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The Value of Family Engagement: Identifying Unique Needs and Priorities of Families with Children Who Are Deaf-Blind
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References

Anthony, T. (2017). Partnering with parents and families to facilitate the learning of children with visual impairments. Journal of Visual Impairment & Blindness, 111(6), 611-615. 

Cmar, J., McDonnall, M. C., & Markoski, K. M. (2018). In-school predictors of postschool employment for youth who are deaf-blind. Career Development and Transition for Exceptional Individuals, 41(4), 223-233. 

Correa-Torres, S. M., & Bowen, S. K. (2016). Recognizing the needs of families of children and youth who are deafblind. American Annals of the Deaf, 161(4), 454-461.

Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Annual Synthesis, 2002. National Center for Family & Community Connections with Schools, Southwest Educational Development Laboratory, https://eric.ed.gov/?id=ED474521

Hintermair, M. (2000). Children who are hearing impaired with additional disabilities and related aspects of parental stress. Exceptional Children, 66(3), 327-332. 

Kyzar, K., Brady, S., Summers, J. A., & Turnbull, A. (2020). Family quality of life and partnership for families of students with deaf-blindness. Remedial and Special Education, 41(1), 50-62. 

Kyzar, K., & Summers, J. A. (2014) Students with deaf-blindness and their families: Service utilization and satisfaction. Inclusion, 2(3), 195-211.

McKittrick, L. L. (2019). Strategies that mothers of children who are deafblind employ to foster collaboration within individualized education program teams (560) [Doctoral dissertation, University of Northern Colorado]. Scholarships and Creative Works @ Digital UNC. https://digscholarship.unco.edu/cgi/viewcontent.cgi?article=1565&context=dissertations

National Center on Deaf-Blindness. (n.d.). For families. https://www.nationaldb.org/for-families/

Pancsofar, N., Petroff, J. G., Rao, S., & Mangel, A. (2019). What I want to do as a father is be there: Constructions of school involvement for fathers of children with complex disabilities. Research and Practice for Persons with Severe Disabilities, 44(3), 153-168.  

Reda, N. M., & Harsthorne, T. S. (2008). Attachment, bonding, and parental stress in CHARGE syndrome. Mental Health Aspects of Developmental Disabilities, 11(1), 1-12 . 

Sheriff, L. K., & Hallak, T. L. (2015). Incidental learning for children with deafblindness. National Forum of Special Education Journal, 26(1), 1-4. 

Travers, H. E., Carlton, M. E., & Carter, E. W. (2020). Social connections among siblings with and without intellectual disability or autism. Intellectual and Developmental Disabilities, 58(1), 19-33. 

Turnbull, A. P., Summers, J. A., Turnbull, R., Brotherson, M. J., Winton, P., Roberts, R., Snyder, P., Mcwilliam, R., Chandler, L., Schrandt, S., Stowe, M., Bruder, M. B., Divenere, N., Epley, P., Hornback, M., Huff, B., Miksch, P., Mitchell, L., Sharp, L., & Stroup-Rentier, V. (2007). Family supports and services in early intervention: A bold vision. Journal of Early Intervention, 29(3), 187–206. https://doi.org/10.1177/105381510702900301

U.S. Department of Education. (2018). Applications for new awards. Technical assistance and dissemination to improve services and results for children with disabilities—state technical assistance projects to improve services and results for children who are deaf-blind and national technical assistance and dissemination center for children who are deaf-blind. Federal Register, 83 (162), 42266-42275.

U.S. Department of Health and Human Services and U.S. Department of Education. (2016). Policy statement on family engagement from the early years to the early grades.https://oese.ed.gov/files/2020/07/policy-statement-on-family-engagement.pdf

Waters, C. L., & Friesen, A. (2019). Parent experiences of raising a young child with multiple disabilities: The transition to preschool. Research and Practice for Persons with Severe Disabilities, 44(1), 20-36.