https://padlet.com/mac8271/k3umqm6z14h6bapf SPED Padlet en-us 2021-10-04 01:18:15 UTC 2026-02-12 22:03:35 UTC hello@padlet.com mac8271 https://padlet.com/mac8271/k3umqm6z14h6bapf/wish/1793878134 This disability is characterized by the loss of hearing and visibility, therefore impairing 2 out of the 5 senses. 

Most common causes are complication of prematurity, hereditary syndromes or disorders, prenatal complications, and postnatal complications (Deaf-Blindness Overview). 

Those who have deaf-blindness usually have total loss of sight but hearing may be fixed with hearing aids or cochlear implants (Shaw)]]> 2021-10-05 17:21:55 UTC https://padlet.com/mac8271/k3umqm6z14h6bapf/wish/1793878134 mac8271 https://padlet.com/mac8271/k3umqm6z14h6bapf/wish/1793882062 2021-10-05 17:23:15 UTC https://padlet.com/mac8271/k3umqm6z14h6bapf/wish/1793882062 mac8271 https://padlet.com/mac8271/k3umqm6z14h6bapf/wish/1793893286 Most common acronym used is D/B to represent Deaf/Blind. ]]> 2021-10-05 17:27:04 UTC https://padlet.com/mac8271/k3umqm6z14h6bapf/wish/1793893286 mac8271 https://padlet.com/mac8271/k3umqm6z14h6bapf/wish/1793894411 In Babies:
No reaction to loud noises or they take longer to react
Do not make eye contact with you
They usually sleep a lot
Do not cry often
Do not make many sounds
They may poke their eyes and cover their ears
In Adults:
Needing the volume turned up- tv, radio etc
Not hearing a doorbell or knocking on the door
Asking people to speak louder
Difficulty moving around places of unknown
Needing to move objects closer to read]]> 2021-10-05 17:27:25 UTC https://padlet.com/mac8271/k3umqm6z14h6bapf/wish/1793894411 mac8271 https://padlet.com/mac8271/k3umqm6z14h6bapf/wish/1793895667 As a child:
Usually if a child is born with the disability doctors will be able to identify it in the newborn screening. Which is something that is done to check for any birth defects or any health problems that may have occurred.

As an adult:
Eye sight should be checked every 2 years (Diagnosis, 2018). And hearing tests can be requested if problems arise. 

Once the disability is identified a special assessment is done to identify their needs and abilities. The assessment test for communication, one-to-one human contact, social interaction, emotional wellbeing, support with mobility, assistive technology, and rehabilitation (Diagnosis, 2018). ]]> 2021-10-05 17:27:48 UTC https://padlet.com/mac8271/k3umqm6z14h6bapf/wish/1793895667 mac8271 https://padlet.com/mac8271/k3umqm6z14h6bapf/wish/1793896234 1. Coursework is uploaded online therefore others helping them can prepare and review work while others helping them go through it.
2. Preferential seating is available to help them hear at the best of their ability.
3. Recording of the class lesson is allowed for viewing later. 
4. Adding braille in commonly used spaces.
5. Notetakers present 
6. Interpreters to relay information
7. Tutors
8. Someone who is there to read to them
9. Assistive Listening Devices (ALDs)
10. Large Print/Braille Materials or Taped
Textbooks]]> 2021-10-05 17:27:58 UTC https://padlet.com/mac8271/k3umqm6z14h6bapf/wish/1793896234 mac8271 https://padlet.com/mac8271/k3umqm6z14h6bapf/wish/1793897612 Teachers:
Social skills and how their behavior may come off as can be view differently by individuals. But teachers are starting to implement soft skills, which are "ability to get along with others, being polite and well-mannered, working well on a team, able to communicate effectively, having a positive attitude"(Belote, M., Lill, S., Baker, J., Sanders, D., & Scott, E., 2015).
Peers:
Friendships may be facilitated by adults or teachers around them. To show how to communicate and interact with the child. The facilitated friendship will be brought on by having shared interests and common activities.
Barriers:
Kids who have deaf-blindness may run into social barriers that keep them from making and maintaining friends. Such as Attending non-neighborhood schools, Complex communication modes, Idiosyncratic behaviors, Geographic isolation, Move to a new classroom or school, and Physical presence of an adult (Belote, M., Lill, S., Baker, J., Sanders, D., & Scott, E., 2015). 

]]> 2021-10-05 17:28:25 UTC https://padlet.com/mac8271/k3umqm6z14h6bapf/wish/1793897612 mac8271 https://padlet.com/mac8271/k3umqm6z14h6bapf/wish/1793898211 Both of these articles express ways to make a classroom more adaptive and comfortable for a child with Deaf-Blindness.

Never assume a child's capabilities, plan in advance with course work therefore you can adapt it to their needs, gain trust and voice to those that they can share their disability with you, try to accommodate as well as possible, and help them as much as you can to make them comfortable. 
https://accessiblecampus.ca/tools-resources/educators-tool-kit/teaching-tips/teaching-students-with-deaf-blindness/ 

Identify certain areas with braille or different interactive symbols. Allow a longer time for those to response and comprehend the question. Create areas with sensory items for them to become interactive in the classroom. 
https://www.n2y.com/blog/supporting-students-who-are-deaf-blind/ ]]> 2021-10-05 17:28:37 UTC https://padlet.com/mac8271/k3umqm6z14h6bapf/wish/1793898211 mac8271 https://padlet.com/mac8271/k3umqm6z14h6bapf/wish/1793898834 Key details from the article below help with a deaf-blind child's everyday life. Find an appropriate professional to "conduct and report on a comprehensive cognitive, medical, social, and physical assessment" (Shaw). Wear different colored clothing to help them be able to establish body language, gestures, and sign language. Make sure to announce who you are when entering a room. https://www.n2y.com/blog/supporting-students-who-are-deaf-blind/ ]]> 2021-10-05 17:28:50 UTC https://padlet.com/mac8271/k3umqm6z14h6bapf/wish/1793898834 mac8271 https://padlet.com/mac8271/k3umqm6z14h6bapf/wish/1793899343 Belote , M., Lill, S., Baker, J., Sanders, D., & Scott, E. (2015). M17 La 1 presentation . Google Slides. Retrieved October 12, 2021, from https://docs.google.com/presentation/d/1H606wEzBXFnPqCVZWErwUt-YK4gr1-WKK3b_wkzk4zg/edit#slide=id.gb6006156a_0_0.
Commonly used abbreviations and acronyms for special education. Sacramento City Unified School District. (2016, October 4). Retrieved October 12, 2021, from https://www.scusd.edu/post/commonly-used-abbreviations-and-acronyms-special-education.
Deaf-blindness overview. Deaf-Blindness Overview | National Center on Deaf-Blindness. (n.d.). Retrieved October 12, 2021, from https://www.nationaldb.org/info-center/deaf-blindness-overview/#vision-and-hearing.
Deafblindness. Raising Children Network. (2021, August 23). Retrieved October 12, 2021, from https://raisingchildren.net.au/disability/guide-to-disabilities/assessment-diagnosis/deafblindness.
Netac teacher tipsheet who are deaf-blind deaf-blind. (n.d.). Retrieved October 12, 2021, from https://webapps.ou.edu/ods/cds/MADTools/print/pdf/tpshtdb.pdf.
NHS. (2018). Diagnosis . NHS choices. Retrieved October 12, 2021, from https://www.nhs.uk/conditions/deafblindness/diagnosis/.
NHS. (n.d.). DeafBlindess. NHS choices. Retrieved October 12, 2021, from https://www.nhs.uk/conditions/deafblindness/.
Shaw, M. A. (2021, May 24). Supporting students who are deaf‑blind: N2Y blog. n2y. Retrieved October 12, 2021, from https://www.n2y.com/blog/supporting-students-who-are-deaf-blind/.
Teaching students with deaf-blindness. Accessible Campus. (2017, February 27). Retrieved October 12, 2021, from https://accessiblecampus.ca/tools-resources/educators-tool-kit/teaching-tips/teaching-students-with-deaf-blindness/. 


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