Aitken, S., Buultjens, M., Clark, C., Eyre, J. T., & Pease, L. (Éds.). (2000). Teaching Children Who are Deafblind: Contact Communication and Learning. David Fulton Publishers. https://doi.org/10.4324/9780203420461

Aitken, S., & Nisbet, P. D. (2008). DbI Review. Access to Literacy: Books for All, (41), 8‑11.

Arndt, K. (2010). AER Journal: Research and Practice in Visual Impairment and Blindness. College Students Who Are Deafblind: Perceptions of Adjustment and Academic Supports., 13‑19.

Basilova, T. (2015). (PDF) “History of Deaf-blind Children Education in Russsia”: The Outlines of Science and Great Talent in Domestic Correctional Psychology and Pedagogy. ResearchGate. https://doi.org/10.17759/cpse.2016050110

Blaha, R., Cooper, H., Irby, P., Montgomery, C., & Parker, A. (2009). DVI Quarterly. Teachers of Students With Deafblindness: Professionalizing the Field.

Bridgeo, W., Caruso, B., & Zatta, M. (2014). Total Life Learning: Preparing for Transition. A Curriculum for All Students with Sensory Impairments.

Brown, D. (2016). Educational needs and behavioural considerations for children with CHARGE syndrome. CHARGE Syndrome Foundation.

Bruce, S., Ferrell, K., & Luckner, J. L. (2016). Guidelines for the Administration of Educational Programs for Students who are Deaf/Hard of Hearing, Visually Impaired, or Deafblind. Journal of the American Academy of Special Education Professionals, 47‑59. https://doi.org/10.64546/jaasep.316

Bruce, S. M. (2005). The Impact of Congenital Deafblindness on the Struggle to Symbolism. International Journal of Disability, Development and Education, 52(3), 233‑251. https://doi.org/10.1080/10349120500252882

Bruce, S. M., Nelson, C., Perez, A., Stutzman, B., & Barnhill, B. A. (2016). The State of Research on Communication and Literacy in Deafblindness. American Annals of the Deaf, 161(4), 424‑443.

Chandramohan, N., & Arul Regan, S. (2021). Book on Deaf Blindness | NIEPMD | India (National Institute for Empowerment of Persons with Multiple Disabilities (Department of Disability Affairs, Ministry of Social Justice and Empowerment)). https://niepmd.nic.in/publication/book-on-deaf-blindness/

Correa-Torres, S. M., Bowen, S. K., & Furze, M. (2021). Educators of students who are deafblind in the United States: A snapshot of their perceived needs for teacher preparation programs. British Journal of Visual Impairment, 39(2), 175‑188. https://doi.org/10.1177/0264619620915271

Cushman, C., Edwards, S., Allon, M., Heydt, K., & Clark, M. J. (2021). Perkins Activity and Resource Guide: A Handbook for Teachers and Parents of Students with Visual and Multiple Disabilities. Perkins School for the Blind.

Damen, S., & Worm, M. (2013). Congenital Deafblindness: Supporting children and adults who have visual and hearing disabilities since birth or shortly afterwards. Bartiméus.

Deuce, G. (2017). The education of learners with CHARGE syndrome. British Journal of Special Education, 44(4), 376‑393. https://doi.org/10.1111/1467-8578.12183

Embley, C., Okungu, P., Griffin-Shirley, N., Nguyen, T., & Othuon, V. (2020). A Need for Interdisciplinary Personnel to Serve Students with DeafBlindness: A Literature Review. Vision Rehabilitation International, 11, 20‑34. https://doi.org/10.21307/vri-2020-003

Ferrell, K. A., Bruce, S., & Luckner, J. L. (2014). Evidence-based practices for students with sensory impairments (Document No. IC-4). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar. education. ufl. edu/tools/innovation-configurations. https://scholar.google.com/scholar?cluster=9400471918059869259&hl=en&oi=scholarr

Gregersen, A. (2018). Body with Body: Interacting with Children with Congenital Deafblindness in the Human Niche. Journal of Deafblind Studies on Communication, 4(1). https://doi.org/10.21827/jdbsc.4.31374

Guidelines for Discussion on Consideration of Special Factors (Individuals with Disabilities Education Act 2004) When a Student Is Deafblind. (2026). Wisconsin Departement of Public Instruction, Szqp-DHH Wisconsin Deafblind Technical Assistance Project WDBTAP. https://dpi.wi.gov/sites/default/files/imce/sped/pdf/Deafblind_Special_Factors.pdf

Hart, P. (2006). Using imitation with congenitally deafblind adults: Establishing meaningful communication partnerships. Infant and Child Development, 15(3), 263‑274. https://doi.org/10.1002/icd.459

Heppe, E., Damen, S., Klomp, U., & Bak, M. (2022). Cases about issues related to the access to Sensory Disability care and education for people with a hearing and vision impairment (deafblindness) in the Netherlands. Deelkracht. https://www.deelkracht.nl/wp-content/uploads/2023/02/Cases-about-the-access-to-care-and-education-in-the-NL-English-translation-FEB-2023.pdf

Hodges, E., Ellis, L., Douglas, G., Hewett, R., McLinden, M., Terlektsi, E., Wootten, A., Ware, J., & Williams, L. (2019). A Rapid Evidence Assessment of the effectiveness of educational interventions to support children and young people with multi-sensory impairment. Welsh Assembly Government.

Ingraham, C. L., & Andrews, J. F. (2010). The hands and reading: What deafblind adult readers tell us. British Journal of Visual Impairment, 28(2), 130‑138. https://doi.org/10.1177/0264619609359416

Jacobsen, K., Bjerkan, B., & S⊘rlie, R. (2009). Challenging behaviour in an adult male with congenital deaf-blindnes: Analysis and intervention. Scandinavian Journal of Disability Research, 11(3), 209‑220. https://doi.org/10.1080/15017410902831338

Janssen, M. J. (2022). Communication and Deafblindness, Special Needs Education, and New Perspectives on Deafblindness. Journal of Deafblind Studies on Communication, 8(1), Article 1. https://doi.org/10.21827/jdbsc.8.40377

KHOHKLOVA, A., MOREAU, C., TREFFE, C., & ATLAN, E. (2026). Communication et surdicécité primaire / congénitale (Revue de littérature du projet É-SENSIL). Zenodo. https://doi.org/10.5281/zenodo.17151095

Lastere, B., & Gimene, G. (2008). DbI Review. Using Books with Deafblind Children at the CESSA Educational Centre for Deafblind Children in Larnay, 36‑37.

Le Fanu, G., Bassendine, M., McCall, J., McCall, S., & Myers, J. (2018). Manuel de l’enseignant : Enseignement et apprentissage inclusifs pour les enfants déficients visuels. https://www.sightsavers.org/wp-content/uploads/2019/03/Sightsavers-Enseignement-et-Apprentissage-Inclusifs-pour-les-Enfants-D%C3%A9ficients-Visuels.pdf

Lembcke, H., Larsen, F. A., & Janssen, M. (2016). The Influence of Causal Attributions on Emotional and Behavioral Reactions of Care Workers towards Challenging Behavior among Persons with Deafblindness. Journal of Deafblind Studies on Communication, 2(1). https://jdbsc.rug.nl/article/view/25419

Majors, M. M., & Stelzer, S. (2016). Educational needs of children with CHARGE syndrome. CHARGE Syndrome Foundation. https://www.chargesyndrome.org/wp-content/uploads/2016/03/11-Educational-needs.pdf

Manga, T., & Masuku, K. P. (2020). Challenges of teaching the deaf-blind learner in an education setting in Johannesburg: Experiences of educators and assistant educators. South African Journal of Communication Disorders, 67(1), 7. https://doi.org/10.4102/sajcd.v67i1.649

Mar, H. H., & Sall, N. (1996). Mike’s Educational Program: Long Island, New York. Case Study. Social Relationships of Children and Adolescents with Deaf-Blindness. (p. 179) [Research Project]. Saint Luke’s/Roosrvelt Hospital Center New York, NY. Developmental Disabilities Center. https://files.eric.ed.gov/fulltext/ED395416.pdf

Miles, B., & Riggio, M. (avec American Printing House for the Blind, I.). (1999). Remarkable Conversations: A Guide to Developing Meaningful Communication with Children and Young Adults who are Deafblind. Perkins School for the Blind. http://archive.org/details/remarkableconver00barb

Moreau, C., & Khokhlova, A. (2020, juin). Co-production et diffusion de ressources numériques afin d’améliorer la communication au sein des familles d’enfants sourdaveugles. Colloque PRUNE - Perspectives de Recherches sur les Usages du Numérique dans l’Éducation, Colloque PRUNE - Perspectives de Recherches sur les Usages du Numérique dans l’Éducation. https://hal.science/hal-02930134

Nakamura, Y. (2023). Action Research on Education for Children with Deafblindness. ResearchGate. https://doi.org/10.6033/specialeducation.21-S025

Parents and Families of Children and Youth with Deafblindness: What You Should Know. (2021). University of Cincinnati, Systems Development & Improvement Center, The Ohio Center for Deafblind Education. All rights reserved. https://www.ohiodeafblind.com/ocdbe_resources/parents-and-families-of-children-and-youth-with-deafblindness-what-you-should-know/

Petroff, J. G. (1999). National Transition Follow-Up Study of Youth Identified as Deafblind: Parent Perspectives (p. 30) [Study report]. National Technical Assistance Consortium for Children and Young Adults Who Are Deaf-Blind, Monmouth, OR. http://www.tr.wou.edu/ntac/pdf/transition.pdf

Petroff, J. G., Pancsofar, N., & Shaaban, E. (2019). Postschool Outcomes of Youths with Deafblindness in the United State: Building Further Understandings for Future Practice. Journal of Visual Impairment & Blindness, 113(3), 274‑282. https://doi.org/10.1177/0145482X19860005

Riggio, M., & McLetchie, B. (1998). Deaf-Blind Perspectives. Research-to-Practice Focus: Competencies for Teachers of Learners Who Are Deafblind, 1‑3.

Riggio, M., & McLetchie, B. (2008). Deafblindness: Educational Service Guidelines. Perkins School for the Blind. https://tecnoaccesible.net/en/documents/deafblindness-educational-service-guidelines

Schultz, M., Moss Hurst, K., McAlister, L., & Peterson, D. (s. d.). Guidance for Planning Behavior intervention for Children and Young Adults who are Deafblind or have Visual and Multiple Impairments. U.S. Department of Education, Special Education Program (OSEP). Consulté https://txdeafblindproject.org/behavioral-supports/download-the-guidance-document/

Slavin, L. J., & Hartshorne, T. S. (2019). The development of an educational checklist for individuals with CHARGE syndrome. International Journal of Developmental Disabilities, 67(4), 256‑262. https://doi.org/10.1080/20473869.2019.1642639

Sokolyansky (Соколянский), I. (1989). Дефектология. Training for deafblind children (Обучение слепоглухонемых детей), 75‑84.

Souriau, J., Rodbroe, I., & Janssen, H. (2006). Communication et surdicécité congénitale. Construction du sens. Communication et surdicécité congénitale. Création de sens.

Stavrou, P. (2018). The Development of Symbolization, The Reinforcement of the Body Image and of the Socialization of Deaf-Blind Students through Social-Emotional Interaction. A Psychodynamic and Psycho Educational Approach. https://www.semanticscholar.org/paper/The-Development-of-Symbolization-%2C-The-of-the-Body-Stavrou/5eb484361c3634d71131cdd7f23fcd002db49ae8

Tavoulari, A., Zeza, M., Katsoulis, P., Zafeira, D., & Skaltsouni, A. (2013). The use of smell and taste as an alternative perspective for teaching the blind and deafblind students. ResearchGate. 8th ICEVI European Conference on Education and Re/ habiliation of people with visual impairment. https://www.researchgate.net/publication/316280863_The_use_of_smell_and_taste_as_an_alternative_perspective_for_teaching_the_blind_and_deafblind_students

Van Dijk, J. P. M. (1986). Sensory impairments in mentally handicapped people. An Educational Curriculum for Deaf-Blind Multi-Handicapped Persons, 374‑382.

van Dijk, J. P. M., & Kort, A. de. (2005). Reducing challenging behaviors and fostering efficient learning of children with CHARGE syndrome. American Journal of Medical Genetics Part A, 133A(3), 273‑277. https://doi.org/10.1002/ajmg.a.30548

Vervloed, M. P. J., Hoevenaars-van den Boom, M. A. A., Knoors, H., van Ravenswaaij, C. M. A., & Admiraal, R. J. C. (2006). CHARGE syndrome: Relations between behavioral characteristics and medical conditions. American Journal of Medical Genetics Part A, 140A(8), 851‑862. https://doi.org/10.1002/ajmg.a.31193