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What is Deaf-Blindness?
Deaf-Blindness is the combination of hearing and visual impairments which causes a person to have severe needs whether for communication or learning that cannot be met by special education programs created for children who are either blind or deaf but not both.

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Deaf-blind individuals all have varying levels of vision and hearing impairments. Though some cases have enough residual vision or hearing to recognize people or hear loud noises etc. others do not have enough of either for it to benefit them.
Deaf-blindness can create many challenges for these individuals. They may feel isolated, have a hard time interacting socially, and they may even have a hard time getting place to place.

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The majority of deaf-blind patients are discovered during the early stages of the infants life. Other times when the children aren't meeting the typical developmental milestones of other children their age, this can be a red flag. If a parents is concerned about their children's hearing or vision as they age they can take them to an audiologist or ophthalmologist. The earlier a child gets diagnosed the sooner a child can receive the proper care.
Early Identification:
Most babies receive a hearing and vision screening test very shortly after they are born. These tests continue at regular intervals throughout the child's life and can be very helpful in identifying deaf-blindness early on.

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Services/ Education for those who are Deaf-Blind: 

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Services/ Education for those who are Deaf-Blind: 

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Most children with deaf-blindness are provided special education through the public school system alongside the school's public education teacher. Others who can help children with deaf-blindness include:
Pediatricians
Speech Pathologists
Audiologists
Ophthalmologist

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As most students with deaf-blindness still have some limited hearing and or vision they could benefit from the following accommodations:
- Large Print Text
- Braille Materials
- Audio Books
- Assistive Listening Devices
- Interpretors
-note takers (may take notes in braille)
- having people read the material to them, whether that be a textbook etc.
Those who are deaf-blind may also benefit from:
- Alternate assessments (these are different than the state level testing) and are based on alternative achievement goals
- Receiving extra time to work

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Behavior Management/ Social Strategies: 

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Behavior Management/ Social Strategies: 

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As far as behavior goes, often it is better to provide adequate support for the students, because children tend to act out when they get frustrated. Do your best to prevent a student from exhibiting the bad behaviors. PLAN AHEAD!
In order to meet the need for social interaction, deaf-blind students can use a variety of methods.
-The use of technology to communicate (communication devices)
-Braille
GREAT INFO ABOUT PREVENTING UNWANTED BEHAVIORS HERE:

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During pregnancy:

injury to fetus while in utero

an hereditary condition or syndrome passed to the child by either or both parents

a chromosomal disorder may occur during early development

a woman may contract a virus or disease that affects the developing fetus

Birth Complications:

premature birth

traumatic birth

lack of oxygen during birth

After infancy:

inherited conditions that may present during developmental stages or later in life

auto immune problems

illness

injury that affects both the eyes and ears

brain injury

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EXTRA INFO: Very detailed powerpoint with a lot of good information

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EXTRA INFO: Very detailed powerpoint with a lot of good information

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Local Level Help (In the home): This link is all about how to create a more safe environment in your home to better suit the needs of your deaf-blind child.
State Level Help: This link provides you with contact information for the North Carolina Deaf-blind project.
National Level Help: This link provides you with resources to better help your deaf-blind child during the current COVID-19 Pandemic.

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Smith, D. D., Tyler, N. C., & Skow, K. G. (2018). Introduction to Contemporary Special Education (Second Edition ed., pp. 416-425). New York, NY: Pearson.

Deafblind Organization Australia . (2020). In About Deafblindness. Retrieved September 24, 2020, from https://www.deafblindinformation.org.au/about-deafblindness/causes/

Deafblind Information Australia . (2020). Adapting the Environment. In Living with Deafblindness. Retrieved September 25, 2020, from https://www.deafblindinformation.org.au/living-with-deafblindness/adapting-the-environment/

Beth Jordan, Helen Keller National Center, Shawnee Mission, Kansas.. (2001). Considerations When Teaching Students who are DEAF-BLIND . In NETAC Teacher Tipsheet . Retrieved September 26, 2020, from https://webapps.ou.edu/ods/cds/MADTools/print/pdf/tpshtdb.pdf

National Center on Deaf-Blindness. (2020). Resources to Support Families during Covid-19 Outbreak. In Key Topics for Families. Retrieved September 24, 2020, from https://www.nationaldb.org/for-families/family-topics/

State Board of Education, Department of Public Instruction. (n.d.). Family Corner. In Exceptional Children. Retrieved from https://ec.ncpublicschools.gov/disability-resources/deaf-blind/family-corner

Petroff, J. G., & Appell, M. (n.d.). Based on the work of Dr. Sarah Cawthon, M.D.. In Early Identification of Young Children with Deaf-Blindness. N.p.: infanthearing.org. Retrieved September 23, 2020, from https://www.infanthearing.org/meeting/ehdi2009/EHDI%202009%20Presentations/177.pdf

UNC School of Medicine. (2020). Deaf-Blind Model Classroom Resources. In Center for Literacy and Disability Studies. Retrieved September 25, 2020, from https://www.med.unc.edu/ahs/clds/resources/deaf-blind-model-classroom-resources/

Pitt County Schools. (2020, July). Extended Content Standards . In Exceptional Children. Retrieved September 24, 2020, from https://www.pitt.k12.nc.us/Page/198

Deafblind Information Australia . (2020). Deafblind Communication. In Living with Deafblindness. Retrieved September 21, 2020, from https://www.deafblindinformation.org.au/living-with-deafblindness/deafblind-communication/

Texas School for the Blind & Visually Impaired Outreach Programs. (2010, March 11). Behavior Considerations for Students with Deafblindness. In Behavior Considerations for Students with Deafblindness. Retrieved September 24, 2020, from http://www.tsbvi.edu/handouts/mar10/Handout.pdf

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Local Level Help (Pitt County, North Carolina): This link provides you with the Content Standards for Exceptional Children in Pitt County Schools.
State Level Help: This link provides you with information on classroom resources to better help deaf-blind students.

National Level Help: This link gives very detailed information on helping your deaf-blind students in the classroom through physical accommodations or adapted teaching methods.