ATTITUDES ABOUT EDUCATIONAL AND RELATED SERVICE PROVISION FOR STUDENTS WITH DEAF-BLINDNESS AND MULTIPLE DISABILITIES

Over the past two decades, exemplary practices regarding support servi ces have been shifting away from specialist-reliant models and toward approaches that rely more on natural supports. This study explored att itudes regarding educational and related service-provision practices f rom the perspective of professionals and parents (n = 113) who were ed ucational team members for students with deaf-blindness and multiple d isabilities in general education settings. The findings highlight samp le respondents' agreements and disagreements with exemplary practices, as well as differences across subgroups and within teams. Analyses su ggest some internal inconsistencies regarding important service provis ion practices, as well as continuing gaps between attitudes and propos ed exemplary practices.