Stephanie Z Macfarland

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• MacFarland, S. Z. (2010). Teaching strategies of the van dijk curricular approach. Journal of Visual Impairment and Blindness, 104(7).
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  Abstract: The combined loss of vision and hearing affects the learning areas of communication, socialization, conceptualization, and movement. The van Dijk curricular approach addresses these learning areas within the context of teaching children who are deaf-blind. This article presents the major teaching strategies in implementing the approach. © 2010 American Foundation for the Blind.
• MacFarland, S. Z. (2003). Current trends and issues in understanding adults with developmental disabilities. Seminars in Hearing, 24(3), 171-178.
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  Abstract: This article provides an overview of individuals with developmental disabilities. Current definitions are discussed on the basis of the premise that individuals with developmental disabilities are people first, with a set of unique learning styles and skills. Labels, including intelligence quotient scores, do not tell us much about the individual or what he or she can do. A capacity model of describing a person's skills and characteristics is emphasized over a deficit model. Discussions of employment and living options are presented, including the continua of employment service and residential service programs as well as alternative supported work and living programs.
• Giangreco, M. F., Edelman, S. W., Luiselli, T. E., & Z., S. (1997). Helping or Hovering? Effects of Instructional Assistant Proximity on Students with Disabilities. Exceptional Children, 64(1), 7-18.
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  Abstract: This study presents data on the effects of the proximity of instructional assistants on students with multiple disabilities who are placed in general education classrooms. Based on extensive observations and interviews, analyses of the data highlighted eight major findings of educational significance, all related to proximity of instructional assistants. Categories of findings and discussion include (a) interference with ownership and responsibility by general educators, (b) separation from classmates, (c) dependence on adults, (d) impact on peer interactions, (e) limitations on receiving competent instruction, (f) loss of personal control, (g) loss of gender identity, and (h) interference with instruction of other students. The article concludes with implications for practice related to policy development, training, classroom practices, and research.
• Giangreco, M. F., Edelman, S. W., Macfarland, S., & Luiselli, T. E. (1997). Attitudes about Educational and Related Service Provision for Students with Deaf-Blindness and Multiple Disabilities. Exceptional Children, 63(3), 329-342.
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  Abstract: Over the past two decades, exemplary practices regarding support services have been shifting away from specialist-reliant models and toward approaches that rely more on natural supports. This study explored attitudes regarding educational and related service-provision practices from the perspective of professionals and parents (n = 119) who were educational team members for students with deaf-blindness and multiple disabilities in general education settings. The findings highlight sample respondents agreements and disagreements with exemplary practices, as well as differences across subgroups and within teams. Analyses suggest some internal inconsistencies regarding important service provision practices, as well as continuing gaps between attitudes and proposed exemplary practices.
• Giangreco, M. F., Edelman, S. W., Luiselli, T. E., & Z., S. (1996). Support Service Decision Making for Students with Multiple Service Needs: Evaluative Data. Research and Practice for Persons with Severe Disabilities, 21(3), 135-144.
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  Abstract: This quasi-experimental (pretest/posttest) study explored the use of (Vermont Interdependent Services Team Approach) (VISTA) with 11 educational teams serving students with multiple disabilities. Information about VISTA, a process to facilitate consensus decision making about support services (i.e., type, mode, frequency), was obtained by 75 team members through self-study. Following self-study the teams used VISTA to make support service decisions for students with multiple service needs. The findings of this study provide data regarding: (a) changes in team and individual decision making as a result of using VISTA, (b) the extent to which team members perceived that VISTA did what it purported to do (e.g., increase parental and general education involvement, decrease gaps, overlaps, and contradictions), and (c) changes in the teams' level agreement about which support services students need. Implications for future related service decision making are discussed.
• Giangreco, M. F., Edelman, S. W., Luiselli, T. E., & Z., S. (1996). Support Service Decision Making for Students with Multiple Service Needs: Evaluative Data. Research and Practice for Persons with Severe Disabilities, 21(4), 135-144.
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  Abstract: This quasi-experimental (pretest/posttest) study explored the use of (Vermont Interdependent Services Team Approach) (VISTA) with 11 educational teams serving students with multiple disabilities. Information about VISTA, a process to facilitate consensus decision making about support services (i.e., type, mode, frequency), was obtained by 75 team members through self-study. Following self-study the teams used VISTA to make support service decisions for students with multiple service needs. The findings of this study provide data regarding: (a) changes in team and individual decision making as a result of using VISTA, (b) the extent to which team members perceived that VISTA did what it purported to do (e.g., increase parental and general education involvement, decrease gaps, overlaps, and contradictions), and (c) changes in the teams' level agreement about which support services students need. Implications for future related service decision making are discussed.
• Giangreco, M. F., Edelman, S. W., Luiselli, T. E., & Z., S. (1996). Support service decision making for students with multiple service needs: Evaluative data. Journal of the Association for Persons with Severe Handicaps, 21(3), 135-144.
  More info

  Abstract: This quasi-experimental (pretest/posttest) study explored the use of (Vermont Interdependent Services Team Approach) (VISTA) with 11 educational teams serving students with multiple disabilities. Information about VISTA, a process to facilitate consensus decision making about support services (i.e., type, mode, frequency), was obtained by 75 team members through self-study. Following self-study the teams used VISTA to make support service decisions for students with multiple service needs. The findings of this study provide data regarding: (a) changes in team and individual decision making as a result of using VISTA, (b) the extent to which team members perceived that VISTA did what it purported to do (e.g., increase parental and general education involvement, decrease gaps, overlaps, and contradictions), and (c) changes in the teams' level agreement about which support services students need. Implications for future related service decision making are discussed. Copyright 1996 by The Association for Persons with Severe Handicaps.
• MacFarland, S. Z. (1995). Teaching strategies of the van Dijk curricular approach. Journal of Visual Impairment and Blindness, 89(3 I), 222-228.
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  Abstract: The combined loss of vision and hearing affects the learning areas of communication, socialization, conceptualization, and movement. The van Dijk curricular approach addresses these learning areas within the context of teaching children who are deaf-blind. This article presents the major teaching strategies in implementing the approach.
• McLetchie, B. A., & MacFarland, S. Z. (1995). The need for qualified teachers of students who are deaf-blind. Journal of Visual Impairment and Blindness, 89(3 I), 244-248.
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  Abstract: According to national surveys, only about 6 percent of teachers who work with students who are deaf-blind have specialized training in the field. The few new graduates of teacher preparation programs in the field, coupled with the shortage of specially trained teachers, indicates that there is a critical need to train more teachers to meet the unique needs of these students.