syndrome type 3 filled out two questionnaires which covered a wide range of domains related to health and social trust. Results showed poor physical and mental health and severe problems with social trust among participants. Three participants had cochlear implants, and they reported fewer problems in these areas than the others. The authors conclude that interdisciplinary strategies are required to facilitate the rehabilitation of persons with USH3 throughout their lives. JOURNAL OF VISUAL IMPAIRMENT & BLINDNESS, Vol. 110, No. 4, pp. 245-256.

The effectiveness of qualified interpreters for communication between rehabilitation professionals and deaf-blind clients is discussed. Provision for an interpreter is required under the American Disabilities Act - ADA. Option for use of a paid interpreter instead of a friend or family member should be extended to the consumer, guaranteeing the consumer confidentiality. A qualified interpreter for the deaf-blind needs additional training and experience over the certification requirements of the National Registry of Interpreters of the Deaf (RID). The interpreter must be able to communicate using the mode of the consumer's choice, include visual information as well as auditory, express the emotional tone of the message tactually, use lighting and/or distance to best advantage, and use sighted guide technique and emergency procedures to transport the client from place to place. Strategies for finding, paying, and working with interpreters is included. AMERICAN REHABILITATION, vol. 21, #2, Summer 1995, pp. 19-22.

These videos are to be used in conjunction with the curricular products of the same name. Video 1 contains three programs: Program I, The Deaf-Blind Community Experience, depicts Deaf-Blind people's life experiences in several community situations (22 minutes); Program 2, Understanding Technology Used by People Who Are Deaf-Blind demonstrates various technological equipment and assistive devices used by individuals who are Deaf-Blind (30 minutes); Program 3, Sighted Guide Techniques with People Who Are Deaf-Blind demonstrates techniques used in guiding individuals who are Deaf-Blind from one location to another (20 minutes). Video 2 contains two programs: Program 1, Tactile Communication Methods and Techniques depicts individuals who are Deaf-Blind using particular communication styles (20 minutes); Program 2, Interpreting Adjustments, illustrates adjustments that may be required while interpreting depending on the communication method used (30 minutes). The full National Curriculum is available from the National Clearinghouse of Rehabilitation Training Materials and can be downloaded as a complete .pdf file. Choose Digital Library option from the website. Publisher's website: http://ncrtm.org/

This is a collaborative effort created by professionals in the field of program services and interpreter education. It provides materials for nine in-service training modules and a four credit college course. The curriculum is presented in several alternate formats including regular print, large print, videotapes, and on diskette in ASCII. The curriculum addresses the beginning, intermediate and advanced levels of training needed. It enhances participants' familiarity with the basics, such as various etiologies represented in the deaf-blind community, tactile communication, interpreting visual information, comfort with touch, and sighted guide techniques. A limited run of this curriculum was originally published by Dawn Sign Press for distribution by the project, and the full National Curriculum is available from the National Clearinghouse of Rehabilitation Training Materials and can be downloaded as a complete .pdf file. Choose Digital Library option from the website. Publisher's website: http://ncrtm.org/

This is an abridged version of the National Curriculum For Training Interpreters Working with People Who Are Deaf-Blind. This is a three module program (total of 48 hours) that provides materials, sessions and activities to be used for in-service training and workshops where people want to learn more about communicating with and understanding people who are Deaf-Blind. It also includes the syllabus for a four credit college course. The curriculum is presented in several alternate formats including regular print, large print, videotapes, and on diskette in ASCII. This curriculum is at the introductory level and is designed for beginners who have intermediate to advanced sign language skills and are interested in learning about communicating with persons who are Deaf-Blind. It enhances participants' familiarity with the basics, such as various etiologies represented in the deaf-blind community, tactile communication, interpreting visual information, comfort with touch, and sighted guide techniques. The full National Curriculum is available from the National Clearinghouse of Rehabilitation Training Materials and can be downloaded as a complete .pdf file. Choose Digital Library option from the website. Publisher's website: http://ncrtm.org/

This article lists several methods of communication, aids, and devices for deaf-blind individuals. Includes alert/signal vibrating system, alphabet plates, visual fingerspelling, loop system, label machine, and tactual sign language. AMERICAN REHABILITATION, vol. 21, #2, Summer 1995, pp. 44-47.

This dissertation investigates the remembered lived experiences of six individuals who were diagnosed with Usher syndrome, the effect that the progressive condition had upon their lives, and their experiences with vocational rehabilitation. The participants recalled details of their own reaction to the diagnoses as well as the reactions of their parents. Themes were identified in their responses that included independent dependence, Usher support, parental reaction, lowered expectations, hope, and ongoing change. The participants, three men and three women, reported periods of adjustment and sadness as well as hopes for their future, career accomplishments, and social interactions.