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Deaf-blindness refers to a child with both hearing and visual disabilities.  It is a combination of vision and hearing loss. Deaf-blindness encompasses a spectrum from mildly hard of hearing plus mildly visually impaired to totally deaf and blind or combinations o the severity of vision and hearing loss. (Bryant, 2019)

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There are over 10,000 children from ages birth to 22 years in the United States who have been classified as deaf-blind (Barbara, 2003). It has been estimated that the adult deaf-blind population numbers 35-40,000

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touch cues

gestures

object symbols

picture symbols

sign language

fingerspelling

Signed English

Pidgin Signed English

braille writing and reading

Tadoma method of speech reading

American Sign Language

large print writing and reading

lip-reading speech

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The official name of this disability is refer as "concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness" (IDEA)

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It will be a little difficult to determine the disabilities of the little kids since they are not fully developed yet. It is not rare for the kid to be identify as something different from their actual disability.

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1. Individualize Education: Due to the isolation and the highly limited communication, the student with deaf-blindness require the full attention of the adult in charges. In addition, the students are easy to be mislead due to lack of attention on them.
2.Required Touch and very closed contact in order to make meaningful communication for them.
3.Body language: Use the body to teach the child with deaf-blindness. Slowly building of small concepts such as connections, objects, movements, and etc.
4.Keep the same adult to manage the same student most of the time. This way the student will be more comfortable since the only way to feel the world is touch and smell. It will be easy to get them panic if the environment is not familiar.
5.Collaboration of the other teachers: Helping students with deaf-blindness will be hard for just one taking care at all time. Therefore, have someone aside will help the teaching and guiding process more effective.

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needing to turn up the volume on the television or radio

difficulty following a conversation

Can not heard someone from behind

not hearing noises such as a knock at the door

asking others to speak loudly, slowly and more clearly

needing to hold books or newspapers very close, or sitting close to the television

difficulty moving around unfamiliar places

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problems seeing in low light or bright light

difficulty recognising people they know

finding it hard to read facial expressions

relying on touch to find and identify items more than usual

needing to hold books or newspapers close to their face, or sitting near the television

difficulty moving around unfamiliar places – they may bump into or trip over things regularly

not looking directly at you or making proper eye contact

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Barbara Miles, M.Ed. (2003) Overview on Deaf-Blindness. Retrieved: https://nationaldb.org/library/page/1934

Barbara M. M., Marianne. R. Chapter 2: Understanding Deaf-blindness. Retrieved: http://documents.nationaldb.org/remarkableconvchapt2.pdf

Bruce La Monte Baker. (2010). Strategies to support general education teachers
serving students with mild to moderate disabilities. California State University, Monterey Bay. Retrieved: https://digitalcommons.csumb.edu/cgi/viewcontent.cgi?article=1430&context=caps_thes

Bryant, D. P., Bryant, B. R., & Smith, D. D. (2019). Teaching Students with Special Needs in Inclusive Classrooms 2 nd edition.  Thousand Oaks, CA: Sage Publishing.