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1. Assessment, Planning & Instruction. MT Deaf-Blind Project. (n.d.). Retrieved April 17, 2022, from https://mtdeafblind.ruralinstitute.umt.edu/project-initiatives-and-activities/assessment-planning-instruction/

2. Deaf-blindness. Center for Parent Information and Resources. (n.d.). Retrieved April 17, 2022, from https://www.parentcenterhub.org/deafblindness/

3. Deaf-blindness overview. Deaf-Blindness Overview | National Center on Deaf-Blindness. (n.d.). Retrieved April 17, 2022, from https://www.nationaldb.org/info-center/deaf-blindness-overview/

4. Heath, H. (2019, February 11). Home. Rampfesthudson.com. Retrieved April 17, 2022, from https://www.rampfesthudson.com/what-are-the-characteristics-of-deaf-blindness/#What_are_the_characteristics_of_deaf_blindness

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A child with deaf-blindness has concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that the child cannot be accommodated in special education programs solely for children with deafness or children with blindness.

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Accommodations/Modifications for learners with deaf-blindness include, but are not limited to:

Assistive technology equipment (hearing aids, assistive learning devices)

Interpreters

Notetakers

Modify course handouts to include Braille

Reading machines (for students who are not completely blind)

Teacher should stay in one spot for the lecture (student may not be able to track sounds from various locations)

Provide extended time on assignments and assessments

Eliminate unnecessary background noise

Orally (or tactually) responding to questions

Modifying course handouts to include Braille

Use of bold line paper and raised line paper

Give student hints or clues for assignments or assessments

Print and copy assignments in large font

Print and copy assignments with clear, large photos

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Complications of Prematurity

Hereditary Syndromes/Disorders

Examples:

CHARGE Syndrome

Usher syndrome

Down syndrome (Trisomy 21 syndrome)

Prenatal complications

Examples:

Cytomegalovirus

Hydrocephaly

Microcephaly

Postnatal complications

Examples:

Asphyxia

Severe Head Injury

Meningitis

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Resources for Teachers:

This  resource gives teachers background knowledge on deaf-blindness and assessments to identify and use with these learners.

http://mast.ecu.edu/modules/db_intro/concept/#2

This powerpoint includes accommodations and supports deaf-blind children need to be successful.

http://www.sdparent.org/web/site_2825_files/files/1317915970_Parent_Education_Series_10-2011.pdf

Ways to accommodate and modify curriculum and the learning environment.

http://www.pepnet.org/sites/default/files/65PEPNet%20Tipsheet%20-%20Considerations%20when%20teaching%20students%20who%20are%20DeafBlind.pdf

A website to help teachers through the accommodations and modifications needed for having a deaf-blind student in his/her classroom.

http://www.teachingvisuallyimpaired.com/accommodations.html

A website to help teachers better understand how to modify content for a child with Deaf-Blindness.

http://www.tsbvi.edu/seehear/archive/strategies.html

Resources for Parents:

-State Deaf-Blind Projects – An essential resource for all families of children with deaf-blindness.

Parent Centers – A site to help parents of children with disabilities participate effectively in their children's education and development.

-Helen Keller National Center Regional Services – Most relevant to families of transition-age youth and adults, representatives connect deaf-blind individuals, their families, and service providers with consultation, advocacy, assessment, training, referrals, and more.

-iCanConnect – Provides telecommunications equipment (e.g., smartphones, tablets, computers, screen readers, braille displays) to individuals with combined significant vision and hearing loss who meet federal disability and income guidelines.

-National Family Association for Deaf-Blind – A non-profit membership organization for families with individuals of all ages who are deaf-blind.

-CHARGE Syndrome Foundation – Offers support for individuals with CHARGE syndrome, their families, and those who serve them.

-Hands & Voices – A non-profit, parent-driven organization dedicated to supporting families of children who are deaf or hard of hearing.

-DeafBlind Citizens in Action – DBCA's mission is to empower people who are deaf-blind through education, technology, and legislation and ensure they have a strong political voice so they may lead productive lives with equal opportunities.

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They have enough vision to be able to move about in their environments

They recognize familiar people

They can see sign language at close distances

They can mostly read large print at close distances

They may have sufficient hearing to recognize familiar sounds, understand some speech, or develop speech themselves.

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Communication Matrix

Informal Functional Hearing Evaluation– Texas School for the Blind and Visually Impaired

Functional Vision Assessment– Texas School for the Blind and Visually Impaired

Assessing Communication and Learning

Sensory Functional Assessment

Technical Assistance Checklist for Supports Students with Sensory Loss across Educational Settings

HomeTalk: A Family Assessment of Children who are Deafblind (PDF)

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How students with deaf/blindness receive education

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How students with deaf/blindness receive education

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The Itinerant Model:  Students in the general education program or those assigned to a self-contained classroom may require itinerant direct services from a teacher of the visually impaired. While some concepts can be  addressed in the general education classroom, others may require privacy or a quiet environment.

The Resource Room Model: In this model, students attend a school that has been designated as a “magnet” school for students of their similarly aged with visual impairments who need daily contact with a teacher of students with visual impairments (TVI).

The Consultation Model:  Students who receive consultation require minimal, or no, direct services from a teacher of students with visual impairments.  In this model, a service is provided to the adults that work with the student on behalf of the student with a visual impairment.

Under the least resrictive environment (LRE) provision of IDEA, public agencies must establish procedures to ensure that "to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled, and that special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

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Pro-tactile ASL: A new language for the DeafBlind